Military pedagogy as a science. Military pedagogy in the second half of the 19th - early 20th century Military pedagogy as a science

Reviewers:

Honored Worker of Science of the Russian Federation, Honored Worker high school Russian Federation, Doctor of Pedagogical Sciences, Professor V. Ya. Slepov

Head of the Department of Pedagogy, Military Medical Academy. S. M. Kirova, Honored Worker of the Higher School of the Russian Federation, Doctor of Pedagogical Sciences, Professor A. V. Kozlov

Foreword

One of the important areas of activity for the modernization of the Russian Armed Forces is the further development of military pedagogical theory, in which a special place belongs to the issues of training, education and development of military personnel. military units and divisions. This question is defined modern approaches to the construction of the Armed Forces, in which the goal and measure of the success of the activities of units and subunits is the unconditional and impeccable fulfillment by military personnel of the tasks facing them. In this regard, there is a need to create pedagogical systems in the troops, which would be based on the principles of efficiency, quality and innovative development.

The purpose of preparing the textbook "Military Pedagogy" is to develop the theoretical, methodological and methodological foundations for organizing an effective educational process in military units and subunits. This goal involves solving a set of tasks related to:

Systematization and concretization of information in the field of organization of the educational process in units and subdivisions;

Formation of an attitude towards a technological approach to the design of training and education processes, carried out from the position of a personal-social-activity and professionally oriented pedagogical process in a unit and subdivision;

The development of the pedagogical culture of those studying military pedagogy, which ensures, on the one hand, the self-realization of the creative potential of officers, and, on the other hand, an increase in the quality of their pedagogical activity.

The textbook has been prepared on the basis of the latest achievements in military pedagogy, taking into account the peculiarities of modern combat and daily activities of units and subunits of the Russian Armed Forces. It takes into account the conclusions of the philosophical, sociological, cultural, psychological, managerial and historical sciences. The content is practice-oriented and presented in an easy-to-understand manner. The structure of the textbook allows not only to understand the methodological and ideological foundations of military pedagogy, to understand modern approaches to the effective organization of training and education of military personnel, but also to check the level of one's theoretical and practical preparedness for solving military pedagogical problems.

The textbook discusses in detail the issues of the pedagogical space of military units and divisions, the design of effective educational systems, pedagogical goal-setting, the use of modern methods and technologies of training and education.

The textbook consists of three parts, logically interconnected: the first part allows you to understand the essence and structure of the pedagogical space of units and subunits of the Russian Armed Forces; the second - reveals topical issues of training military personnel; third - provides an understanding of the theoretical and methodological foundations of the organization of the educational process in units and subunits of the Armed Forces Russian Federation.

The textbook is intended for cadets, adjuncts, teachers, commanders of military units and units of the Armed Forces of the Russian Federation, their deputies for work with personnel, other officials with subordinates.

Introduction to the military-pedagogical space of the units of the Armed Forces of the Russian Federation

Military Pedagogy as a Science, Military-Humanitarian Practice and Academic Discipline

1.1. Methodological foundations of military pedagogy as a theory and practice of training, education and development of military personnel

dynamic change Russian society and the development of military affairs continuously replenish military pedagogy with new facts, which must be constantly analyzed and taken into account in military pedagogical activity. Effective comprehension and accounting of facts is facilitated by the methodology of scientific knowledge and the construction of practical activities.

Methodology -it is a system of knowledge about the principles and methods of carrying out research and transformative activities, as well as these principles and methods of cognition and transformation of reality.

Methodology performs in relation to military pedagogy a number of functions : regulation, prescription, knowledge (epistemological), transformation (praxeological), evaluation (axiological), scientific self-knowledge (reflection).

Normalization function determines the criteria and measure of the optimal ratio of parts and the whole in military pedagogical theory and practice, guidelines for the development of training and education of military personnel.

prescription function answers the question: based on what principles and approaches should the study and development of the educational process in parts of the Russian Armed Forces be carried out?

Implementation cognitive (epistemological) function allows to describe state of the art military-pedagogical science and practice; explain why everything turned out the way it did, and not otherwise; to predict in what direction the change in military pedagogical science and practice will be carried out.

Transformative (praxeological) function provides scientifically substantiated goal-setting and the choice of optimal methods for achieving the set educational goals, as well as ways for the practical implementation of developments in military educational practice.

Role evaluation (axiological) function development of military pedagogy is to substantiate the methodology for assessing the organization of training, education and development of military personnel.

The purpose of the function of scientific self-knowledge is to analyze the effectiveness of the organization of military pedagogical science and practice.

In the methodology of military pedagogy, one should highlight five levels :

1) philosophical(aspects: epistemological, formal-logical, social-philosophical, philosophical-ideological, ethical);

2) general scientific(represented by general approaches to the organization of the study of military pedagogical systems and practical activities for their creation);

3) interdisciplinary scientific(reflects the borrowing of military pedagogy from other sciences with which it is associated);

4) scientific and pedagogical(includes the initial general theoretical provisions of pedagogy);

5) research and technology(defines the technology for organizing military pedagogical research).

Consider philosophical level of methodology military pedagogy.

The epistemological aspect of the philosophical level of methodology is represented by the significance of the provisions of the theory of knowledge for military pedagogy.

1. Matter is objective, eternal, infinite, has the properties of motion, space and time. Hence, pedagogical systems(PS) units and subunits are of an objective nature, limited by the space of life of a military unit (subunit), are in constant change, cover service and combat, educational, household, leisure and intra-collective spheres; the time frame is determined by the time of existence of the part (subdivision).

Second half of the 19th century - an important stage in the development of the theory and practice of training troops, especially officers. It was during this period that the first textbooks on military pedagogy appeared in Russia, and a military school was formed.

The development of military pedagogy in the second half of the 19th - early 20th century. is inextricably linked with reforms in all areas public life Russian state. Already in 1862, at the suggestion of Field Marshal D. A. Milyutin, a network of military gymnasiums and pro-gymnasiums, military, cadet and special schools began to be created, and the number of military academies was expanded. Military gymnasiums and progymnasiums became educational institutions of military vocational orientation. 11 Bordunov S. V. Problems of the history of pedagogy of higher military school (XVIII - early XX century). M.: VU, 1996.p.389 In contrast to the cadet corps, the emphasis shifted towards general humanitarian and developmental disciplines. Junker, military and special schools (as well as the retained Finnish and Page cadet corps) trained junior and middle-level officers. Mikhailovsky Artillery, Nikolaev Engineering, Military Legal, Military Medical, Nikolaev Academy General Staff, at the military quartermaster courses and the courses of oriental languages, staff officers were trained, who received higher military education. Teachers for military gymnasiums were trained at the Pedagogical Courses at the 2nd Military Gymnasium; The training continued for two years. Classes in military educational institutions were conducted by such outstanding scientists as D. I. Mendeleev, M. I. Dragomirov, S. P. Botkin, I. P. Pavlov, P. F. Lesgaft, K. D. Ushinsky and others.

In Russia of this period, a coherent theory of officer training was developed, which is being implemented in practice, taking into account the triune goal: equipping personnel with knowledge and skills, developing thinking and mental ability trainees.

