Future Military Specialists Research Articles

ОСОБЛИВОСТІ РЕАЛІЗАЦІЇ ЕФЕКТИВНОГО ПСИХОЛОГІЧНОГО СУПРОВОДУ ПРОФЕСІОНАЛІЗАЦІЇ МАЙБУТНІХ ВІЙСЬКОВИХ ФАХІВЦІВ У ВИЩІЙ ВІЙСЬКОВІЙ ШКОЛІ УКРАЇНИ

The article substantiates the relevance of the implementation of psychological support for the professionalization of future military professionals in the higher military school of Ukraine. It is established that at present there is a discrepancy between the need for comprehensive scientifically based psychological support for the professionalization of future military professionals and insufficient certainty of its content, organizational and methodological basis for implementation, as well as conditions for effective implementation in higher military school. Based on the results of theoretical and empirical research, the author's understanding of the essence of psychological support of professionalization of future military specialists as a set of time-agreed, used methods, forms and means of psychological-pedagogical, socio-psychological and organizational influences aimed at research and development of components of their professional competence. optimization of conditions for professionalization, improvement of educational activities and ensuring the reliability of tasks for professional purposes, as well as providing them with psychological assistance in case of problems of professional growth. According to the stated definition the maintenance of psychological support of professionalization of future military experts is defined.Based on the collected array of research information, the organizational and methodological basis for the implementation of psychological support for the professionalization of future military specialists in the higher military school of Ukraine and the conditions for ensuring the effectiveness of its implementation are substantiated.

Revealing of propensity to development of stress-induced somatic diseases in military university cadets based on psychophysiological, psychological and psychosocial characteristics

It was found that the frequency of stress-induced somatic diseases in cadets during 45 training years increased from 0 in the I cours to 10% in the VVI courses. The first place in frequency is occupied by diseases of the digestive system (K00K93 according to the International Statistical Classification of Diseases and Related Health Problem 10th revision), during the training their level increased from 0 to 7.3%. Diseases of the circulatory system (I00I99) increased to 2.7%. Based on the psychophysiological, psychological and psychosocial indicators of the surveyed cadets, a discriminant analysis was performed and a linear classification function model for predicting the propensity to stress-induced somatic diseases was obtained. The model is statistically significant, the percentage of correct classifications is 95.8%, that indicates a good separation ability of this model. The stability of the model indicators during the entire training period is shown, so that makes it possible to use it as a prognostic model and apply to identify propensity of the junior cadet to developing stress-induced somatic diseases. Timely identification of cadets who are prone to developing stress-induced somatic diseases and personalized approach to psychological correction will contribute to the prevention of somatic health disorders, the increasing of efficiency and reliability of activity and the professional longevity of future military specialists. The indicators included in the model shows that the propensity to stress-induced somatic diseases is determined by both innate features (the speed of nervous processes and the ratio of inhibition and stimulation in the central nervous system, typological properties of the personality), and acquired skills of social behavior (coping models and psychosocial characteristics of the personality), as well as stress-induced neurotic manifestations which accumulated in the process of personal development. Psychological correction should be aimed at awareness and self-disclosure of their personal characteristics while developing the desired behavioral and social interaction skills, as well as training in mental self-regulation skills.

