Comunicaciones en lengua extranjera durante el período de entreguerras y durante la Segunda Guerra Mundial
Palabras clave:
Gestión educativa, mandos, comunicación en lengua extranjera, capacitación militar, regulación estatal.Resumen
La cuestión de la gestión de la formación lingüística de los oficiales de las Fuerzas Armadas se ve actualizada en relación con la política militar activa de Rusia. El propósito del estudio es identificar tendencias en el desarrollo de la educación especial en idiomas en interés de la inteligencia estratégica a través del desarrollo de la especialización y profesionalización de la comunicación en idiomas extranjeros; y la actualización de la atención al equipo operativo e instrumental, de comunicaciones en lenguas extranjeras. Los métodos. Al mismo tiempo, la tarea de educación de calidad de los ciudadanos para los idiomas extranjeros en la escuela aún no está resuelta. En estas condiciones, es aconsejable referirse a la experiencia del Ejército Soviético acumulada entre la Primera y la Segunda Guerras Mundiales y compararla con la teoría y práctica actual de las comunicaciones extranjeras. El análisis de los enfoques de la capacitación lingüística de los oficiales permite identificar soluciones correctas, justificadas y erróneas. El material de investigación incluye documentos históricos (actos, leyes y reglamentos, órdenes, instrucciones y reseñas), trabajos de historiadores, artículos, memorias y recuerdos. Los resultados. Dos modelos diferentes de capacitación en idiomas dentro de la educación militar profesional de los oficiales de las Fuerzas Terrestres en los años de la posguerra siguen siendo metódicos en la actualidad. Conclusiones. Al estar en condiciones históricas y organizativas-pedagógicas similares, los líderes militares de los países que participan en la construcción militar activa pueden usar la experiencia positiva descrita y evitar cometer errores al resolver los problemas de comunicación en lenguas extranjeras de los oficiales.
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