On-site teaching: Draw a good "extension line" to war
2024-08-07
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Students of the Intermediate Command Training Course of the Joint Services College of the National Defense University are taking on-site lessons in the "Two Bombs City". Photo by Meng Jiaqi
"On-site teaching is by no means a cursory visit, and it is different from general classroom teaching and field trips."
There were crowds of people under the wings. Walking slowly around the "Kunpeng" and taking a close look, student Liu Jiarun's face was filled with excitement that he could not hide. Having worked in a transport and delivery-related position in a naval unit for many years, this was the first time for him to see the domestically-made large transport aircraft Y-20 in person.
As an important force for strategic delivery, the Y-20 has long been an "old acquaintance" in his combat planning. Now that he has entered a certain division of the Air Force Aviation Corps, Liu Jiarun said that "his cognition has been refreshed."
"In the past, we only knew 'how much can be loaded', but now we have a comprehensive grasp of personnel deployment, crew support, special situation handling and other aspects." Liu Jiarun said with emotion that he has a better idea about planning transportation and delivery.
During the on-site teaching class on "Construction, Development and Application of Air Strategic Delivery Force", students from the army's intermediate command training class gathered around the officers and soldiers, asking in detail about the aircraft performance, combat application, maintenance and support, etc.
During the post-class discussion, officers and soldiers from different military units sat together to discuss and exchange ideas. How to achieve accurate and efficient wartime delivery through multimodal transport and three-dimensional delivery? How to upgrade technical means to make the command link smoother? Everyone expressed their opinions and had a "collision" of ideas around multiple issues of joint combat transportation and delivery support.
"We must not only know how to use weapons and equipment, but also how to use them well." After class, Liu Jiarun wrote in his notebook, "It is necessary to integrate various combat units and various types of weapons and equipment into the system, integrate forces, aggregate advantages, and release effectiveness, so as to truly achieve joint operations."
"In the past, when talking about joint operations, the students always felt it was rather abstract. Is it possible to let them really enter the front-line combat troops and gain an in-depth understanding of the new changes and new developments?" Director Han of a teaching and research department responsible for organizing on-site teaching activities told reporters that with this in mind, they innovatively constructed an on-site teaching system and redesigned the curriculum around the theme of "joint operations rear-end support", incorporating elements such as material storage and supply, medical support, transportation and delivery, and equipment maintenance.
In the command hall of a joint logistics support center, the trainees not only observed command drills on site and familiarized themselves with the seat settings, but also held heated discussions with command staff on a number of difficult issues and worked out solutions.
In a coastal defense brigade of the Army, the trainees exchanged experiences with the officers and soldiers on duty and carefully learned about the training and preparation. A trainee from the Central Military Commission said: "Although the units have different situations and characteristics, we are closely connected under the same goal of 'everything for victory'!"
Over a one-month period, the trainees went to five major war zones and visited more than 60 units including the army, navy, air force and red education bases.
"Through on-site observation and experience, face-to-face exchanges and discussions, I have personally felt the pain points and bottlenecks of joint operations and joint security." Many students wrote in their summary reports.
"On-site teaching is by no means a cursory visit, and it must be different from general classroom teaching and tour explanations." Director Han said with deep feeling, "We want to let the trainees integrate practice into the on-site observation, think about the combat requirements and combat styles of different strategic directions, learn to plan the development of rear equipment construction and support preparation from a global perspective, and effectively improve strategic thinking and joint service command capabilities."
"From discussing military affairs in the classroom to training on the battlefield, teaching and educating people can be targeted, effective, and suitable for their posts, with a strong sense of war."
Following the commander's order, first aid tents, disinfection tents, etc. were erected, and operating vehicles and detection and classification channels were deployed... A demonstration of field rescue skills under simulated battlefield conditions is underway at the Northern Theater Command General Hospital.
In the crowd, Chen Lixin from an army brigade frowned slightly, his eyes focused: "We also have a field medical team, but our deployment speed, treatment capabilities, and degree of specialization are not as good as theirs..."
Seeing the medical staff quickly and accurately complete dozens of rescue courses such as checking the condition of the wounded and treating combat injuries in a harsh environment, Chen Lixin applauded and sighed: "I didn't expect that treatment in a battlefield environment would be so difficult!"
"Medical support is related to life and victory, but many people do not have a clear understanding of its role in combat." During the teaching review session, Wang Chao, associate professor of the hospital's medical teaching and research department, said to the trainees, "To understand the basic capabilities, how to carry out the step-by-step deployment, and how to use the medical forces, you still need to come to the site to observe and experience it."
“How should the medical team be organized to the front line, how should the personnel be allocated, how should the processes be connected…” After listening to this on-site teaching class on “Joint Operations Medical Support”, Chen Lixin suddenly realized that the gap was not only in the construction level of the medical team, but also in the thinking and cognition of a commander.
It turned out that in the previous stage of hypothetical exercises, Chen Lixin and his group of students encountered many problems, especially regarding the coordination of the reception and transportation of battlefield wounded, which resulted in considerable disagreement.
Through in-depth understanding of equipment during on-site teaching, they have a comprehensive grasp of the use of different forces such as manpower, ambulances, helicopters, ships and medical aircraft. That night, Chen Lixin and the team members once again conducted in-depth discussions on issues such as personnel allocation and security demand calculation, reconstructed the treatment ladder, and solved the long-standing puzzles.
On-site teaching enables students to verify the problems they encounter in their planned assignments on site, and the plans they develop are more practical.
