Keyword: «spatial thinking»

The author views the questions of use of handout and methodical material for fast adaptation of junior students of technical colleges when studying graphic and special disciplines.

The authors present the experience of reorganization of the course on graphic disciplines using 3D modelling methods.

the article deals with topical issues of the development of spatial thinking of senior preschoolers in kindergarten. The development of spatial thinking is formed in the course of artistic and aesthetic activities of senior preschoolers, both in the course of direct educational activities, and during walks and excursions, the results of the study (ascertaining stage).

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).

Spatial thinking is an important aspect of a child's intellectual development. Spatial thinking, according to I. S. Yakimanskaya, is a specific type of mental activity, the essence of which is operating with spatial images in the process of solving problems that require orientation in both visible and imaginary space. Since visual and imaginative thinking activity of a primary school student is the leading activity, this age is the sensitive period for the development of spatial thinking. Educational robotics has great opportunities for the development of this type of thinking, since it involves not only the mental identification of spatial properties and relationships in objects and phenomena, manipulating with images, but also the handwork, which gives kinesthetic sensations and the ability to operate with real objects. This is a new direction of extracurricular activities in primary school, the potential of which for the development of spatial thinking of students is not sufficiently studied. Accordingly, the purpose of the article is theoretical and experimental substantiation of pedagogical conditions for the formation of spatial thinking of primary school children in robotics classes in extracurricular activities. The leading approach here is the system activity-oriented approach. Training is structured in such a way that it purposefully leads to development, and in the organization of the educational process, the main role is given to active independent cognitive activity of the student under the guidance of a teacher. This study made it possible for the authors to identify pedagogical conditions for the formation of spatial thinking of primary school students at the extracurricular robotics classes, including identifying and taking into account the levels of spatial thinking development in students and the conditions for its further development; competent use of practical work at extracurricular educational robotics classes; application of a series of tasks aimed at the development of spatial thinking of primary school children; equipment of the classroom with the necessary training tools (blocks, laptops, software, didactic materials). The theoretical significance of the article is due to the contribution to the development of methodological ideas about the conditions for the formation of spatial thinking of younger students in extracurricular robotics classes. Practical use of the research results makes it possible to organize extracurricular educational robotics classes for primary school students more effectively.