Keyword: «competence»

The relevance of the study is due to the need to develop the competence among cadets of military higher education institution in applying modeling in their professional activities, because the fact is that at the current stage of of the Russian armed forces development, formalized methods of information processing and modeling are increasingly used. The purpose of the study is to substantiate the essence, structure, content of the competence of applying modeling in professional activities of military higher education institution cadets, to determine the criteria and indicators of the level of formation of this competence components. The works of Russian and foreign researchers, referred to the concepts of model, modeling, modeling in military affairs, competency, competence, cadet competence, works in the field of training cadets and officers to apply modeling served as the theoretical basis of the study. The methodological basis of the study is a systems approach based on the consideration of an object as a system (in our case, such an object is the concept of "modeling competence"). This approach allowed to define the concept of "competence in applying modeling in professional activities by cadets of military universities" based on the analysis of scientific and pedagogical literature and the activities of officers in the field of applying modeling in professional activities, the principles of integrity, hierarchy, and consistency. The scientific novelty of the study lies in the fact that, based on the analysis of the concepts of "model", "modeling", "modeling in military affairs", "competency", "competence", "officer competence", "cadet competence", as well as studying the activities of officers in modeling and practical application of models in professional activities, a definition of the competence of applying modeling is given, its essence and structural composition are revealed, and the indicators of the formation of competence components by levels (low, sufficient, advanced) are described. The theoretical significance of the article lies in the expansion by the authors of scientific ideas about the competence of applying modeling in professional activities among cadets of military universities. The results of the study can be used by teachers of military universities of the Russian Federation in practical activities in the process of building up the military-professional competence of cadets.

Based on the competency-based approach to training, the professional activity of a graduate of a military flight school is considered, a system of key competencies of a pilot and elements of a professional flight activity profile are presented.

The article examines the basic concepts related to the emergence and implementation of the competence approach in Russian education. The article also distinguishes between the concepts of «competence» and «competence».

The article describes the main methods of analyzing the current control, used in practical classes in the discipline «Descriptive geometry. Engineering graphics». A brief analysis of these methods is carried out.

The article considers the problem of describing the professional competence of a (trainee) language teacher in the context of the transformation of the higher education system in Russia and the transition to new educational standards. The aim of the work is to identify and systematize the characteristics of the professional competency of a language teacher, which can be presented in the form of competences of graduates from language teacher education programs. The main research method is a comparative analysis of the Federal State Educational Standard of higher education in the areas of «Pedagogical education» and «Linguistics», Educational Standards of Moscow State University in the same areas and the Professional Standard «Teacher». The main results of the article include the identification of common types of professional activity in the analyzed standards, which made it possible to single out the language teacher education profile as combining the areas of «Linguistics» and «Pedagogical education»; definition of six basic professional competences of a language teacher (general pedagogical, methodological (linguodidactic), communicative, research, managerial, self-educational). An analysis of the wording of competences in the standards made it possible to identify competences that are difficult to unambiguously relate to a specific type of professional activity based on their wording. It was also found out that there are individual direct and semantic repetitions in the competences designated by different codes. A conclusion is made about an excessive number of competences in individual standards, the absence of a system-forming concept of competence (correlation with a specific type of professional activity) in 27 of the analyzed competences, and the question is raised about the practicality of having different wording of professional competences of a trainee teacher at different universities. The theoretical significance of the article lies in the systematization of existing approaches to defining the professional competences and the development of a model of basic professional competences of a language teacher. The practical value lies in formulating proposals for describing competences in the new generation of standards currently being developed. In particular, it is proposed to reduce the number of competences in the new standards, unify the designations of identical competences, develop unified competency maps for graduates of language teacher training and tools for assessing their development in university graduates.