XIV Международная студенческая научная конференция Студенческий научный форум - 2022

The educational process in the higher military school presupposes obligatory consideration of the professional orientation of education and its use as a key motivating factor. The special opportunities of foreign language education give the future officer not only awareness of himself as a subject of his native soul and cultural horizons, but also the opportunity to improve his professional skills in several realms, accumulate a baggage of professional knowledge considering foreign experience, and competently operate with the difference in models of perception of the military sphere.

The problems of professional development of a specialist are devoted to the works of S.I. Arkhangelsky, V.P. Bespalko, A.A. Verbitsky, M.I. Makhmutov, V.D. Shadrikov, and others. The concept of professional orientation as a quality of personal growth is considered in the works of V.A. Slastenin, A.I. Shcherbakov. From the point of view of the psychological concept proposed by V.D. Shadrikov, the process of professional development of a person is “a complex polysystemic education that is regulated on the basis of social and individual criteria, is closely connected with the real life of a person, is carried out on the basis of purposeful human activity, including vocational training and learning, professional development and self-development, professional education and self-education".

It is important for us to note that the formation of professional motivation for us includes a clear algorithm of competent pedagogical events aimed at obtaining an idea of ​​​​the goals, motives, motivations for activity, an idea of ​​​​the emotional attitude of the future officer to his cognitive activity and the level of personal fulfillment.

In addition, professional motivation consists of several key and variable components. We consider it legitimate to attribute the professional attitude, beliefs, ideals and personal needs to the key terms, the so-called "constants". To the variable terms - praxeological implementation, the level of complexity and the prerequisites for success. Domestic and foreign scientists have created a fundamental basis for solving the problem of the formation and development of motivation. There are works devoted to general questions of motivation, the development of the conceptual and terminological apparatus of motivation, the definition of structural components and the study of the psychological mechanisms of motivation, the study of the motivation of behavior and the formation of personality, the motivation of learning.

Having analyzed the theoretical basis, we aim to find the most competent practical application, to implement the accumulated theoretical experience in military professional practice in the process of studying a foreign language in a military university. Training a cadet in a military university is an important stage in the professional development of a person, for which professional motivation is most relevant, which encourages and guides the cadet's activity in mastering the profession. We agree with M.I. Dyachenko, who postulates that the activity of a cadet in a military university is professional, as it is professionally directed and subordinated to the development of methods and experience of professionally solving those problems that the trainee may encounter in the practice of future officer service.

As a result of the work carried out, the main groups of motives were considered. In the process of studying at a military university there are defined professional motives, motives for service achievements and cognitive motives.

Professional motives are motives associated with the desire to become and be a highly qualified military specialist and the desire for the successful implementation of professional activities, professional development. The possibilities of foreign language education provide a special springboard for acquiring unique professional resources and building up world-class theoretical foundations. They are closely related to the motives of service achievements associated with the cadet's desire for a certain role status in the military team, career growth. Successful mastering of a foreign language opens up additional opportunities for a cadet of a military university not only to receive additional content, but also to prove himself at the level of competitions, conferences and olympiads, thus moving up one step in the intellectual hierarchy. Cognitive motives within the framework of foreign language education, which encourage a cadet to master new knowledge, specialties, professions, express his attitude to the very process of training in a military university, getting satisfaction from the very process of cognition.

Thus, under the professional motivation of cadets, we mean the integration of motives that determine the activity of the future officer in the educational process and ensure his professional development.

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