Military Vocational Education Research Articles

A Case Study of Military Vocational Online Education during the Post COVID-19 Era

Affected by the global COVID-19 pandemic, E-learning has developed rapidly and become the new normal of educational activities in China in the post COVID-19 era. E-learning is an indispensable force in military vocational education. In conjunction with the digital technology and traditional campus education deeply, it promotes the innovative development of military vocational education. However, there are still some drawbacks in online education of military vocational education, such as unstable network signal, shortage of education resources, lack of teaching skills, difficulty in the quality of education of evaluate and so on. This paper analyzes the present situation of online education of military vocational online education in the post COVID-19 era and offers some advices.

Индивидуально-психологические особенности курсантов, обучающихся по образовательной программе среднего профессионального образования, определяющие успешность их обучения в военно-учебном заведении

The article discusses how personal qualities of cadets on the programmes of secondary vocational military education correlate with training outcomes. The paper outlines the importance of training mid-level professionals (ensigns) for the Armed Forces of the Russian Federation. Research in psychology and pedagogy most commonly focuses on cadets on university degree programmes (future officers). However, there is a dearth of psychological studies exploring how personal qualities of cadets receiving secondary vocational education impact training in a military school. The purpose of the article is to identify differences in the quality of cognitive processes (attention, memory, thinking, imagination, etc.) between “successful” and “less successful” students of military schools. It also aims to reveal the relationship between personal qualities of cadets (behavioral regulation, communicative potential, moral normativity, personal adaptive potential) and the results of training. The analysis is based on the data obtained during the psychological examination of applicants as part of the professional psychological selection to a military educational institution. The analysis identified differences in the level of general intellectual development (namely, cognitive processes: attention, memory, thinking, imagination, etc.) and personal qualities (communicative abilities, moral normativity, etc.) of cadets. These were compared with the results of their training at the end of the first year of a secondary military vocational education programme. The article explains which scores (the results of training) determine academically “successful” and “less successful” cadets. The success of training is assessed by the two following criteria: progress in academic disciplines; achievements in military service, sports, R&D, amateur art work, etc. This allows to identify exactly which individual psychological qualities have a higher impact on the effectiveness of academic performance and other activities of cadets during their studies. As a result, statistically significant differences between “successful” and “less successful” cadets were revealed in their level of memory, thinking, imagination, communication skills, moral normativity, and ability to adapt. The article provides recommendations for experts in professional psychological selection, teachers, commanders and psychologists on taking into account personal qualities of cadets during the selection and training of cadets at a military education institution.

ИСПОЛЬЗОВАНИЕ ТЕХНИЧЕСКИХ СРЕДСТВ ОБУЧЕНИЯ С ЦЕЛЬЮ ПОВЫШЕНИЯ КАЧЕСТВА ПОДГОТОВКИ КУРСАНТОВ ВОЕННОГО ВУЗА

Based on the analysis of modern research, the article analyzes the effectiveness of the use of technical means of education in a higher educational institution that trains military cadets. Based on the research available in the scientific literature, the analysis of the features of military vocational education, in the process of which technical means are used, is carried out. By means of targeted, meaningful, activity-based and effective methods, the structure of the pedagogical process in which technical means of teaching are used is investigated.

Analysis of the influence of competitive activity on the formation of motives for sports among cadet school students

Since 2011, the Ministry of Defense of the Russian Federation has been holding a Sports contest among the teams of Suvorov, presidential cadet, Nakhimov schools, cadet and Cossack corps. The purpose of these competitions is to introduce students of schools to regular sports, increase the level of physical fitness of students, the formation of military-applied skills. Accordingly, such events should be part of continuous military vocational education, performing tasks for the physical training of students in military schools of pre-university education. Empirical research methods allowed the authors to study the protocols of swimming competitions held within the framework of the Spartakiad of general educational institutions of the Ministry of Defense of the Russian Federation, to analyze the dynamics of attendance by pupils of the Orenburg Presidential Cadet School of the sports section "swimming", to identify the motives for visiting the section by cadets and the reasons for their termination of regular training. В The article reflects the motivational aspects of sports activities of pupils of different ages and the degree of influence of competitive activity on the attendance of sports sections. Based on the data obtained, it was revealed that the sports skills of the participants of the Spartakiad of pre-university educational institutions of the Ministry of Defense of the Russian Federation increased annually, at the same time, according to the study, the inclusion of competitions in the plan of physical culture and sports events of the Armed Forces of the Russian Federation and their regular conduct did not affect the mass of sports among students. The issue of forming a stable motivation for in-depth sports training of students in military-specialized schools of general education as a stage of continuing education requires the search for further ways to improve the structure of physical training of military schools.