FORMATION OF A CULTURE OF LOGICAL THINKING AS AN IMPORTANT COMPONENT OF TRAINING MILITARY SPECIALISTS

Problem setting. Today new generation of future military professionals must be prepared for professional activity and life in the ever-changing conditions of military affairs. Military activity is a specific type of activity. Therefore, higher military education should become school of high culture of thinking of future military specialists. The formation of a logical culture of the future military specialist and a holistic personality is inconceivable without the formation of professional thinking. One of the main shortcomings in the training of cadets is the problem of solving new technical problems.
 Recent research and publications analysis. On the basis of theoretical analysis of scientific sources and expert assessment of the significance of components of the creative activity of military specialists professional thinking, the criteria for the development of each component and their indicators have been defined. This problem is considered by Zavalishin, Teplov, Yagupov, technical thinking (Kudryavtsev, Kulyutkin, Reshetnikov) and othes.
 Paper objective. In the research the theoretical basis and experimental study of peculiarities of the development of the logical component of future military specialists’ professional thinking in the process of professional training in a higher education institution have been carried out.
 Paper main body. On the basis of theoretical analysis it has been determined that logical thinking is an important component of the professional skill of a specialist, which ensures the successful accomplishment of professional tasks, the adoption of optimal solutions in a certain area of activity, and it is the embodiment of the professional competences of the individual and the condition for his or her professional development. The paper deals with the problem of logical thinking as an important component of training military specialists in psychological and pedagogical sciences. The analysis of thinking as a psychological cognitive process, in scientific works of foreign and native scientists, considering the regularities of the human psyche functioning in extreme situations, has carried out, in order to improve the moral and psychological support of the personnel. The model of future military specialists training for the development of primary school pupils‘ logical skills has been developed and tried out. It includes such units as: purposeful (social control, aim, tasks); methodological (approaches, principles, interaction subjects); content and activity (content, forms, means, methods, technologies); assessment and resultative (criteria, rates, levels, result). Forms, methods and means of educational process according to the future military specialists training for the development of cadets logical skills have been improved. This notion has historical character and complex structure: levels of formal logic and dialectics. The pedagogical ways of formation of culture of thinking of students are also given. The transition in the educational dialogue from oral to written, from the external to the internal dialogue, and vice versa, ensures the development of thinking interlocutors in the process of solving educational problems. Educational dialogue is not only an exchange of remarks between its participants, but it is their social interaction, communication, which activates their mental, emotional, sensuous activity. The characteristics of professional thinking of the organizers of future military specialists, which need to be developed to achieve professionalism in the professional military activity, have been considered.
 Conclusions of the research. Practical meaning of the obtained results lies in the development and implementation into the educational process of establishments of higher education the diagnostics methodology of the future teachers‘ readiness levels for the formation of military specialists logical skills. The number of academic hours has been increased to study the methodology of solving tasks in logic. The characteristics of professional thinking of the cadet, which need to be developed to achieve professionalism in the professional military activity, have been considered.

Инновационная деятельность кафедр как фактор формирования профессиональных компетенций курсантов военного вуза

The scientific and technological development of modern society determines the need to monitor the innovative activities of universities, departments, and teaching staff. One of the leading factors influencing the formation of professional competencies of cadets studying at a military University is the innovative activity of departments. According to the authors of the article, the quality of training of future military specialists depends on this. The article reveals the aspects of creating conditions for creative self-development of cadets and their active participation in round tables on scientific and technical topics at the Department of military higher education. It is concluded that the innovative activity of University departments has a great influence on the motivation of cadets to participate in scientific work under the guidance of the teaching staff, and also ensures the development of the intellectual potential of future military specialists.