"Being able to fight and win battles is the starting point of teaching, and it is also the end point." The person in charge of the academic affairs department of the college said, "The reform of on-site teaching courses has shortened the gap between the training of colleges and universities and the actual requirements of the troops, and improved the matching degree between talent training and the needs of future wars."
In the heart of Lingnan, the sun is blazing. Special driving, willpower disorder, close-range shooting... On the training ground, the special warfare pioneers performed neatly and smoothly, winning applause from the students on the scene.
At this time, Instructor Sun, who was in charge of on-site teaching, asked: "Special operations soldiers often need to go deep behind enemy lines to carry out missions. How can they achieve equipment maintenance support?"
"Establish a professional repair team to conduct emergency repairs behind enemy lines," "Set up troubleshooting kits for common faults so that special forces members can quickly operate and perform repairs independently on the battlefield." The trainees discussed the issue at once.
"Through this 'Special Operations and Equipment Application' course, we not only want to let the students understand the combat capabilities and equipment characteristics of special forces, but also put them in a joint combat environment and guide them to think about how service support forces can adapt to battlefield needs and play a better role." Instructor Sun said.
Instructor Sun from a special operations brigade is not only an expert in the field of special operations, but also a leader among the academy's full-time instructors. He participated in the systematic transformation of the on-site teaching courses throughout the entire process.
"As the war form accelerates its transformation from information technology to intelligence, logistics must not only take the lead in the future battlefield, but also be prepared for the war first." Instructor Sun was deeply touched by this. "Joint service commanders must study war, understand war, be able to fight well, and service combat effectiveness is also the only criterion for course design."
Nowadays, more and more full-time instructors like Instructor Sun are leading the design of on-site teaching courses. They use practical experience to transform the course framework and enrich the teaching content, winning unanimous praise from instructors and students: "From discussing military affairs in the campus classroom to actual training on the battlefield, teaching and educating people can be targeted, powerful and effective, and people can be suitable for their posts and full of the flavor of war!"
"Only by keeping teaching in line with the battlefield can we cultivate new military talents who can win future wars."
Amid a long whistle, evenly distributed water mist gushed out from thousands of nozzles on the display screen, and the temperature curve continued to drop from 20℃ to 0℃, then to -20℃, -30℃... a thick layer of ice slowly formed on the wings.
"Wind tunnel testing may seem irrelevant to us, but it is an important support for the construction of weapons and equipment." Standing in front of a high-end wind tunnel test site, instructor Huai Fuli's tone was particularly firm and powerful, "Designing weapons and equipment is designing future wars."
Walking into the icing wind tunnel test hall of a certain unit, everyone present held their breath and listened carefully to the explanations and demonstrations of the researchers. From fighter jets to missiles, from spacecraft to new concept aircraft... Almost all major projects involving aerodynamics in my country have been finalized after countless repeated tests in this world-class wind tunnel group.
After listening to Huai Fuli's teaching review on the theme of "Aerodynamic Testing and High-tech Equipment Construction and Development", a researcher from the unit couldn't help but give a thumbs up: "I didn't expect that the teacher had such a thorough understanding of cutting-edge research!"
In fact, this course was only included in the local teaching system last year, and Huai Fuli's research direction has little to do with aerodynamics.
Why add this course when there are no relevant majors and no corresponding experts? Facing the reporter's confusion, the college leaders explained the reason:
In the past, on-site teaching mainly relied on cooperative units, and the course content was relatively conservative, which had always received mediocre response from students. Since the implementation of the on-site teaching course reform, the college has widely solicited opinions and suggestions, taking teaching results, student evaluation, and service operations as the main measurement criteria, and dynamically optimizing the on-site teaching locations and content.
"To train people for war, we must keep a close eye on changes in science and technology, changes in war, and changes in opponents; to train joint service command talents, we must make great efforts to strengthen scientific and technological literacy." The change in the concept of talent training is also affecting the change in the system of local teaching courses. Increasing the proportion of content related to scientific and technological innovation in the course system has been warmly welcomed by students.
With a click of the mouse, three-dimensional images and detailed data of equipment parts of various shapes and structures appear randomly on the screen; the machine roars, and as the robotic arm operates up and down freely and accurately, in just over ten minutes, a new part has taken shape... In the remanufacturing center of a factory, the trainees held their breath and watched the factory staff demonstrate the use of 3D printing technology to remanufacture key ship components. The precise and efficient operation amazed the audience.
After the demonstration, everyone could not wait to gather around and have in-depth discussions with the technical experts: how to establish the procurement and maintenance links for equipment; whether high-tech and new materials can be further expanded and applied...
Exchanges enhance understanding, and collisions generate sparks. "The experience and practices from the frontline of the troops are highly targeted and very helpful for our later research and development, optimization and adjustment." Every time the trainees arrive at a unit, they bring a "brainstorming" session. Many units expressed the hope that the troops will provide more feedback so that the technical achievements can better serve the operations.
"The forms and styles of war are constantly changing. Only by keeping teaching in line with the battlefield can we cultivate new military talents who can win future wars," said the leader of the academy.
Today, looking at the on-site teaching itinerary of the academy, from local universities to scientific research institutes, from weapons and equipment research and development institutions to high-tech units, the students feel the "battlefield temperature" in the front line of preparing for war, feel the "sharpness of thinking" at the forefront of science and technology, and feel the "Chinese speed" in front of the heavy weapons of a great power...
Driven by the principles of jointness, war and innovation, a "tempering" of joint service talents is being staged in the academy, with batches of new joint service command talents moving towards the future from here. (Peng Bingjie)
Source: China Military Network
