PEDAGOGICAL CONDITIONS TO FORM COGNITIVE INTEREST IN CADETS OF THE MARITIME UNIVERSITY WHEN TEACHING LEGAL DISCIPLINES

Abstract

The article is devoted to the theoretical substantiation and experimental verification of a set of pedagogical conditions for the formation of cognitive interest in cadets of a maritime university when teaching legal disciplines. The research problem is conditioned by the contradiction between the increasing requirements for the legal competence of maritime university graduates and the insufficient level of cognitive interest of cadets in legal disciplines, which are often perceived by them as secondary in relation to technical subjects. In the course of the theoretical analysis, a set of pedagogical conditions has been identified and substantiated, including the professional orientation of training, implemented through the solution of professionally-oriented legal situational tasks; creation of a creative and emotionally favourable atmosphere in classes; systematic use of active and interactive teaching methods; and improvement of the methodological skills of teachers. A methodology for implementing these conditions has been developed and experimentally tested. The experimental verification confirmed a statistically significant increase in the level of cognitive interest among cadets of the experimental group. The author concludes that the purposeful implementation of the identified pedagogical conditions makes it possible to overcome the passive attitude of cadets towards legal knowledge and to form a sustainable cognitive interest as a personal quality of the future seafarer.