ПРОБЛЕМА ВДОСКОНАЛЕННЯ ПСИХОФІЗИЧНОЇ ВИТРИВАЛОСТІ ПРОФЕСІОНАЛІВ ВІЙСЬКОВОГО УПРАВЛІННЯ У НАУКОВІЙ ЛІТЕРАТУРІ

Introduction. Currently, the state is in a difficult geopolitical situation, which involves strengthening the Armed Forces of Ukraine, especially their staffing. In particular, the military-professional activity of officers of military administration bodies consists in the performance of official duties in the conditions of constant influence of adverse factors that lead to increased mental and physical tension and negatively affect their military-professional activity. It should be aimed at the formation of their relevant military-professional competencies, which will help them to successfully perform professional tasks in extreme situations. Combat experience in eastern Ukraine shows that psychophysical endurance is extremely necessary for officers to successfully perform their official duties, which helps to reduce their psycho-emotional tension in adverse conditions of military-professional activity.The purpose is to analyze the scientific literature to find ways to improve the psychophysical endurance of future military management professionals.Methods. Аnalysis, system and generalization of scientific sources on the development of professionally important qualities of future military specialists and psychophysical endurance of officers of operational and tactical level.Originality. The results of the synthesis and systematization of scientific and literary sources are used to determine the directions of further research on the development of psychological and physical endurance of the officers of operational and tactical level of management in the system after graduation. The one of the most important component in the training of future professionals in military management is the development of psychological and physical endurance in the process of preparation of military experts has been determined. The essence of military education, which consists in education, independent development and psychological training of the servicemen has been emphasized. The process of the training future officers as a social and pedagogical process, determined by the needs of the state has been defined. Conclusion. The formation and development of the necessary professional qualities, including professional endurance of representatives of various industries depends on the goals and features of their future professional activity and its specifics, their awareness and perception. Analysis and generalization of psychological and pedagogical sources revealed that each area of professional activity has its own characteristics, so psychophysical endurance PVU depends on their rapid adaptation to new conditions of the military unit, the governing body and the specifics of training and combat and combat tasks. It was found that the problem of development of different types of endurance of military specialists is the subject of research of many scientists in different fields of science - in psychology, psychophysiology, psychology and pedagogy of labor, military psychology, professional pedagogy and more.

АКТУАЛЬНЫЕ ПРОБЛЕМЫ ПРЕПОДАВАНИЯ ОБЩЕИНЖЕНЕРНЫХ ДИСЦИПЛИН КУРСАНТАМ ВОЕННОГО ВУЗА В УСЛОВИЯХ РАЗВИТИЯ ИНТЕЛЛЕКТУАЛЬНЫХ ЭЛЕКТРИЧЕСКИХ СЕТЕЙ

The article is devoted to the topial problems of teaching general engineering disciplines at a modern military university. Future military specialists, studying general engineering disciplines, receive a technical basis that ensures their professional development in the context of the development of intelligent electrical networks. Their training is based on the idea of a professional-oriented approach, taking into account the experience of the Russian higher military school, foreign schools, in technical education. Modeling is described, which is used as the main way of understanding technical capabilities of intelligent electrical networks, in the process of studying general engineering disciplines by cadets. This will ensure that students are prepared to model real processes and phenomena in their future professional activities. The author reveals some pedagogical and didactic conditions under which the design of the educational process will ensure the development of professional skills and competencies of future military specialists, who will be called to carry out their activities in the digital world in the future. Attention is paid to the problem of introducing computer-based test tasks into the teaching of general engineering disciplines, with access to solving complex plot problems, within the framework of telecommunications projects. On the basis of interdisciplinary connections, studied during military university disciplines, the possibility of developing technical tasks for the implementation of project activities of students is considered. The conclusion is made about the need for intellectual adaptation of future military specialists to technical problems in the field of intelligent electrical networks and the development of their engineering thinking. The article is of interest to university teachers, researchers, and future professionals in technical specialties.

Humanization of Cadet Education as the Basis for Training Military Specialists in Conditions of Global Digitalization

The article makes an attempt to resolve the contradiction between the large-scale digitalization of the educational process and the need to preserve the priorities of universal human values in the process of training future military specialists. The leading characteristics of the humanization of cadet education are characterized, the problems of future Motherland defenders teaching are revealed.

ИНОЯЗЫЧНАЯ КОМПЕТЕНТНОСТЬ КАК МНОГОКАНАЛЬНАЯ ОСНОВА ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ БУДУЩИХ ВОЕННЫХ СПЕЦИАЛИСТОВ

The article emphasizes the importance of the cadets’ foreign language training at military educational institution. It is noted that the formation of the foreign language competence is one of the most promising areas in the field of the future military specialists’ training. The author pays attention to the need of selecting the content of the foreign language course in accordance with specific methodological and general didactic principles. Different ways of organizing independent work for the successful development of students’ foreign language competence are considered. In the author's opinion, it is particularly urgent for cadets to master communicative and socio-cultural competences in terms of developing foreign language competence.

