Introduction
Military educational institutions are intended for the training of command, engineering, technical and special personnel of the Armed Forces of the Russian Federation. These include military academies, higher and secondary military schools, military institutes, military faculties and military departments at civilian universities, training and retraining courses for officers, as well as the Suvorov Military Schools and the Nakhimov Naval School.
Our state provides young people with every opportunity to receive a military education and become officers of the Armed Forces Russian Federation.
Military educational institutions
The success of the reform of higher military education in the Russian Federation is largely due to the increased professionalism of military teachers - a key figure in the educational process, which largely determines the quality of training and education of future officers. This position is due to the fact that the most important aspect of the education crisis is the problem of teachers, or rather, their qualifications.
It is known that in recent years there has been a large outflow of military teachers from universities. The number of officers who have expressed a desire to retire from the Armed Forces before reaching the service age limit has increased significantly. In this regard, the proportion of teachers with less than five years of teaching experience, whose professional knowledge and experience is clearly insufficient for teaching activities, is constantly increasing.
At the same time on modern stage Reforming the military education system increases the requirements for the professional level of a military teacher, and the role of his personal responsibility for the results of his work increases. The subject teacher should be replaced by a teacher-practitioner-psychologist who knows his subject well, understands the personality of the cadet, and knows how to manage himself, the development and education of students.
This can only be achieved by a teacher who not only has knowledge about the subject being taught, but is also capable of using psychological and pedagogical principles in practice to assimilate them. At the same time, in military universities, traditionally, fundamental scientific academic disciplines are taught by specialists who know their field well, but are not prepared for teaching.
Practice and special research have led to the conclusion that a significant part of university teachers do not have a clear idea of what professional pedagogical skills are and what are the ways to develop them. Many, and not only novice teachers, turned out to be unprepared to solve seemingly elementary issues of pedagogical activity. Many of them are committed to formulaic, monotonous teaching methods, limited to a set of certain practical skills that allow them to conduct classes, and are fully confident that this is enough for teaching.
Among this part of teachers there is a widespread opinion that for teaching activities know the subject of your specialization well enough. To a large extent, this is facilitated by the fact that the formation of military teachers is associated primarily with work on the content of the taught subject (replenishing one’s knowledge about it, including it in a lecture course, etc.), but not with the acquisition of theoretical knowledge about the teaching process itself. The formation of a teacher is carried out, as a rule, on the basis of one’s own, personal experience training 10-15 years ago, or even 20 years ago, according to the formula: “I teach the way I was taught.” The model of reproductive-communicative training is being reproduced, which is based on communicating ready-made “knowledge” to cadets outside the organization of activities that produce it. The cadet must perceive the information being communicated, then remember it, and then, as a rule, reproduce it verbally. The results of such training are well known: a negative attitude towards mastering the theory of learning negatively affects the process of professional development of a teacher and the quality of teaching.
The analysis shows that ideas about the essence of the professional pedagogical culture of a military teacher have changed in recent years from universalism and encyclopedism as professional characteristics to lecturing skills, oratory, to professional pedagogical culture as a general indicator of qualifications.
Under these conditions, the problem of improving the professional and pedagogical skills of a military teacher appears not only as an objective social need, but also as a subjective need for a military teacher to increase professional competence.
The system for selecting teachers has become ossified and mired in outdated stereotypes, which have a painful impact on the quality of teaching activities and, most importantly, the training of highly professional defenders of the Russian Federation. Criteria for selecting teachers in military and special disciplines have not been developed. The personnel policy, which was established at the dawn of Soviet power, constrains the professional selection and training of teachers for military educational institutions.
At the same time, the lack of special educational institutions for training officers for teaching activities at universities (the activities of all kinds of courses, with rare exceptions, do not lead to positive results, but this is a topic for another discussion) forces departments to organize their training, which, as a rule, consists of in studying the content of the taught disciplines. The efforts of individual teaching teams of departments aimed at ensuring the process of professional development of teachers of higher military educational institutions for teaching activities are often eclectic, inconsistent and not ensured in terms of their optimality. Beginning teachers master teaching methods by observing the work of more experienced colleagues. It is obvious that not all departments are capable of providing a high level of teacher training for the ever-increasing complexity of teaching activities at a university. As a result of inadequate approaches to organizing the pedagogical process aimed at solving the problem of preparing and developing teachers for teaching activities, inconsistency in the actions of teaching staff of departments in developing pedagogical skills, teachers of military universities go through a difficult, unreasonably labor-intensive path that does not always end successfully. Over the past few years, there has even been a tendency to reduce the level of teaching skills of university teachers.
Thus, the state of the level of training of university teaching staff urgently requires new approaches to improving their pedagogical skills. It is obvious that in military educational institutions a transition will be required from episodic influence on the activities of teachers to their systematic continuous study, moral, psychological and educational influence.
When talking about new approaches, it is not always necessary to invent something new, modern, and untested by anyone. Often the solution to a problem can be found in well-established but undeservedly forgotten forms and methods of work. This is confirmed by the rich experience of the domestic military school and the practice of training military pedagogical personnel in foreign countries. Only by thoroughly studying the past can we draw conclusions about the reasons for the current situation and take measures to find optimal ways to train teachers at military educational institutions.
The system of military educational institutions in Russia developed at the beginning of the 19th century. In its second half it took on a completely finished form. A highly qualified staff of university teachers was formed, and the prestige of the professor in the highest military schools of Russia at that time was so high that the best talents of the country competed for the right to fill the vacant positions that appeared.
Only a teacher who had received a certain degree and title could teach at a higher educational institution in Russia. For various solutions to problems, the teaching staff of the higher military school was divided into categories. The most typical, applicable to all academies, was the division into professors, associate professors, teachers and tutors. In addition, a number of academies had specific categories of teaching assistants.
The main figure in the educational process of the academies were professors. Their duties included lecturing both in the academy and in public auditoriums. In addition, they supervised practical classes for students, took exams and tests, participated in the work of admissions and graduation committees, and in the preparation of various governing documents. The most important responsibility of the professorial staff was the development and improvement of science.
