XIV Международная студенческая научная конференция Студенческий научный форум - 2022

In the current constantly changing conditions of the external political situation and the role of Russia on the world political arena, the training of highly qualified military personnel occupies one of the key priority positions in the field of education.

The training of a future engineer in the military field is carried out on the basis of the impeccable fulfillment of the qualification requirements that are prescribed in the state educational standard.

The key goal of teaching a foreign language at a military university is to provide cadets with such a base of linguistic and regional studies and a professionally oriented body of knowledge that would allow the future engineer to freely operate with a large format of military-technical literature, scientific literature and, of course, to carry out successful communication in a foreign language.

Thus, the implementation of the communicative and military-applied orientations of training is considered, taking into account general educational tasks, respectively.

The rapid growth in the introduction of new information and communication technologies, the widespread computerization of enterprises, the creation and constant development of information networks require a military specialist to constantly practice using a foreign language. Knowledge of programming languages, professional concepts, terminology and definitions, commands in a foreign language, the formation and development of communication skills, the skills of two-way translation, annotation and summarizing become necessary conditions for professionally competent actions of future officers.

One of the most promising approaches to the gradual improvement of the quality of military professional foreign language education is the theory of contextual learning by A.A. Verbitsky. In accordance with this theory, the subject and social content of the absorbed professional content is modeled in the forms of educational activity, and a foreign language plays the role of a reliable means of implementing such modeling.

The content, forms, methods and means of teaching act as a kind of intermediary between the activities of teachers and cadets, and they are also closely interconnected: the use of each new means requires a change in the content, or at least its structure deviance, a new filling of the content - forms, etc. An important principle of problematicity is reflected in contextual learning in the "deployment and deployment" of problem areas to form the adequacy of the perception of non-standard and problematic professional situations. This principle emphasizes not only the personal aspect of creative thinking, the development of professional ingenuity, but also stimulates professional interpersonal interaction, dialogical co-creation of the subjects of the educational process, the unity of personal education and the formation of a professional personality.

Building contextual teaching of a foreign language, we proceed from the fact that this academic discipline is not only an organic link in the overall system of professional training of cadets, but also has close ties with the content of other disciplines. Therefore, it is necessary to single out interdisciplinary connections in the content of educational programs in a foreign language, general scientific and special disciplines.

Considering learning under this prism, it becomes obvious that mastering a holistic professional activity, knowledge as a means of its implementation is the main goal of learning. At the same time, all forms and methods of control are aimed at assessing the course and results of the formation of an integral professional activity.

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