Special training for military personnel notes. Preparation and conduct of classes in combat training subjects
I APPROVED
________________________________________________________________________________________________________________________
"___" _______________ 20___ g
PLAN-OUTLINE
conducting a lesson withpupils of ______ class
(name of division)
according to the Charter and Regulations of SPKU for “___” ____________ 20___
Subject: Charter of the internal service of the RF Armed Forces.
Class: Military ranks and insignia.
Study questions:
- Military ranks of military personnel of the Russian Armed Forces.
- Insignia:
By military rank
By functional purpose
By affiliation
- Military uniform.
Purpose of the lesson:
- To familiarize students with military ranks, military uniforms and insignia of military personnel.
- To ensure that students acquire knowledge related to military service;
- To form an idea of military uniforms and ranks of military personnel;
- Fostering patriotism, conscious discipline, understanding the need for military service;
- Developing the ability to work at a given rhythm, improving the skills of self-analysis and self-discipline.
Time: _________________
Place of class: ________________________
Method of conducting the lesson: lecture.
Guides and manuals:lesson plan, presentation.
The lesson was developed and conducted by:
___________________________
___________________________
Progress of the lesson
1. Organizational moment.
1) Greeting.
2) Introductory speech - announce the topic of the lesson, goals and objectives of the lesson.
2. Studying new material.
I suggest that the cadets during the lesson draw up a supporting summary and draw up the proposed table.
The story is accompanied by a presentation (Appendix No. 1).
1. Military ranks of military personnel of the RF Armed Forces.
Military ranks and insignia (slide No. 4 – 21). As the explanation progresses, students fill out the table (Appendix No. 2).
Each serviceman, in accordance with the regulations on military service, is assigned a military rank. Military rank is assigned personally (in person) in accordance with official position, military or special. training, length of service.
For officers with medical or legal specialties, the words “medical service” and “justice” are added to their military ranks, respectively.
For senior aviation officers (pilots, engineers, those with aviation engineering training), the word “aviation” is added to their military ranks.
The words “reserve” are added to the military ranks of citizens who are in reserve, and “retired” are added to those who are retired.
The use of abbreviated names (like “kavtorang”, “starley”, etc.) is not allowed.
Cadets of military educational institutions can have a maximum rank of senior sergeant (chief sergeant).
Since 2006, special positions have also been introduced for chief sergeants of the armed forces, command, as well as chief military, brigade, regimental, battalion and platoon sergeants.
In the Armed Forces, other troops and military formations, the following military ranks are established:
MILITARY SHIPS
COMPOSITION OF SOLDIERS (SAILORS)
ordinary sailor
corporal senior sailor
COMPOSITION OF SERGEANTS (STIENDERS)
junior sergeant sergeant major of the second class
sergeant sergeant major
senior sergeant chief petty officer
sergeant third class sergeant third class
sergeant second class sergeant second class
Sergeant First Class Petty Officer First Class
staff sergeant staff sergeant
master sergeant master sergeant major
OFFICERS
JUNIOR OFFICERS
lieutenant lieutenant
senior lieutenant senior lieutenant
captain captain-lieutenant
SENIOR OFFICERS
major captain third rank
Lieutenant Colonel Captain Second Rank
colonel captain first rank
SENIOR OFFICERS
Major General Rear Admiral
Lieutenant General Vice Admiral
Colonel General Admiral
army General
MARSHALLS
On September 22, 1935, the military rank of Marshal of the Soviet Union was established, which has been awarded to 41 people . A similar rank (rank) existed and exists in many countries in several versions: marshal, field marshal, field marshal general.
List of Marshals of the Soviet Union
Tukhachevsky, Mikhail Nikolaevich (November 20, 1935, June 11, 1937, stripped of his rank and shot on June 12, 1937, posthumously reinstated in rank and rehabilitated on January 31, 1957)
Egorov, Alexander Ilyich (November 20, 1935) - shot on February 23, 1939. March 14, 1956 rehabilitated.
Blucher, Vasily Konstantinovich (November 20, 1935) - while holding the rank of marshal on November 9, 1938, died during the investigation in Lefortovo prison
Kulik, Grigory Ivanovich (May 7, 1940, stripped of his rank on February 19, 1942, posthumously reinstated on September 28, 1957)
Stalin, Joseph Vissarionovich (March 6, 1943), Generalissimo of the Soviet Union (June 27, 1945)
Rokossovsky, Konstantin Konstantinovich (June 29, 1944; in 1949-1956 in the Polish army)
Beria, Lavrenty Pavlovich (July 9, 1945, before that - General Commissioner of State Security from February 1941, stripped of his rank on June 26, 1953)
On November 11, 1997, the title of Marshal of the Russian Federation was awarded to the Minister of Defense of the Russian FederationIgor Dmitrievich Sergeev (1938-2006).Until now, this military rank has not been awarded to anyone else.
2. Insignia(slide No. 22 – 27).
On shoulder straps, in the corners of outerwear collars or on lapels there are emblems branches of the Armed Forces, branches of troops (services). Is there some moresleeve insigniadistinctions based on membership in the Armed Forces (except for the Navy), which are worn on the outer side of the left sleeve on overcoats, jackets, peacoats, jackets, jackets, tunics. Sleeve insignia belonging to the central apparatus of the Ministry of Defense and branches of the Armed Forces are worn on the outside of the right sleeve.
3. Military uniform(slide No. 28 – 33).
The military uniform, which is currently worn by military personnel of the Armed Forces and other troops of the Russian Federation, was approved by the Decree of the President of the Russian Federation in May 1994. In addition, the order of the Minister of Defense of the Russian Federation established the Rules for wearing military uniforms for military personnel. These rules apply to military personnel serving in the Armed Forces, students of the Suvorov military, Nakhimov naval and military music schools, cadet and naval cadet corps, as well as citizens discharged from military service with the right to wear military uniforms.
Military uniforms are divided into dress and casual (both are for being in and out of the ranks), as well as field. In addition, each of them can also be summer and winter. When military personnel perform specific tasks, they are required to wear special (flight technical, insulated, work, etc.) clothing. The uniform is announced daily or for the period of specific events by commanders of military units and ships, heads of institutions, military educational institutions, enterprises and organizations of the Ministry of Defense, based on the requirements of the above rules and taking into account the specifics of performing official tasks. Below are the main cases when military personnel wear one or another uniform.
Front - when taking the Military Oath; when presenting a military unit with the Battle Banner; when raising the Naval flag on a ship entering service; when launching a ship; when appointed to the honor guard; on the days of annual holidays of the military unit; when receiving state awards; when serving to protect the Battle Banner; at official events with the participation of troops. It is permitted to wear dress uniforms on weekends and holidays, as well as during off-duty periods.
