ANALYSIS OF THE EFFECTIVENESS OF THE DEVELOPMENT OF METACOGNITIVE COMPETENCE OF MILITARY UNIVERSITY CURSORS: CONTROL STAGE

Abstract

The article considers a problem of the quality of training of specialists of a military university. The author examined the requirements for graduates of military universities, analyzed the requirements of the Federal State Educational Standards for military universities, the modern conditions in which a graduate of a military university has to work, highlighted the necessary professional qualities of a modern military specialist. The research methodology is the analysis and generalization of research works of foreign and Russian scientists. The author, summarizing the opinion of researchers, draws attention to the importance of developing metacognitive competence, as one of the ways to solve the problem of improving the quality of training of specialists in the military sphere. In order to develop metacognitive competence, the author identified and described the organizational and pedagogical conditions conducive to this, the effectiveness assessment of which was the reason for writing this article. After analyzing foreign and Russian studies in the field of metacognitiveness, the author clarified the definition of metacognitive competence and identified its motivational, cognitive, operational and reflective components. The article provides a comparative analysis of the levels of development of the motivational and reflective components of metacognitive competency at the control stage of the study between cadets of the experimental and control groups of the Novosibirsk Higher Military Command School, with a total of 160 people, compared with the results demonstrated at the ascertaining stage. The author, analyzing the components on the basis of the selected indicators, described the methods used to measure them, simultaneously analyzed the changes that took place for each of them, made conclusions about the effectiveness of the impact of organizational and pedagogical conditions on each of the components under consideration. The author concludes on the effectiveness of the organizational and pedagogical conditions identified and created during the pedagogical experiment in the educational process of the university.