Ponomariova Olga Nikolaevna, Doctor of pedagogical sciences, professor, sub-department of humanities and socioeconomic subjects, Penza branch of Military Academy of Material Support named after army general A. V. Khrulev, Penza Artillery Engineering Institute (Penza-5, Russia); corresponding member of the Russian Ecological Academy, corresponding member of the International Academyof Sciences of Pedagogical Education, Honorary Worker of Higher Professional Education of Russia, firstname.lastname@example.org
Tselykovskikh Aleksandr Aleksandrovich, Doctor of military sciences, professor, deputy director for academic affairs and research, Military Academy of Material Support named after army general A. V. Khrulev (8 Makarova embankment, Saint-Petersburg, Russia), email@example.com
Vasinа Olga Nikolaevna, Candidate of pedagogical sciences, associate professor, sub-department of general biology and biochemistry, Penza State University (40 Krasnaya street, Penza, Russia), firstname.lastname@example.org Candidate of engineering sciences, associate professor, deputy director for academic affairs and research, Penza branch of Military Academy of Material Support named after army general A. V. Khrulev, Penza Artillery Engineering Institute (Penza-5, Russia); Honorary Worker of Higher Professional Education of Russia, email@example.com
Grachiov Ivan Ivanovich, Candidate of engineering sciences, associate professor, deputy director for academic affairs and research, Penza branch of Military Academy of Material Support named after army general A. V. Khrulev, Penza Artillery Engineering Institute (Penza-5, Russia); Honorary Worker of Higher Professional Education of Russia, firstname.lastname@example.org
Background. In higher education there is a strong demand for a variety of as-sessment types, which enable us to evaluate not only knowledge and skills, but also a complex of separate characteristics of general cultural competences (social interaction and team work skills, level of thinking, ability to generalize and analyze, critical thinking, etc.). Discussions, case-studies, pedagogical tests, given to students for formative assessment of group and individual work, enable us to effectively assess students’ skills. The research objective is to work out various types of ecology-oriented tasks for higher military education.
Materials and methods. The article presents authors’ suggestions of tasks of a wide range of applications that have been tested in the system of training and advanced training of teachers and military specialists. These tasks were prepared using the method of case-study.
Results. The authors offer original tasks for interactive teaching and monitoring of the quality of training at higher military school. The researchers recommend to include their variants of test materials into the set of assessment tools of universi-ties to determine the “residual” knowledge in ecology at the stage of intermediate control.
Conclusions. The article contains examples of the test materials in ecology for higher military schools. These materials are variants of assessment of students’ work in small groups (current control). The proposed tasks can be used for intermediate control. These tasks are universal, allowing you to apply them in a wide range of eco-oriented disciplines (“Life safety”, “Chemistry”, “Ecological bases of nature management”), out-of-class work cadets in the system of military training in anticipation of the Year of ecology-2017 in the Russian Federation.
higher education, military higher education, ecology-oriented subjects, monitoring materials, interactive teaching methods, test, case-study.
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