Field - in daily duty (except for military personnel serving under a contract, on duty at headquarters, departments and institutions), during exercises, maneuvers, combat duty and classes in training centers.
Everyday - in all other cases.
The transition to summer or winter uniforms is established by orders of commanders of military districts, fleets and flotillas, commanders of naval bases, and garrison commanders.
Military personnel wear special uniforms during exercises, maneuvers, while on combat duty (combat service), during training with military equipment, when performing work in garages, parks, docks, workshops, airfields, laboratories, medical institutions, warehouses, ships, on the territories of military units and coastal bases of naval formations.
Military personnel wear special insulated clothing (short fur coats, jackets and trousers made of fur and insulated, fur mittens, felt boots) in winter at low temperatures: in classes, exercises and at work, and in areas with a particularly cold climate, at low temperatures and strong winds - everyday.
Special work clothes are worn when performing economic and construction work, as well as when servicing military equipment and weapons.
Sportswear may be worn in gyms and sports fields during sports activities and competitions.
HISTORY OF THE CADET UNIFORM
Uniforms for students of military institutions appeared under Peter the Great. In 1723, he established the uniform for the students of the Naval Guard Academy. The uniform included a green and red caftan and trousers, white stockings, black shoes and a headdress. However, the ground forces acquired a special uniform only in 1731, with the establishment of the country's first cadet corps. Baron Ludwig von Luberas, who was its director at that time, ordered the cadets to wear “white boots,” “hats with gold braid and a bow,” and a braided hairstyle. This was far from the complete uniform that the students received before the Highest Review in the winter of 1732. It included a dark green caftan, standard for the country's army, with red lapels, a camisole and trousers. The cadets wore shoes with a blunt toe and boots. It was mandatory to wear a white tie and suede gloves. The bulk of the cadets were fusiliers; they were supposed to wear a cocked hat with a cockade of white ribbons. Tall young men were chosen as grenadiers and wore tasseled hats typical of that time.
Under Elizaveta Petrovna, the cadets' uniform changed color from dark green to light green, and blue epanche skirts, fastened with a button, were also added to the uniform. Accordingly, the coat of arms and monogram of Anna Ioannovna were replaced by similar symbols of the new empress. The Cadet Corps was initially a prestigious educational institution, as evidenced by the uniforms of its students, decorated with gold braid, like those of guard officers.
In 1762, the Artillery and Engineering Gentile Cadet Corps was established, the purpose of which was to train specialist officers. Therefore, the cadet uniform was changed, which from that moment was a combination of a red caftan with black trim, a camisole and elk-colored pants and a hat with a bow. On holidays, people were supposed to wear a ceremonial uniform with gold braid. Bombardiers also had to wear a special leather cap with a brim and bronze lining. Soon enough, such headdresses were left exclusively for parades.
The uniform of cadets differed significantly depending on the educational institution. Pupils of the Gymnasium of Foreign Co-religionists dressed in crimson caftans with blue trim, and after the gymnasium was transformed into a cadet corps (1792), they received a uniform in the form of a white camisole and trousers and a green caftan with red trim.
The uniform of the students of the Imperial Land Gentile Cadet Corps depended on their age. For five to six year olds the uniform was coffee-colored, for nine to twelve year olds - blue, for teenagers from thirteen to fifteen years old - gray. Cadets over 16 years of age wore military green kaftans with red trim. Also, older students had a characteristic tassel on their shoulder straps. In the “golden age of the nobility,” the cadet uniform was distinguished by its variety and elegance. Since there were few educational institutions, there was no need to talk about the uniformity of uniforms. There were only general features that were the same for all the pupils’ clothing.
At the moment, the uniform for cadets is based on the 1943 model. On August 21, 1943, Resolution of the Council of People's Commissars and the Central Committee of the RCP (b) No. 901 “On urgent measures to restore the economy in areas liberated from German occupation”, along with other points, prescribed:
"1. For the placement, education and training of children of Red Army soldiers, partisans of the Patriotic War, as well as children of Soviet and party workers, workers and collective farmers who died at the hands of the German occupiers, organize in the Krasnodar, Stavropol territories, Voronezh, Kharkov, Kursk, Oryol, Smolensk and There are nine Suvorov military schools in the Kalinin regions, like the old cadet corps of 500 people each, a total of 4,500 people with a training period of 7 years with a closed boarding school for students "...
Checking your understanding of the material.
Compositions of military personnel and military ranks according to Federal Law
“On conscription and military service”
Compositions of military personnel | Military | Ship's |
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Excerpts from the book "Military Pedagogy". Textbook for universities edited by O.Yu. Efremov
Combat training is carried out both in peacetime and in wartime, and the combat effectiveness and combat readiness of units, units and formations of the Armed Forces depends on the content and quality of its implementation.
Combat training is a system of measures for training and military education of personnel of the Armed Forces in order to ensure their readiness to conduct combat operations or perform other tasks in accordance with their intended purpose.
Combat training activities are carried out in order for personnel to master tactical actions on the battlefield, acquire skills in performing functional duties, study the structure, operating rules and combat work on standard weapons and military equipment.
To achieve these goals, various types of personnel training are implemented: fire, tactical, special, tactical-special, technical, physical, etc.
Each type of training is implemented through appropriate classes. Different types of occupations have much in common and their own characteristics, determined by the type of training and the specifics of military professional activity.
Preparing for classes
In the process of preparing for various types of classes, the following key elements (stages) can be identified:
leadership training;
development of documents for conducting classes;
training of students;
preparation of the area (venue) for the lesson and its material support.
Let's consider each of the listed stages.
Preparing a leader for a lesson means:
determination and clarification of the initial data (these include the composition of trainees, topic, educational goals and questions (content) and conditions for conducting the lesson, duration, area (location), consumption rates of motor resources and other material resources, composition of support (service) units);
studying the necessary educational materials and literature;
development of documents for conducting classes;
conducting reconnaissance of the area (location) of the occupation;
planning material and technical support for the place (district) of the lesson;
completion of the development of documents for conducting classes;
determination of tasks for preparing students for the lesson;
identifying assistant lesson leaders and instructing them (if necessary).
The leader develops one of the following documents: a plan (a brief reflection of the progress of the lesson), a summary plan or an outline (a complete, detailed reflection of the content of the lesson). He has the right to choose the type of document, which depends on his level of preparation, the complexity of the material being studied and ease of use. In addition to the above, at his own discretion he also develops diagrams, graphs, extracts, etc.
