Keyword: «geometric and graphic thesaurus»

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).