THE ESSENCE OF THE CONCEPT "GRAPHIC CULTURE"

We will reveal the essence of the concept of "graphic culture", for this we will consider the following chain: first, we will dwell on the basic concept of "culture", then we will reveal the essence of the term "mathematical culture", and finally we will turn to the concept of "graphic culture".

In the dictionary of philosophical terms, culture is understood as "a set of artificial objects (ideal and material) created by man in the process of mastering nature and having structures, functional and dynamic patterns (general and special)" .

In the pedagogical dictionary, culture is defined as "a historically determined level of development of society, the creative forces and abilities of a person, expressed in the types and forms of organization of people's life and activities, in their relationships, as well as in the material and spiritual values ​​\u200b\u200bcreated by them. Culture in education acts as its content component, a source of knowledge about nature, society, methods of activity, emotional-volitional and value attitude of a person to people around him, work,scheniyu, etc. " .

A. Ya. Flier considers many approaches to the definition of culture. We will adhere to the following definition:"Culture -the world of symbolic designations of phenomena and concepts - languages ​​and images, created by people with the aim of fixing and transmitting socially significant information, knowledge, ideas, experience, ideas, etc.” .

Mathematics in the modern world occupies an honorable place, and its role in science is constantly growing. Mathematics is a powerful and universal method of knowledge. The study of mathematics improves the general culture of thinking, teaches to reason logically, and cultivates accuracy. The physicist N. Bohr said that mathematics is more than science, it is a language.”

According to O. Spengler, each culture has its own mathematics, therefore mathematics is called upon to form in students its own, special culture - mathematical.

The term "mathematical culture" appeared in the 1920s and 1930s.

J. Ikramov says that the mathematical culture of a student should be understood as "a set of mathematical knowledge, skills and abilities." He singles out the components of mathematical culture, the most important of which are: mathematical thinking and mathematical language. Under the "mathematical language" should be understood the totality of all means that help express mathematical thought. According to D. Ikramov, “languages ​​of mathematical symbols, geometric shapes, graphs, diagrams, as well as a system of scientific terms, together with elements of natural language, constitute the mathematical language.

“Mathematical thinking, which is based on mathematical concepts and judgments, is understood as a set of interrelated logical operations; handling both folded and expanded structures; sign systems mathematical language, as well as the ability for spatial representations, memorization and imagination ".

Many authors consider the mathematical culture not of a schoolchild, but of a student or a specialist. For example, S. A. Rozanova considerunderstands the mathematical culture of a student of a technical university, asdeveloped system of mathematical knowledge,skills and abilities that allow them to be used in (quicklychanging conditions) professional and socialtic activity, which increases the spiritual and moralpotential and level of development of the intellect of the individual. S.A. Rozanova singles out the parameters of mathematical culture and divides them into two classes depending on their significance. "ATfirst grade includes knowledge, skills, abilities,through mathematics and necessary in professionalnoah, socio-political, spiritual and moral figureand increasing the level of development of the student's intellect.

Co.second class can include parameters that affectdirectly on the development of intelligence and indirectly onother first class parameters: mathematical thinking,professional thinking, moral development, aestheticsdevelopment, worldview, self-learning ability,quality of the mind (counting ability, speech flexibility, speechperception, spatial orientation, memory, abilityto reasoning, the speed of information perception and decision making)" .

S.A. Rozanova claims that "mathematical culture is the core of a specialist's professional culture".

But no matter whose mathematical culture we are talking about, the culture of a schoolchild, student or specialist, mathematical culture is formed in a person, in an individual.

Let us summarize in one table several definitions and compositions of the mathematical culture of personality given by the authors.

Table 1 - definition and composition of mathematical culture among modern authors.

Table 1

Author

Definition of MKL

Composition, components of MKL

T. G. Zakharova

MCL - the actual professional component of the professional culture of a specialist - mathematician

mathematical knowledge;

selection by a person of a mathematical situation from the whole variety of situations in the surrounding world;

the presence of mathematical thinking;

use of the whole variety of means of mathematics;

readiness for creative self-development, reflection

O. V. Artebyakina

MCL is a complex system that arises as an integrative result of the interaction of cultures, reflecting various aspects of mathematical development: knowledge, self-education and language cultures

mathematical knowledge and mathematical skills: mathematical self-education;

mathematical language

D. U. Bidzhiev

MKL - acts as an integrative personal education, characterized by the presence of a sufficient stock of mathematical knowledge, beliefs, skills and norms of activity, behavior in conjunction with the experience of creative understanding of the features of scientific research

mathematical thesaurus;

mathematical situation;

philosophy of mathematics;

means of mathematics in professional and pedagogical activity;

reflection and readiness for creative self-development

HE. Pustobaeva

The mathematical culture of an economist is an integrated result of the development of his personality, based on the transformation of mathematical knowledge into mathematical models and the use of mathematical methods to solve them, reflecting the level of intellectual development and the individual creative style of professional activity as an essential element of the general culture of modern man.

