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26Олимпиадные задачи по английскому языку как методический регулятив профессионального самосовершенствования курсантов военных вузов
Романчук Вероника Олеговна,
кандидат педагогических наук доцент кафедры иностранных языков ВУНЦ ВВС «ВВА имени профессора Н.Е. Жуковского и Ю.А. Гагарина»
E-mail: Veronika.romanchuk@gmail.com Баранова Людмила Михайловна,
кандидат педагогических наук доцент кафедры иностранных языков ВУНЦ ВВС «ВВА имени профессора Н.Е. Жуковского и Ю.А. Гагарина»
E-mail: Veronika.romanchuk@gmail.com
Статья посвящена значимости грамотной разработки олим-пиадных заданий в процессе подготовки будущих офицеров к олимпиадам по английскому языку. Уделяется особое внимание тщательному рассмотрению вопроса значимости решения нестандартных олимпиадных задач по английскому языку в процессе подготовки будущих офицеров к соревнованиям по иностранному языку среди военных вузов. Авторы статьи рассматривают многогранность олимпиадной подготовки, ее творческую направленность на решение постоянно усложняющихся речемыслительных задач. Особую значимость авторы придают общим признакам всех олимпиадных задач по английскому языку в военном вузе, ключевым требованиям, предъявляемым к их формулированию, и таким ключевым принципам выстраивания успешного учебного процесса, рассматриваемым в качестве методического регулятива, как разноуровне-вость, оригинальность, нестандартность и проблемность.
Ключевые слова: олимпиада, задача, педагогический принцип, значимость, военное образование, профессиональное развитие.
In the light of the latest trends in the development of modern education in our country, a new system of military education is being formed, aimed at entering the world educational space. In accordance with the Federal Law "On Education in the Russian Federation", pedagogical dogmas are being modernized, according to V.V. Putin "The system of higher military education, officer training is the foundation of the Armed Forces. It must be reliable and durable, meet the requirements of the time" [1]. This process of modernization is closely accompanied by fundamental changes in pedagogical theory and practice. Annual adjustments are made to the content of education which should correlate with modern achievements in science and practice, stimulate and develop the ability of students of military universities to integrate harmoniously into the dynamic system of the information society and educational space.
In present time, information resources are called upon to become an obligatory part of the integral process of training high-class military personnel. Conducting Olympiads in the military sphere, as a special form of the educational process, stimulates self-improvement not only in specific subject areas, but is of a broad interdisciplinary nature, contributing to the improvement of the pedagogical skills of the teaching staff and aimed at forming a harmonious, comprehensively developed personality of a cadet of a military university.
According to the official Regulations on holding the Olympiad competitions and, in particular, the Olympiad in a foreign language, the Olympiad cycle at all its stages involves the constant solution of increasingly complex Olympiad tasks. All pedagogical potential, all pedagogical approaches and technologies, all target skills and abilities are aimed at achieving the key goal - the successful solution of the Olympiad task at each stage of the competition. The successful solution of the Olympiad problems, as the initial springboard for improving knowledge in the discipline, has further progressive significance. From solving a problem to overcoming the difficulties of the entire round of competitions, from implementing personal winning strategy in the Olympiad to winning tactics in all subsequent military professional activities.
That is why the Olympiad tasks, in our opinion, are the most important tool and pedagogical factor for activating and updating the scientific and methodological basis of pedagogical activity in a military university.
The development of Olympiad problematic-oriented tasks is a cornerstone of the multi-aspect methodological work during the preparation for the stages of the Olympiad. At the same time, it is essential to consid-
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er the fact, that most of the tasks proposed in teaching aids and textbooks in a foreign language have a standard regulated structure familiar to every cadet, which implies the achievement of the desired result according to a specifically chosen procedure. And this is not a negative factor in the daily learning and educational environment, on the contrary, it creates comfortable and stress-eliminating conditions for students. However, the process of professional Olympiad activity implies a confrontation with non-trivial educational tasks and situations in which many factors operate, when a decision must be made in a short time, and the honor of the team, the honor of the university and the military branch are at stake.
That is why most of the Olympiad tasks are based on a key non-standard problem situation with variable solutions that are typical for professional military activities. The Olympiad task in this case recreates a professionally oriented context, which reflects the ideas of the contextual pedagogical approach being described earlier. Such a problematic task reflects the value orientation and presupposes not only a brilliant knowledge of the discipline being studied and the ability to use it, but also implies the same creative impulse, a creative spark, i.e. stimulates the participant to build a certain chain of reasoning, leading to a qualitatively new solution to the problem, which differs from the solution on the surface of the question.