The lesson plan can be presented textually in a notebook, on a diagram (map) or textually with a diagram attached. It reflects the original data; tactical plan (if necessary) or course of the lesson - general and for working out each educational issue (if necessary); activities carried out by the lesson leader, with timing; logistics; the procedure for designating and simulating the enemy during the lesson (if necessary); warning, control and interaction signals, etc.
The outline includes the initial data and outlines the course of the lesson (general and for working on each educational question). The latter is written, as a rule, in three parts: introductory, main and final.
The introductory part reflects: the procedure for receiving a report from the unit commander (duty officer); the procedure for checking the availability of trainees, their appearance and material support; the procedure for monitoring the readiness of students for the lesson (if necessary); safety requirements (if necessary); topic of the lesson, its relevance, educational and educational goals, questions of the lesson; the procedure for working out educational questions.
The main part contains: names of training questions and time for their completion; actions of the leader when working on each educational question; expected actions of trainees in this case.
The final part includes: the procedure for summing up the results of the lesson (the degree of achievement of goals, assessments of students, conclusions about the quality of their preparation for the lesson, answers to questions); setting a task to prepare for the next lesson; instructions for checking the availability of material, technical support and literature used during the lesson.
The level of detail depends on the experience and methodological skills of the manager. If an assistant manager is appointed to conduct a lesson, then his actions are also displayed in the plan (outline plan).
The plan (outline) for conducting the lesson is approved by the senior (usually immediate) superior and in advance: by the unit commander - a week in advance; battalion (division) commander - 3-4 days; commander of a company (battery) - in 2-3 days. In this case, the statement should become an element of the manager’s methodological training, since the senior commander (chief), studying the presented plan (outline plan) and talking with the manager, determines the degree of his preparedness and, if necessary, gives him methodological advice and recommendations on the conduct and material providing classes.
In addition to the plan (summary plan), other documents can be developed for preparing and conducting a lesson: private plans, assignments, reference data, diagrams, extracts, etc. The procedure for creating a private plan is similar to that discussed above.
In preparing students for the lesson, the leader organizes the work as follows:
notifies personnel about the upcoming lesson;
organizes independent work of students on the eve of class;
sets the task for personnel to study combat regulations, manuals, manuals, their functional responsibilities for their positions, standards to be worked out, as well as safety requirements during training;
controls the preparation of students for the lesson.
When preparing the area (location) of occupation and logistics, the leader is obliged to: determine what is required to designate the enemy, neighbors and simulated fire (if necessary); what work should be carried out in order to prepare the area (location) of the lesson; specifically indicate what materials, in what quantity and by what date to prepare.
Preparation of the area (place) for conducting the lesson is entrusted to its head, and in some cases to other officials. This work is carried out in advance. When choosing a venue, the leader must think through and determine where it is most convenient to work out a particular educational issue and what material resources to use.
The preparation of standard equipment, weapons, instruments, communications and other material resources is entrusted to the commanders of units involved in training.
Conducting combat training classes
Classes in combat training subjects have common structural elements.
The lesson is conducted in accordance with developed and approved plans, which outline the course of its implementation, including introductory, main and final parts.
The introductory part methodology is aimed at checking the availability of personnel, their readiness and the readiness of the educational and material base for the lesson.
The lesson begins with the presentation of the report. In a designated place (area), the leader receives a report (report) from the unit commander or other official on the unit’s readiness for occupation. During the reception of the report, the manager pays attention to the execution of commands by the personnel, as well as discipline in the unit.
After receiving the report, the leader checks the presence of students, their appearance and material support for the lesson. Sometimes, to check material support, he may involve his assistants, if any are appointed. The results of checking the availability of students are entered into the combat training log.
During the check of material support, attention is paid to the provision of literature, notebooks, writing materials, personal weapons and protective equipment, if necessary, as well as to the solution of those issues of material support that were raised in the task, if one was given. Upon completion of the inspection of these elements, the lesson leader has the right to give a command to eliminate the identified deficiencies that can be eliminated on the spot.
Without an accurate knowledge of the degree of readiness of students for a lesson, it is inappropriate to begin it. It is determined by control, which is carried out either on previously studied material, or on the topic indicated in the assignment for preparing for the lesson.
During the control survey, it is necessary to pose the question to the entire group (unit), giving some time to think about the answer, and only after that call the military rank and surname of the student who must answer. For each test question, it is advisable to listen to 1-2 students, then summarize what they heard and put grades in the combat training journal.
The number of control questions is determined by the lesson leader, who must be guided by the need to know the degree to which students have mastered the material covered and how ready they are for a new lesson.
The transition to it begins with the announcement of the topic of the lesson. In this case, students must make a reference to the class schedule, combat training program or other document.
When conveying to students the relevance of the topic being studied, it is necessary to take into account the requirements of governing documents, combat training experience, the prospect of studying this issue, etc. Educational goals must be communicated to students in such a way that they understand what they must familiarize themselves with, what they have to study, what to have an idea about, what skills to acquire. As a rule, educational goals are not communicated to students.
The questions of the lesson are usually presented all at the same time or in the order in which they are studied (at the request of the students).
If the situation and conditions allow, then students should write down the topic of the lesson and educational questions in their notes.
Next, the procedure for conducting the lesson is indicated in detail - down to individual aspects. Depending on the type of lesson, it is necessary to inform how much time will be allocated for working out these aspects, what theoretical principles will be considered, whether test questions are provided, and what to pay special attention to.
The main part begins with reminding students of the wording of the educational question, writing it down if this has not been done previously, and if it is practiced in parts, giving instructions as they are timed.
The procedure is determined by many factors, primarily the educational goals and content of the educational question, the time allotted for its development, the level of training of students, the location of the lesson and its material support.
The leader of the lesson can check the students’ theoretical knowledge on this topic or provide time for independent study.
During some classes, the leader sequentially explains the educational material, using visual aids, layouts, and then, to make sure that the students have mastered the material, asks several control questions.
They can be given either after clarification of individual aspects, or at the end of the lesson with mandatory analysis of answers and grading.
When conducting a lesson, it is very important to respond correctly and timely to the work of students. If the students' reports are correct, you should refrain from making comments and do not interrupt them. Various types of inaccurate wording should be noted and pointed out after finishing the report. If the reports do not satisfy the requirements of the manager, he must himself make an exemplary report, acting as a learner. He should not impose his decision. This significantly reduces the activity of students and fetters initiative. If necessary, the lesson leader can ask additional questions.
When conducting a lesson, the leader must adhere to the developed and approved plan (outline plan).
