Keyword: «scheme design»

Foreign languages teaching at a higher military school is an important process for the formation of a military specialist. In order to manage effectively foreign languages teaching at a higher military school, it is necessary to highlight key elements of the process and understand how they interact. The purpose of the work is to simulate the process of teaching foreign languages in higher military schools and describe the models obtained. Universal methods of scheme design have been applied. The author used categorical-symbolic methods of logic-sense modeling. Simple and extended functional interaction schemes have been developed. A functional resource of energy is presented at the entrance of the scheme of a foreign language teaching system in a military higher school. It’s a social order for a qualified military specialist with knowledge of foreign languages. The second block of schemes’ interacting elements includes teachers, students and learning environment in the simple scheme; a programming unit (a foreign language training system, including goals, principles, content, means and technologies) and an executive body (department of foreign languages of a higher military school) in an expanded scheme. As a result of the interaction, students’ foreign-language communicative competence is formed; the students master their foreign language for professional purposes. At the end of the process (the last block of scheme) we can see a military specialist who is able to use a foreign language in everyday and professional activities effectively. The need to distinguish between the English terms "teaching" and "learning," both denoting "education," is emphasized. The learning process is viewed from two points of view. The learning process is also presented in the form of circular phased schemes, from the position of the teacher (planning, organization, implementation, evaluation, adjustment) and from the position of the student (perception, understanding, training, application, creativity). Modeling the process of teaching foreign languages at a higher military school contributes to the expansion of the theoretical base of the methodology of foreign languages teaching in military higher schools. It makes it possible to unify the design, implementation and management of foreign language teaching.