APPLICATION OF THE LATEST TEACHING METHODS FOR IMPROVING THE QUALITY OF CADETS EDUCATION

Hetman Petro Sahaidachnyi National Army Academy

Nadiia Huzyk, Oksana Petruchenko,

Iryna Pinchuk, Oksana Tereshchuk

This article is devoted to the problems of improving the quality of military education, namely, in the field of exact sciences: higher mathematics, theoretical mechanics, thermodynamics, applied mechanics, etc. A basic premise for qualitative higher military education is proper curriculum frameworks, that must be harmonized and complementary to form integral system. Teaching topics on one subject should find practical (in some cases theoretical) application, or be a logical complement to studying topics on another subject. This process will increase cadets’ motivation and interest in the disciplines.

In our view, the military education system should be aimed at ensuring the continuous updating of the cadets’ skills, gained during the training; mobility of cadets and teachers, development and implementation of training program for military professionals.

It should be noted that using intensification and gamification methods during the classes results into the relaxed environment in the classroom, as well as increased cadets’ interest in the discipline. Due to the use of the latest technology in the study cadets take an active interest in the subject. Since it is worth focusing on the fact that young people are interested in the latest, though, the exact sciences can’t be called so, for this reason the methods of their presentation should be updated and somehow modernized.

The teaching method of cadets and appropriate material, used for such courses as higher mathematics, theoretical mechanics, thermodynamics, applied mechanics, are developed in Hetman Petro Sahaidachnyi National Army Academy. While developing this method, the following basic principles were taken into account: cadets beginning to learn a new subject have different levels of preparation; they are not used to spending a lot of time for studying new material; cadets are not able to exercise self-check; they’ve got inflated self-esteem.

According to this approach, each topic of the practical training should be presented in some six problems. These problems cover all the material to be studied by the cadet and each subsequent task is one level more sophisticated. In addition, for each topic there are developed several variants of tasks for practical training, tasks for the test at every practical lesson.

Thus, each practical lesson includes the following stages: review; introductory stage, aimed at updating the cadets’ knowledge related to the topic being discussed, and identification of individual difficulties and gaps in knowledge, awareness and formulation of individual learning objectives; thematic stage, when the presentation and perception of a new topic take place; final stage, which provides for the systematization and evaluation of the received information, the consolidation of the new material. At this stage it is advisable to combine individual and group work.

The effectiveness of the lesson involves the development of the skills of independent work, the formation of such personal qualities as responsibility, self-esteem, the ability to manage and obey, interpersonal communication.

Therefore, the use of the proposed methods contributes to the development of logical thinking, creative abilities and active motivated process of learning.

Combining the proposed teaching methods and tools will promote the improvement of the military education quality that will enhance the defense capability of Ukraine and its Armed Forces.

REFERNCES

1. Bilash O.V., Huzyk N.M., Lishchynska Kh.I., Petruchenko O.S., Sokil B.I., Velychko L.D. (2018) Pidvyshchennia yakosti viiskovoi osvity na osnovi metodu intensyfikacii [Improving the quality of military education based on the intensification method]. Naukovi zapysky. Seriia: Pedahohichni nauky.

2. Kravets N.S. (2017) Etapy stvorennia heimifikovanoi systemy dlia vykorystannia v navchalnomu procesi [Stages of creation of a gamified system for its use in the educational process]. Visnyk KhDAK. — Vyp. 50 — S. 198-205.

3. Trachenko O. (2011) Heimifikaciia osvity: formalnyi i neformalnyi prostir [Gamification of education: formal and informal space]. Aktualni pytannia humanitarnyx nauk. — Vyp. 11. — S. 303-309.