We are close to the point of view of such scientists as A.I. Popov [2] and N.P. Puchkov [3], who emphasize the dialectic nature of thinking when solving Olympiad problems. Indeed, from one position it can be stated that the actions of the participants of the Olympiad in solving various non-standard speech-thinking tasks of an increased level of complexity are creatively colored based on past experience, in conditions of intense uncertainty. On the other hand, each time in the process of completing the Olympiad tasks, and using the «old» mechanisms of creative thinking, the contestant creates a completely new independent creativity, and creativity within the framework and conditions of the task and in order to achieve the most successful result, in addition, «on the competitive stage, the central place is given to the formulation of the Olympiad task, carried out by the teacher. This is due to the main goal of this stage - to develop the student's psychological readiness for creative activity in conditions of severe restrictions and moral responsibility for the final result, which is successfully carried out within the framework of the Olympiad movement.
In our study, we cannot ignore the ideas of P.I. Pid-kasisty [4], who considered the presence of intuitive thinking ahead of time, a quick cognitive leap, and insight to be a distinctive feature of a creative task. That is why the Olympiad tasks of competitive competitions in the military universities of the country act simultaneously on two educational stages in different roles - as 5 an object of educational and creative military profes-5 sional activity and as a pedagogical means of organ-£ izing a high-quality educational process. Moreover, ° it is worth noting that with the help of the Olympiad ^ tasks of competitive competitions, the goal, scientific
and methodological conditions and requirements for Olympiad activities in a military university as a whole are directly or indirectly formulated, designed and implemented.
Of course, the process of self-development of a cadet in the military-professional sphere within the framework of the Olympiad movement is carried out the better and more efficiently, the more complex and multifaceted, however, feasible, Olympiad tasks are chosen by the teacher to organize the educational process. It is important to point out the fact that the annual regulation of the Olympiad reflects not only the order of the Olympiad, but also shows the choice among the variety of Olympiad tasks in content and form.
Nevertheless, from a theoretical point of view, all Olympiad tasks offered to cadets of military universities at all stages, from Faculty level to International one, have characteristic features and are united by the following features: 1) Olympiad tasks include a specific subject area of military professional activity; 2) tasks always imply certain interdisciplinary relationships of a key subject area with others; 3) absolutely every problem of the Olympiad in a foreign language in a military university has a key requirement and a question that formulates the purpose of the task; 4) each Olympiad task always carries a deep dialectical contradiction that cannot be solved by one method or method, but requires a clear solution algorithm based on theoretical material; 5) the Olympiad task makes the hidden dialectical mechanisms for solving the problem work, which must be "turned on" for the qualitative completion of the task; 6) consistency, argumentation and the principle of deduction are the main semantic regulators of the formulation of the Olympiad task in a military university.
Solving various Olympiad problems of different levels of problematicity, the cadet independently transforms the logical theoretical form of scientific knowledge into an activity form, while extracting his own solutions and determining patterns. So, we cannot but agree with the ideas of V.I. Vyshnepolsky [5], who formulated the basic requirements for any linguisti-cal contest problems at the university level: 1) solving problems should not require knowledge beyond the scope of the program; 2) the problem should not be solved with the help of one idea, on the contrary, it is highly desirable that several thoughts be put forward when solving; 3) the problem should be solved in several stages. When solving such problems, the contingent of decision makers is stratified, each subsequent stage overcomes an ever smaller number of participants, which makes it possible to select winners; 3) it is desirable to select tasks for which the initial stages are feasible for many, we emphasize that not the entire task, but the initial stages.
Based on the ideas of N.P. Puchkov, summarizing the experience of running university Olympiads and participating annually in the All-Army Military Olympiads, we come to the evident conclusion that it is necessary to formulate certain methodological principles in the formation of a bank of tasks for Olympiad problems: their knowledge, but also creative ingenuity; 2) the principle of multivariance of the solution of the
Olympiad problem, and the correct solution is allowed not one, but several (of course, this principle appeals to the majority, but not to all types of tasks); 3) the principle of different levels - by intensifying the level of complexity from low to maximum, the contingent of true winners is determined; 4) the principle of the problematic nature of the Olympiad task implies the resolution of the conceptual contradiction and the achievement of the goal in the most efficient way; 5) the principle of time limitation of Olympiad tasks, which, when preparing participants, recreates the real conditions of competitive competitions as much as possible.