The second rung in the hierarchy of the teaching staff of the Russian Higher Military School was occupied by adjunct professors. They were assistants to professors and, in the absence of the latter, were supposed to fulfill their duties. Teachers, as well as the junior category of teachers - tutors, had the task of supervising all types of practical (including field) classes, conducting consultations, “rehearsing” students for exams, helping professors in preparing and conducting complex types of classes
Such a clear delineation of the responsibilities of various categories of teaching staff with the exclusive right to deliver educational lectures only by professors is commendable and worthy of repetition in our time. The analysis shows that in modern higher military schools the title of professor is often degraded: lectures in cadet classrooms are sometimes entrusted to young, insufficiently experienced teachers, while practical and seminars taught by experienced teachers. Of course, this practice negatively affects the quality of the classes conducted and, accordingly, the level of training of cadets.
The system of academic degrees and titles established in Russia generally corresponded to that adopted in other European countries, distinguished by a much more strict and consistent procedure for awarding them, as well as higher requirements for applicants. “In Russia, foreign academic degrees were rated one step lower than domestic ones: bachelor’s and licentiate degrees were more consistent with a Russian candidate’s degree, and a doctoral student with a master’s degree. Therefore, anyone who returned from abroad as a doctor received a master’s degree in Russia after additional tests.”
Since 1820, it has been established that persons wishing to hold the position of professor or associate professor must have a doctorate or master's degree. military training armed
The seriousness of the state approach to staffing the teaching staff of military academies was also evidenced by the procedure for selecting them to universities. Army conditions, naturally, did not allow the full introduction of the election of professors - along with election, their direct appointment was also used. But at the same time, the heads of military educational institutions were given complete freedom in choosing the most worthy qualified specialists. This practice has been consolidated and developed in foreign military educational institutions: not only the leadership of the university, but also departments can invite leading specialists in their field for a certain period of time.
SOME FEATURES OF TRAINING IN A MILITARY SCHOOL
Gumelev Vasily Yurievich 1, Parkhomenko Alexander Viktorovich 2, Yushin Viktor Sergeevich 3
1 Ryazan Higher Airborne Command School (Military Institute) named after Army General V.F. Margelova, Ph.D. tech. sciences
2 Ryazan Higher Airborne Command School (military institute) named after Army General V.F. Margelova, associate professor
3 Ryazan Higher Airborne Command School (military institute) named after Army General V.F. Margelova, head of the methodological office
annotation
The article discusses the features of training cadets in a military higher educational institution, including those related to training according to individual plans.
SOME FEATURES OF TRAINING IN A MILITARY SCHOOL
Gumelev Vasiliy Yuryevich 1 , Parhomenko Alexander Viktorovich 2 , Yushin Victor Sergeevich 3
1 Ryazan high airborne command school (the military institute) name of the General of the army V. Margelov, candidate of technical Sciences
2 Ryazan high airborne command school (the military institute) name of the General of the army V. Margelov, associate professor
3 Ryazan high airborne command school (the military institute) name of the General of the army V. Margelov, head of the methodical Cabinet
Abstract
The article considers the features of training of cadets in military higher educational institution, including related training according to the individual plans.
IN modern world As before, as in the entire previous history of mankind, only force - military force - preferably supported by a developed economy, is capable of resolving certain contradictions that regularly arise in relations between different states. Moreover, often there is no need to enter into an armed conflict or war. To defend its vital interests, it is enough for a country to have a well-armed and trained army, to demonstrate its combat capabilities and prudent determination based on the responsibility of the state leadership to the people.
The world's population is growing steadily every year. Therefore, in the near future, a simple and unpretentious division of all the rather limited resources of our planet is extremely likely. At the same time, all the so-called universal values and sacred principles of democracy will be a camouflage for brazen aggression. The Armed Forces of the Russian Federation must be fully prepared to defend the vital interests of the multinational great Russian people.
Traditionally, for many centuries, the backbone of the Russian army was and is in our time its officer corps. The great Russian scientist-shipbuilder, lieutenant general in the fleet of the Russian Empire, head of the Naval Academy (1919 - 1920) under Soviet power, laureate of the Stalin Prize, academician Alexei Nikolaevich Krylov (1863 - 1945) in his work defined the foundation of the quality of educational work in the military school:
“The organization of teaching in any school is in the closest connection with the conditions of admission to this school, for they determine the degree of preparation and development of applicants.”
The recent increase in the salaries of military personnel carried out by the country's leadership seriously contributes to increasing the prestige of military service. The high quality of the school's teaching staff is also beyond doubt. But modern geopolitical realities constantly require improving the quality of training for cadets, future officers of the Russian army.
Training highly qualified professionals - airborne officers - at a military school is a much more complex process than training specialists for sectors of the national economy in civilian universities. In addition, during five years of study, a college graduate receives training not only in a specialty defined by federal state educational standards, but also in a military specialty from the list determined by the Minister of Defense of the Russian Federation.
Main factors during organization and implementation educational activities military university, forming an officer from an applicant who has become a cadet, are presented in Figure 1.
Figure 1 – The main factors that shape the student (cadet) of the Airborne Forces officer during the organization and implementation of educational activities
It should be noted that after taking the military oath, the cadet becomes a military serviceman and, in connection with this, performs a number of specific duties and tasks of military service. All work activities of a cadet during the day are strictly regulated by the requirements of military regulations. Also, cadets of a military university can and are involved in eliminating the consequences of natural disasters, and regularly participate in various events of national importance (for example, cadets of the RVVDKU (VI) - in parades of the Moscow garrison troops on Red Square).
The educational process at a military university should reflect the interests of military professional training. The education of a cadet is carried out in the course of continuous educational work at the university, both during the training process and during the performance of military service duties. Educational work is also carried out during a number of special events. The goal of educational work is simple and obvious - during the training, the cadet must become not only a military specialist, but also a true patriot of his homeland. Even realizing this noble goal also takes time.
Based on the above, it should be noted that the learning process at a military university is extremely intensive, as it has a very strictly limited time limit. Within the walls of a military university, training is carried out according to the main educational program in accordance with the approved curriculum. The curriculum must be stable and last for no less than the full period of training for officers in a given specialty. But life does not stand still and the requirements for graduates of military universities are constantly increasing. Therefore, in order to train highly qualified specialists for the troops, on the basis of the approved curriculum, the university can develop individual training plans for cadets. These individual plans must be reviewed by the academic council and approved by the head of the school.
