Keyword: «geometrical and graphical training»

The authors study the ways of changing ideology in problems of technical knowledge possession, the ability to read drafts and knowing rules and norms of drafting. The use of modern computer graphics means is possible only on the basis of engineering graphics laws and rules.

Professional standards in terms of determining the labour functions of workers in various areas of production activities often use the concept of professional culture, the unconditional component of which for engineering professions is the level of geometrical and graphical training, the ability to visualize the problem and to transform an object mentally. Possessing the developed ability for active graphic thinking, along with formed understanding of spatial representations are the components of the professional basic culture of an engineer's personality. At present, the basic general educational program of secondary school does not realize the developing potential of geometrical and graphic disciplines at a level corresponding to the requirements of higher school. Systematically exercised entrance control at the Descriptive Geometry, Engineering and Computer Graphics Chair confirms extremely weak geometrical and graphical training level within the framework of basic general education and allows us to formulate the tasks and objectives of the so-called "pre-disciplinary" training for learning graphical disciplines at the university in the conditions of shortening classes for studying the basic topics and actual problems of geometrical and graphical culture formation. The purpose of this article is to determine, on the basis of theoretical analysis and the study of practical experience of teaching geometry and graphic disciplines at the University, organizational and pedagogical conditions that would allow to overcome the drawbacks of pre-university training and to provide geometrical and graphical training at a high level, ensuring acquirement of the professional skills in accordance with the requirements of professional standards and realities of the industrial and technical spheres. Organizational and pedagogical conditions, developed on the principles of the activity approach, personality-oriented education, individualization and differentiation of education, should provide an effective process of learning graphic disciplines and the geometrical and graphical culture formation for a future bachelor. The activity approach serves as the methodological basis of the research. The authors have formulated the organizational and pedagogical conditions for the successful learning of the engineering graphics for junior students of technical professions. The results may be used for teaching graphic disciplines at technical universities.