WORKING WITH MILITARY TERMINOLOGY FROM "BABURNAME" ON CLASSES IN RUSSIAN LANGUAGE IN THE MILITARY EDUCATIONAL INSTITUTIONS

Working with professional terms is an important part of languageeducation in universities. Fragments from Baburname were used in the developmentof training material for future military specialists. The article describes the methodsand techniques aimed at developing cadets' speech in Russian.

MULTIDISCIPLINARY APPROACH OF TEACHING FOREIGN LANGUAGE IN MILITARY ACADEMY

The article is devoted to the practice of introducing subject-language integrated training (CLIL) in a military university, which receives insufficient attention in modern teaching methods. The article presents the scientific directions of the organization and the basic principles of bilingual education in special disciplines and a foreign language in technical universities of the country. 4 stages of studying a foreign language at a military university using CLIL technology are described. A new approach to the study of a foreign language is presented as interdisciplinary coordination of a foreign language, humanitarian (history, Russian, translation), natural sciences (physics and mathematics) and military (military-technical) disciplines. All of these disciplines are a tool in mastering the professional knowledge of future military specialists and increasing their professional competence. Intersubject integration at the moment is characterized by a new attitude to the subject of teaching a foreign language - obtaining professional knowledge while simultaneously mastering knowledge, skills in a foreign language and other special disciplines according to the Federal State Educational Standard. The purpose of the study is to identify the links between the humanities and science disciplines for the application of an integrated approach in practical lessons. The study of technologies and approaches to interdisciplinary training in a military university and their use in the educational process is the relevance of the study. The analysis of scientific and theoretical materials of foreign and Russian authors confirms the use of subject-integrated training at a military university. Based on the results of an empirical study, a number of practical recommendations were developed for teachers of military universities. The article provides the organization of an integrated practical lesson in a foreign language with third-year cadets. Tasks for the integration of a foreign language and knowledge of cadets in the field of mathematics and physics have been developed. Methodological recommendations on the organization of subject-based integrated learning in foreign language classes are given. The article emphasizes that interdisciplinary interaction is a complex organizational task and a unified model of subject-integrated education in a military university does not yet exist, and its actualization depends on the capabilities of a particular university.

ОСОБЛИВОСТІ ОВОЛОДІННЯ ІНОЗЕМНОЮ МОВОЮ В УМОВАХ КРЕДИТНО-МОДУЛЬНОЇ СИСТЕМИ У ВИЩОМУ ВІЙСЬКОВОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ: ПСИХОЛОГІЧНИЙ АСПЕКТ

У статті автор досліджує вивчення особливостей запровадженої ЄКТС навчання у вищому військовому навчальному закладі та психологічний аналіз сприйняття цієї системи курсантами-прикордонниками під час вивчення іноземної мови. Досвід і практика викладання у НАДПСУ засвідчують на сьогоднішньому етапі професійної підготовки майбутніх військових спеціалістів існує необхідність розвитку рівня пізнавальної активності, яка реалізується взаємодією усіх пізнавальних процесів особистості у процесі формування їх професійної іншомовної комунікативної компетентності в рамках системи ЄКТС, де певна кількість навчального і дослідницького матеріалу повинна опановуватись під час самостійної та індивідуальної роботи. Належний рівень розвитку пізнавальної активності курсантів-прикордонників сприятиме оптимальному формуванню професійних компетентностей загалом. Аналіз результатів анкетування курсантів-прикордонників дав змогу встановити необхідність у підвищенні їх пізнавальної сфери та впровадження нових підходів щодо іншомовної професійної підготовки персоналу в умовах кредитно-модульної системи організації навчального процесу у вищому військовому закладі освіти. Ефективне застосування Європейської кредитної трансферно-накопичувальної системи (ЄКТС) в організації освітнього процесу ВВЗО сприяє забезпеченню якості вищої освіти, інтеграції національної системи вищої освіти в європейське та світове освітнє співтовариство.

