PEDAGOGICAL MODEL OF DEVELOPMENT OF COGNITIVE-PERCEPTIVE ABILITIES OF CADETS IN THE EDUCATIONAL PROCESS

Abstract

The article considers the use of the lecture as a setting for developing, in students of educational organisations of the Ministry of Internal Affairs of Russia, the ability to maintain control of the surrounding situation. A working notion of situational vigilance is proposed: an orientation of attention maintained along three lines — one's own condition, the behaviour of those nearby, and changes in the situation. It is shown that the properties of the learning environment relevant to developing this ability have different origins: the extended and relatively uniform background of activity is created by the form of the lecture itself, whereas uncertainty as to the moment requiring a response is introduced by pedagogical intervention. Hence the principal proposition: what is modelled is not a particular dangerous situation but the requirement to remain ready to notice a change in the situation. Two techniques are described, differing in the organisation of the subsequent learning action and in the range of its participants — an individual conditional stimulus and a group task introducing mutual monitoring. Conditions of application are formulated, including prior notification of the group, limitation of the force of the stimulus, allowance for individual health-related restrictions in physical exercise, and the separation of the learning action from disciplinary sanction. The article contains no data on the effectiveness of the techniques; observable indicators are proposed for subsequent empirical verification.