The content, organization and methodology were determined by general didactic requirements, which played the role of teaching principles. These included consistency, feasibility, visibility, consciousness, vitality of training, taking into account the individual characteristics of the trainees, the strength and thoroughness of their assimilation of knowledge, the ability of the trainees to express what they learned in words. All these didactic requirements are interconnected, they form a system aimed at the formation of a comprehensive, developed, educated and independently thinking officer, able to make the most important decisions, not afraid of the responsibility to bring them to the end, capable after graduation military educational institution engage in constant self-improvement.

In the military school of pre-revolutionary Russia, many types of classes developed: lectures, workshops, rehearsals, military-scientific and scientific-educational trips and excursions, writing essays and scientific works, exams, etc.

In 1866, the Teacher's Seminary of the military department was opened in Moscow, which trained teachers for military progymnasiums. It should be especially noted that in 1870-1877 he headed the Teacher's Seminary. General A. N. Makarov involved the most prominent teachers of that time: K. D. Ushinsky, K. K. St. Hilaire, and others.

In military schools during this period, a course was introduced to teach soldiers how to read, write and count, regimental schools appeared in the troops (in 1875 alone, the number of literate soldiers increased from 10 to 36%).

In 1879, Major A. V. Andreyanov published the first manual "Military Pedagogical Course", which was of great help in improving the pedagogical and methodological training of officers. During this period, an active discussion of the problems of training and education of soldiers took place on the pages of the press.

The most important trend in the development of military pedagogical knowledge in late XIX in. there was a desire to ensure the unity of training and education in the process of training officers and troops.

Mostly at the end of the 19th and beginning of the 20th centuries. this was achieved by General M. I. Dragomirov, who studied the problem of military education in close relationship with personnel training. The training of troops, according to the views of M. I. Dragomirov, was based on the following principles: to teach what is necessary in war; expediency; conscientiousness in learning; systematic and consistent; visibility; teach by example, show; assimilation strength; close connection between theory and practice. M. I. Dragomirov recommended that his officers, when training soldiers, avoid “bookish words”, speak in a simple and understandable language and set the following as the main training goals: the formation and improvement of the fighting qualities of a warrior, skillful possession of his weapon, the ability to coordinate his actions with the actions of his comrades ; development of dexterity and dexterity in overcoming obstacles encountered on the ground, etc. 11 Biochinskiy I. V. Pedagogy of officer training ground forces(historical and pedagogical analysis). Kazan, 1991.p.254

M. I. Dragomirov wrote a significant number of military pedagogical works, he is rightfully considered the founder of military pedagogy as a science. His system formed the main approaches to military training and education. M. I. Dragomirov revived the Suvorov ideas of a careful attitude towards a military man. “He who does not protect a soldier,” he said, “is not worthy of the honor of commanding him.” The victories of his division during the Russian-Turkish war testify to the effectiveness of the military-pedagogical system of M. I. Dragomirov.

Along with Dragomirov, progressive pedagogical ideas M. D. Skobelev, I. V. Gurko, G. A. Leer sought to introduce into the practice of training troops. Important role In the development of the theory of military training and education, the scientist and admiral S. O. Makarov played, who introduced the term "naval pedagogy". Of particular interest today are the works of N. D. Butovsky, presented from the position of a company commander.

The goals and objectives of education were based on the requirements for the formation of the moral qualities of the personality of military personnel, and the corresponding content included mental, moral and physical education as components. According to the military educators of pre-revolutionary Russia, all these components should be closely linked in the educational process and at the same time participate in the formation of personality. At the same time, each of them performed its own specific functions and, being realized in practice, taking into account its characteristics, immediate tasks, methods and means of educational influence, could not be eliminated or replaced by another.

The basis was moral education. It was he who received much attention both in military and in general pedagogical literature. Under moral education, as indicated in the Military Encyclopedia of that period, it was understood “... the impact on the mind and heart of a person in such a way as to develop in him the skills to be guided in service and activity by higher ideas and motives that serve as a source of military prowess, facilitating a person’s victory over opposing these virtues with passions and selfish instincts, especially over the animal sense of self-preservation.

The goals and objectives of moral education were determined in order to gradually increase the moral burden as a young man receives a military education. So, if in cadet corps the main thing was the formation of universal moral values among pupils, then in military schools and academies the main emphasis was placed on the formation of professional and ethical standards and personality qualities of an officer.

In the military pedagogy of pre-revolutionary Russia, a kind of moral code of conduct was developed, aimed at educating the universal human and professional-ethical qualities of a person necessary for a Russian officer. 11 Beskrovny L. G. Russian army and navy in the 19th century. Military and economic potential of Russia. M., 1973.p.351

The goals and objectives of the aesthetic, labor, patriotic and other types of education of military personnel were understood as inseparable from moral ones. With these foundations, the upbringing of love for work and one’s Fatherland, sincere faith and love for God, the development of love for the beautiful and sublime, etc., were associated.

The next important element component military education in pre-revolutionary Russia half of XIX- the beginning of the twentieth century. - mental education. It was understood as concern for the development, firstly, of a conscious habit to be aware of the requirements and tasks imposed by the service; secondly, the eye (intuition) - the ability to quickly assess and even guess the situation of a given action; thirdly, resourcefulness and quick judgment, ensuring the expediency of decisions (actions) that lead to the greatest success in the shortest way.

Taking care of the moral and mental development, the officer corps of Russia was obliged to pay attention to the physical education of the personnel. The purpose of this was recognized to be the strengthening of human health, the development of muscle and nerve forces, the transformation of a warrior into a tireless, hardy, unpretentious, kind, dexterous, courageous and agile.

Moral, mental and physical education, being components of military education, represented the content side of a single process. They were inextricably linked and implemented in a complex way.

The content, organization and methodology of education were determined by the general pedagogical requirements that act as its principles. These included: individualization of education; respect for the personal dignity of the pupils, care for them; respect and love of educators for educators and reasonable exactingness of the latter; reliance on the positive in the personality of the educated person; unity and consistency of educational influences.

Modern principles of education of military personnel owe their formation and development to the theory and practice of the second half of the 19th - early 20th centuries.

The goals, objectives, content and general pedagogical requirements for the process of education also determined the range of means as educational methods. They can be represented in several groups:

* external educational means (personal impact and personal example of the commander, the impact of the external environment);

* educational means provided for by laws and military regulations (awards and punishments, courts of officer honor, duels, officer meetings);

* internal educational means (self-education and self-education).

The personal influence of the officer on the personnel as an educational tool was expressed primarily in the guidance of the educated, in his advice and reminders. An officer who graduated from a military educational institution acted not only as a leader, but also as the elder brother of a soldier. The army in this case, through the labors of thousands of educator officers, had to turn into a huge house of moral, mental development and hygiene, remaining a school of honor, valor, discipline, healthy and reliable patriotism.

However, the personal influence of the commander (educator) could only become an effective means when the officer does not force, but advises; does not reproach, but reminds. And in general, instead of material punishments and rewards, he uses exclusively moral measures or tries to make the subordinate himself find his reward and punishment in the favorable or unfavorable opinion of the boss about his actions or successes. 11 Beskrovny L. G. The Russian Army and Navy at the Beginning of the 20th Century. M., 1986.p.316

At the same time, it should be noted that the personal influence of an officer (educator) was not limited to friendly relations, advice, reminders, and leadership of personnel. Orders, instructions, and control also served as educational means in pre-revolutionary Russia.