АКТИВІЗАЦІЯ ПІДГОТОВКИ КУРСАНТІВ ДО МАЙБУТНЬОЇ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

Introduction. Training of cadets for psychological and pedagogical activity is a multifaceted process that includes all forms of work of scientific and pedagogical workers, commanders of units of senior service schools and the cadets themselves. The main activities of the cadets are: a) theoretical and practical training during training sessions; b) participation in an organized system outside of educational activities; c) utilization tour in military forces. All these elements of the educational process in the senior service schools are intended to ensure the full competence of the cadets for the future psychological and pedagogical activity in the troops.Purpose. The purpose of the article is to analyze theoretically the scientific sources of the problem under study, to determine ways to achieve the effectiveness of training of cadets for the future profession of the officer as an instructor in the process of training of future military specialists in senior service schools of the Ministry of Defense of Ukraine.Methods. Empirical methods of observation, questioning and questioning were used to solve the problems of education Originality The results of the analysis of the basic psychological and pedagogical conditions of activating the training of cadets as tutors in the course of teaching psychological and pedagogical disciplines and the ways of improving the professional orientation to their study in the process of training future military specialists in higher military educational establishments of Ukraine are first determined in the article. realization of psychological and pedagogical conditions of organization of their teaching.Conclusion. Thus, senior service school has rich opportunities for qualitative training of cadets in the process of training sessions as instructors. Additional reserves for improving the training of cadets for psychological and pedagogical activities include the following raising the educational orientation of the educational process; approximation of the study of theoretical issues to the practice of psychological and pedagogical activity of graduates in the military forces; coordinating the efforts of the entire military and pedagogical team of the senior service school for the training of cadets as skillful commanders-instructors; improvement, together with high-quality professional selection of cadets to the Academy, activities of teachers, commanders and officers of the structures of moral and psychological support of senior service school regarding the formation of love for the profession of officer in cadets, stable motives of psychological and pedagogical activity, interest in moral and psychological work with warriors etc.

Динамика становления профессиональной ответственности будущих военных специалистов в военном вузе

The article examines the problem of forming a future military specialist’s professional responsibility. Approaches to defining professional responsibility in the military sphere are identified. The factors influencing the formation of professional responsibility at military higher school are revealed. The results of studying the formation of future military specialists’ responsibility are presented. Relying on the findings, the author proposes recommendations to form future military specialists’ professional responsibility at military higher school.

ФОРМУВАННЯ КРИТЕРІЇВ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ОФІЦЕРІВ ВІДДІЛЕНЬ ЛОГІСТИКИ У ПРОЦЕСІ ВИВЧЕННЯ ДИСЦИПЛІН ТИЛОВОГО СПРЯМУВАННЯ

Методологія в системі професійної підготовки військових фахівців знаходиться в стані розробки, а практична складова формування професійної компетентності майбутніх військових фахівців розвинена недостатньо внаслідок повільного введення в навчально-виховний процес ВВНЗ активних методів навчання, що дозволяють досить швидко оволодівати професійними компетенція ми. Вивчення діяльності вищих військових навчальних закладів дає підставу стверджувати, що в установлені терміни навчання важко сформувати у випускників повний перелік професійних компетенцій у зв’язку з тенденцією постійної втрати сьогоденної значущості й концентрації (стиснення) обсягу знань.
 Дослідження дозволило виявити тенденцію до падання рівня самооцінки професійної компетентності у курсантів 3-го курсу. Це пояснюється тим, що притаманний молодшому курсу рівень мотивації та домагань щодо оволодіння новою професією у курсантів третього курсу понижується внаслідок можливого недостатнього усвідомленого ставлення до майбутньої професійної діяльності. На випускних курсах ставлення до професійної діяльності вирівнюється, оскільки курсанти вже пройшли стажування в органах ДПСУ на посадах начальників відділень тилу в результаті чого набули першого практичного досвіду самостійної роботи та фактично визначилися з місцем призначення та посадою після закінчення академії. Результати дослідження свідчать про необхідність організації та впровадження цілеспрямованої системної роботи з професійної підготовки фахівців логістики на основі компетентнісного підходу, який дозволяє інтегрувати різні сфери особистісної готовності до майбутньої діяльності, а саме когнітивну, емоційну, мотиваційну, діяльнісну та ціннісну.
 У статті обґрунтовано формування критеріїв професійної компетентності майбутніх офіцерів відділень логістики у процесі навчання в академії та вивчення дисциплін тилового спрямування, подано погляди учених на підходи до формування професійної компетентності.

ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОЕ ВЗАИМОДЕЙСТВИЕ БУДУЩИХ ВОЕННЫХ ЛЕТЧИКОВ: ОСМЫСЛЕНИЕ ПОНЯТИЙ И ПОДХОДОВ

One of the principal skills for military pilots during their professional activity is profession-oriented interaction. That is because they need to be able to interact in a foreign language during radio exchange, as well as to interact with foreign representatives within the professional field. Along with the concept of interaction, the paper considers similar concepts of conversation, cooperation, and communication; however, interaction reveals military pilots’ communicative activity in the most accurate way. The author determines the idea of profession-oriented interaction through the prism of approaches and gives its characteristics. General scientific approaches are used while training military aviation students for profession-oriented interaction: competency-based, systemic, person-centered, as well as the culture-based approach used for teaching a foreign language. The paper shows the significance of each approach for training future military pilots. The competency-based approach makes it possible to determine competencies necessary for future military pilots and contributing to the implementation of profession-oriented interaction in a foreign language. The person-centered approach indicates the importance of taking into account the individual characteristics of future military pilots while forming the style of their professional activity. The systemic approach covers all training components which are necessary for profession-oriented interaction of military pilots. The culture-based approach actualizes the formation of intercultural communication skills between future military specialists.

РОЛЬ ІНТЕРАКТИВНОГО НАВЧАННЯ В ПРОЦЕСІ ПІДГОТОВКИ ВІЙСЬКОВИХ ФАХІВЦІВ

Reforming the Armed Forces of Ukraine in accordance with international standards and domestic political factors indicates the urgency of finding and implementing innovative ways to develop military education. The authors see the work as a tool to solve this problem in the introduction of interactive methods in the training of future military specialists. This does not mean abandoning the use of known traditional methods, it is a combination of their diversity in the educational process. Involvement of cadets in interactive activities leads to the ability to solve complex problems based on the analysis of initial data, identify contradictions, express alternative opinions, make informed decisions, participate in discussions; model various situations, learn to build constructive relationships in the team, determine their place in it, avoid or resolve conflicts, seek compromises, seek dialogue, develop skills of project activities, independent work, creative work. The paper presents the basic principles of interactive learning, classification of interactive methods. The application of some of them, namely "question-answer", "microphone", "classes with pre-planned mistakes", "brainstorming", "debate", "business game", "teaching-learning" with the indicated advantages and disadvantages is demonstrated for specific topics of classes in "Higher Mathematics". The introduction of these methods in the educational process will ensure the formation of its participants such skills as analysis, comparison, highlighting, as well as critical thinking and the ability to make responsible decisions, competitiveness, willingness to take risks. In addition, it will promote the development of each person's system of universal values and generally accepted norms of behavior, awareness of personal responsibility, the ability to unite with other participants to solve a common problem, foster tolerance, mutual understanding and respect, compassion, kindness and care, solidarity and equality, the formation of the ability to make free and independent choices based on their own judgments and analysis of reality. And most importantly, it will improve the quality of military education, ensure the growth of military-professional, intellectual, cultural, spiritual and moral potential of future military professionals, increase the prestige of the military profession, strengthen the defense capabilities of Ukraine and its Armed Forces.