It is very important for us to emphasize that future specialists in the military sphere in the process of solving various Olympiad problems in the field of the English language, and sometimes simply problems of an increased level of complexity, very often face the obstacle of "thinking according to the algorithm". The origins of this type of thinking are very often laid at the level of secondary school, where orientation towards an algorithmic type of thinking in the process of building an educational process is a frequent phenomenon. To overcome such an internal intellectual obstacle, teachers supervising the Olympiad training cycle must also take into account the team-competitive nature of the Olympiad tasks in conditions of intensive mental labor.
In addition to overcoming the obstacle in the form of algorithmic thinking among students in a higher military school, high-quality scientific and methodological support, reflected in the effective design of Olympiad tasks, invariably encounters another important barrier on its way - the professionalism, motivation and creative potential of the teacher. Here we are confronted by a rather little studied in science problem of the influence of the authority of a teacher on the development of talent and purposefulness of a cadet of a military university in the process of foreign language education. It is in this perspective that the teacher's personality, creatively oriented, motivated for the success of his team and the high quality of the educational process, comes to the fore.
We believe that in the context of the modernization of the system of higher military education, the constant increase in the requirements for a graduate of a military university as a self-developing personality, the vector of personal transformations is often set by a mentor-teacher. But only a teacher with creative originality can realize such a requirement. New educational values constantly guide the modern teacher to the development of professional creativity. Even in the ancient Greek philosopher and writer Plutarch, who lived in the first century AD, we still read the words that are still relevant: "The mind is not a vessel that needs filling, but wood that needs igniting", in other words a student is not an empty bowl that needs to be filled, but a torch that needs to be lit, and only one who himself can light a torch is on fire. That is why it is important for us to emphasize that for a teacher who designs Olympiad tasks, prepares for Olympiad rounds, considers the Olympiad process from the point of view of different approaches and forms, appeals to different pedagogical technologies and accumulates their most
effective components, such educational and methodological activities, undoubtedly, it is a means of constant pedagogical self-improvement, self-actualization and growth of professional motivation, changing the role of a teacher to a teacher-master, teacher-mentor.
Thus, we come to the conclusion that the qualitative application of the Olympiad movement as one of the forms of organizing educational activities in a military university, its consistent and verified scientific and methodological support, competent design of tasks for the competitive competitions of the English Olympiad, in our opinion, contributes to significantly deeper and more systematic assimilation of professional knowledge, qualitative formation and development of the creative abilities of the future officer, promotion of innovative ideas for the benefit of the Motherland.
Литература
1. Послание Президента Федеральному собранию от 15.01.2020 http://www.kremlin.ru/events/ president/news/62582
2. Попов А.И. Олимпиадные задачи по теоретической механике: учеб. пособие / А.И. Попов, В.И. Галаев. - Тамбов: Изд-во Тамб. гос. техн. ун-та, 2001. - 84 с.
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OLYMPIAD TASKS IN ENGLISH AS A METHODOLOGICAL REGULATOR OF PROFESSIONAL SELF-IMPROVEMENT OF CADETS OF MILITARY UNIVERSITIES
Romanchuk V.O, Baranova L.M.
Air Force Academy named after Professor N.E. Zhukovsky and Yu.A. Gagarin
The article is devoted to the importance of the competent development of Olympiad tasks in the process of preparing future officers for Olympiads in the English language. Particular attention tends to be paid to the careful consideration of the importance issue of solving non-standard Olympiad problematic tasks in the process of preparing future officers for foreign language competitions among military universities. The authors of the article consider the versatility of the Olympiad training, its creative focus on solving ever more complex speech-thinking problems. The authors attach particular importance to the common features of all Olympiad tasks in English at a military university, the key requirements for their formulation, and such key principles for building a successful educational process, considered as a methodological regulator, in particular being multilevel, original, non-standard and problematic.
Keywords: olympiads, task, pedagogical principle, significance, military education, professional development.
References
1. Message of the President to the Federal Assembly dated January 15, 2020 http://www.kremlin.ru/events/president/ news/62582
2. Popov A.I. Olympiad tasks in theoretical mechanics: textbook. allowance / A.I. Popov, V.I. Galaev. - Tambov: Tambov Publishing House. state tech. un-ta, 2001. - 84 p.
3. Puchkov N.P. Olympiad environment as a factor in ensuring the quality of training of specialists / N.P. Puchkov, A.I. Popov. High intellectual technologies and innovations in education and science: materials of the 15th Intern. scientific method. conf. -St. Petersburg, 2008. -125-126 p.
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6. Regulations of the International Olympiad for cadets http://inter-olimp.mil.ru/Reglamenty/Inostrannyj-yazyk/Vsearmejskij-etap
7. Structure of the Ministry of Defense of the Russian Federation https://structure.mil.ru/structure/ministry_of_defence/details.ht-m?id=9736@egOrganization
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