An important place among the educational means provided for by laws and military regulations was assigned to the officer assembly and the court of officer honor functioning under it. The courts of honor, as stated in the disciplinary charter, are approved to protect the dignity of military service and maintain the valor of an officer's rank. They were entrusted with the following tasks: consideration of offenses incompatible with the concept of military honor and service, dignity, morality and nobility; analysis of quarrels that happened in the officer environment.

Of particular interest for understanding the relations that developed among the officers of the Russian army, the sense of honor and dignity was the introduction in 1894 of duels between officers. Emperor Alexander III, as noted in the Military Almanac for 1901, granted the right to defend one's honor with weapons, but limited this right to the court of the society of officers. The decision to duel was not made by the participant himself, but by the officers' meeting at their court of honor decided that the duel would be the only decent means of satisfying offended honor. And the officer could not but comply with the decision of such a meeting to participate in a duel. Refusal to fight was known as an act unworthy of an officer's honor. If the duel did not take place within two weeks, then those who refused to participate in it were obliged to personally apply for dismissal from the ranks of the Russian army. In this case, if such a request was not followed, the head of the military educational institution or the commander of the unit himself, on command, submitted documents for the dismissal of this officer.

Along with the educational means provided for by laws and military regulations in the Russian army, a certain role was assigned to self-education and self-education as the most important internal educational means. An officer, according to the apt remark of M. I. Dragomirov, must work hard, continuously and tirelessly, if he wants to be worthy of his rank. Self-education and self-education of officers, according to military educators of pre-revolutionary Russia, was based on solid foundation mental, moral and physical education received within the walls of a military educational institution and in military units.

It should be noted, however, that many officers at that time showed no interest in science and educational work with servicemen. Nevertheless, the reform of the military school had a beneficial effect on the officer corps. Russian army, the system of education and upbringing in it.

A heavy blow for Russia and its army was the defeat in Russo-Japanese War(1904-1905). The command turned out to be incapable of leading subordinates in the conditions of hostilities. The army lost up to 30% of officers and 20% of soldiers. 11 Drummers A. V., Kiryashov N. I., Fedenko N. F. Soviet military pedagogy and psychology during the Great Patriotic Wars s 1941-1945 M., 1987.p.261

Since 1911, military pedagogical reforms began in the Russian army, the need for which was written by M. S. Galkin, M. D. Bonch-Bruevich, N. P. Biryukov, D. N. Treskin and others. However, the First World War showed significant shortcomings in the military professional training of soldiers and officers.

2.1.1. Object, subject, specificity, content and categories of military pedagogy

The object of military pedagogy are military personnel and military collectives. Subject speaks military-pedagogical process in general and directly pedagogical patterns of training, education, education, training of military personnel and military teams for the successful solution of official and combat missions.

Military Pedagogy- This is a branch of pedagogical science that studies the patterns of the military-pedagogical process, the training and education of military personnel and military teams, their preparation for the successful conduct of hostilities and military professional activities. This is the science of the upbringing, training and education of the personnel of the Armed Forces, the preparation of subunits (units) for successful operations in the conditions of military activity.

The specifics of military pedagogy due to the fact that from the first days of service or study at a university, military personnel do not just study and train as military specialists, but begin to solve real educational, service, and combat tasks. Accordingly, military-pedagogical influences and interactions have the most immediate practical, service orientation. That is, in fact, every serviceman is immediately involved in the functioning of the military collective, begins military professional activity and bears full personal responsibility (not only moral, but also legal, legal) for the quality of education, his behavior, discipline, for solving tasks as intended. At the same time, the subjects of pedagogical influence and interaction are mainly already quite mature people, over the age of 18, with their own, to a certain extent, already established views, worldview, and personal qualities.

That is, military pedagogy is different from most other pedagogical branches the direct involvement of objects (subjects) of upbringing, education, training in real professional activities related to the solution of responsible tasks that require high moral and psychological qualities, readiness, ability and training to act in a difficult environment, including at risk to life and health .

From point of view structures military pedagogy as a science includes the methodology of military pedagogy, the history of military pedagogy, the theory of training (military didactics), the theory of education of servicemen, the pedagogy of a higher military school, particular methods of combat training, and a number of other sections.

facts obtained as a result of military-pedagogical and military-scientific research and life observations;

hypotheses that need practical verification;

methods of studying military-pedagogical reality;

moral value system military service.

Military pedagogy is closely connected with other sciences. Humanitarian and social sciences allow you to get a holistic view of the person and the team as an object and subject of influences and interactions. Information about the biological essence of man is given by the study natural sciences. The practical use of scientific-technical and military-scientific knowledge makes it possible to model the military-pedagogical process and its elements.

Military pedagogy operates with certain categories; the main ones are:

military-pedagogical process - purposeful, organized system of educational activities of commanders, staffs, specialists of educational structures, public organizations for the preparation of soldiers and military collectives for actions as intended;

military training - the process and result of purposeful influence on the development of the personality of a serviceman, his qualities, attitudes, views, beliefs, ways of behavior;

military training - a purposeful process of interaction between commanders (chiefs) and subordinates in the formation of knowledge, skills and abilities of students;

development of the military the process of accumulation of quantitative and qualitative changes, functional improvement of the mental, intellectual, physical, professional activity of a serviceman and his corresponding qualities;

psychological training of military personnel - formation mental stability and the readiness of servicemen to perform military professional activities;

military education - the process and result of military personnel mastering the system of scientific knowledge and military professional skills and abilities, the formation of the necessary personality traits for the successful performance of official duties and life in society.

In addition to those named in military pedagogy, such categories as the professional and pedagogical culture of an officer, self-education, self-education of military personnel, etc. are used.

In fact, the subclass got its name from the name of the Spanish ship "Destructer", built in England in 1886 by order of Spain and intended specifically for the fight against destroyers. The "Destructer" type was developed in all fleets and differed from the then conventional destroyers in increased tactical characteristics. In contrast to the "destroyers" ("Torpedo Boats"), the British continue to classify all destroyers as "fighters" ("Destroyers").

By 1914, the destroyer had developed into a ship with a displacement of about 1000 tons, with mechanisms with a capacity of 30,000 hp. and armament from 102-mm caliber guns and 533-mm torpedo tubes. By the beginning of the First World War, in the 38 years that had elapsed since the construction of the first destroyer of the English fleet "Lightning" (1877), huge successes had been achieved in the development of this class in England, which resulted in ships equipped with numerous technical improvements and distinguished by valuable tactical properties.

During the First World War, the destroyer turned into a powerful multi-purpose warship.

Military Pedagogy- This is a branch of pedagogical science that studies the laws of the military-pedagogical process, the training and education of military personnel and military teams, their preparation for the successful conduct of hostilities and military professional activities. This is the science of the upbringing, training and education of the personnel of the Armed Forces, the preparation of subunits (units) for successful operations in the conditions of military activity.

* facts obtained as a result of military-pedagogical and military-scientific research and life observations;
*scientific generalizations expressed in categories, patterns, principles, concepts of military pedagogy;
* hypotheses that need practical verification;
*methods of research of military-pedagogical reality;
* system of moral values of military service.