METHODOLOGICAL GUIDELINES FOR DESIGNING A MODEL FOR THE FORMATION OF PROFESSIONAL RESPONSIBILITY OF FUTURE OFFICERS OF THE RUSSIAN AEROSPACE FORCES

The article discusses issues related to the development of a model for the formation of professional responsibility of future officers of the Russian Aerospace Forces (Russian battle flyers). Topicality of the indicated direction is determined by the high social significance of the professional activities of military pilots, the specifics of its organisation and implementation by the officer of professional functions that require managerial decisions in various flight conditions and high personal responsibility for the results of professional choice and the professional actions taken. This objectively requires improving the quality of professional training of future military specialists in the aviation field and organising focused work to develop their professional responsibility in the process of organising and carrying out flight activities. A theoretical analysis of scientific approaches to the problem of pedagogic modelling is carried out, its key semantic postulates are determined, a characterization of the nature and content of the pedagogic model is given. Based on the analysis, methodological guidelines are identified for building a model for the formation of professional responsibility of future officers of the Russian Aerospace Forces, represented by conceptual ideas of a synergetic, system-structural, competence, axiological, personality-oriented and reflective approaches that make up the methodological basis for modeling the process under study. It has been established that the architecture of the model integrates the target, substantive, instrumental-functional, control and assessment blocks and stages (organisational (explicative), orientative-active (quasi-professional), developing), which ensure the formation of professional responsibility of future military pilots and determine the structure, content and the process dynamics of this process in the educational development environment of a military aviation university. According to the results of the study, it was found that carrying out systematic work to form professional responsibility among future officers of the Russian Air Force, organised within the framework of a methodologically sound model, is an important factor contributing to the intensification of professional training and personal and professional development of future military pilots.

ФОРМУВАННЯ ІНФОРМАЦІЙНО-АНАЛІТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ОФІЦЕРІВ ЗБРОЙНИХ СИЛ УКРАЇНИ: НАУКОВО-ПЕДАГОГІЧНИЙ АСПЕКТ

In this article explains needs of preparation the information and analytic competence for the future officers in the Ukraine Armed Forces during their study in the military high educational institutes. Information function realizes by the future officer as information and analytic competence. Professional level of analytic and project activities of the future officers provides their education content. Modern officer should be ready for professional, social and pedagogic, culture and education, management, physical-training and special activities. Analytic competence means logic: methods of rational thinking, arguments, ideas analysis. According theoretical analysis of the preparation and development professional competences: there is large difference between level of professional skills and requirements for the capabilities. The current methodology of education and professional training of the military specialist is not perfect because there is so difficult to create require full list of capabilities during all term of education. The leading criteria for assessing the training of future military specialists to carry out tasks and responsibilities in the direction of professional training are identified. Also was analyzed the basic requirements for the formation of information and analytical competence of future officers, lists and defines the main methodological approaches and principles of organization of information and analytical activities. There was indicated pedagogical conditions for formation information and analytic competences in the military education environment. The structural components of information and analytical competences and leading aspects regarding its formation and development was determined. In solving the problems of the formation of informational and analytical competence of future officers of the Armed Forces of Ukraine, the urgent issues are the introduction of the technology of forming this competence in the educational process of higher military educational institutions. The introduction of practical teaching methods in the educational process of training specialists in the socio-cultural sphere will contribute to the fact that after graduation, graduates at a sufficient level will be able to form their own conclusions, ideas and informed choices based on certain information, master the techniques and methods of information analytics, be able to practically apply, will be ready to conduct information and analytical activities in the structural units of the Armed Forces Ukraine.

ОРГАНІЗАЦІЙНІ АСПЕКТИ ФОРМУВАННЯ МІЖКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ БОЙОВОГО ТА ОПЕРАТИВНОГО ЗАБЕЗПЕЧЕННЯ ЗА КОРДОНОМ

