Implementation of project-based learning technology within the educational process of higher military institutions

Abstract

The article defines the category of project-based learning. It is an efficient pedagogical technology, oriented towards integration of theoretical knowledge from the different spheres of science, formation of professional skills, development of creativity, critical thinking, communication, leadership and decision-making. Also, project-based learning is a productive searching activity of cadets that is organized by an instructor to solve particular cognitive and practical tasks that is closely connected with future professional activity of learners. We found that project-based learning technology is an important component of professional training of future military officers and it gives the possibility to use the person-centered approach, activate independent work and enhance cadets’ motivation to future professional activity. The article investigates the types of projects in details. It is stated, that a number of projects are used, while implementing project-based learning technology during the educational process at the higher military institution. They are the following: construction and practical projects, role-plays and game projects, information and research projects, survey projects, productive projects, organization and creative projects. We have proved that the projects can also be divided into individual, personal, team and pair ones on the basis of participants; number. In addition, the projects can be short-term, middle-term, and long-term because of the duration of the activity. The authors found that the project learning technology is realized in the four stages at the higher military institution: substantiation stage, searching stage, technological stage, and concluding stage. The article explains the kinds of work for each stage in details. The notion of didactic conditions was outlined. The authors have proved that these conditions concern reasons and circumstances of realization of the educational process. Didactic conditions contribute to positive results of the process of professional training of future military officers. We decided that didactic conditions for implementation of project-based learning technology within the educational process at the higher military institution can be divided into the four stages: motivation, content, technological, and evaluation conditions. Each of these groups consists of specific didactic conditions, oriented towards the efficiency of project-based learning technology at the higher military institution