Zavhorodnii D. Formation of research competence of future Navy officers in the course of their professional training

The object of research is the process of professional training of future Navy officers in higher education institutions. The purpose of the research is to theoretically substantiate and experimentally test the model of formation of research competence of future Navy officers in the process of their professional training. Scientific novelty and theoretical significance is in the fact that: for the first time the model of formation of research competence of future Navy officers in the process of their professional training is theoretically substantiated and experimentally tested. This model is an ideal reflection of the process of such formation, based on systemic, competence, activity, project, synergetic and personality-developmental methodological approaches and general didactic (scientific; systematic and consistent; accessibility; clarity; consciousness and activity; thoroughness; individualization and differentiation and differentiation, professional orientation; self-organization; subjectivity); involves improving the content (disciplines, special course "Fundamentals of Research"), the involvement of interactive methods (search, case method, training, debates) and individual and individual-group forms of learning, the use of research tasks of different types (to prove; undefined and redefined, reverse, to compile structural and logical schemes, evaluation and analytical, design and technology) as a leading means for learning; taking into account pedagogical conditions (creation of a developmental environment that stimulates the development of research competence by choosing forms of teaching and research work and the level of complexity of tasks; introduction of group and mutual assessment; use of a set of research tasks; active use of information technologies); the content of the concepts "research competence of future Navy officers", "formation of research competence of future Navy officers" is specified; the components of research competence are specified (motivational, gnostic-activity, personality-reflexive); criteria (motivational-volitional, cognitive-operational, behavioral-reflexive), indicators (personal-value attitude to research activities; motivation of research activities; amount of knowledge; research abilities; expression of reflection; self-assessment of research activities) for characterization of competence levels (elementary, sufficient, high) are developed.