The degree of detail of the manager’s actions in the plan (outline plan) depends on the level of his preparedness.
The leader must anticipate the expected actions of students when solving educational problems. They must act according to the option (plan) proposed by the leader, study the necessary material, answer control questions, supplement the reports of their comrades, listen carefully to the leader, carry out the necessary actions, keep notes, make appropriate decisions, etc.
The expected actions (answers) of students when working on all educational questions, outlined during preparation for the lesson, can be adjusted.
After completing all training tasks or at the end of the lesson, the leader moves on to the final part to summarize. This happens, as a rule, at the same training place (class) where training issues were worked out, with the exception of training with weapons and military equipment in the field, such as tactical exercises, complex training, test training, etc. The results here are summarized in the place indicated by the manager after arriving at the point of permanent deployment, placing equipment and weapons in the park, and handing over the weapons. The leader begins to prepare for summing up the results even before the lesson and during it.
Summing up, the leader consistently sets out the topic, educational goals and questions of the lesson. Then he briefly analyzes the characteristic actions of students (positive and negative aspects), identifies the best performers, and sometimes notes the underachievers.
A conclusion is made about the quality of preparation of students and the unit as a whole for the lesson, etc.
Then the task is set to prepare for the next lesson. In this case, the leader should indicate to the students (if necessary) what they have to finalize on the topic studied, what to prepare (study) for the upcoming lesson, what material support to have for it, its features.
In conclusion, the leader gives instructions to check the availability and serviceability of the material and technical support of the lesson. In the future, he is obliged to ensure the availability of classified literature (products, components, etc.), literature for official use. For this purpose, the leader of the lesson can personally check individual elements or accept reports, and then announce to the students the end of the lesson.
The provisions considered are general for conducting classes in all types of combat training. But each of them has its own characteristics that should be taken into account to achieve the effectiveness and efficiency of classes.
Conducting tactical training
Tactical training is one of the foundations of military personnel. It most fully provides their comprehensive training in skillful and coordinated actions on the battlefield in conditions as close as possible to combat.
The main objectives of tactical training are:
studying the fundamentals of combined arms combat and the requirements of combat regulations for the actions of units in all types of combat;
acquiring skills in the use of individual and group weapons and military equipment in difficult combat conditions;
developing the ability to put oneself on full combat readiness and skillfully act as intended, to fight in a complex and rapidly changing environment, moving from one type of combat to another, in conditions of the use of conventional, including high-precision and nuclear weapons;
improving the skills and abilities of commanders in organizing and supporting combat operations, as well as in the continuous control of units and fire in battle;
formation in personnel of high moral, combat, psychological and physical qualities, conscious military discipline.
In tactical training, to successfully solve the listed tasks, various types of classes are used: lectures, seminars, self-training, tactical drills, tactical training, combat shooting, tactical exercises.
The procedure for preparing and conducting lectures, seminars, and self-study does not differ significantly from those stated above. Therefore, we will consider the types of classes related directly to tactical training.
Tactical combat training is the first and necessary step in unit coordination. Its essence lies in the fact that tactical and drill techniques and methods of action in various types of combat are practiced with personnel and units: first, element by element at a slow pace, then as a whole within the time limits established by the standards. If a particular technique (method of action) is unsatisfactorily practiced, repeated training is carried out until a positive result is obtained. At the same time, the process of coordinating units should not be “training”. Here, a template, a mechanical application of mastered techniques when operating in a new environment and on a new terrain, are completely contraindicated.
The main method of training in tactical drills is exercise (training). Explanation, demonstration, demonstration may also be used. Thus, during tactical drills with a squad (crew) and a platoon, training is carried out by demonstration with explanation and subsequent training of soldiers and units as a whole for their coordination; during tactical drills of a company (battery) and battalion (division), as a rule, using the method of sequential training of units.
The number of tactical drills for each unit, their duration and topics are determined by combat training programs.
The number and scope of educational questions in each lesson depend on the topic, educational goals, degree of training of personnel and the time allocated for the lesson. Typically, in one lesson lasting 4-6 hours, 2-3 educational questions are worked out.
The tactical situation during tactical drills is created to practice each training issue separately and is not connected by a single plan. Tactical drills are conducted on the ground with the withdrawal of military equipment and weapons. Some questions can be practiced on foot (“on foot like a machine”). For more efficient use of motor resources and time, it is advisable to conduct training in a closed circle, and sometimes reduce the distances between elements of the battle formation.
Tactical drills are organized and conducted by immediate commanders (with a platoon - by the platoon commander, with a company (battery) - by the company (battery) commander, etc.), and for demonstrations and jointly with units of other branches of the military - by senior commanders.
Tactical training is the main form of coordination of a squad (crew), platoon. Its essence lies in the fact that all training issues are worked out in full, in a complex and in a strict sequence corresponding to the development of the battle, in a single tactical situation. If necessary, in order to eliminate mistakes made during tactical training, individual techniques and actions can be practiced in the same way as during tactical drills, i.e., short breaks are taken (disconnections from the situation).
During tactical training, commanders gain practical skills in managing units and deepen their knowledge of combat organization.
The main teaching method in tactical classes is practical work. To conduct tactical training, units are withdrawn with the required weapons and equipment.
Training with a crew (squad) is organized and conducted by the platoon commander, and with a platoon - by the company (battery) commander.
The duration of a tactical lesson is determined by the combat training program and can be 3–6 hours with a crew and 6–8 hours with a platoon.
Combat shooting as part of a squad or platoon is the highest form of their tactical training. In this case, the conditions for conducting the training should be as close as possible to combat conditions. The main task here is to train unit personnel in correct tactical actions and develop in commanders the knowledge and skills of the correct use of weapons in battle and control the actions and fire of their units.
During live firing, personnel are trained not only to fire from standard weapons, but also to combine fire and maneuver in practice, and provide fire cover according to the principle: a soldier covers a soldier, a squad covers a squad. Thus, during combat firing, personnel develop skills that ensure the formation of conditions for achieving success in combat.
The training leader trains his subordinates to fire at maximum ranges, at small and well-camouflaged targets. Trainee platoon commanders develop and improve the ability to control not only the actions and fire of subordinates, but also assigned fire weapons.
Independent combat firing is not carried out with machine gun, grenade launcher and anti-tank squads and platoons. They are involved in combat shooting and tactical live-fire exercises with motorized rifle units.
Before tactical exercises, artillery units are given a test to qualify for combat shooting.
This lesson is a necessary step in making a decision to allow a unit to participate in tactical live-fire exercises. It is intended to test readiness for a tactical exercise. The main teaching method is practical work.