The article deals with the organizational aspects of formation of intercultural competence of future specialists of combat and operational support abroad. The basic forms, methods and teaching techniques of these specialists are analyzed. The problem of formation of intercultural competence of future servicemen is relevant in their professional training, not only in Ukraine, but in the process of training these specialists from other countries. The method of analysis and generalization was used for theoretical substantiation of organizational aspects of formation of intercultural competence of mentioned specialists. At the present stage, there is widespread cooperation between military experts from NATO member countries within peacekeeping missions and joint exercises. The level of intercultural competence of future military specialists in foreign countries should be high. Servicemen must have certain ability, knowledge and skills. For this purpose, certain methods of teaching, forms of organization and teaching techniques are used in the educational process abroad. So, intercultural competence of future specialists of combat and operational support is defined as a set of knowledge, skills and abilities that help them to conduct effectively their professional activities and communicate freely with partners of other cultures under conditions of international integration and on the basis of understanding and respect. Intercultural competence is a significant component of the professional competence of future specialists of combat operational support, because it is based on a set of key, linguistic, sociocultural and discursive competencies. The key characteristics of intercultural competence are: multifunctionality, supersubjectiveness, interdisciplinarity, multidimensionality, consideration of diverse thought processes and intellectual skills. Components of intercultural competence of future specialists of combat operational support are: language skills: lexical, grammatical, spelling, etc.; multicultural knowledge; cognitive knowledge and skills; ability to analyze the speech situation; the ability to control their actions during communication, in particular, the ability to overcome fear; etc.

Military-Applied Means of Physical Education in Pre-University Educational Institutions of the Russian Ministry of Defence

Introduction.. The main purpose of pre-university educational institutions of the Ministry of Defence ofRussia, e.g. Suvorov Military Schools, Nakhimov Naval Schools, presidential schools and cadet corps, is to educate graduates, who are highly motivated and sufficiently prepared for military vocational activities, including graduates’ general physical fitness. Successful performance of the task is complicated by the fact that educational process in such organisations has a general educational orientation, which is common for the entire system of school education. However, it is obvious that the specifics of the mission of preuniversity educational institutions of the Ministry of Defence of the Russian Federation requires more intensive physical activities, which improve health and increase physical endurance of students, taking into account their age-specific physiological characteristics. In this regard, it is necessary to develop a variable methodological block as a supplement to an invariant part of the main programme of physical culture, which will be aimed at stimulating the development of motor and power capabilities, skills and professionally significant qualities of future military personnel.The aim of the research was to select and scientifically justify the introduction of appropriate and effective means for high-school students’ physical education in pre-university educational institutions of the Ministry of Defence ofRussia.Methodology and research methods. To identify the appropriate ways of solution of the problems of profile physical education of potential officers at the stage pre-professional development, the methodological framework was based on the theory of physical culture and sport, individually-modular approach to the development of the system of professional and applied physical training, its principles and regularities, conceptual provisions of health preservation in adolescence and youth. In the course of the research, the authors thoroughly studied the scientific and methodological sources, regulatory and legal base of the organisation of educational process, questions of its planning and control of all forms and activities of students’ physical training in military schools. The following methods were applied: interview, pedagogical observation, questionnaire survey, technique of entrance and final testing of selection of the research participants, formative experi ment, monitoring, comparative analysis and systematisation of indicators (resultant scores) of sports achievements of examinees. Experimental data were processed by the methods of mathematical statistics.Results and scientific novelty. The selection of means of physical training in pre-university all-service military and naval educational institutions was made on the basis of theoretical and statistical material of analytical review and collected empirical data and pedagogical experience in 17 pre-university educational institutions of the Ministry of Defence of Russia (n = 607). The list of the most productive means is made. The quantitative ratio of military-applied methods, which positively influence the system of physical training in the 10th-11th grades, is established. The pilot testing showed that systematic use of special training exercises of military-applied orientation significantly improves the indicators of physical training of students. The analysis of students’ questionnaires before and after the experiment revealed strengthening of students’ moral stability, growing interest in military science and motivation to studying of an applied training material, as well as significant increase in the number of applicants seeking to continue their training in higher educational institutions of the Ministry of Defence of the Russian Federation and to dedicate their lives to military service. The proposals and practical recommendations on purposeful introduction of complexes of specialised physical exercises and elements of disciplines of military-applied sports to educational process are formulated.Practical significance. The results of the research can be employed to plan and organise physical training of high-school students of pre-university educational institutions of the Ministry of Defence ofRussia as additional programme and methodological support at the initial stage of military-applied physical training of future military specialists.