Military pedagogy is closely connected with other sciences. The data of the humanities and social sciences make it possible to obtain a holistic view of a person and a team as an object and subject of influences and interactions. Information about the biological essence of man is provided by the study of the natural sciences. The practical use of scientific-technical and military-scientific knowledge makes it possible to model the military-pedagogical process and its elements.

Military pedagogy operates with certain categories; the main ones are:

*military-pedagogical process - purposeful, organized system of educational activities of commanders, staffs, specialists of educational structures, public organizations for the preparation of soldiers and military collectives for actions as intended;
*education of military personnel the process and result of purposeful influence on the development of the personality of a serviceman, his qualities, attitudes, views, beliefs, ways of behavior;
*military training - a purposeful process of interaction between commanders (chiefs) and subordinates in the formation of knowledge, skills and abilities of students;
*development of the military the process of accumulation of quantitative and qualitative changes, functional improvement of the mental, intellectual, physical, professional activity of a serviceman and his corresponding qualities;
*psychological training of military personnel - formation of mental stability and readiness of military personnel to perform military professional activities;
*military education - the process and result of military personnel mastering the system of scientific knowledge and military professional skills and abilities, the formation of the necessary personality traits for the successful performance of official duties and life in society.

In addition to those named in military pedagogy, such categories as the professional and pedagogical culture of an officer, self-education, self-education of military personnel, etc. are used.

Military pedagogy as a science decides the following tasks:

*explores the essence, structure, functions of the military-pedagogical process;
*explores problems of organization and improvement educational process in military educational institutions;
* develops effective forms of organization of the military-pedagogical process and methods of influencing military personnel and military teams;
*contributes to the humanization of the military-pedagogical process and military service;
* substantiates the content and technology of training, education, development and psychological training of military personnel;
*reveals patterns and formulates the principles of the processes of training and education of military personnel;
* substantiates the methodology of training and psychological preparation of soldiers, taking into account the specifics of the types and branches of troops;
* develops the content and methodology of self-education and self-education of military personnel;
*explores the features and content of the activities of a military teacher and the ways of formation and development of his pedagogical culture and skills;
* develops a methodology for military-pedagogical research, generalization, dissemination and implementation of advanced experience in training and education;
*gives scientific recommendations on the creative use of the historical heritage of military pedagogy.

The solution of the tasks of military pedagogy is primarily associated with the search for ways to activate the human factor in the interests of strengthening the combat power of the Armed Forces of the Republic of Kazakhstan, the formation of modern pedagogical thinking among commanders (chiefs), the creation in military teams of an atmosphere of creativity, cohesion, mutual exactingness and personal responsibility for the qualitative implementation of functional duties, countering the violation of law, order and military discipline. military pedagogy officer

The performance of official duties by an officer is associated with the implementation of a number of pedagogical functions.

First of all, the officer is engaged education, training of subordinates, improvement of their military skills, combat training. As a direct supervisor to his subordinates, he is responsible for education, formation of qualities in military personnel defender of the Motherland, their observance of the requirements of laws, charters, development of their intellectual and physical qualities. Besides, the officer trains ensigns (midshipmen), sergeants (junior commanders) in the practice of training and educating subordinates, organizes and directs their pedagogical activities.

These provisions are enshrined in the relevant articles of the Charter of the internal service of the Armed Forces of the Russian Federation and are mandatory for implementation in daily activities.

The effectiveness of military professional activity is determined to a large extent by the fact that an officer - the head of a military team - has knowledge, skills and abilities in the field of military pedagogy.

Pedagogical knowledge allows an officer to:

* skillfully organize the combat activities of subordinates, maintain the combat and mobilization readiness of the unit at the required level;
*successfully manage combat training, methodically competently train personnel;
*to be productive educational work in the unit, to educate the military personnel moral and psychological readiness to defend the Fatherland, pride and responsibility for belonging to the RF Armed Forces;
* effectively carry out activities to maintain strong military discipline, rally the military team of the unit;
*ensure strict adherence internal order in a subordinate unit, to organize and conduct comprehensive training for service in a daily order;
* it is advisable to build work with subordinate personnel, provide them with the necessary assistance in improving professional knowledge and methodological skill;
* effectively improve personal professional training and management methods of the unit;
* use a humane approach in dealing with military personnel.

The pedagogical knowledge of the commander (chief), his skills, skills in training and education of personnel must be constantly improved. This is due to the fact that the object of pedagogical influences (military personnel and military personnel) is constantly changing, developing and increasingly (in accordance with modern approaches) is considered as one of the subjects pedagogical interaction. In addition, the conditions under which the military-pedagogical process is carried out are also changing.

The Armed Forces of the Republic of Kazakhstan have a system of equipping officers with knowledge of military psychology and pedagogy. Its main elements:

* study of psychology and pedagogy in military schools;
*classes in the system of command training, primarily in public and state training;
*specially held methodological meetings and classes with officers;
* analysis of the practical work of officers in organizing the military-pedagogical process, the experience of communicating with subordinates during inspections and control of classes;
* exchange of experience of officers in training and education of subordinates, promotion of best practices;
* independent work of officers to study psychological and pedagogical literature, improve the skills and abilities of training and education;
* Improving the psychological and pedagogical knowledge of officers in the course of professional retraining, advanced training in training centers, courses.

Thus, deep knowledge theoretical foundations military pedagogy, their skillful use in practical activities allow the officer to effectively and efficiently organize the military pedagogical process, train and educate subordinates.

Pedagogical science occupies a special place in the life and activity of the Armed Forces, in the study and implementation of the patterns of training and education of military personnel, and in the training of officer cadres.

In this chapter, military pedagogy is considered as a branch of pedagogy, its essence, content, features, tasks, methods, main categories are revealed.

Since the emergence of the army as a specific social phenomenon The most important component of military activity has been and remains the training and education of personnel. In essence, this is practical military pedagogy - a necessary, obligatory means of preparing soldiers for the successful conduct of combat operations.

Initially, military pedagogy arose as a practical activity of commanders and subordinates. Over time, knowledge was accumulated about the training and education of warriors, which were passed down from generation to generation in the form of legends, precepts, proverbs, and sayings. As military affairs become more complex, especially in the era of the formation of states, the creation of relatively numerous regular armies, military pedagogical thought is further developed. Relevant experience is reflected in instructions, manuals, charters, orders and other written sources. A significant contribution to this was made by Peter I, A. V. Suvorov, M. I. Kutuzov, D. F. Ushakov, S. O. Makarov, M. I. Dragomirov.

At the end of XIX - beginning of XX century. military pedagogy begins to take shape in an independent scientific industry. The works of M. V. Frunze, M. N. Tukhachevsky, I. E. Yakir, the experience of training and educating soldiers during the Civil and Great Patriotic Wars served as the basis on which modern military pedagogy was formed. Its development was promoted by A. G. Bazanov, G. D. Lukov, A. V. Barabanshchikov, N. F. Fedenko, V. P. Davydov, V. N. Gerasimov, V. I. Vdovyuk, V. Ya. Slepov , V. I. Khalzov and others.

Military-pedagogical process- this is a purposeful, organized system of educational and educational activities of commanders, headquarters, specialists of educational structures, public organizations for preparing soldiers and military teams for actions as intended.

The main purpose of the military-pedagogical process in peacetime- maintaining high combat readiness of military units and subunits, their successful solution of combat training tasks.

