Designing of lingua-informational environment of a military institute: content and technological aspect

At present, interest in educational environment as a pedagogical phenomenon has increased. Research, aimed at creating a specific educational environment in the system of vocational training, revealing and implementing its capabilities as a resource that improves the quality of education, has a wide representation. But for all their sufficiency, the educational environment of a military institute does not have an exhaustive coverage in scientific works. The military educational environment has a pronounced vocational guidance and vocational adaptation orientation, it is goal-oriented to transfer professional knowledge, special skills and abilities, stimulate the adoption of a military professional role, and form strategic thinking. The military educational environment has a high educational potential. The product of this environment is not only a competent specialist in his field, not only a good organizer and commander, but also a person motivated for activities associated with a risk to life and health. The high intensity of the pedagogical influences of the military educational environment should also be noted. It is explained by its clear material and territorial boundaries. The characteristics of the military educational environment, the current directions of its modernization, environmental factors of various levels, identified in the course of a meaningful analysis, are extremely significant in the context of creating the lingua-informational environment of a military institute that is of interest to us. The lingua-informational environment is one of the components of the military educational environment, represented by a system of resources that provide cadets with foreign language skills in their chosen professional field. In the context of our study, the content of teaching a foreign language constitutes a system of resources of the lingua-informational environment. It is advisable to start the argumentation of the content of the foreign language training of future officers, that meets the requirements of science, with the definition of the request for service and combat practice. It seems rational to consider the content of teaching cadets a foreign language in three components: linguistic, psychological and methodological. The technological side of mastering the content of teaching a foreign language is represented by the lingua-informational, information and communication technologies. Lingua-informational technology is implemented through a prescribed system of actions that, on the one hand, must be performed by the lingua-informational environment on the student, and on the other hand, these are actions that the teaching staff of the Department of Foreign Languages must perform on the lingua-informational environment with the purpose of obtaining the desired changes in the student. The use of information and communication technologies is implemented in such integrative areas of the organizational structure of the lingua-informational environment as classroom practical classes and independent work, and provides ample opportunities for creating multimedia educational content, electronic educational publications, organizing electronic testing, and accompanying a cycle of scientific and representative events. It seems logical to describe the efficiency of appropriation of lingua-informational environment system of resources through the self-organization formation. The appropriation is organized through lingua-informational, information and communication technologies. A manifestation of self-organization is independence. Practical implementation and verification of the training effectiveness took place in terms of experimental work. In the framework of the study, we believe the lingua-informational environment as a means of modernizing the existing traditional military educational environment. The use of information and communication technologies in a lingua-informational environment makes it possible to expand the boundaries of the military educational environment, take them beyond the military educational organization, individualize and differentiate training, and form such important qualities for the professional development of a military as independence and self-organization. In the conditions of the lingua-informational environment, it seems possible to resolve such a significant issue in the context of the theory and practice of foreign language training of future officers as the formation of professional motivation for learning a foreign language. The solution of this issue is possible, since the lingua-informational environment acts as a pedagogical and methodological condition that contributes to the formation of cadets' meaningful goals for foreign language learning, professional and value attitude to its study, the formation of readiness to use a foreign language in current educational and future professional activities.

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