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Section 13: From being tired of dealing with it to being at ease
Professional study, reading has become a problem first. The teaching of the college generally adopts lectures, special discussions (symposiums), self-study and group exercises under the guidance of teachers, on-the-job homework, group homework, and head headquarters exercises. Group exercises are to complete personal homework in a teaching class as a unit and participate in internship training when learning. That is, the homework is to complete homework quickly on the spot according to the requirements assigned by the teacher. The group exercises are organized and command training carried out in the same identity according to the requirements. The head command exercises are organized and command training in a coherent manner by the trainees in different identities.
The basic process of teaching: First, the theoretical lectures mainly for teachers are taught, and the classroom is filled with full classes. The purpose is to enable students to have a basic understanding of a certain course, what is, why, what is the scientific basis, the current development status and possible trends; then, the students study according to the questions, questions, and books designated by the teachers, and then the classroom discussions mainly for students, where the teachers understand the degree of students' digestion and understanding and point out the existing problems; finally, combined with the homework, group exercises, various head headquarters exercises, etc., to deepen the students' understanding of basic theories and strengthen the students' mastery of command ability.
At first, we were not very clear about this teaching model and process and were completely coping. Although I was anxious and under a lot of pressure, I didn’t get started and had to follow my feelings. Sometimes, several courses a week are held at the same time, including contract tactics or joint campaigns, air defense, artillery, air force , airborne , engineering troop, reconnaissance, nuclear and biochemical protection, electronic countermeasures , foreign military, etc. After the lecture, a special discussion class was held. A few days ago, the teachers would assign tasks to us. Some teachers stipulated several questions and listed seven or eight books, while some teachers only gave questions and asked us to prepare and read related books carefully after class. During the special discussion class, the instructor asked questions one by one according to the questions he assigned, checking our preparation and understanding, and making results and registering them into the book.
For the tasks assigned by teachers, just go to the library to borrow the book if you have designated books. If you don’t have specified books, you need to inquire about the practices of CIS students, and then go to the library to borrow. After finding all the books, I was worried when I read several major books and more than 10 materials. It was impossible to read the Russian version of the books and materials in about a week. Not to mention our language level and professional foundation, we won’t feel relaxed even if we read the Chinese version of the materials, let alone the Russian version of various regulations, teachings, codes, textbooks and reference books that are highly professional and contain a large number of abbreviated terms.
Indoor homework and Kyrgyzstan officer
The main reason is that we don’t know the key points. We often hold on to a book and see the last page from the first page. As a result, we sometimes cannot read one of the books specified in each course. Because we are not prepared enough, we can only say some conceptual, principled and thoughtful things, which are often criticized by teachers. The special discussion textbooks should be mainly students, but in fact they are mostly taught by teachers.
After more than half a year of exploration and experience, under the "revolving bombing" of teachers in various teaching and research departments, we were somewhat enlightened and found that there was nothing scary. Reading books around the problem, there are only a few pages or a few items that are really useful in each book. Flip through the catalog, look at the summary, remember the key points, think about the order, and then you can talk for seven or eight minutes in the discussion class. Next, we adopted the method of preparing for the division of questions and labor. Each person focused on preparing one or two questions, and everyone gathered together to study and discuss the key points of everyone’s preparation the day before the special discussion class. During the classroom discussion, if the teacher asks any question or topic, the prepared students will speak first and everyone will add.In this way, the situation has changed a lot, and everyone has benefited a lot from it.
Another problem we face is to start. In the field of military technology, the weapons and equipment of the Chinese and Russian militaries are different and there are differences. Although several of our classmates went abroad to a tank division in Beijing Military Region to learn the basic knowledge and driving of the Type 88 tank and infantry combat vehicle for several hours. After going abroad, they learned the basic knowledge and driving skills of the Russian T-72 tank, T-80 tank and Type 3 infantry combat vehicle, Type 2 infantry combat vehicle and Type 80 armored conveyor vehicle for nearly 100 hours in class, and used various molds. , practiced the exerciser and actual equipment, but because I am unfamiliar with mechanized things, I made many mischiefs when driving tanks, infantry combat vehicles, and armored transport vehicles in the college's comprehensive training ground, such as stopping the car, swaying from east to west, driving the car into ditches, ridges, and groves... I am very skilled in using light weapons such as pistols, submachine guns, bazooka , and most of them are excellent, but I seem clumsy in the car.