In its essence, this social process, designed to implement the provisions of the Constitution of the Russian Federation on the defense of the Fatherland, the current legislation on defense issues and other requirements of the authorities state power about the need to strengthen and maintain the country's defense capability at the level of reliable, reasonable sufficiency. The content and direction of the military-pedagogical process are determined by the military doctrine, internal and foreign policy state, the level of development of military affairs.

The main goal of the military-pedagogical process- ensuring the comprehensive readiness of military personnel and military collectives for the successful solution of the tasks assigned to them in peacetime and wartime for the armed defense of the Motherland. The training and education of servicemen are aimed at forming and strengthening high combat, moral, psychological and physical qualities in each serviceman and military team and, on this basis, develop combat skills, spiritual stamina, combined with a strong will to win in any conditions.

This goal determines the functioning of the military pedagogical process as a system: as a set of structural components that are organically interconnected with each other and with other systems of the life of a subunit, unit (combat readiness maintenance system, command and control system, logistics system, etc.) .

The main structural components of the military-pedagogical process as a system are as follows:

*tasks of the military-pedagogical process;
*content structure;
*organizational structure;
*subjects and objects of this process.

Tasks of the military-pedagogical process determined by its purpose and aimed at achieving it. Priority tasks include:

1) purposeful formation of a serviceman as a citizen and a professional soldier;
2) arming military personnel with a system of military, social, technical, professional knowledge and performance qualities that ensure effective practical actions in any situation;
3) ensuring the purposeful development of spiritual forces, intellectual and physical qualities of each serviceman;
4) the development of the personnel's emotional and volitional stability, psychological readiness to overcome the difficulties of military service, to act in a modern combat environment;
5) the implementation of combat coordination of crews, subunits and units as a whole, the maintenance of the statutory order in military collectives, the formation of relations of trust between military personnel, mutual assistance, mutual assistance, military partnership and friendship.

Organizational military-pedagogical process includes:

* various types of training - combat, public-state, etc., implemented primarily in the course of training sessions;
*pedagogical aspects of service-combat, social and other activities;
*educational, cultural, leisure and sports activities.

The tasks of the military-pedagogical process determine the interconnected and interdependent activity of its subjects and objects.

The subjects of the military-pedagogical process commanders, staffs, officers of educational structures, educational activists, leading specialists in combat crews, ensigns, sergeants, and public organizations speak.

In organizing the military-pedagogical process, the decisive role belongs to the subunit (unit) commander. Being the direct head of the personnel, he is responsible for all aspects of his life and activities and, accordingly, for the state and quality of the military pedagogical process.

Objects of the military-pedagogical process(in the traditional sense) become all military personnel and military collectives. It should be noted that from the standpoint of the subject-subject approach, all servicemen of a unit, unit, educational institution are subjects, active participants in the military-pedagogical process.

Of particular importance in the conditions of military service is such an object of pedagogical influence as a military team. In connection with this, commanders (chiefs) need to study the peculiarities of the psychology of each specific team and skillfully direct its efforts towards solving the problems of the military pedagogical process.

COMBAT EXPERIENCE stable practical knowledge and skills acquired by command personnel, headquarters and troops (navy forces) in the course of hostilities. Accumulates and consolidates in a combat situation. Is one of important qualities contributing to the successful conduct of combat and operations, the ability to find right decisions and perform complex combat missions.

It is reflected in charters, instructions, instructions, directives and orders, military-historical and theoretical works, information bulletins and messages, in the preparation and conduct of subsequent military operations. Within the framework of combat experience, the "shelling of the troops" and their direct participation in a number of battles and operations are of particular importance. As the conditions of war change, previous combat experience may lose its significance or even turn into a negative factor.

However, some of its elements retain their role and should be used in a revised form in subsequent wars. This provision also applies to modern conditions, despite the fundamental changes that have taken place in military affairs. Therefore, a deep critical analysis of the combat experience of the past and the introduction of its positive elements must be considered as one of the main tasks in the training of personnel of the Armed Forces.

MILITARY GAME is a methodical form of training of command and control bodies of troops (naval forces) and officer cadres to improve knowledge and skills in assessing the situation, making decisions, planning operations and combat operations.

The educational questions posed during the game are worked out on cards with the distribution of the role of the game participants according to the corresponding positions and the tasks they perform, assigned to them in accordance with the requirements of the service. In terms of scale, war games can be strategic, operational and tactical, in content - combined arms and special, in terms of the distribution of areas - one-sided and two-sided, single-stage and multi-stage.

In a number of cases, in the course of war games, new questions of military art can be studied and explored. AT special occasions war games are used to work out plans for upcoming operations and military operations, to evaluate various options for fulfilling assigned tasks.

MILITARY AND PROFESSIONAL TRAINING training of personnel for the impeccable and accurate performance of their professional duties and tasks in peacetime and wartime. It provides for the development of solid military-professional and special knowledge and skills, techniques for handling military equipment and weapons, the ability to use all potential opportunities in any situation.

It underlies the training of officer cadres who have chosen military affairs as their profession, and military personnel who carry out military service under a contract for a fixed period, as a rule, exceeding the time of active service in accordance with the law on defense.

MILITARY EDUCATION is the process of systematic and purposeful influence on the spiritual, moral and physical development of military personnel in order to form in them high political and moral-combat qualities necessary for military service and tasks in combat.

It is carried out on the basis of the dominant ideology in society, legislative acts of the state, the requirements of military doctrine and the military oath in the course of the daily life of troops, combat training, educational and cultural work with personnel. It is one of the ways to strengthen the morale and discipline of the troops. Conducted in close coordination with military training.

MILITARY TRAINING is an organized and purposeful process of arming the personnel of troops (naval forces) with the military knowledge and skills necessary to perform combat and service tasks.

The main principles of military training are scientific character, the requirement to teach troops what is necessary in war, not to teach what turns out to be superfluous, unnecessary in battle, the maximum approximation of training to a combat situation, consciousness, relevance, systematic, consistency and accessibility of training, consolidation of knowledge, acquired skills, individual approach to the trainees.

It is carried out in the system of combat training, as well as in combat practice and everyday official activity. The success of military training is ensured by a correct understanding of the nature and nature of modern warfare, operations and combat, limitation of conventions and the exclusion of concessions, careful preparation of each lesson and exercise, comprehensive consideration and reproduction of possible combat conditions, the level of professionalism of commanders, the skillful use of combat experience of past wars, the use the latest achievements of military pedagogical science, the improvement of teaching methods, the creation and effective use of a modern material and educational base.

Military training is closely related to military education and is one of the main factors in increasing the combat readiness and combat capability of troops (naval forces).

GROUP EXERCISES is a methodical form of operational and tactical training of officers. They consist in working out individual training issues, in which all participants act, as a rule, in one or two or three positions. They can be carried out on maps, on layouts of the terrain and directly on the terrain. In the course of them, as a rule, methods of performing combat missions in sequentially created variants of a combat situation are worked out. It is a means of preliminary training of military personnel for participation in more complex forms of command training, as well as in exercises with troops (forces).

MANEUVERS are the highest form of training troops (naval forces). These are large-scale bilateral exercises of a strategic, operational-strategic or operational scale, involving a large number of command and control bodies, troops, forces and means of various types of the Armed Forces and combat arms (navy forces).

