The dissertation is devoted to the determination of the peculiarities of the formation of technological competence of cadets in educational and production workshops of a military institution of higher education.
The relevance of the problem of forming technological competence is growing in the modern conditions of the development and strengthening of the Armed Forces and law enforcement military formations of Ukraine, their intensive and dynamic transition to NATO standards. work with the personnel of military units, must possess readiness for practical activity with a significant number of modern types of weapons, to preserve the life and health of subordinate servicemen, to ensure safe conditions for their combat work.
Training and production (technical) workshops of VZVO, the leading type of which are weapons repair workshops, have powerful reserves for the formation of such competence qualities of future officers. The advantage of these educational and production units of military educational institutions is that their activities provide for the mastery of a significant number of technological operations of manual and mechanical processing of various construction materials, related to the production of objects of a technological direction, which determines the need for the development of technological competence of cadets, the basis of which is the motivated ability to responsibly apply military-technical and psychological-pedagogical knowledge for a humanely oriented solution to professional tasks.
For the first time, in order to develop the main directions of the formation of technological competence of cadets in the process of professional training at the stage of training in a higher military educational institution, the dissertation clarified the essence of such competence in the unity of its general and professional features and the possibility of educational and production workshops of the VVZO as an environment for the formation of technological competence of future officers ; the humanitarian-pedagogical technology of forming the technological competence of cadets in the educational and production workshops of the military higher education institutions in the integrity of the conceptual-target block is substantiated (scientific approaches - humanistic-personal, systemic, activity, interdisciplinary, competence, technological; basic concepts – «technology», «technological», «technological competence of future officers» and leading tasks of training); of the content-methodical block (leading principles of the educational discipline of the specialty 255 Weapons and military equipment, stages of training - initial diagnostic, basic formative, final generalization; methods of activity of teachers and cadets in technical workshops, among which the main place is occupied by the performance of repair practice tasks); executive-corrective block (pedagogical conditions – organizational, psychological-pedagogical, resource provision, management; components of technological competence – value-motivational, cognitive-active, reflective-evaluative; main requirements for technical workshops and availability of sites – repair of armor protection and active defense , welding work, carpentry work, repair of weapons, optical devices, mechanical work); diagnostic-resultative block (contains logical levels of formation of technological competence – high, sufficient, medium, low; basics of training quality monitoring and monitoring methods – expert evaluations and evaluations of the quality of technological task performance); technological competence is interpreted as a component of a holistic professional and personal structure of a specialist; considered as a system of creative-technological knowledge, abilities and stereotypes of instrumentalized activity to improve objects of professional reality; in the military sphere, such competence characterizes cognitive and intellectual (tactical and operational) activity; it is interpreted as a set of skills for designing one or another process, starting with goal setting, choosing the optimal and adequate content and ways of carrying out professional activity and ending with the analysis and reflection of the compliance of the obtained results with the planned ones; appropriate cognitive, operational-functional, didactic-projective and reflective-analytical skills are distinguished, mediated by value-content instructions and motives of professional activity aimed at the implementation of official tasks with guaranteed results, readiness to distinguish a separate task (problem) and find ways to optimally solve it in real professional activity, the conditions for the formation of personality qualities necessary for solving various technological tasks, ensuring the success of technological activity thanks to its forecasting and analysis.