But when organizing the training of individual cadets according to an individual plan, serious contradictions arise. The essence of these contradictions is as follows: the cadet’s training process takes place under the harsh conditions of military service. At the same time, all issues related to the main educational program must, of course, be worked out. Therefore, even the most prepared trainees may simply physically there is not enough time for in-depth acquisition of knowledge according to an individual training plan.
At the department of operation of weapons and military equipment of the RVVDKU (VI), they nevertheless found opportunities to introduce elements of individual training for the most prepared cadets who have a clearly expressed personal motivation. The time reserve for individual training was found when completing the final qualifying work (thesis).
So, for example, cadets (currently lieutenants) Rusetsky V.V. and Palutov R.V., whose head of final qualifying works was the teacher of the department of operation of weapons and military equipment of the RVVDKU (VI) Gumelev V.Yu., during the implementation of their final works they studied in depth issues related to the operation and design of not only a military facility technology determined by the main educational program. In their works, they also deeply revealed a number of important issues related to the operation and design of the BTR-80 armored personnel carrier.
Rusetsky V.V. I have been working on the topic of my thesis since my third year of study. They submitted sixteen rationalization proposals, and also published about a dozen articles in various scientific collections, including the scientific and practical journal “Modern Equipment and Technologies” (in the journal’s February and March 2013 issues). Rusetsky V.V. deservedly received an excellent mark when defending his final qualifying thesis, and based on the results of his studies at RVVDKU (VI), he was awarded a diploma with honors. Successes and achievements of Palutova R.V. were somewhat more modest, but he also submitted six rationalization proposals and published articles in various scientific publications, including works.
Currently, work on individualizing the training of cadets at the Department of Operation of Weapons and Military Equipment continues. To perform final qualifying work in 2014, trained cadets were selected who have strong personal motivation for an in-depth study of the operating features of the BTR-80 armored personnel carrier. It is planned that the results of their thesis work will be included in a training manual, which discusses the features of operating the BTR-80 in military units and units of the Airborne Forces and Marine Corps.
Brief conclusions
In a military university, for a number of reasons, it is currently very problematic to train cadets according to an individual plan. But this question in modern rapidly changing times, especially when mastering new types of technology, can become extremely relevant. The Department of Operation of Weapons and Military Equipment of the RVVDKU (VI) is making certain developments in the direction of individualizing training. If modern realities make it necessary to intensify the process of training cadets according to individual plans, then this problem will certainly be solved. The road can only be mastered by those who walk.
Http://technology.snauka.ru/2013/02/1632
The textbook outlines the fundamentals of pedagogy and, taking into account the achievements of modern pedagogical science and practical experience, discusses issues of theory and practice in the training and education of military personnel.
The publication focuses on the specifics and features of the military pedagogical process in the Armed Forces of the Russian Federation, the practical aspects of the officer’s activities in training and educating subordinate personnel. The goals, objectives, principles, methods, forms of training and education of military personnel are outlined.
The textbook is intended for cadets, students, adjuncts, teachers of military universities, commanders, superiors, educators, and other officials of the Armed Forces and other law enforcement agencies; persons undergoing and conducting military training in educational institutions and everyone interested in both military pedagogy and pedagogical problems in general.
3.4.3. Types of training sessions
3.4.3. Types of training sessions
The most important part of the educational process of military educational institution, troop training, during which didactic principles and teaching methods are implemented - training sessions. They provide theoretical training and impart to students practical skills and abilities in their specialty.
Guiding documents on the organization of operational and combat training in the Armed Forces of Russia, the educational process in universities of the Russian Ministry of Defense provide for the following main types of training sessions:
lectures;
seminars;
laboratory works;
practical lessons;
group exercises and classes;
tactical (tactical-special) training and exercises;
command post exercises;
military (military special) games;
theoretical (scientific and practical) conferences;
tests (classes);
independent work of students;
consultations;
military (naval) internship and practice;
performance coursework(projects, tasks) and completing final qualifying work.
A higher military educational institution may conduct other types of training classes, introduced by decision of the academic council of the university.
Lectures form the basis of theoretical training and should provide a systematized foundation of scientific knowledge in the discipline, reveal the state and prospects for the development of the relevant field of science and technology, concentrate students’ attention on the most complex and key issues, stimulate their active cognitive activity and contribute to the formation of creative thinking.
They largely determine the content of other types of classes, the sequence of their implementation, the development of creative skills and independent work of students on the academic discipline.
The leading method in a lecture is the oral presentation of educational material (lecture method), accompanied by the demonstration of presentations, videos and films using electronic computer technology, diagrams, posters, display of models, devices and layouts.
As a type of training session, a lecture organizes the mental activity of students on a specific problem in one classroom, under the guidance of one teacher and using educational and training tools common to all students. visual aids. This requires the lecturer – the leader of the classes – to have good organizational skills, knowledge of the psychology of lecture perception, the ability to manage the attention and educational work of a large mass of people, to use means of activating the creative thinking of students, etc.
In accordance with the guidelines for organizing the work of a higher military educational institution of the Ministry of Defense of the Russian Federation, lectures are given by heads (heads) of departments, their deputies, professors, associate professors and senior teachers, as a rule, for lecture streams. As an exception, the most experienced teachers with an academic degree or teaching experience of at least five years may be allowed to give lectures by order of the head of a military university. Lectures on current issues of military theory and practice are entitled to be given by senior officials of the branches and branches of the Armed Forces, departments of the Ministry of Defense and the leadership of a military university (faculty). Prominent scientists and professors from other universities, leading specialists from troops (forces), scientific institutions, and defense industry enterprises can be invited to give individual lectures.
Each academic discipline begins, as a rule, with an introductory lecture. It provides a definition of the academic discipline being studied, provides a brief historical background on the development of the relevant branch of science, and highlights the role of domestic scientists in its development. The lecturer clearly formulates the goals and objectives of his academic discipline, indicates its place in the general system of education at a military university and its relationship with other disciplines. Students are guided by the lecturer on the main method of studying it, on the distribution of time by type of training and by semester, and on the types of control. They are provided with basic and additional literature and given methodological instructions for independent work on mastering the material, and specific forms of participation in scientific work are recommended.
In subsequent lectures, the main laws of the discipline being studied are revealed, its main issues are presented in a scientific and logical sequence, and the connection between the theoretical principles of science and practice is shown.
