Keyword: «educational model»

The article describes the contents of educational model of the discipline “Air Navigation”, and different ways to improve educational efficiency are shown.

The article is devoted to the introduction of modern information technologies into the educational process of a military University; improving the quality of training of military pilots in order to introduce new technological means into the educational process. Information training of cadets in the UNIVERSITY should provide the future military pilot with theoretical knowledge and practical skills in the field of computer science and information technology, allowing to effectively solve military-professional problems with the use of computer technology, to focus on the main directions of development of modern military weapons and equipment.

The article is devoted to the introduction of modern information technologies into the educational process of a military University; improving the quality of training of military pilots in order to introduce new technological means into the educational process. Information training of cadets in the UNIVERSITY should provide the future military pilot with theoretical knowledge and practical skills in the field of computer science and information technology, allowing to effectively solve military-professional problems with the use of computer technology, to focus on the main directions of development of modern military weapons and equipment.

Examination of e-learning potential in present doctoral education is complicated by the Russian Doctoral Program reforms, the conflict between the educational, research and practical components, changing educational strategies and tactics, and epidemiological situation. Currently, there is a lack of works that explain the potential of e-learning in the formation of a new educational model of postgraduate education, which needs to be reformed and diversified. The hypothesis of the study: during the period of extreme (March 2020-July 2020) and post-extreme on-line learning (October 2020-January 2021) doctoral students of the University (1st and 4th years) had already formed sustainable electronic competences to implement independent research activities within modern trends. The tasks of the study: to identify e-learning challenges and to present an educational model with on-line technologies. The study-survey involved 59 doctoral students of the University: 33 students of 1st year and 26 students of 4th year. The purpose is to analyze the level of e-competences during the period of distant learning (DL) and adaptation to this type of learning depending on the specializations (technical specialties (“T”), information technology (“IT”) and social and humanitarian specialties (“SH”)), course, age. 48.48% of the 1st year students, unlike the 4th year students, show a positive-approving reaction to e-learning and DL in Doctoral Program. Only 30.3% of the 1st year students (27.27 “T" + 3.03 “IT”) were satisfied with traditional learning (face-to-face), as opposed to 50% of the 4th year respondents (46.15 “T” + 3.85 “IT”). We interpret the 4th year students` reactions to long-term DL as sharply negative: 100% of respondents answered “NO” to long-term DL. In the study, a model of postgraduate education using distance technologies (on the basis of the respondents` reactions and the impossibility of universalization of e-learning) is proposed. The practical significance of the work lies in the possibility of using a quantitative and qualitative analysis of reactions to a potential educational model using e-learning to further improve the trajectory of doctoral education. The study can be useful within the framework of the theory of organization of higher education, in particular, for studying the process of formation of scientific, practical and professional competences of highly qualified scientific and pedagogical personnel in terms of diversified education.

Under the background of «double first-class» construction, this paper puts forward the three-dimensional mixed innovative competition and human model for Art Majors: moral education, aesthetic education, innovation and professional education to build a three-dimensional competition education model, Teachers, methods, achievements and abilities to build a mixed competition education model. Analyze the educational objectives, teaching characteristics and teaching methods to form a three-dimensional hybrid teaching orientation. Sort out the value orientation, truth, goodness and beauty concept, innovative connotation and artistic quality of the entries, and build a three-dimensional education model of moral education, aesthetic education, innovation and professional integration, Sort out the premise, carrier, orientation and goal of competitive education, and build a mixed education model with the integration of teachers, methods, achievements and abilities. We will carry out practical exploration in creating a competition innovation demonstration center, strengthening the construction of competition tutors, promoting the diversified transformation of competition results and the promotion of three-dimensional mixed competition education experience, and promote the cultivation of first-class art talents under the background of «double first-class».