Uliya Semagina

The relevance of the problem is dictated, on the one hand, by the requirements of the fundamentalization of geometric and graphic training and the shift of emphasis on the formation of graphic and spatial intuitive and practical creative thinking and creative geometric and graphic activity, which is caused by changes in the work of bachelors of engineering and technology in the digital economy era. On the other hand, the extremely low level of geometric and graphic training, and sometimes its complete absence among first-year students who want to study engineering areas, has a negative effect on the organization of the educational process for successful learning of geometric and graphic disciplines (descriptive geometry, engineering and computer graphics). Reducing classroom time for the study of graphic disciplines has led to a critical reduction in the amount of geometric and graphic information, resulting in a limited opportunity to organize classroom teaching and educational process to the level of productive and creative activity of students necessary for future bachelors of engineering and technology. In this context, the system of geometric and graphic education requires the development of personal models for individual work of students (IWS), which accounts for up to 70% of the geometric and graphic knowledge and skills. The aim of the study is to analyze the functioning of the IWS system. In their study, the authors apply the activity and personality-oriented approaches that contribute to the educational and cognitive activity of students in the process of individual learning geometric and graphic disciplines, to the motivation for learning and acquiring professional experience. Individual work of a student aimed at developing certain levels of geometric and graphic competence should be organizationally and pedagogically supported by a teacher with the use of a personal and processual model of IWS. The practical results of the research might be used in developing and verification of pedagogical technologies and models for individual work of students (IWS).

Today, the development of geometry and graphic competence requires geometry and graphic training to be fundamental. Its basis is geometry and graphic language but mastering it is not easy because of a poor knowledge of Geometry and Graphics that students get in high schools as well as considerable reduction of these subjects’ classroom hours at universities. This leads to a critical reduction in the volume of information on descriptive geometry and technical drawing that students get now. So, the opportunity of organizing the educational process to the level of productive and technical activities of students, corresponding to the level of development of modern design and engineering technologies decreases. The authors try to evaluate the modern condition of geometry and graphic training that serve as a basis for bachelor students’ geometry and graphic competence. Engineering and technology are in the focus. The authors make an attempt to correct the approaches for teaching the disciplines. As authors believe, the main task is to develop pedagogical interaction by forming geometry and graphic terminology and thesaurus with special pedagogical tools used for verbal and non-verbal training. The research describes the structure of geometry and graphic language. This language is the reflection of mental processes that transform engineering thought to concrete technological products and their production technologies. The article defines the most typical functions of drawing: graphic, informative, aesthetic, etc. It presents the levels of geometry and graphic language proficiency and the time limits to master the corresponding thesaurus for the students to use it in their learning and professional activity. The article presents a ten-point scale to evaluate technical language proficiency characterizing the activity of the learning process participants. The authors state that students are to take engineering competence development as a means for self-development. The success of the process depends on their intention to study the geometry and graphics-like disciplines. Thus, the geometry and graphic (engineering) competence is an important component of professional training. It is possible to develop the competence by advancing technologies for teaching graphic disciplines and writing didactic instructions aimed at liquidating gaps in high school knowledge of geometry and graphics. Besides the instructions will help to develop independent and creative work of students. One of the means to do it is to develop students’ awareness and motivation to study and master geometry and graphic language and engineering thesaurus that are the main professional tools for modern engineers.