The final lecture summarizes the results of studying the academic discipline, paying special attention to problems that require resolution and prospects for the development of the relevant branch of science and technology.
Each lecture should, as a rule, represent a logically completed whole. It should be based on current state science and technology and read at a high scientific level. The lecturer is obliged to explain the essence of new concepts, provisions, formulas and their applied significance, widely illustrating the presentation practical examples and visual aids. The lecture should evoke in students the need for independent work and guide it.
The structure of the lecture includes: an introductory, main part, brief conclusions on each of the educational issues, a conclusion, and a list of references. The structure of the lecture should reflect the main ideas of the military problem being discussed. The work begins with drawing up a lecture plan, which includes no more than 1-2 questions. Then the introductory part of the lesson is justified.
In it, the officer briefly characterizes the place and role of this topic in the training of soldiers; the environment in which the military-theoretical problem was solved and studied; names educational questions and notes their significance; The leader of the lesson gives an overview of the most important sources and literature.
During the main part of the lesson, the officer should pay attention to the complete presentation of training issues. Here, of particular importance is the establishment and maintenance of educational contact with the audience, arousing interest among soldiers in the topic of the lecture. To do this, use a vivid example or a pointed question that emphasizes the practical significance of the lecture. Maintaining the attention of soldiers and their interest is also achieved by the logic of presentation of educational material, the depth and novelty of its content, a clear formulation of theoretical principles, the use of TSO (technical training aids) in classes, the inclusion in the lecture material of data about the life of the unit (ship) and experience in working with various categories personnel.
In the final part of the lecture, the most important and significant provisions are summarized, conclusions are drawn on educational issues and the problem being studied as a whole, and tasks for independent work are set. At the end of the lecture, you should always leave time to answer questions from the audience.
In the process of training soldiers, subsequent lectures are interconnected and form a cycle that should ensure systematic and consistent assimilation by military personnel of the content of the academic discipline, reflecting the qualified requirements for a military specialist.
Modern lectures are of the following types: lecture-conversation, lecture-discussion, problem lecture, lecture-consultation, etc.
Seminars are conducted on the most complex issues (topics, sections) of the curriculum in order to study the academic discipline in depth, instill in students the skills of independent search and analysis of educational information, form and develop in them scientific thinking, the ability to actively participate in creative discussion, draw the right conclusions, express and defend your opinion in a reasoned manner. This is one of the main types of educational practical classes in military universities, which consists of students discussing messages, reports, abstracts they have completed based on the results of educational research under the guidance of teachers. The seminar is an important link in the overall system of theoretical training.
Its main goal is to deepen and consolidate the theoretical knowledge acquired by students at lectures and in the process of independent work on educational material, as well as to instill in them the skills of oral presentation of material, teach them to defend the scientific positions and conclusions they develop. In addition, seminars serve as a means of monitoring students’ independent work.
They are held, as a rule, no earlier than 5–6 days after the lecture on the topic under consideration. The duration is at least 4 hours.
The officer must develop a seminar plan, which includes a list of literature studied, 2-3 training questions for a 4-hour lesson, timing, thesis of his opening speech, the procedure for working at the seminar, additional problem situations and questions, and a final word.
The seminar usually begins with an introductory speech by an officer who formulates the goals and objectives of the seminar, draws the attention of military personnel to the main problematic issues and Active participation in their discussion. Seminars usually follow lectures 6–7 days later, during which time soldiers must familiarize themselves with the seminar plan, study literature and training issues. In doing so, they perform the following types educational activities: consult with the manager or his assistant; select recommended literature; study and take notes from literary sources; master the content of the answer to the training questions posed by the officer (it is advisable to draw up a plan for answering each seminar question); form psychological readiness for speaking in class.
After the officer's opening remarks, there is usually a 15-20 minute report from one of the servicemen. Discussion of what is heard occurs during the consideration of educational issues. They are best addressed in accordance with the workshop outline and in order. During the seminar, it is pedagogically wiser for the officer to be the first to give the floor to the soldier who is less prepared and speaks less often. Regulating speeches at the seminar enhances the control functions of the lesson and contributes to more thorough preparation of students for subsequent lessons. Speeches at the seminar should not exceed 10 minutes; military personnel need to learn to express their thoughts briefly, meaningfully, logically and clearly. At the seminar, it is sometimes practiced to organize creative discussions on the most pressing, controversial issues of the life of a unit (ship).
At the end of the lesson, the officer must analyze the progress of the seminar and evaluate the contribution to the work of each participant. When evaluating performances, the lesson leader pays attention to the activity of the soldiers and their preparedness to solve professional problems. The officer's final speech ends with conclusions on the topic of the seminar and methodological advice on further independent work of personnel.
Currently, the following types of seminars are used in military (naval) practice: round table seminar, discussion seminar, mutual education seminar, etc.
Practical lessons- This is a type of training. It is based on the practical work of each student. It is aimed at developing practical skills and acquiring skills in solving problems, making drawings, making calculations, maintaining work cards, developing and processing combat and service documents; practical mastery of foreign languages; practicing exercises, techniques and standards defined by statutes, instructions and guidelines; mastering weapons and military equipment (objects), mastering the methods of their use, operation and repair.
A practical lesson is a form of training that differs from seminars in its practical orientation in developing skills and abilities in soldiers (military professional game, professional training, etc.). As a result, military personnel develop the ability to apply the acquired knowledge in their activities, as well as the skills to perform specific work, for example, setting up a walkie-talkie, preparing weapons for shooting, adjusting equipment, etc. Practical classes can be conducted in the form of trainings and games.
Thus, the game “Analysis of the military-professional situation” includes several stages.
1. Introduction of soldiers to the professional situation being studied. Here, an officer usually shows soldiers a movie or television film, reads an article from a newspaper, and demonstrates how to operate military equipment. Then he justifies the relevance of the topic, its complexity, the degree of development in theory and practice, and listens to the opinions of the participants in the game.
2. Formulation of the problem. Study group is divided into 2-3 subgroups, the officer assigns each a range of specific tasks: study the proposed situation; formulate and justify your answers and decisions; prepare for the public defense of collective opinion, etc. Here the boundaries of the analysis and search for a solution by the group are determined, the time and mode of independent work of the game participants is established.