They are an all-encompassing means of comprehensive training of command personnel, headquarters and troops (naval forces), checking and improving their combat readiness, and studying new issues of military art. In some cases, they pursue the goal of a show of force or disinformation, as was the case, for example, with the maneuvers carried out before the entry of the Allied Forces of the Warsaw Pact member states into Czechoslovakia in 1968.

As a rule, they are carried out with the partial mobilization of a number of formations and units (ships), their withdrawal to the maneuver area and subsequent deployment over a vast territory and water area of the adjacent seas and oceans.

AT Soviet army maneuvers were widely practiced in the 30s of the twentieth century. The most famous of these are maneuvers in the Kiev and Belorussian military districts, where for the first time in the presence of foreign military attaches of many states, military operations of various branches of the armed forces based on the principles of "deep combat" were practiced. With the beginning of the repression of military personnel in 1937-1938. were discontinued and forgotten. Restored in the 60-70s of the twentieth century. The most significant of these were the Dnepr and Ukraine maneuvers. They were held in the Belorussian and Kiev military districts, as well as on the territory of a number of adjacent districts.

NATO Allied Forces annually practice large-scale OTEM FORJD maneuvers, which are divided into a number of private exercises conducted over a long period of time.

MORAL SPIRIT OF THE ARMY AND ITS STRENGTHENING the spiritual readiness and ability of the troops (navy forces) to endure the hardships of war, actively conduct military operations in any situation and achieve victory over the enemy, consciously giving all their strength for this. It is one of the most important factors in the high combat potential of the Armed Forces, overcoming difficulties and achieving a decisive victory. An indicator of moral and psychological superiority over the enemy.

It provides for a conscious attitude to this war, support for its goals, a deep understanding of one's military and patriotic duty, and a readiness to give all one's strength and life to fulfill the assigned tasks. It depends on the nature of the social structure of society, the degree of unity between the army and the people, and patriotism.

Increasing and maintaining a high morale of the troops (naval forces) in all wars was a matter of special concern to generals and commanders, and in many cases led to victory over a numerically superior enemy.

Formed and developed in common system spiritual education of the people, preparation of those liable for military service, moral and psychological preparation of the personnel of the Armed Forces. A favorable course of the war, victories achieved by the army and navy or, conversely, defeats, failures, and a difficult situation in the rear can have a great influence on the morale of the troops (naval forces).

Religion, the education of the people on religious and national dogmas, has a certain influence on the morale of the troops. At the same time, morale can be undermined as a result of major defeats, inconsistencies between the goals of the war and the interests of the people, as well as as a result of enemy propaganda. In this case, appropriate countermeasures should be developed in advance.

MILITARY PEDAGOGY is an integral part of general pedagogy and the field of military science. It studies the patterns of training, education and psychological hardening of military personnel and military teams, their preparation for the performance of combat missions, determines the principles, forms and methods of the educational process.

As a field of scientific and practical knowledge, it is closely connected with operational, mobilization and combat training, military psychology. Gives guidance command staff and headquarters for organizing all types of training of troops (naval forces) and their combat use.

BATTLE TRAINING A system of measures for the training and military education of personnel, the coordination of subunits, units and formations of all types of the Armed Forces for conducting combat operations or performing other tasks in accordance with their intended purpose. The main goal of combat training is to increase the combat capability and combat readiness of the troops (naval forces), to develop in the military personnel the necessary qualities for conducting successful military operations.

Includes individual training of soldiers, sailors, sergeants and foremen, ensigns and officers of the military level, training of subunits and units, coordination of units and formations, command training of officers and training of headquarters, services and command and control bodies.

Covers a number of disciplines. The most important of them: tactical, fire, tactical-special, special, physical, drill and other types of training. The content and general direction of combat training are determined by the military doctrine of the state, the likely nature of a possible war, the requirements of combat manuals, manuals and guidelines, training courses orders, plans, programs.

The main forms of combat training include theoretical and practical classes, group exercises, training camps, demonstrative and instructor methodical lessons, tactical and special maneuvers and exercises of various branches of the armed forces.

The main requirement for combat training is its approximation to combat reality (teaching troops what is needed in a war), consistency, high quality, organization, a gradual transition from simple to complex, a combination of training and education in a single educational process, etc.

The effectiveness of combat training is determined by its careful planning, comprehensive creative preparation of each lesson and exercise, developed modern material and training base, skillful use of training equipment, simulators, objective control tools, etc.

TRAINING OF THE AF A DAILY system of measures for combat training and indoctrination of personnel of the troops and forces of the fleet, training of military personnel and combat coordination of subunits, units, formations and associations. Includes operational, combat, psychological and mobilization training.

Each of these types of training has its own varieties. The training of the Armed Forces must be carried out systematically, purposefully, with the transition from simple to complex. If the state adopts a defensive military doctrine, it is mainly aimed at practicing defensive combat operations, preparing troops and fleet forces to repel sudden aggression by retaliatory actions.

At the same time, the training system should ensure the readiness of the Armed Forces for all other actions, including delivering powerful strikes against the enemy, conducting counteroffensives and offensives, and the ability to successfully solve tasks in any conditions, terrain and weather.

During operational, combat and mobilization training, various forms and training methods: strategic, operational, tactical and special exercises, command and staff and staff exercises, war games, classes, training, training camps, reconnaissance trips, maneuvers, live firing, training flights, ship cruises, etc.

In all cases of training of troops and naval forces, conventions must be reduced to a minimum, and concessions must be excluded. Training must fully comply with the tasks of wartime.

MOBILIZATION TRAINING is a special type of training of command personnel, headquarters, military commissariats, and other command and control bodies of troops (navy forces). It is a set of organizational and training measures aimed at increasing the mobilization readiness of troops (naval forces) and practicing actions during military mobilization.

It consists in studying the basics of military mobilization, mobilization plans, job responsibilities of officers and all personnel for managing mobilization, planning, organizing and carrying out mobilization activities of all types, in working out the actions of units and units during the transition to wartime states, commissioning conscripts, training weapons and military equipment for combat use.

It is carried out by conducting mobilization gatherings and classes, training for the practical development of individual mobilization measures, random checks with training mobilization of units and formations, bringing them to full readiness.

MORAL AND PSYCHOLOGICAL TRAINING A set of activities carried out in the army and navy for the formation of high morale and combat qualities and psychological stability of personnel.

It involves the education of military personnel of moral principles, hardening, activity, selflessness, courage, courage, military camaraderie, discipline, loyalty to one's military duty, readiness for self-sacrifice, mutual assistance, the ability to endure high moral and psychological stress, resist confusion and panic.

It is achieved by the entire system of service and training of the Armed Forces, improved in exercises and directly in combat. To develop psychological stability, imitation of difficult combat conditions, a critical situation, and the performance of tasks in the event of mass defeats and heavy losses of troops is widely used.

In modern conditions, especially in the case of the use of nuclear and high-precision conventional weapons, it is of particular importance, becoming one of the decisive factors in achieving success in operations and combat.

