Implementation of active learning methods on the example of teaching the educational discipline “military bridges and roads”

Abstract

The modern educational process is based on the paradigm of personal-oriented learning and involves purposeful and meaningful interaction between those who teach and those who learn. The methodology of teaching the disciplines of the military special training unit requires a significant arsenal of generally accepted and specific methods, techniques and means of learning, in particular active and interactive methods that encourage the cadet to direct and conscious self-development, the acquisition of quality knowledge, professional skills, and the creative solution of identified problems. The issue of finding new and adapting known forms and methods of conducting classes, choosing the most effective among them to increase the level of training of military specialists is urgent and requires detailed research. The purpose of the study is to reveal the role, advantages and disadvantages of active learning and to analyze the possibility of its integration into the educational process of cadets in higher military educational institutions. The main task was to determine potential risks during the use of active learning methods with cadets and to conduct a comparative analysis of the results of the control and experimental groups. The main concerns of teachers and cadets that arise during the implementation of new educational methods are analyzed. It was established that the academic achievements of cadets thanks to active learning are statistically significant and the overall productivity of cadets studying with the help of active learning methods is higher, which is confirmed by the actual level of knowledge and the total effect of active learning methods. The influence of different types and forms of tasks practiced in group classes on the discipline “Military Bridges and Roads” was studied and it was found that the most productive types of tasks that contribute to the assimilation of knowledge are situational tasks, task schemes and description schemes. Implementation of the proposed innovative forms and methods of conducting group classes will help to increase the rate of assimilation of educational material compared to traditional approaches. The main direction of further research should be directed to the development of various types of tasks and forms of their implementation, which will contribute to the formation of the cognitive activity of cadets both under the guidance of a teacher and during independent training, as well as to the creation of an informational and educational “e-environment” taking into account the rapidity of development information and communication technologies.