3. Creative groups work on the situation. The officer monitors them, advises leaders and individual members of the group.
4. Organizing a group discussion. Representatives of the groups take turns making reports on the results of their activities: they state the general opinion of the group about the situation; answer questions asked; justify their solution to the problem. After the presentation of the group representatives, a discussion begins, during which common points of view on the problem are discussed, a unified approach to understanding such problems is formed, and optimal ways to resolve military-professional situations are determined.
6. Closing conversation . The officer shows the servicemen the positive results of the groups’ work, draws attention to their positions when analyzing the problem, identifies correct and erroneous decisions, substantiates the approach to solving such situations, and determines the ways for further work of the personnel to develop military skills.
Practical training is provided by complexes and samples of military equipment and weapons, their models, structural, functional and schematic diagrams showing the structure of samples and complexes, their structure, the principle of construction and functional connections during combat work, training command posts, stands, specialized simulators and other technical equipment. means.
Classes can be conducted with groups of students into which the training department (platoon) is divided depending on the degree of availability of samples of military equipment and weapons.
Before practical classes, students are given the task of repeating and practicing lecture material, independently studying special literature (technical descriptions, manuals, instructions, etc.).
The teacher conducts a survey and organizes a study of the most complex technical solutions implemented in the weapon model, and the peculiarities of the work of the combat crew.
Laboratory exercises(work) - one of the types of independent work of students, carried out under the guidance of teachers in specially equipped laboratories, on laboratory installations and samples of material parts of weapons and military equipment.
For each such lesson, one laboratory work is usually carried out, devoted to the study of any physical phenomenon, device, or system. Therefore, these classes are often called laboratory work.
They are aimed at students’ practical mastery of the scientific and theoretical principles of the discipline being studied; their mastery of experimental research techniques and analysis of the results obtained; instilling skills in working with laboratory equipment, instrumentation and computer technology. Laboratory classes contribute to the development of students' observation, activity, sense of responsibility, perseverance, interest in the issue under study, and strengthen self-confidence. They develop theoretical and practical thinking, teach them to see in the material the objective essence of the phenomena and processes being studied, the principles of functioning of military equipment, etc.
The goals of laboratory classes are different in different departments. So, in general scientific terms they allow us to understand physical meaning basic phenomena, concepts and laws of nature, and also contribute to the study of the essence of physical phenomena occurring in the devices studied at the departments. In the laboratories of military-technical departments, experimental research is carried out on the physical processes occurring in standard circuits and devices that are used in samples of military equipment in service or in promising samples. The main purpose of laboratory classes at military special departments is to experimentally study the functioning of the main devices and systems of standard models of modern weapons and identify their effect when the parameters of these devices and systems change, as well as changes in external conditions.
After completing the laboratory work, students submit a report and defend it. Secure reports are stored at the department until students complete their training in this academic discipline.
Group exercises are conducted in operational-tactical, tactical and tactical-special disciplines in order to accumulate students practical experience in planning and organizing combat operations; ensuring their command and control of troops (forces).
In a group exercise, all students usually act in the same role, performing the functions of a specific official.
This is a form of practical training mainly in operational-tactical and tactical-special training. Classes are also conducted to consolidate students’ theoretical knowledge and instill in them skills in organizing combat operations and commanding troops.
The peculiarity of the organization of group exercises is that they are carried out against the background of solving a complex problem connected by a single meaning and operational-tactical situation. Moreover, each subsequent lesson acts as a logical continuation and development of the previous ones. Classes are organized by one or more operational-tactical and related departments. In a group exercise, several study questions are usually practiced. All students perform the duties of one or more officials and individually or collectively solve the assigned tactical task.
Group classes are offered in order to study weapons and military equipment (objects), and form the basis for training in the organization of their use, operation and repair. They are conducted in specialized classes, with maximum use of the simulator, field training and general military training facilities.
This is a means of deepening and consolidating the knowledge acquired by students during lectures and in the process of independent work on educational material, studying in detail certain theoretical issues, military equipment and weapons, as well as improving practical skills in solving problems, making engineering calculations, etc. on the material part of the weapon. They also serve to consider other issues, the presentation of which in lectures is inappropriate for methodological reasons.
Depending on the nature of the academic discipline and the aspects being studied, the goals of group classes may be:
systematization, consolidation and deepening of theoretical material;
training in the application of theory to solving practical problems;
teaching methods and techniques for solving problems and performing calculations specific to a given academic discipline;
learning how to evaluate the order of physical quantities encountered in the theoretical and computational parts of the discipline;
training in the use of knowledge gained from mastering related academic disciplines to solve specific engineering problems;
studying some new theoretical and practical issues.
Group classes in which new issues are presented are carried out using the method of explanation, as a rule, in specialized classes, laboratories, and auditoriums with the extensive use of visual aids. It is allowed to conduct group classes in a combined way. Some of the questions are presented by the teacher, while the students work out the other part on their own.
Tactical drills- This is one of the types of tactical and special training. They are carried out in order to train military personnel in methods of action as part of a unit and instill initial practical skills in performing the duties of commanders in organizing and conducting combat. They can also be carried out before tactical exercises in order to coordinate the combat units formed for the exercises. In these classes, students (cadets, listeners) act as part of combat crews or as unit commanders.
Training questions in such classes are practiced first by elements, and then as a whole, until the cadets learn to carry them out correctly, smoothly and quickly. Classes are usually conducted on an engineering-equipped area (both with and without equipment).
Tactical (tactical-special) training are aimed at training students in the organization, conduct and support of combat operations of units (squads, platoons and equals) and control of them in battle. This is the main type of training in higher military schools for practical training of cadets on the ground and at the training ground. They are carried out, as a rule, with the material part after theoretical, tactical and combat training and group exercises on the ground (maps). In these classes, cadets act as combat crew numbers or as unit commanders, improving previously acquired or acquiring new skills and abilities to perform the duties of soldiers and commanders in combat. Training questions on them are worked out sequentially, in accordance with the plan and the created tactical situation, at a time and at a pace determined by the nature of the type of combat operations being studied.
Tactical (tactical-special) exercises are the highest form of tactical training for students and cadets. They are aimed at consolidating and improving the knowledge, skills and abilities acquired in tactical, tactical-special and other educational disciplines in conditions as close as possible to a combat situation, as well as providing practical experience in commanding a unit (unit) in combat.
