Теоретичні та методичні засади забезпечення якості фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації

Abstract

У дисертації обґрунтовано теоретичні та методичні засади фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації, яка охоплює методологічний, теоретичний, технологічний рівні. Розроблено й експериментально перевірено педагогічну систему забезпечення якості фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації, що спрямована на формування сукупності когнітивного, діяльнісного, операційного, мотиваційно-вольового, фізичного, психофізіологічного компонентів готовності майбутніх пілотів тактичної авіації до бойових польотів. Змістовим ядром запропонованої педагогічної системи є організаційно-педагогічні умови забезпечення якості фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації, які спрямовані на формування, в умовах льотного ВВНЗ комплексу структурованих і педагогічно спроєктованих повітряно-тактичних якостей, що впливають на успішність підготовки та виконання бойових польотів. Розроблено й обґрунтовано структурну модель педагогічної системи забезпечення якості фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації, яка містить цільовий, змістовий, організаційно-методологічний і результативний блоки та демонструє організований набір необхідних складових освітнього процесу у ВВНЗ.

The concept of “professional training of future tactical aviation pilots” should be understood as a structured set of tactical-theoretical, tactical-practical educational components and courses, along with specialized simulator, physical, and psychophysiological training. This serves as the foundational component of professional preparation for military pilots in military higher education institutions and is aimed at developing specialized air tactical competencies and professional readiness for combat missions. From a pedagogical perspective, this training is regarded as a social system. The research examined its developmental trends and approaches to its pedagogical structuring in the current context. First, the technical adequacy of the national military aviation fleet for modern combat missions (flights) and the resulting need for continual enhancement of tactical techniques and military management processes constitute the general conditions for the functioning and development of this training system. Second, the use of up-to-date organizational and directive documents to reflect the realities of military aggression and advancements in enemy aviation technology is necessary. Failing to incorporate these realities perpetuates the use of outdated didactic approaches in domestic military higher education institutions. Third, there is a noticeable imbalance in the selection criteria for candidates in military aviation, with a focus on adequate physical and psychological parameters but lower academic standards, which negatively impacts the overall quality of flight tactical training. Through an etymological, semantic, and content analysis of key definitions of “technology” and “pedagogical technology,” and their derivatives, along with the genesis of the technological approach in education and pedagogy, the study highlighted the essence of modern pedagogical technologies as didactic tools. The technological approach is considered the most productive and promising for professional training in technically complex and high-risk professions. In terms of ground training for future tactical aviation pilots, simulator training technologies and information-computer technologies are seen as optimal in methodological, procedural, and content terms. Pedagogical support for the quality of professional training for combat missions of future tactical aviation pilots was developed. This support system, implemented in higher military educational institutions, is viewed as an innovative pedagogical subsystem (pedagogical system of ensuring the quality of professional training for combat flights of future tactical aviation pilots, the content core of which is organizational and pedagogical conditions and a structural model of the pedagogical system of ensuring the quality of professional training for combat flights of future tactical aviation pilots) within the framework of higher military education. The author proposes an approach wherein the content of professional readiness for future tactical aviation pilots involves cultivating a set of structured, pedagogically designed air-tactical qualities (theoretical, practical, psychological, physical, and psychophysiological) within aviation higher education institutions. These qualities correspond to components of professional readiness: cognitive, activity-based, operational, motivational-volitional, physical, and psychophysiological. The essence and content of each component are defined, along with a system of criteria, indicators, levels, and assessment measures. The organizational and methodological support for the quality of training future tactical aviation pilots for combat missions in military institutions included the development of a specialized course, “Psychological and pedagogical features of professional readiness for combat flights of future tactical aviation pilots,” aligned with the author’s pedagogical system. To test the author’s pedagogical system, a structural model of the pedagogical system of ensuring the quality of professional training for combat flights of future tactical aviation pilots was developed. This model consists of four core blocks (target, content, organizational-methodological, and performance), creating a structured set of conditions and factors within the educational process in military institutions. This model, considering available resources, optimally provides the necessary level of professional knowledge, skills, and competencies for cadets. An experimental study was conducted to assess the effectiveness of the pedagogical system in ensuring the quality of professional training for combat missions among future tactical aviation pilots. According to the primary qualimetric data, significant qualitative changes were observed in the intellectual structure of cadets in the experimental group. This included an increase in spatial reasoning abilities, essential for military pilots, demonstrating the corrective impact of the implemented pedagogical system. Furthermore, a positive trend was observed in the ratio of cadets with high to medium intelligence levels. Following the formative stage of the study, a tangible dynamics of improvement in the qualities of training and combat flight performance was revealed: the proportion of cadets with a high level of performance of training tasks in modelling, planning and performing combat flights and cadets whose level of formation of indicators of operational and activity components was determined as sufficient increased significantly; there were no cadets with insufficient levels of training. Additionally, significant improvements were noted in the motivational and volitional aspects of the readiness criteria for combat missions. The development of physical and psychophysiological qualities directly relevant to combat flight conditions also improved, highlighting the effectiveness of the implemented pedagogical system.