PROBLEM OF MODELING THE RESULTS OF MILITARY-PROFESSIONAL EDUCATION
The author captures the fact of some discrepancies between the plan and the current pedagogical practice in the field of military-professional education. One reason for this discrepancy is the lack of attention to pedagogical modeling as an independent field of study, providing the necessary means of introduction of innovative educational projects. The article describes the methodological aspects related to the clarification of the basic concepts in the field of simulation results of military-professional education. The author reveals the peculiarities of the simulation as a research method, while offering a common definition of a model that reveals the content of this concept and put the corresponding research tasks. Pedagogical modeling is regarded as an independent direction in the general method of research, which has specific features. Much attention is paid to addressing the classification of pedagogical models for various reasons, the concept of “fragmentary-objective modeling”. The author investigates the effectiveness of teaching simulation software problem, identifies the conditions for solving this problem. One such condition is the application of suitable probabilistic knowledge and for simulation of self-organizing systems, a high degree of uncertainty. Probabilistic modeling “opens” a new class of pedagogical models, called “stochastic” or “soft”. The essence of an innovative approach to the construction of such models in education based on the search for and use of the internal tendencies of development of the educational system. Rigidly deterministic model - this is often the way to erroneous predictions. The complexity of modeling human open systems is that such models are not systemically important components. Each of them may eventually become a point of “pedagogical bifurcation” and dominate with goal-setting and design technologies of military training.