Such exercises are conducted on the ground (in training centers, training grounds) or in specially equipped classrooms and laboratories equipped with military equipment and training equipment, using the required amount of weapons. The duration of the exercise is 2–3 days. They can be either two-sided or one-sided, with a designated enemy. Live-fire exercises may also be conducted.
For tactical (tactical-special) exercises, a concept is developed and a plan is drawn up. At the end of the exercises, they are debriefed.
Command staff exercises and military (military special) games are complex in nature and are conducted on the most important topics of operational, operational-tactical, tactical (special tactical) and military-special disciplines in order to ensure that students develop practical skills in performing specific positions in planning, organizing and conducting combat (operations, combat operations) and its comprehensive provision.
The leaders of tactical (special tactical), command and staff exercises and military (military special) games are, as a rule, the head of a military university, his deputies, heads of faculties and departments.
During the exercise, mediators help the manager achieve his goals; teach students to perform functional responsibilities for relevant positions.
Command and staff exercises end with private debriefings in training departments and game teams formed for the period of the exercises, and a general debriefing for all participants.
Theoretical (scientific and practical) conferences are usually organized at the final stage of studying a discipline in the interests of systematizing and deepening the knowledge gained and in order to develop in students the skills of collecting, analyzing and summarizing information, the ability to prepare reports and communications, and provide them with experience in public speaking and conducting scientific discussions. The conference plan is issued to students at least a month before the conference.
Tests (classes) are implemented in the form of written answers to questions, solutions to problems, test assignments or checking students' performance of exercises, techniques and standards. Contents of tasks for test(lesson) and the procedure for its implementation are established by the department (subject and methodological commission).
Independent work students - an integral part of educational duties. It aims to consolidate and deepen acquired knowledge and skills, search and acquire new knowledge, including using automated training courses (systems), as well as completing educational tasks, preparing for upcoming classes, tests and exams. A mandatory component of independent work is an extracurricular workshop in a foreign language.
Independent work of soldiers as a form of training is intended to comprehend, deepen and consolidate the knowledge and skills acquired by military personnel in various classes to work as a military specialist.
It is organized by the commanders of the student units, provided and controlled by the departments. Time is allocated for it according to the daily routine at the rate of at least 3–4 hours daily. The educational department of a military university (academic part of the faculty) systematically monitors the organization of students’ independent work, the results of control are analyzed at the university (faculty) at least once a month.
Independent work can be carried out under the guidance of teachers at hours determined by the class schedule, and in an amount of no more than 5% of the budget of educational time allocated for studying the discipline. It provides for the development of abstracts, performance of computational, graphical, computational work, modeling and other creative tasks in accordance with curriculum(thematic plan for studying the discipline). The main goal of this type of lesson is to teach students methods of independent work with educational material.
Consultations – one of the forms of guiding the independent work of students and cadets and assisting them in mastering educational material. Consultations are held regularly during independent work hours and mostly individually. If necessary, including before conducting seminars, tactical (special tactical) classes and exercises, command post exercises and military (military special) games, exams (tests), group consultations may be scheduled.
Military (naval) internship is organized in order for students to gain experience in performing duties according to their official designation in command, staff, engineering and other positions in the troops within a specified period.
The educational and methodological supervision of the internship is carried out by the relevant departments of universities. For this they provide experienced teachers.
The duration of the internship, its content and individual assignments are determined by the training plans and military internship programs. The programs are developed by the relevant departments and approved by the heads of military universities.
Unit commanders organize internships for students, approve and send written reviews of their work to universities. At the end of the internship, students prepare reports that are reviewed and endorsed by internship supervisors appointed from the university and the military unit. The defense of reports is carried out at the department that provides educational and methodological supervision of the internship.
Practice(training, production, repair, ship, etc.) - an organizational form of practical training for students (cadets). It is carried out in individual disciplines or their groups in order to consolidate knowledge and acquire (improve) practical skills, taking into account the job purpose of students. Internships are carried out at a military university and its structural divisions, in troops (forces) and organizations of the Armed Forces, as well as in organizations of other federal executive authorities.
Its main tasks are to consolidate the theoretical knowledge acquired by students (cadets) during their studies at a military university; studying technology and gaining practical skills in conducting experimental research, repairing and restoring military equipment; familiarization with production technology and military acceptance of military equipment at industrial enterprises.
The internship is organized by:
in military units and organizations of branches of the Armed Forces - on the instructions of the commanders-in-chief of the branches of the Armed Forces, in military units and organizations of military districts - on orders of the Chief of the General Staff of the Armed Forces of the Russian Federation;
in military units and organizations of central subordination that are not included in the branches of the Armed Forces - on the instructions of the Deputy Ministers of Defense of the Russian Federation, commanders of branches of the Armed Forces, heads of main and central departments of the Ministry of Defense (according to subordination);
in organizations of other federal executive authorities - in accordance with the procedure established by the Ministry of Education of the Russian Federation.
The type, timing and content of practices are determined by curricula and programs. Programs are developed by departments and approved by the head of the university.
At the end of the internship, students draw up reports and defend them at the department that provides educational and methodological supervision of the practice.
Completing course work (project, task) aims to teach students and cadets to independently apply the acquired knowledge to solve specific practical problems, to instill the skills of independent design, making calculations, carrying out scientific research and justification for decisions made. Course work (project, task) is completed during the hours allocated for studying the discipline. The number of coursework per semester should be no more than two.
For each course project (work, task), the department develops an assignment that defines the name of the topic, the main initial data necessary to complete the assignment, a list of recommended literature and questions to be developed. A course project leader (work, task) is appointed from among the teaching staff. The course project (work, task) contains an explanatory note and the required number of diagrams, drawings, maps, made by hand in one copy.
Completing the final qualifying work allows you to systematize and expand the knowledge, skills and abilities of students in solving complex complex problems with elements of research, as well as determine the level of their preparedness to perform job duties in accordance with the acquired specialty. Final qualifying work is performed at the final stage of study in the form of a thesis, graduation project or graduation task.
Graduate work– this is a theoretical and (or) experimental study of one of the current problems in any specialty. It is presented in the form of a textual part with the attachment of graphs, tables, drawings, maps, diagrams.
