VIDEOS
Department of Public and State training of troops of the Main Department of Educational Work of the Armed Forces of the Russian Federation

when conducting classes in the system of public and state training

The use of educational videos is one of the ways to increase the effectiveness of UCP classes. This form will significantly help the manager in solving educational tasks. However, showing a video requires additional knowledge, skills, and experience.

Depending on the time and order of the demonstration, the place and role of the group leader in organizing the lesson, there are two main methods of using videos: sequential and parallel.

Sequential method. The video is shown in full, without interruptions, from beginning to end, with subsequent explanations and discussion of the material viewed with the group.

With a consistent method, it is advisable to build a lesson in 2 stages.

First stage (2 hours).

1st hour - watching a movie.

The order of operation includes:

- an introductory speech by the class leader (5-10 min.), which explains the relevance and importance of the topic, the order of its study; forms the educational goals of the lesson, draws attention to those blocks and fragments of the film, the content of which must be learned especially deeply; creates an emotional mood among military personnel for the perception of the film, an interested attitude towards it;

- film demonstration (30-40 min). During the demonstration, the class leader monitors the audience, identifying the most interesting episodes from the group's reaction, and outlining additional questions for further detailed discussion. If necessary, during the course of the film, he seeks to activate the audience's attention on a particular video segment with short comments or staged questions.

After the demonstration is completed, the team leader finds out the audience's attitude to the watched film, its ratings, specifies which episodes made the greatest impression on the audience (without delving into their retelling and analysis), and what questions about the content of the video material arose during viewing. Some of the questions that require a simple and unambiguous answer can be answered immediately by the team leader. From a methodological point of view, questions that touch on deep problems or are controversial should be addressed to the students themselves, leaving them for discussion in the next lesson as discussion questions or turning them into an individual task for one of the trainees.

2nd hour - independent work of the group.

The group is given textbooks, other military-historical and fiction literature, and self-development of students ' questions is organized.

In connection with the video shown, the team leader determines 2-3 individual tasks for students, which can be::

- search in educational literature and other sources of materials devoted to the biography of one of the film's heroes, who left a mark on the history and annals of the military glory of our Fatherland, and prepare a short message about it;

- selection and organization at the next lesson of the exhibition of albums and books with photos and drawings of military uniforms, insignia of types (branches) of troops, awards for military distinctions, as well as information about their status and history, names of soldiers awarded the highest signs of soldier's valor with a brief description of their feats;

- search for or produce in-house training maps (diagrams) corresponding to the period of history considered in the film, indicating the time and place of the most important battles, the directions of strikes of the opposing sides, the ratio of forces, etc. , as well as portraits (reproductions) of heroes and commanders;

- a selection of aphoristic statements of historical figures about the events and people of the studied era, vivid memories of participants and eyewitnesses of past wars, instructive fragments of chronicles, historical chronicles, etc.

A pre-instructed assistant team leader works with military personnel who perform individual tasks.

The class leader monitors the work of the entire group and provides students with the necessary methodological assistance, summarizes the results of the lesson and gives instructions on the topic of the educational film watched and the material worked out by students in the notes.

The second stage (1-2 hours) is a conversation using a video.

The lesson is conducted in the form of a conversation on the material studied independently from the textbook, and watched a video. In the opening speech, the group leader reminds the audience about the topic and educational goals of the lesson, the main sources that the students got acquainted with in the course of studying (textbook, video, copies of documents in history textbooks, fiction, etc.).

It is advisable to start the conversation in the form of a 10-to 15-minute discussion. You can choose one of the questions asked by the audience after watching the film, or a question from the manager himself, which allows you to cover the entire topic or get into its idea. For example, you can evaluate the ratio of historical facts and fiction in a video, determine the central episode of the film that expresses its core idea, and justify your opinion on this issue, and so on. The number of questions submitted for discussion is selected so that they can be considered without haste during the allotted time for the lesson, and give an opportunity to speak everyone, take stock.

In order to interest people, to make them want to openly express and defend their opinions, an assistant or a pre-prepared listener can act as an opponent who "has a special point of view on the issue under consideration" at the suggestion of the manager.

During the discussion of educational questions, in order to better understand the material, individual fragments of the video can be shown again: before posing the question to the audience (the form used in the quiz show " What? Where? When?") and after all the answers of the listeners to establish the truth and summarize the discussion.

To activate listeners, the group leader can use the methodical technique of "switching attention". Such a" switch " during the lesson can be a quiz on the main dates, names, numbers and facts of the educational topic. At the same time, the duration of one video fragment used to specify a question or illustrate the correct answer should not exceed 45-60 seconds, and the total time of the quiz should be 10-12 minutes. Based on this, the supervisor determines the number of quiz questions and the time for students to respond.

With low-performing students, as well as for wider coverage and attracting students to participate in the lesson, the group leader can organize work with study maps (diagrams), conduct a 5-7-minute written training session with questions about the content of the watched film and various possible answers, only one of which is correct, etc.

In accordance with the conversation plan, the team leader gives the floor to the soldiers who prepared individual tasks that will organically complement and deepen the content of the issue under consideration.

We should also not forget about listeners who do not participate in the discussion. They should be gradually introduced to the conversation, asking questions: "What did you remember most about the video?", " What episode made the greatest impression on you?", " What and where did you read about it while preparing for the lesson?", etc.

The lesson ends with summing up the results and giving grades. In the final speech, the team leader focuses on the positions on which a common point of view has been developed, expresses his opinion on those issues where mutual understanding has not been reached.

Parallel method. The video is shown not in its entirety, but in semantic fragments during the consideration of educational issues of the topic. In this regard, there are two possible approaches to using a video:

- as an illustration;

- as a problem statement.

As an illustration, the film is shown periodically to confirm the points considered in the course of the story. If necessary, you can use video clips from several movies. The number of fragments should not be large, but it should be sufficient to reveal the topic's questions. During one academic hour, you can demonstrate 1-2 fragments of 3 to 5 minutes each. During a two-hour session, it is advisable to use no more than 4-5 impressions of 5-7 minutes each.

Using a video film as a problem statement involves a preliminary introduction, where the problem is formulated, followed by showing the corresponding plot (fragment) of the film. After that, the class leader will organize a discussion of the problem.

The role of the "tie" of a collective discussion can be performed by a message prepared in advance by one of the trainees. After that, the work should be structured so that as many trainees as possible participate in the discussion. The manager should give everyone an opportunity to speak out.

The most difficult and important stage in the process of collective discussion is the generalization of opinions expressed by listeners. There can be no ready-made methodological recipes here. The main role in this case will be played by the authority of the manager, his knowledge, arguments, and personal conviction.

It should be emphasized that the parallel method is used if the team leader has a good theoretical and methodological base, the level of training of trainees is high enough, and the technical capabilities allow you to assemble high-quality fragmentary material.

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