OPERATIONAL TRAINING is the main type of training of operational control bodies, command personnel and headquarters of the strategic and operational level, coordination of formations of all types of the Armed Forces. Includes the study of the theoretical foundations of the strategy and operational art of own troops (naval forces) and a potential enemy, the theater of operations, improving the knowledge and practical skills of officials in directing subordinate troops (naval forces) in daily activities and during all types of operations, improving analysis methods and assessing the situation, making informed decisions, planning and preparing operations and combat operations, organizing interaction and all types of support, developing the art of command and control of troops (naval forces) in the conduct of hostilities.

The most important task of operational training is also coordinating command and control bodies and maintaining them in readiness to perform tasks in peacetime and wartime, mastering modern methods of work of commanders and staffs in leadership everyday life, the service of troops (naval forces) and their combat activities.

The main forms of operational training are theoretical classes, group exercises, operational training, war games on maps, operational and operational-tactical command and staff exercises, including with designated troops (navy forces), maneuvers, strategic and operational exercises of formations, field trips. , operational, reconnaissance and military-historical trips.

TRAINING COMBAT AND OPERATIONAL METHODS A set of rules, forms, methods and techniques for training and educating personnel, coordinating subunits, units, formations and command and control bodies (naval forces). Determines the procedure for organizing and conducting classes and exercises in various disciplines. It is based on the main provisions of military pedagogy.

Provides an instructive learning environment, increasing intensity, efficiency and quality educational process, rational use of the educational and material base, the development of reasonable criteria for assessing and monitoring the results of training and education.

Recommendations on the methodology of combat and operational training are contained in the organizational and methodological instructions of headquarters, training manuals, manuals and instructions for conducting exercises and classes, programs and courses of combat training, etc.

The methods of combat and operational training must be constantly developed and improved, and restructured to take into account the use of new training aids, automated control systems, means of designating and reproducing the situation.

To improve the methodology, methodological training is organized, which includes conducting educational and methodological gatherings, demonstration classes and exercises, instructor-methodical classes, showing educational films, etc.

MILITARY-HISTORICAL TRIP of the commanding staff to the area of past operations to study their course on the ground, to get acquainted with the military-geographical conditions for the fulfillment of tasks, the nature of the actions of troops and forces.

It is carried out as one of the forms of operational training and military-historical research work. It is an important means of studying military history, mastering combat experience, and drawing lessons for the future. It can be carried out by various methods: by listening to reports at selected points or lines, by analyzing combat episodes, by reproducing them with the participation of designated troops, etc.

FIELD OPERATIONAL TRIP is a special type of operational training conducted on the ground and on movement routes. At the same time, defensive lines, initial areas, directions of action, water barriers, areas of their forcing, operational objects are studied, and methods for performing possible operational or operational-tactical tasks are worked out at established points.

It can also be used to work out issues of interaction or individual options for conducting combat operations of troops.

Field reconnaissance trip Departure of a group of commanding personnel to the area to get acquainted with the military-geographical conditions of certain directions or areas, to check the expediency of decisions made on the map, developed plans.

For each reconnaissance trip, its purpose, main tasks, area and time, composition of reconnaissance groups, movement routes, work points, and issues to be resolved at each point are determined. A reconnaissance plan is drawn up, work points are assigned and equipped accordingly, and the procedure for working at each of them is established.

FIELD (AIR, SEA) TRAINING is the basis of combat training of troops, aviation and naval forces, a complex of knowledge, skills and practical skills necessary for the successful completion of combat missions on the battlefield, in the air and at sea.

Assumes high level practical training of personnel, combat coordination of subunits, units, formations and command and control bodies, their ability to skillfully use weapons and military equipment, use favorable terrain and weather conditions, successfully conduct combat operations in a complex, rapidly changing combat situation at any time of the year and in any meteorological conditions.

It is one of the main indicators of the combat readiness and combat readiness of troops (naval forces) and characterizes the degree of readiness of units and formations of the combat arms of the ground forces to conduct combined arms combat in difficult terrain and weather conditions.

Air training is a set of practical skills of flight personnel, as well as the degree of training and coordination of Air Force units, units and formations in conducting combat operations in the air and delivering effective air strikes against enemy ground and sea targets, overcoming its air defense system and evading enemy strikes in any air, ground and meteorological conditions.

Maritime training is a set of practical skills of ship crews in conducting combat operations at sea in various combat, maritime and hydrometeorological conditions.

In all cases, field, air and sea training presupposes the presence of high professional skills of the personnel, skillful use of the maximum capabilities of military equipment and weapons.

TRAINING special, usually short-term training sessions to develop the issues of command and control of troops (naval forces) and improve the skills of performing individual elements of actions (duties) in the course of the daily activities of troops (naval forces), bringing them into the highest degree combat readiness, as well as the conduct of combat (operations).

They can be command, staff and command and staff, combined arms, fire, technical and special, single-stage and multi-stage. They are carried out on maps, on layouts of the terrain or at prepared command posts, without means of communication and with means of communication, as well as on simulators, combat vehicles, in firing camps, firing ranges, etc. They are the most important means of improving and consolidating the acquired knowledge and skills, bringing practical actions to automatism.

TRAINING MATERIAL AND TECHNICAL BASE (MTB) is a set of material and technical means used for training and education of personnel, conducting exercises and classes, combat coordination of subunits, units, formations and command and control bodies.

It is created and improved in accordance with the changing nature of operations and hostilities, the development organizational structure and equipment of troops (naval forces) in relation to the tasks and needs of combat, operational and mobilization training of the Armed Forces.

Includes: training centers, ranges of all kinds, training fields, shooting ranges, tank tracks, autodromes, classrooms, firing and other training camps, a variety of simulators, educational devices and devices, others technical means, visual aids, target installations, various imitators, training films, as well as training (combat training) complexes of weapons and military equipment, training ships.

At the beginning of the 21st century, the widespread introduction and use of computer technology, means of objective control, and automation of workplaces are of paramount importance in the development of educational MTB. The development, expansion and updating of the training MTB is carried out continuously on the basis of specially developed annual and long-term plans.

EXERCISES AVIATION exercises conducted with formations, formations and units of various types and branches of aviation, as well as groupings of air defense zones and areas of the Air Force (Air Force and Air Defense armies, Air Force and Air Defense corps, Air Force and Air Defense divisions) in order to work out issues of their operational and combat applications in combined arms, air or anti-aircraft operations.

For their implementation, an appropriate plan and plan are developed, a certain operational-tactical and air situation is created, the composition of aviation, air defense forces and means and the forces and means of both sides interacting with them is determined, aviation is relocated, the necessary flight resource and material consumption are established, appropriate target environment at the range.

The subject and content of the exercises are determined depending on the purpose of the aviation formations and units involved in the exercise and the training goals set. In all cases, the exercises are conducted with real aviation flights and the practical implementation of combat missions. Usually arranged as bilateral. When planning and conducting such exercises, much attention should be paid to ensuring the safety of aviation flights.

A special place in the development of tasks of operational and combat use in anti-aircraft operations (or their individual components) is given to groupings of areas and zones of air defense forces of the Air Force. This is largely facilitated by the imitation of the enemy by the forces of their own aviation.

EXERCISES Naval exercises conducted with formations and formations of the Navy, as well as with consolidated groupings of fleet forces to work out a set of specific tasks in naval operations and fleet operations. Diverse forces of the fleet are usually involved in them, but there may also be exercises of homogeneous forces, at which questions of their combat use are studied.