Military Career Adaptability Questionnaire in China: Development and Validation.

ObjectiveTo develop the Military Career Adaptability Questionnaire (MCAQ) in China and to test its reliability and validity.MethodsIn study 1, an open-ended questionnaire survey was conducted among 200 military personnel. Based on the empirical construction by military personnel of various branches, the dimensions of the MCAQ were constructed, and a preliminary questionnaire was prepared. In study 2, the questionnaire survey was conducted in 1,578 participants enrolled through stratified cluster sampling. They were randomly divided into two groups (n = 789). Sample 1 was used for item analysis and exploratory factor analysis, and sample 2 was used for confirmatory factor analysis and internal consistency testing. In sample 1, the participants were selected to test the test–retest reliability of the questionnaire at a 4 weeks interval. In sample 2, participants were selected to test criterion validity using the Psychological Capital Questionnaire and the Job Satisfaction Questionnaire.ResultsAccording to study 1, we obtained an initial 23-item MCAQ containing five dimensions (organization and fusion ability, communication ability, learning development ability, emotion regulation ability, and career transformation ability). After the exploratory factor analysis in study 2, 21 items contributing 72.17% of the total variance remained. Via the subsequent confirmatory factor analysis, the model was confirmed to have good fit indices [chi-square/degree of freedom (X2/df) = 3.11, goodness of fit index (GFI) = 0.90, normed fit index (NFI) = 0.91, incremental fit index (IFI) = 0.94, tucker lewis index (TLI) = 0.93, comparative fit index (CFI) = 0.94, standardized root mean square residual (SRMR) = 0.07]. These five factors were significantly correlated with the total score of the MCAQ (r = 0.73–0.79, p < 0.01). The Cronbach α coefficient of the questionnaire was 0.92; the Cronbach α coefficients of the five factors were 0.89, 0.83, 0.88, 0.84, and 0.79, respectively, the test–retest reliability of the questionnaire was 0.93.ConclusionThe MCAQ developed in this study has a clear five-factor structure and good reliability and validity. It can be used to assess the career adaptability of military personnel to provide a theoretical basis for military vocational psychological education.

Социально-педагогическая направленность военно-политической работы военных академий в 20–30-е годы ХХ века

The article considers the domestic historical and pedagogical experience of military-political work in higher military-vocational education in the 20-30s. of the XX century: content, forms, methods, means; the historical and pedagogical significance and relevance of ideas for the current stage of the development of military-political work in the Armed Forces of Russia and the reform of higher military education are determined. An analysis of relevant scientific publications and archival sources presented for the first time suggests that the current trend in the development of military-vocational education is correlated with domestic historical and pedagogical experience of the early twentieth century, in the socio-pedagogical interaction of higher military educational institutions with state structures, public organizations for the implementation of military-political work in one of the directions of the state policy of the Soviet state “Cultural links of the city with the village” in the interests of socializing students and strengthening the country’s defense.

СОВРЕМЕННОЕ СОСТОЯНИЕ СИСТЕМЫ НЕПРЕРЫВНОГО ВОЕННО-ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ В РЕСПУБЛИКЕ КАЗАХСТАН

The current system of military education of the Republic of Kazakhstan provides for a continuous educational process. It covers five levels: secondary education, technical and vocational, higher education — bachelor's degree, postgraduate education — master's and doctoral studies, as well as additional education — military departments, advanced training of specialists, training and retraining of military-trained reserves. The leading role of the postgraduate level is assigned to the National Defense University named after the First President of the Republic of Kazakhstan — Elbasy. This is the only military educational institution in the system of military education for the education, training and advanced training of higher and senior officers of the Armed Forces, other ministries and departments of the Republic of Kazakhstan, heads and officials of state and executive authorities, enterprises and institutions of the military-industrial complex , officers of foreign armies. The position of a number of Kazakh scientists on the problem of the military education system is not unambiguous. The systematic approach made it possible to reveal the goals and characteristics of the stages of continuous military vocational education. Statistical data show a tendency towards an increase in the number of military departments and military technical schools functioning at present. In our opinion, the main task of continuous military professional education should be considered the formation and development of the image of a modern soldier, who will be distinguished by immense devotion and love for the Motherland, high professionalism, competitiveness, universalism, mobility, creativity, as well as the ability to think outside the box and make decisions quickly. in any environment. Based on the conducted research, it can be concluded that the domestic system of continuous military vocational education in the Republic of Kazakhstan has a fairly well-formed structure, meets international standards and contributes to an increase in the scientific and scientific-pedagogical potential of military personnel.

ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ДИСТАНЦІЙНОГО НАВЧАННЯУ СИСТЕМІ ВИЩОЇ ВІЙСЬКОВОЇ ОСВІТИ

The article determines that the basis for providing distance learning in the military education system is the subject-activity approach. The positive aspects of the application of distance learning technology from the perspective of a teacher and from the perspective of a learning subject are summarized. The processes of organization and implementation of distance learning are determined by the specifics of a military educational institution and depend on the psychological and pedagogical characteristics of the teacher, his professional skills to use modern interactive teaching methods and information and communication technologies. An attempt was made to determine the main psychological and pedagogical features of the teacher, which are needed in the process of organizing distance learning. This is a high motivation for cognitive activity, the acquisition of new professional competencies, the ability to avoid subjectivity during assessment. The use of distance learning can significantly reduce the cost of training, to intensify the process of learning thanks to a variety of visual means of presenting new educational information using modern information technologies. It is proved that a promising direction of training in the system of higher military education is blended learning. This is an interactive form that optimally combines the format of full-time and distance learning. The organization of blended learning makes it possible to create an appropriate environment for the successful fulfillment of military duties while studying at a military educational institution, self-preparation for classroom studies and self-assimilation of training material at a convenient time. The use of this form of training will contribute to enhancing cognitive activity, expanding the possibilities of forming both professional competencies and “soft” skills, which are the basis for the upbringing and harmonious development of the individual in the military education system. The development of the military higher education system is connected specifically with distance learning as a priority technology based on the Moodle educational content management system. The proper organization of training allows you to create the conditions for increasing the motivation of the subject of training to mental activity and to obtain high-quality military-vocational education.

Some Peculiarities of Forming Professional Culture in Future Officers in US Military Institutions

AbstractThe necessity to research the problem of forming a professional culture of future border guard officers using the experience of military personnel training in the United States has been identified in the article. It has been found that professional culture and professionalism are an important part of the US military education system. The peculiarities of vocational training in the leading educational establishments of the United States of America, first of all the Military Academy (West Point, New York), have been studied. It has been determined that the priority of the academy, as a whole system of military vocational education in the USA, is attention to what is needed in the combat situation: analytical mind, leadership, theory and practice of management, knowledge of military history, operational doctrine, national defense policy, ability to plan and make decisions, perform legal duties, and abide the professional ethics. Experimental, case-based, interactive training with the extensive use of imitation devices and practical applications prevails in teaching methodology, which is needed to improve officers’ ability to analyze and solve problems, effectively interact and apply operational doctrine. To enhance the level of professional culture and military identity in military schools, great attention is paid to the development of officers’ intellectual potential, the ability to think and critically perceive the information needed to act in situations of ambiguity and uncertainty, to achieve intellectual superiority over the enemy. In accordance with the philosophy of military education in the United States, it is stipulated that a graduate of a military school should be first and foremost a highly intelligent person who, in many respects, must outperform a graduate of any civilian university, quickly acquire the chosen specialty. In addition to training for character education, military identity, the US military estalishments also intends to work hard to develop communicative skills and abilities through speaking and writing practice.

构建“互联网+”教学平台，拓展军事职业教育途径

构建“互联网+”教学平台，拓展军事职业教育途径

Research on New Online Courses Adapting to the Needs of Military Vocational Education

Military vocational education is a continuing education for military personnel. It is an urgent task for military vocational education to cultivate a large number of new military talents with high quality. In the transition from academic education to vocational education in military academies and universities, constructing a new type of online course that meets the needs of vocational education is an important part of the construction of information teaching resources. This paper mainly analyzes the status and function of online courses in vocational education. It discusses the basic characteristics of online courses in military vocational education from three aspects: the choice of teaching contents, the organization form of teaching contents and teaching links. Finally, Vocational education online courses should be designed to follow specific principles.

Research on Teaching Mode Innovation of Military Vocational Education Based on MOOC

Research on Teaching Mode Innovation of Military Vocational Education Based on MOOC

Study on the Construction of Multivariate Teaching Materials System for Military Vocational Education

Military vocational education is a continuing education for military personnel. It is an urgent task for military vocational education to cultivate a large number of new military talents with high quality. This paper discusses the connotation of the multivariate teaching materials, and compares the multivariate teaching materials with the traditional teaching materials. According to the needs of military vocational education reform and development, the necessity and basic requirements for the construction of the multivariate teaching materials for military vocational education are analyzed. From the aspects of teaching material orientation, top-level design and innovative practice, this paper focuses on the corresponding countermeasures for the construction of multivariate teaching materials for military vocational education. The purpose is to promote the construction and use of multivariate teaching materials and to promote the deepening of military vocational education and teaching reform.