Improvement of future officers training on basis of optimization of educational technologies

Improvement of training of future officers is linked to, first of all, the technological level of educational process design, which relies on pedagogical technologies as the most important condition of achievement of educational results in modern conditions. It is obviously possible at their scientific reconsideration, providing an optimum combination of processes of introduction of innovative components of technological approach and development of tools of traditional system of training of cadets. Consideration of training of future officers as a functional developing system suggested that throughout a five-year course of training various variations of pedagogical technologies were applied. Since such process of development of the trainees has qualitative stages, therefore, each stage is followed by corresponding tools of pedagogical technologies, which is aimed at the realization of the purpose and objectives of the certain stage. Therefore, the optimization of pedagogical technologies is a design of a certain sequence, a combination of pedagogical technologies at the same qualitative stage, and features of their mutual assistance at different qualitative stages. The role of a conceptual basis of optimization of pedagogical technologies is carried out by qualitative stages of development of future officers throughout a five-year course of training in higher education institution: adaptive (1 - the middle of 2 year), transforming (the middle 2 - the middle 4 years), integrated (the middle 4 - 5 years). Implementation of the purposes and objectives of the first stage will claim the design and realization of the pedagogical technologies providing adaptation of trainees to education in a higher school. The second stage demands the pedagogical technologies solving problems for creation of precedent of experience of understanding not absoluteness and relativity of the individual experience obtained by future officer. The third stage takes into account the application of these pedagogical technologies focused on the design of space of military professional activity preceding transition to real conditions. For realization of the purposes and objectives of the first stage the traditional pedagogical technologies were used; for the second stage technology of the organization of reflexive activity, active training, technology of corporate training, team work, game technologies were applied; for the third stage a system set of organizational and cogitative, organizational and communicative and organizational and activity pedagogical projects were selected. Thus, the design and realization of an optimum combination of pedagogical technologies provides «nature conformity» and essential improvement of training of future officers. In that measure that the applied pedagogical technologies work for realization of each of the qualitative stages designed, it is necessary to mention about an optimality of their combination and mutual assistance that is the main intrinsic sign of improvement of training of future officers on basis of optimization of pedagogical technologies.

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