The topic of the lesson should be close to the topic of the upcoming teaching. The lesson does not involve live shooting. A commission is created to carry it out. It is conducted by one of the deputy commanders, the head of the exercise. All officers on the commission are appointed from among the exercise management, facilitators and control group. Based on the results of the test session, an act is developed for the unit’s admission to tactical live-fire exercises. Its duration is determined by the exercise leader (no more than 24 hours).
Tactical, tactical-special exercise is the highest and most effective form of tactical training of units and subunits, the most important means of increasing their combat readiness and preparing for combat operations in modern combat. Their main goal is to improve combat coordination and field training of troops for skillful and decisive actions when carrying out tasks to defeat the enemy in various types of combat, testing combat readiness.
The essence of tactical exercises is that during them commanders, staffs and troops practically carry out their tasks for a long time in a general, continuously developing tactical situation, according to a single plan, on different terrain, to great depth (range), continuously day and night and at any time of the year. The main method of training in tactical exercises is the practical work of trainees in performing their functional duties. In addition, explanation and demonstration may be used.
The exercises are conducted on complex topics that involve practicing combat missions in several types of combined arms combat (defense or offensive). The content of the topic may also include issues of oncoming combat, movement of units, location on site, withdrawal and exit from battle, and conducting combat in an environment.
At the same time, unit commanders learn themselves and at the same time train their subordinates. Units prepare to conduct combat operations in various conditions and practice skillful use of weapons and equipment on the battlefield. In addition, during tactical exercises, they develop high moral, combat and psychological qualities, a sense of military camaraderie, and increase physical endurance; techniques and methods of conducting combined arms combat are being improved; draft charters, manuals and manuals, new theoretical principles of artillery unit tactics are checked; Methods for the combat use of new types of weapons and equipment are being developed.
Units are brought to the exercise in full force with standard weapons and the required amount of military equipment, ensuring high-quality training of training issues, and always with units and means of reinforcement and support.
Exercises with reduced-staff units are carried out only during the period of their deployment (training camp), when staffing is at least 50%.
Special tactical exercises are conducted with communications units, special troops, and rear services.
Planned exercises are organized and conducted in accordance with the combat training plan: with a company (battery) - the battalion (division) commander, with a battalion (division) - the regiment commander, which fully meets the requirement that each commander teach his subordinates.
The topics of tactical exercises for companies (batteries) are determined by the unit commander, for a battalion (division) - by the formation commander.
It is planned to conduct the following number of tactical exercises per year: company (battery) exercises - two, including one with live firing; battalion (divisional) - two, including one with live firing.
The dynamics of combat operations at night should account for 30% of the total time.
The duration of the exercise is determined by combat training programs.
Technical training of military personnel
Technical training is intended to train personnel in the use of military equipment, developing the skills and abilities necessary for its technically competent operation, maintaining combat readiness and skillful use in combat.
The main objectives of technical training are:
studying the structure of standard military equipment and instruments;
acquisition of skills in the operation of standard military equipment and devices, their maintenance and maintenance in constant combat readiness, detection and elimination of simple malfunctions.
Technical training classes for officers, warrant officers, and sergeants are organized in the commander training system, and for personnel of other categories - at the scale of a platoon, company (battery).
Classes in the command training system are conducted by the most trained officers and warrant officers of the unit; classes with sergeants and other categories of military personnel - commanders of companies (batteries), platoons and commanders of squads (crews). Classes with mechanics-drivers of combat vehicles are conducted in a group. The training is supervised by a senior company (battery) technician or deputy battalion (division) commander for technical matters. Sometimes technical training sessions with personnel can be conducted in groups on the scale of a battalion (division) or unit. Classes are conducted, as a rule, on standard weapons, equipment or simulators, stands, mock-ups, etc.
The main types of technical training classes are group and practical. In group classes, theoretical material is studied to the extent necessary for a correct understanding of the essence and principles of operation of equipment and mechanisms. The basis of technical training of personnel is practical training. In them, the main attention should be paid to the study of the design of weapons and military equipment; the ability to use it correctly; troubleshooting simple problems.
The following teaching methods are used: story with demonstration, practical work on servicing weapons and equipment, training. The main forms of training are classes within units in parks and in the field using standard equipment, in clubs; comprehensive classes on some elements; training, etc.
Personnel must be taught to carefully and carefully handle mechanisms, parts, equipment and strictly adhere to safety requirements when working with them.
The methodology for conducting technical training classes has a number of features. The first is that the manager needs to carefully consider what type of activity to choose. An important role in achieving its goal is played by determining the venue, i.e. on what basis it will take place, determining the number of educational questions of the lesson and the distribution of time for their development.
When preparing, the manager usually develops one document (plan, outline plan or synopsis). In some cases, cards of a random sample can be developed outlining individual questions, diagrams, sketches, etc.
The leader usually begins preparing students at the previous lesson, where he sets the task for the next lesson and can specify the place where it will be held.
It is chosen in such a way that the topic of the lesson is worked out in full with minimal expenditure of material resources. Particular attention is paid to the preparation of educational materials, literature, the formation of study groups, the organization of training points, and the determination of safety requirements. A significant impact on the quality of the upcoming lesson is exerted by the work of the leader during preparation for it at the place where it is held.
There are a number of features when conducting technical training classes. In the introductory part, the leader needs to dwell in detail on conveying to students the safety requirements when working with weapons, military equipment, components, mechanisms, simulators, and mock-ups. During the quiz, students must use the educational material base. To cover all students with control, tests and technical means of control and training devices can be used.
In the main part of the group lesson - when working on a training question - the following order of presentation is recommended: report the name of the units, their location; purpose, general characteristics; device and operation; order of use; the procedure for making adjustments and settings; care during operation, possible malfunctions, their causes, solutions and safety measures. The material is usually communicated to the whole group. The main part ends with the practical work of students on stands, units, mock-ups, and tools. For this purpose, several groups are created, each of which studies at a separate training place (point). Students consolidate the knowledge acquired in class and acquire the skills necessary for subsequent practical work. At the end, by asking test questions, you should find out their knowledge of the material being studied.
When studying ammunition, at the beginning of working on a training question, it is necessary to outline the safety requirements when handling them, and then turn to the main material.
During a practical lesson, at the beginning of the main part, if necessary, the procedure for performing basic operations or work can be shown, the structure or rules for using equipment, spare parts and accessories, units, etc. can be explained. During the practice of questions, the manager must constantly maintain interaction with his assistants in training places. During the lesson, the leader himself monitors the work of the least prepared students and, if necessary, provides methodological assistance to less prepared assistants.