Graduation project– solving a specific engineering problem in the specialty. It is developed by students of engineering, command engineering and individual command specialties and is drawn up in the form of drawings and explanatory note. Calculation and graphic materials, software products, working models, scientific research materials and other materials may be attached to the diploma project.
Diploma task provides for the development of organizational and methodological documents for the preparation and conduct of operations (combat actions), for conducting command staff and tactical (special tactical) exercises, staff training, and group exercises. Performed by students of command, command-engineering and individual engineering specialties of military academies and military universities on the topics of operational art, tactics, combat and other types of support, military mobilization, as well as methods of combat, operational and mobilization training of troops (forces). It is drawn up in the form of a graphic part, presented on maps (diagrams), and an explanatory note.
On a complex and time-consuming problem, a complex thesis (project, task) can be developed, in which two or more students (cadets) participate. To manage complex work, one of the managers is appointed senior.
From 8 to 16 weeks are allocated to complete theses (projects, tasks). Completed and provided with a written review from the supervisor, they are presented to the head of the department to resolve the issue of admission to defense and, if necessary, are discussed (pass preliminary defense) at the department. The thesis (project, task) accepted for defense is submitted for review, after which, together with the review and written feedback from the supervisor, it is submitted to the state certification commission of a higher military educational institution for defense.
Workout are carried out for the purpose of studying and practical mastering of weapons and military equipment, acquiring skills in carrying out work and servicing weapons and equipment (carrying out routine maintenance, finding and eliminating failures), their combat use, acquiring skills in working in means of protection against weapons of mass destruction or in developing combat documentation, in solving problems, as well as for the purpose of practical mastery of the studied foreign languages and improving sportsmanship skills. Trainings are conducted under the guidance of teachers.
As you can see, the goals of training and practical exercises are the same. Naturally, the methodology for carrying them out is also similar. The difference between them is that training is usually carried out during independent work hours. And for the greatest individualization, the educational department can be divided into several groups depending on material support.
Tests – an important form of training for warriors. It serves to consolidate and systematize acquired professional knowledge and skills by military personnel; control of their level of training in a specific military specialty; correction of the training process for unit (ship) personnel in order to eliminate deficiencies identified in the training of soldiers. Preparing for tests gives soldiers a sense of responsibility and motivates them to repeat and consolidate the material they are studying. The correct organization of tests is a good school in the self-affirmation of a serviceman, the manifestation of oneself as an individual: the presence of endurance, the ability to mobilize one’s intellectual and physical abilities, the ability to manage one’s actions.
It is by no means an exaggeration to say that throughout almost its entire history, as a higher military educational institution, it grew due to scientific and pedagogical personnel who went through the school of general economic, financial and military-special training at.
Graduates of the faculty of the first years, who showed an inclination for teaching work, were sent to teach at the Military Financial School of the Soviet Army. Among them were the then captains, N.K. Kashlakov, A.A. Molchanov, V.V. Tivanov, I.V. Ilyushenko.
Now one can be amazed at the true courage of young teachers: the school, in essence, was just getting on its feet, several times starting from scratch to create an educational and material base. There was only an incomplete set of governing documents that did not meet the needs of the educational process; there were no developed teaching aids, primarily in subjects of vocational training.
Beginning teachers had to make up for the lack of teaching aids by carefully preparing for each lesson. The situation was aggravated by the fact that, given their lack of teaching experience, there were no sources on pedagogy and psychology, or didactic developments. They themselves had to study, and the basis of this study was constant business communication with experienced teachers of the cycle of military special disciplines and related cycles. Experienced professionals of the military-financial service, who supervised the educational process, having passed through the difficult roads of the Great Patriotic War, actively assisted the effective formation of young people in positions of teaching staff. Patriotic War officers M. T. Tubol, A. N. Bogomolov, A. K. Mikhalchuk, M. Sh. Zaslavsky, A. A. Karachevsky, A. S. Pystin and others.
The teaching staff of the cycles worked with high dedication, continuously developing new methodological approaches for each academic discipline, for each topic and educational issue. The friendly, thoughtful and purposeful work of specialist teachers bore fruit: in 1957 the school was transferred from a two-year curriculum to a three-year one. Thus, the school became a full-fledged secondary specialized military educational institution at the level of a financial technical school, with the right to issue graduates who successfully completed the course of study with an all-Union diploma. In this event, which was important not only for the school, but also for the military-financial service of the Armed Forces, great credit belonged to a large group of teachers who graduated from the Military Faculty at the Moscow Financial Institute.
Feedback from commanders of military units about the work of graduates regularly received by the head of the school testified to the good level of training of cadets at the school. The vast majority of young graduates, upon arriving at their place of service, quickly went through the process of becoming their first position, skillfully used the knowledge acquired within the walls of the school, professionally and reliably financed all the needs of combat training and other areas of activity of military units. This, in turn, contributed to the effective promotion of many graduates up the career ladder and to the addition of the best financial practitioners to the number of students at the Military Faculty.
Continuous and purposeful improvement of the educational process from the late 50s to the early 70s resulted in the transfer of the school to a qualitatively new level - into the category of higher military educational institutions with four-year training programs. Of course, a large, predominant contribution to this event was made by the numerous teaching staff of military-professional training cycles, officer graduates of the Military Faculty, who by that time were replacing veterans who had served their established terms of service. Having good fundamental theoretical training in general economic and military-financial fields, having gone through many levels of military practical work specialty, young teachers boldly searched for the latest achievements in military pedagogy, psychology, and didactics in their disciplines. The methodological level of organizing and conducting training sessions for many young teachers was quite comparable, for example, with the level of teachers at civilian universities in Yaroslavl.
The transfer of the school to the category of higher military universities was exclusively responsible for the teaching staff, long-term, and not a one-time act.
With the transition to training in university programs, great responsibility in implementing new principles for organizing the training of future specialists fell on the shoulders of graduates of the Military Faculty, who took over the leadership of the higher military-professional training of cadets and headed the newly created departments: organization of financial service and control (Colonel N.T. Vorobyov), financial management of the military unit (Colonel N.K. Kashlakov), monetary allowances for military personnel (Colonel V.A. Evseev), wages of workers and employees (Colonel G.P. Tkach), accounting and computer technology (COL. A. Molchanov).