They are carried out in the established zones (regions) of the seas and oceans with ships going out to sea and with the actual use of weapons or with the so-called "silent shooting". In most cases, naval exercises are organized as bilateral or with a designated enemy. They are a decisive means of improving naval skills, coordinating the forces of the fleet and preparing it for operations in a difficult situation in the fight against a strong naval enemy.

COMMAND-STAFF (STAFF) EXERCISES are a form of training and combat coordination of command and control bodies. During the exercises, the preparation and conduct of an operation or battle are practiced against the background of a specially created military-political, strategic, operational or combat situation. As a rule, they are conducted on complex topics covering various types of combat operations and the entire set of tasks that may arise in the course of an operation and combat.

The commanders (commanders), staffs in full force, command and control bodies of the combat arms (naval forces) and services take part in the command and staff exercises (KShU). The senior chief and his staff act as the leader. In the course of them, special attention is paid to working out the issues of preparing operations (combat actions), organizing interaction and support, as well as solving problems in the most important stages in the development of military operations. The most important exercises can be carried out with the participation of designated troops.

Staff exercises (SHU) involve only headquarters and services. The commanders (commanders) act as leaders of the exercises. Special attention they are devoted to assessing the situation, drawing up decisions, working out documents on planning military operations and command and control.

KShU and SHU differ:

By scale - into strategic, operational-strategic, operational, operational-tactical and tactical;

On the organization of management - with and without means of communication;

By composition - attracted forces and means with designated troops (naval forces) and without them;

By the nature of the goals set - ordinary, ostentatious, research, experimental and special;

According to the methods of conducting - unilateral, bilateral, single-stage and multi-stage.

The largest strategic exercises in the history of the Soviet Armed Forces were those held in 1987 on the territory of five military districts, as well as in the Black Sea and Baltic fleets.

COMBINED ARMS EXERCISES exercises of combined arms units, formations and associations (motorized rifle and tank regiments, brigades, divisions, combined arms corps, combined arms and tank armies) with the involvement of Air Force units and formations, various types of troops and special forces, and in coastal areas - and fleet forces.

They form the basis for the training of all types of aircraft. Used to master the methods of conducting combined arms combat, corps and army operations, working out interaction and management. As a rule, they are timed to coincide with the completion of the corresponding stages of combat and operational training. Conducted on complex combined arms topics in various terrain conditions, usually using the territory of the training grounds. The development of the most important episodes in such exercises can be carried out with live firing, real missile launches and bombing.

EXERCISES OF STRATEGIC ROCKET TROOPS exercises with formations and formations of the Strategic Missile Forces. They are carried out independently or in the system of large strategic exercises. They can be conducted without launches and with real combat launches of missiles, in which the warheads are replaced by cargo mock-ups and introduced into the training flight mission.

During the exercises, the troops are usually put on high and full combat readiness, delivering missile strikes against one of the options for combat use, protecting missile launches from enemy attacks, restoring the combat capability of missile systems, and preparing for subsequent missile launches.

In formations and units with mobile missile systems, in addition, combat patrols, access to field launch positions, maneuver to new position areas are mastered, issues of camouflage and other types of combat, special, technical and logistics support are carefully worked out. Particular attention is paid to improving control systems and preventing unauthorized missile launches.

TRAINING WITH TROOPS is the main most effective form of training troops (naval forces), improving their field, air and naval skills, combat coordination of subunits, units and formations, and comprehensive training in issues of interaction, command and support.

They are carried out with the participation of command and control bodies in full force of specially allocated troops (naval forces), combat assets and the corresponding forces and means of providing associations, formations, units, subunits. As a rule, appropriate means of reinforcing various types of troops and forces, as well as supporting aviation, are also involved in exercises, which makes it possible to control, maintain and increase the combat capability and combat readiness of troops (naval forces).

Subdivided:

- by scale - into strategic (operational-strategic), operational (operational-tactical) and tactical;

- by target orientation - for ordinary, control (verification), research, demonstration, experimental;

- by the nature of the actions being worked out - into combined arms, joint, aviation, naval, missile;

- according to the composition of the participating units - into company, battalion (divisional and squadron), regimental, brigade, divisional, corps, army;

- on the use of weapons - for exercises without live firing and with live firing (with the actual use of weapons);

- according to the form of organization - into unilateral and bilateral, one-two- and multi-stage.

The exercises of associations, formations and units of various types of the Armed Forces, combat arms and special forces differ in their nature, content, methods of preparation and conduct. They are based on the development of operational actions and the tactics of their use in operations and combat.

Usually, exercises are held after the completion of individual training of troops (naval forces) and the training of small units (ships), most often at the completion of one or another stage of combat training. To conduct the exercise, a leadership headquarters is created, a district and military intermediary apparatus is appointed, points and communications of the leadership are organized, identification marks of the parties are established, training of the troops (navy forces), the leadership apparatus and the exercise area is carried out.

In most cases, exercises are conducted continuously day and night for a set period of time, which is larger the larger the exercise. In some cases, during the exercise, partial lights out are allowed to prepare for the next stage of the exercise. For each exercise, the consumption of motor resources and all types of material resources is determined in advance. The exercise ends with the lights out, after which it is analyzed separately with the officers and separately with the personnel of the units.

EXERCISE JOINT exercises during which issues of preparing and conducting joint operations (air, anti-air, airborne, anti-airborne) are practiced or coordination of command and control bodies, troops and forces of various types and nationalities that are part of one military bloc is carried out. To conduct such exercises, as a rule, a single plan, a general plan is developed, a joint leadership headquarters and a joint command are formed.

Usually, the exercises are divided into stages in relation to the stages of the corresponding joint operations. In some cases, they can be carried out with the actual use of military means.

EXERCISES SPECIAL exercises of formations and units of special branches of the armed forces (naval forces) - reconnaissance, electronic warfare, engineering, chemical, communications, space and others, as well as testing various types of support, for which an appropriate operational-tactical and special situation is created. Accordingly, reconnaissance, communications, engineering, chemical exercises, electronic warfare and camouflage exercises, special tactical, technical, rear, including medical, and transport exercises are distinguished.

They are carried out independently or in the system of combined arms exercises, as a rule, with the involvement of the entire composition of formations, units or designated forces and means.

During the exercises, units are deployed in advance in established areas in accordance with the training plan, an appropriate operational-tactical and special situation is created, the implementation of planned or suddenly arising tasks for the purpose of special troops, formations, units and support institutions is organized, the combat readiness and combat capability of special units is checked and formations, the effectiveness of various types of operational, combat, special, technical and logistics support.

As a rule, they are organized as one-sided or carried out with a designated enemy.

LOGISTICS EXERCISES Exercises for the integrated development of logistic support issues in various types of operations, the deployment of rear services and the performance by rear formations, units and institutions of tasks for their intended purpose. They are a special kind of special exercises. They are carried out independently or as part of combined arms (common fleet) exercises.

In the course of the exercises, against the backdrop of the created operational-tactical and rear situation, they practice bringing the rear formations and units to full combat readiness, deploying and building up the rear, organizing its protection and defense, all types of logistics support when performing various operational and combat missions, separation, transportation and material maneuver. Along with general rear exercises, transport, medical and other special exercises in the rear may be conducted.