Resolution of situations of cognitive difficulty in solving competence-oriented professional tasks

Golyakova Valeria Aleksandrovna

Competence-oriented professional tasks reflect the substantive and procedural aspect of preparing future officers for the performance of military professional activities for official purposes. We were faced with the task of analyzing the essence of situations of cognitive difficulty arising when solving competence-oriented professional tasks and to develop different-level scientific and practical recommendations on how to prevent the transition of pre-assumptions of situations of cognitive difficulty to their cause. Materials and methods. The application of the following research methods contributed to the solution of the task: studying, analyzing and summarizing the effective experience of organizing and improving the educational process of military educational institutions of higher education of the Ministry of Defense of the Russian Federation, as well as substantive preparation of the future military aviation specialist (military navigator and combat control officer). Results and discussion. The article deals with one of the aspects of solving competence-oriented tasks, namely the emergence of situations of cognitive difficulty provoked by educational and cognitive barriers and their prevention. The author's definitions of the concepts are presented: «competence-oriented professional tasks», «educational and cognitive barrier», «cognitive difficulty» and «situation of cognitive difficulty», as well as structural models of these concepts, reflecting their scope and content. Multilevel scientific and practical recommendations for preventing the transition of the prerequisites for the emergence of situations of cognitive difficulty to their cause are proposed. Conclusion. The design of the modern educational process of military personnel is carried out on the basis of a system of educational and cognitive situations, the core of which are competence-oriented professional tasks. The success of solving competence-oriented professional tasks and, consequently, the quality of military professional training of future officers depends on the resource-intensive resolution of situations of cognitive difficulty through overcoming educational and cognitive barriers.

Keywords:competence-oriented professional tasks, educational and cognitive barriers, cognitive difficulty, situation of cognitive difficulty, prerequisites for the occurrence of situations of cognitive difficulty