The main, organizing role in coordinating the activities of all 18 departments during the educational process at the school was also consistently performed by graduates of the faculty different years: deputy heads of the school for academic work are the heads of the educational department, Colonels I.V. Ilyushenko and V.M. Zubenko, their deputies are Colonels V.F. Krugov, V.A. Petrenko, N.V. Ukolov.
During the existence of the school as a higher military educational institution, many, many graduates of the Military Faculty worked in the departments. Each officer-teacher left his mark in the educational process, in the consciousness of each student. Dissimilar from each other in their personalities and approaches to their students, the specialist teachers in one key solved the problems of improving the technology of training and education of cadets, skillfully implemented the criteria for pedagogical interaction with junior service comrades learned in the faculty classrooms.
Filling the literary and methodological vacuum in the military special training of cadets, the majority of graduates of the Military Faculty, who have confident skills in working with documents, actively participate in editorial and publishing activities. Every year, the school printing house publishes more than 25-30 teaching aids on professional subjects alone, which are in great demand among cadets. Graduates of the faculty are the most active authors of recently published works:
Candidate of Economic Sciences, Associate Professor Colonel Yu. I. Fedchi-shin - “The use of reference notes when studying the discipline “Organization of financial support for troops”;
Candidate of Economic Sciences, Associate Professor Colonel V.P. Ostrovsky - “Financial support system for a military unit”;
Candidate of Economic Sciences, Associate Professor Colonel V. A. Petrenko - “Receipt and storage Money military unit";
Colonel V.V. Bondar - “The educational role of the educational process”;
Colonel E.V. Frolov, Lieutenant Colonel N.P. Antonenko - “Extrabudgetary funds”;
Colonel S. A. Melkov - “Calculation of length of service and recalculation of percentage bonuses”;
Lieutenant Colonel V.N. Rudnev - “Cash certificates for families and alimony”;
Colonel S. N. Gorbatov - “Theory of Accounting”;
Colonel V. N. Vinnik - “Payments at the expense of the state social insurance and other social funds";
Lieutenant Colonel A. B. Perfilyev - “Modern methods for analyzing the financial condition of enterprises”;
Lieutenant Colonel A. N. Kachalov - “Socio-economic statistics”;
Major A.E. Kalsin - “Fundamentals of Taxation”;
Lieutenant Colonel A. B. Ivanov - “Securities”;
Lieutenant Colonel A. Yu. Sazonov - “Stock Exchange”;
Lieutenant Colonel M.E. Koshkin - “Cash work in field institutions of the Central Bank of the Russian Federation”;
Lieutenant Colonel K.P. Kholodilov - “Automated solution of problems regarding the financial support of a military unit and the monetary allowance of military personnel.”
Faculty graduates made a great contribution to the creation and development of the educational and material base in their subjects. Thanks to their work, classrooms and laboratories, in addition to having a modern design, are equipped with electrified educational visual aids and training devices, workstations for using personal computers and other technical means of training and control. The efforts of many graduates of the department, among whom there are innovators and masters of “golden hands”, and most importantly, skillful organizers of effective productive work of cadets, have been applied to all this. In our difficult times, with a constant shortage of materials for repairs and money for their purchase, officers of the departments of special training showed a lot of ingenuity in order to bring the assigned educational premises to an exemplary condition that meets the didactic guidelines for the subject. Among the most proactive, showing business acumen in implementing plans for the development and improvement of the educational and material base of the school are graduates of the Military Finance and Economics Faculty, Colonels V. N. Vinnik, O. A. Kasha, S. A. Melkov, A. N. Pakhomov, lieutenant colonels V. M. Egorychev, A. N. Kachanov, M. E. Koshkin, A. V. Margulis, V. P. Nebozhin, A. I. Nechaev, V. S. Skripkin and others. Thanks to their tenacity and perseverance, many educational laboratories, special classes and laboratories of special disciplines meet the highest pedagogical requirements.
The radical restructuring and improvement of the officer training system for the Armed Forces of the Russian Federation, carried out in the 90s, required radical measures to be taken at the school, bringing educational programs and the educational process in line with the state educational standard of higher professional education. This, in turn, required reworking curricula for a five-year training period for cadets, including a number of completely new academic disciplines, in particular such as economic theory, money, credit, banks, audit, basics of taxation in Russia, basics of economic computer science, sociology, political science, etc.
The restructuring of the educational process affected all departments of the school, but most of all the departments providing financial and economic training to cadets. In this process, the main role was played by the teaching staff of the departments of general professional and special disciplines, including young officers who graduated from the faculty in recent years.
Purposeful coordination of responsible and complex work on the development of new curricula was carried out by officers - graduates of the faculty V. P. Zavoisty, V. V. Bondar, E. V. Frolov. With numerous consultations and agreements with the relevant officials and structures of the Military Finance and Economics Faculty, they showed a high degree of responsibility and a desire to jointly achieve optimal options for curricula and other documents on the organization of the educational process at the school.
Already the second set of cadets is being trained under new, five-year programs created by the joint efforts of the faculty and the school. The state and progress of the educational process at the school, according to estimates of the Main Directorate of the Military Budget and Financing of the Ministry of Defense of the Russian Federation, indicate that the organization of training for cadets meets modern requirements for training officers for the financial and economic structures of the army and navy.
Management of the professional training of future practitioners for the financial and economic service at the school is entrusted to the young generation of graduates of the Military Financial and Economic Faculty. The most experienced professionals and teachers, who have also proven themselves in research work, head the departments of military special education. Among them are Colonels Yu. I. Fedchishin, E. A. Chistyakov, V. A. Petrenko, O. A. Kasha, V. N. Belyaev, S. A. Melkov, S. M. Khalyavin, V. N. Vinnik , A. N. Pakhomov, I. M. Vinnitsky, V. G. Syrygin, Yu. V. Korechkov. Thanks to their creative, purposeful work, the number of highly qualified scientists and methodologists at the school is growing, which ultimately contributes to the continuous improvement of the quality of the educational process for preparing the young officer corps of military financiers and economists.
Colonel V.P. Zavoysty,
Deputy Head of the Yaroslavl Higher Military Financial School named after Army General A.V. Khrulev
on academic and scientific work