In the final part, in addition to general questions, it is advisable for the lesson leader to pay attention to students’ compliance with safety requirements when returning weapons and equipment to their original state, and also to indicate the time and place of the next lesson.
Fire training of personnel
Fire training is an integral part of the field training of troops. Its high quality is ensured by strict methodological consistency in training, proper organization of classes, systematic conduct of fire training and shooting, and the use of modern training and material base.
Firefighting training is carried out: during scheduled classes on the study of weapons (weapons), ammunition and shooting rules; during fire training and during training and control shooting exercises; in classes on performing shooting exercises as part of a unit and on fire control.
Classes on studying the material part of weapons (weapons) and ammunition are organized on the material part in firing camps, in parks, in the field and in classrooms. They take place as part of a company in training groups of students of the same specialty or platoon under the leadership of officers, warrant officers and the most trained sergeants. The main teaching method is a story (explanation) combined with a demonstration of the device, the operation of parts and mechanisms on diagrams, posters, mock-ups and training samples of weapons, as well as performing practical work.
Classes on studying the fundamentals and rules of shooting are conducted by platoon, and when studying specific issues - in training groups of students of the same specialty under the guidance of platoon commanders. Methods of storytelling (explanation), demonstration and training are used in solving fire tasks on the application of the fundamentals and rules of shooting using simulators, training weapons (weapons), sights, terrain models and visual aids (posters, diagrams). During the classes, students are instilled with knowledge and practical skills in using the fundamentals and rules of shooting to hit various targets using all shooting methods.
Training using educational training facilities (ETF) helps to intensify the learning process and develop skills in the effective use of weapons (weapons) in combat in a shorter time.
Firing training at the training center is carried out in accordance with the instructions of the “Shooting Course for Small Arms, Combat Vehicles and Tanks of the Ground Forces” for performing preparatory exercises and provisions for fire training of motorized rifle units.
The number of simulators in a class should be such that it is possible to organize and conduct company-scale classes, for which training rooms are equipped.
After students acquire initial skills in weapons operations and in solving fire tasks on simulators, they move on to training directly on military equipment and weapons in order to improve skills in shooting and crew coordination. At the same time, training on simulators is conducted to maintain practical shooting skills.
Fire training and shooting exercises take place in fire camps, at a military shooting range and at the directorate of infantry fighting vehicles. They develop, improve and maintain the automatic skills of trainees in operating with weapons (when armed) and solving fire missions. Each subsequent training should ensure that the personnel’s skills are increased by increasing the complexity of the conditions for preparatory firing exercises and reducing the time required to complete the standards. Preparatory exercises and fire control exercises are developed in the battalion according to the recommendations set out in the “Shooting Course”. Their number in relation to the conditions of defensive and offensive combat should be approximately equal.
During fire training, electronic launches are practiced at fire training simulators with commanders of infantry fighting vehicles and gunner-operators (operators of portable systems).
In units intended for operations in the mountains, fire training should be carried out there. Personnel are trained to fire from top to bottom and bottom to top. Fire training with the company, as well as training in firing training exercises, platoon fire control and throwing combat hand grenades, is led by the company commander. The platoon commander trains platoon personnel at training sites (fire control - squads) or is involved in conducting classes with students of the same specialty.
Firing exercises are carried out with each company and units not included in the company (grenade launchers, anti-tank) evenly throughout the year.
Control exercises to determine the readiness of personnel to perform control shooting exercises, company fire control and shooting exercises with performing control shooting exercises by the company are conducted by the battalion commander, training shooting exercises are conducted by the company commander.
Training sessions for studying new weapons (weapons), training snipers, grenade throwers and other small specialties take place on a unit scale. To carry them out, experienced commanders and officers of the relevant services of the unit are involved.
Special training classes
To prepare personnel of signal troops, special troops and some other branches of the military (forces) to master equipment and weapons, perform functional duties in combat, as well as coordinated actions within a unit, special training is used.
The main objectives of training in special training:
study of duties in accordance with the official designation and the procedure for interchangeability in other specialties of the squad (crew), platoon, battery;
acquiring skills in working with standard military equipment, instruments, communications, weapons, their correct operation in compliance with safety rules, identifying and eliminating simple malfunctions;
preparing the unit to perform tasks in various combat conditions.
Special training classes are organized in a platoon (squad, crew) and battery; with individual specialists they can be conducted on a division (unit) scale. The classes are led by squad (crew), platoon, battery commanders and senior commanders. The most trained officers should be involved in conducting classes with individual specialists on the scale of a division (unit).
Classes for all categories of trainees are conducted in classrooms, parks, on training fields (in towns) and in the field using standard equipment, usually from a combat training group, with extensive use of training facilities. The duration of each lesson is determined by the combat and commander training programs (class schedules).
Training of personnel in special training is carried out in stages.
At the first stage, a general acquaintance with military equipment and weapons occurs, their tactical and technical characteristics are studied. Military personnel are given the necessary theoretical knowledge and shown how to operate equipment. After mastering the initial information, they begin to study the techniques and rules of work as part of the calculation.
At the second stage, the first classes, in order to achieve the required quality and completeness of operations, are usually carried out without taking into account time. Subsequently, the requirements of temporary standards are taken into account in full.
At the third stage, combat skills are improved, not only in special training classes, but also in the process of coordinating units in tactical (special tactical) classes and exercises, training and control classes in shooting and fire control.
The acquisition of knowledge during special training is carried out step by step in various types of classes.
The theoretical lesson is the first on the topic, in which theoretical material is studied to the extent necessary for a correct understanding of the operating principle of equipment and mechanisms. Its essence lies in the fact that the leader of the lesson, while explaining the content of the issue being studied, simultaneously shows the order of performing a particular technique (action). If this implementation is complex, the display can be carried out first by elements and then as a whole. It is important that the manager demonstrates the technique in an exemplary manner, showing the possibility of its implementation within the established standard time. The main methods of conducting a theoretical lesson are story with demonstration and explanation.
It is advisable to use a group lesson during the second and third stages of special training classes. Its essence lies in the fact that the leader first talks about the essence of the action (technique), and then the students, under his leadership, jointly perform the technique (action). A group lesson can be conducted using storytelling methods with demonstration, explanation, exercises, and training.
Practical exercise is usually used in the second and third stages. After the trainees understand the essence of the issue, it is necessary that they master their functional responsibilities, bringing their implementation to automatism, so that techniques, actions, and standards are carried out correctly by them at a strictly established time. The main methods of conducting a practical lesson are training, practical work.
A complex lesson is a lesson conducted with a battery on the ground in a specific tactical situation. It coordinates units as a whole and improves the skills of personnel in performing combat missions. Conducted by the company commander, battery commander or senior commander.