The technical reference of Fulongzhi Military Academy 's technical reference integration training requirements and the teaching process that focuses on the "how to do" with strong operational, programmatic and standardized, has formed a large contrast with the teaching model of domestic colleges and universities that focuses on knowledge indoctrination, ideological inspiration and theoretical innovation. The ability to think cannot replace the actual hands-on ability. We often draft various combat orders, instructions and suggestions abroad. We are called to the blackboard by the instructor to draw sketches of the use of troops and firepower matching, marking schematic diagrams of determination and attempts on the straw paper and map, and calculating the comparison of troops and weapons and combat damage effects on the computer, etc.
In our opinion, some things are not something that the synthetic commander has to do by himself, but the Russian military instructor requires the commander to master all the abilities required to organize and command operations. The reason is simple: the commander is not "Adou". He has division of labor and cooperation with the chief of staff, military branches, intelligence directors, and rear-mounted service directors in actual work. However, if he does not understand the main tasks of subordinates' work, is not familiar with the main content of their work, and does not master the basic abilities of their actual work, how can the commander distinguish the right and wrong, good and bad of various suggestions and plans, and make correct judgments, determination and reasonable use of troops and weapons based on this. It can be said that we have been tempered in the hands-on practice of how to write, how to say, how to calculate and how to do better.
Writing is a bit more difficult for us compared to the graph. I am a liberal arts student. I have been studying military theory in China for many years and have published monographs, co-authors and articles of 500,000 or 600,000 words. I have won many national and military awards. But when I studied abroad, I found that I could not write "articles" at once. At the beginning, every time I handed in hundreds of words of instructions, orders and suggestions, I would be corrected by the instructors, and other students often had similar situations.
I remember writing a tactical course paper once, and many students didn’t know where to start. In the end, what they had done was inevitably criticized by the teachers. The main problem is not our Russian proficiency, but the way in which our combat documents express and completeness and accuracy do not meet the requirements. The problems we tend to make when we plan to make war documents and write course papers: one is that the concept is unclear and the words are vague; the second is that we like to say qualitative words, quote classics, and ignore necessary quantification and chart explanations; the third is that the arguments and arguments are switched, and there are no elements. In short, the Russian army has a standardized format, framework and expression method, and we are not very adaptable and do not understand it very well.
However, as a Chinese military student, the most difficult thing to adapt to is the oral reports and various calculations in the classroom. For us, there are indeed language barriers to speaking, but more often we still have poor foundations and do not find any way. Because my language level is slightly better, I was often called to report by teachers in the early stages of my professional courses, interpreting the determination chart, reporting and judging the enemy's conclusion, putting forward opinions on the use of military branches, suggesting logistics or technical support, and organizing coordination on the map or sand table... I often feel confused in class.
After clarifying the elements and procedures of various oral reports, it has become difficult to flexibly apply them in actual comprehensive homework and exercises. What to say, how to say, how to say better has always been one of the important teaching contents that teachers repeatedly require and we practice repeatedly. The main forms of weekday course tests, assessments, semester final exams, and pre-graduation national exams are also mainly based on theory. Except for the foreign language exams, written tests, professional exams and homework on pictures, other different exams must be expressed in oral expressions and explained in oral. Only after more than a year of professional study, we have done some homework and mastered some rules with the instructor, and have made great progress in abilities such as what to say and how to report, and we have learned the procedures and contents of the commander picking up the phone and "I order" during the operation.
(To be continued)
Author profile
Hao Zhihui, ancestral home in Chifeng, Inner Mongolia, and was born in Dalian, Liaoning. Researcher at the Institute of War of the Academy of Military Sciences, lives in Haidian, Beijing. He studied at the Russian Military Academy from September 1996 to June 1999, and worked at the Chinese Embassy in Kyrgyzstan from August 2006 to December 2008. It mainly studies issues such as national security strategy, military strategy, world think tanks and Russian military.
"I Learn Military in Fulongzhi" is published by Modern Publishing House. This article is forwarded from the WeChat official account of China Military Network with the author's authorization.