For example, a comprehensive lesson with artillery reconnaissance units takes place both individually and jointly with artillery units.
It should begin during the day and end at night, or begin at night and end during daylight hours.
The topics of complex training are determined by the commander of the unit (division) for the training period (for a month). Goals and educational issues, tasks and standards are indicated by the leader of the lesson, based on the level of training of the battery personnel and the coherence of the platoon crews (sections).
During a complex lesson, a battery (artillery reconnaissance unit) performs the following actions:
makes a march to the area of occupation;
deploys into battle formation (usually at shortened distances);
carries out activities to prepare for reconnaissance;
makes 1-2 movements;
Performs several tasks of conducting reconnaissance and shooting services.
The main methods of conducting a complex lesson are demonstration and training in performing techniques and actions during combat work on time (compliance with standards).
Issues of special training in this case can first be practiced in squads, crews, platoons, and then as part of a company, battery or other unit. Most of the time is devoted to coordinating the battery as a whole through training in performing fire missions (conducting reconnaissance and maintaining fire). Particular attention is paid to the fulfillment of their functional duties by all commanders with the simultaneous training of subordinates.
Complex classes conducted by senior commanders, as a rule, are control exercises. They are conducted to test the readiness of personnel on the studied topics of special training in accordance with the standards and training course.
The number of complex and control complex exercises during the training period is determined by the combat training program.
Features of the organization of special training classes.
When preparing for a lesson, the leader must: carefully consider issues related to the choice of its type and location; determine what techniques and standards will be worked out; identify (if necessary) assistants and instruct them; establish a sequence for working out educational questions.
When drawing up documents for conducting a lesson, the leader usually develops one thing (plan, outline plan or outline). If his assistants are appointed, they create private plans. Extracts may be made from a collection of standards or a training course.
When determining the place of occupation and material support, the manager must: establish this initial place; thoroughly reconnoiter the area; outline where and what questions will be practiced, how many training points are needed and how many assistant lesson leaders will be required; clarify what equipment and weapons to use in class, and also outline the consumption of motor resources; determine safety requirements.
Features of work in a special training class.
In the introductory part, it is advisable for the manager to use assistants to check the availability of equipment and material support. During the control survey, the main attention should be paid to aspects of practicing the upcoming topic. Then you need to remind the safety requirements and monitor their compliance during the lesson.
In the main part of the lesson, the main attention should be paid to instilling practical skills in performing functional duties as part of a unit when the situation changes dramatically, in conditions of surprise and competition.
In the final part, more attention is paid to the presence and condition of material and technical support, returning it to its original state.
Conducting driving lessons
Driving is an integral part of the field training of troops. High training of driver mechanics (drivers) is achieved by systematically conducting driving lessons, their high organization and full use of the technical capabilities of simulators and modern combat vehicles.
Scheduled driving lessons are conducted evenly throughout the entire training period at training sites at the tankodrome, prepared in accordance with the exercise conditions of the “Combat Vehicle Driving Course” and in compliance with safety measures.
Practical driving skills are improved during tactical training and exercises, shooting and other events related to the operation of combat vehicles.
Classes are planned so that driver mechanics (drivers) get practice driving a car at all times of the year in any weather, day and night.
When performing the “Driving Course” exercises at training sites, relevant issues (tasks) and standards are practiced: the basics of traffic and driving rules; overcoming difficult obstacles; driving with night vision devices; loading onto ferry and transport vehicles; self-pulling and towing of vehicles; compliance with standards for technical training, etc.
It is advisable to conduct the lesson in the following sequence:
setting a task for personnel indicating the topic, goals, educational issues and procedure for conducting the lesson;
checking the trainees’ knowledge of the conditions of the exercise being performed and safety measures;
route inspection (if required);
demonstrating techniques for overcoming the most difficult obstacles or performing the exercise in general;
training of personnel at training places, the number of which, as well as the educational issues and standards worked out at them, are determined by the conditions of the exercise being performed and the educational goals of the lesson;
analysis of the lesson, indicating typical mistakes made by students, and announcing grades.
Classes involving single driving exercises and exercises as part of a crew and platoon are conducted by the company (battery) commander. He is the leader at the main training place. The deputy company (battery) commander for weapons (company (battery) technician) and platoon commanders train personnel at other training sites.
Classes for practicing exercises as part of a company (battery) are conducted by the battalion commander, and exercises as part of a battalion (division) and exercises for overcoming water obstacles are conducted by the unit commander or officers appointed by him. Driving exercises practiced by units are closely linked to the timing of their coordination.
During scheduled classes, driver mechanics (drivers) prepare and pass tests for assignment (confirmation) of class qualifications in accordance with existing requirements. Car drivers improve their qualifications in accordance with the requirements for car drivers determined by order of the Minister of Defense.
Before conducting driving lessons, safety requirements must be repeated and during the lessons strictly observed.
Control questions
1. What is combat training?
2. What are the main goals of conducting combat training classes?
3. Name the types of combat training.
4. What does preparation for combat training include?
5. Reveal the procedure for conducting combat training classes.
6. What are the features of conducting special training classes?
7. How is tactical and fire training carried out?
Recommended reading
Bespalko V. P. Pedagogy and progressive teaching technologies. M., 1995.
Vilensky V. Ya., Obraztsov P. I., Uman A. I. Technologies of professionally oriented training in higher education. M., 2004.
Zmeev S.I. Technology of adult education. M.: Academy, 2002.
Kolechenko A.K. Encyclopedia of educational technologies. St. Petersburg, 2006.
Pedagogical technologies / Ed. V. S. Kukushina. M., 2004.
Chernilevsky D.V. Didactic technologies in higher education. M.: UNITY, 2002.
List of military ranks of military personnel of the armed forces of the Russian Federation
Composition of military personnel |
Military ranks: |
|
military |
ship |
|
Soldiers and sailors |
Private (cadet) Corporal |
Sailor (cadet) Senior sailor |
Sergeants and petty officers |
Lance Sergeant Sergeant Staff Sergeant Sergeant Major |
Petty Officer 2 articles Petty Officer 1st article Chief Petty Officer Chief petty officer |
Ensigns and midshipmen |
Ensign Senior Warrant Officer |
Midshipman Senior midshipman |
Junior officers |
Ensign Lieutenant Senior Lieutenant Captain |
Ensign Lieutenant Senior Lieutenant Lieutenant Commander |
Senior officers |
Major Lieutenant colonel Colonel |
Captain 3rd rank Captain 2nd rank Captain 1st rank |
Senior officers |
Major General Lieutenant General Colonel General Army General Marshal of the Russian Federation |
Rear Admiral Vice Admiral Fleet Admiral |
Before the military rank of a serviceman serving in a guards military unit or guards formation, on a guards ship, the word “guards” is added
Unity of command.
Unity of command is expressed in the right of the commander (chief), based on a comprehensive assessment of the situation, to make decisions individually, give appropriate orders in strict accordance with the requirements of laws and military regulations and ensure their implementation. Discussion of an order is unacceptable, and disobedience or other failure to comply with an order is a military crime.
Chiefs and subordinates. Seniors and juniors.
Boss has the right to give orders to a subordinate and demand their execution. The boss should be an example of tact and restraint for his subordinate and should not allow either familiarity or bias. The boss is responsible for actions that humiliate the human dignity of a subordinate.
Subordinate obliged to unquestioningly carry out the orders of the superior. Having complied with the order, he can file a complaint if he believes that he has been treated incorrectly.
Civilian personnel of the RF Armed Forces are superiors to subordinates in accordance with their regular positions.
The superiors to whom military personnel are subordinate in service, at least temporarily, are direct superiors. The direct superior closest to the subordinate is called the immediate superior. Military personnel who, by their official position and military rank, are not their superiors or subordinates in relation to other military personnel, may be senior or junior. Seniority is determined by military ranks of military personnel. Senior military ranks, if juniors violate military discipline, public order, rules of conduct, wearing military uniforms and performing military salutes, must demand that they eliminate these violations. Juniors in rank are obliged to unquestioningly fulfill these demands of their elders.
When military personnel who are not subordinate to each other jointly perform duties, when their service relationships are not determined by the commander (chief), the senior of them by position, and in case of equal positions, the senior by military rank is the commander.
The textbook outlines the fundamentals of pedagogy and, taking into account the achievements of modern pedagogical science and practical experience, discusses issues of theory and practice in the training and education of military personnel.
The publication focuses on the specifics and features of the military pedagogical process in the Armed Forces of the Russian Federation, the practical aspects of the officer’s activities in training and educating subordinate personnel. The goals, objectives, principles, methods, forms of training and education of military personnel are outlined.
The textbook is intended for cadets, students, adjuncts, teachers of military universities, commanders, superiors, educators, and other officials of the Armed Forces and other law enforcement agencies; persons undergoing and conducting military training in educational institutions and everyone interested in both military pedagogy and pedagogical problems in general.
3.6.4. Technical training of military personnel
Technical training is intended for training personnel in the use of military equipment, developing the skills and abilities necessary for its technically competent operation, maintaining combat readiness and skillful use in battle.
The main objectives of technical training are:
studying the structure of standard military equipment and instruments;
acquisition of skills in the operation of standard military equipment and devices, their maintenance and maintenance in constant combat readiness, detection and elimination of simple malfunctions.
Technical training classes for officers, warrant officers, and sergeants are organized in the commander training system, and for personnel of other categories - at the scale of a platoon, company (battery).
Classes in the command training system are conducted by the most trained officers and warrant officers of the unit; classes with sergeants and other categories of military personnel - commanders of companies (batteries), platoons and commanders of squads (crews). Classes with mechanics-drivers of combat vehicles are conducted in a group. The training is supervised by a senior company (battery) technician or deputy battalion (division) commander for technical matters. Sometimes technical training sessions with personnel can be conducted in groups on the scale of a battalion (division) or unit. Classes are conducted, as a rule, on standard weapons, equipment or simulators, stands, mock-ups, etc.
The main types of technical training classes are group and practical. In group classes, theoretical material is studied to the extent necessary for a correct understanding of the essence and principles of operation of equipment and mechanisms. The basis of technical training of personnel is practical training. In them, the main attention should be paid to the study of the design of weapons and military equipment; the ability to use it correctly; troubleshooting simple problems.
The following teaching methods are used: story with demonstration, practical work on servicing weapons and equipment, training. The main forms of training are classes within units in parks and in the field using standard equipment, in clubs; comprehensive classes on some elements; training, etc.
Personnel must be taught to carefully and carefully handle mechanisms, parts, equipment and strictly adhere to safety requirements when working with them.
The methodology for conducting technical training classes has a number of features. The first is that the manager needs to carefully consider what type of activity to choose. An important role in achieving its goal is played by determining the venue, i.e. on what basis it will take place, determining the number of educational questions of the lesson and the distribution of time for their development.
When preparing, the manager usually develops one document (plan, outline plan or synopsis). In some cases, cards of a random sample can be developed outlining individual questions, diagrams, sketches, etc.
The leader usually begins preparing students at the previous lesson, where he sets the task for the next lesson and can specify the place where it will be held.
It is chosen in such a way that the topic of the lesson is worked out in full with minimal expenditure of material resources. Particular attention is paid to the preparation of educational materials, literature, the formation of study groups, the organization of training points, and the determination of safety requirements. A significant impact on the quality of the upcoming lesson is exerted by the work of the leader during preparation for it at the place where it is held.
There are a number of features when conducting technical training classes. In the introductory part, the leader needs to dwell in detail on conveying to students the safety requirements when working with weapons, military equipment, components, mechanisms, simulators, and mock-ups. During the quiz, students must use the educational material base. To cover all students with control, tests and technical means of control and training devices can be used.
In the main part of the group lesson - when working on a training question - the following order of presentation is recommended: report the name of the units, their location; purpose, general characteristics; device and operation; order of use; the procedure for making adjustments and settings; care during operation, possible malfunctions, their causes, solutions and safety measures. The material is usually communicated to the whole group. The main part ends with the practical work of students on stands, units, mock-ups, and tools. For this purpose, several groups are created, each of which studies at a separate training place (point). Students consolidate the knowledge acquired in class and acquire the skills necessary for subsequent practical work. At the end, by asking test questions, you should find out their knowledge of the material being studied.
When studying ammunition, at the beginning of working on a training question, it is necessary to outline the safety requirements when handling them, and then turn to the main material.
During a practical lesson, at the beginning of the main part, if necessary, the procedure for performing basic operations or work can be shown, the structure or rules for using equipment, spare parts and accessories, units, etc. can be explained. During the practice of questions, the manager must constantly maintain interaction with his assistants in training places. During the lesson, the leader himself monitors the work of the least prepared students and, if necessary, provides methodological assistance to less prepared assistants.
In the final part, in addition to general questions, it is advisable for the lesson leader to pay attention to students’ compliance with safety requirements when returning weapons and equipment to their original state, and also to indicate the time and place of the next lesson.