fundamental mathematical knowledge, skills and abilities;

personal and professional orientation;

information skills as a necessary quality of an information society specialist

E. V. Putilova

mathematical modeling as a method of cognition scientific picture peace;

methods of mathematics;

mathematical thinking;

the language of mathematics

V. N. Khudyakov

The mathematical culture of a specialist is an integral education of a specialist’s personality, based on mathematical knowledge, mathematical speech and thinking, reflecting the technology of professional activity and contributing to the transfer of its operational composition to a technological level, an individual creative style of professional activity and the creative embodiment of its technology

cognitive component;

motivational-value component;

operational component

V. I. Snegurova

The mathematical culture of a person can be defined as a set of objects of general mathematical culture assigned to them.

graphic component;

logical component;

algorithmic component

Z. F. Zaripova

The mathematical culture of an engineer is a complex integral system of personal and professional qualities of a future engineer, characterizing the degree of development (self-development) of a personality, individuality and reflecting the synthesis of mathematical knowledge, skills, intellectual abilities, a set of emotional and value orientations, motives and needs for professional excellence

cognitive-informational (erudition and information capacity) block;

emotional-value block;

need-motivational block;

intelligent block;

block of self-realization;

activity block

I. I. Kuleshova

ML is an aspect of professional culture that provides the basis for the full disclosure of the creative potential of future engineers

mathematical knowledge, skills and abilities;

mathematical self-education;

mathematical language

V. N. Rassokha

The mathematical culture of a future engineer is a personal quality, which is a set of interrelated basic components: mathematical knowledge and skills, mathematical language, mathematical thinking, professional self-education (mathematical)

mathematical knowledge and skills;

ability of mathematical self-education;

mathematical language;

mathematical thinking

S. A. Rozanova

The mathematical culture of a student of a technical university is an acquired system of mathematical knowledge, skills and abilities that allows them to be used in rapidly changing conditions of professional and socio-political activities, increasing the spiritual and moral potential and the level of development of the intellect of the individual

first class: knowledge, abilities, skills, formed through mathematics, necessary in professional, socio-political, spiritual and moral activities and increasing the level of development of the intellect of a student of a technical university;

second class:

mathematical thinking;

professional thinking;

moral development

aesthetic development;

worldview;

ability to self-learning;

quality of the mind (counting ability, speech flexibility, speech perception, spatial orientation, memory, reasoning ability, speed of information perception and decision making)

D. I. Ikramov

MCL is a system of mathematical knowledge, skills and abilities that are organically included in the fund of the general culture of students, and their free operation in practical activities

mathematical thinking;

mathematical language

G. M. Buldyk

The mathematical culture of an economist is a formed system of mathematical knowledge and skills and the ability to use them in different conditions of professional activity in accordance with the goals and objectives

Z. S. Akmanova

MCL is a complex, dynamic personality trait that characterizes the readiness and ability of a student to acquire, use and improve mathematical knowledge, skills and abilities in professional activities

value-motivational;

communicative;

cognitive;

operating;

reflective

The main purpose of mathematical disciplines is to train mathematically literate people who are able to apply learned mathematical methods.

Graphic culture in a broad sense is understood as "a set of human achievements in the field of creating and mastering graphic ways of displaying, storing, transmitting geometric, technical and other information about the objective world, as well as creative professional activities for the development of a graphic language" .

A.V. Kostyukov in his dissertation work says that in a narrow sense, graphic culture is considered as a level of excellence achieved by a person in mastering graphic methods and ways of transmitting information, which is assessed by the quality of execution and reading of drawings.

In the context of pedagogical training, the graphic culture of the future teacher should be understood as a system of organization by the teacher of visualization of learning through graphic images, which is characterized by a measure of mastering the experience accumulated by mankind in the field of design, drawing, computer graphics and animation.

A. V. Petukhov in the concept of graphic culture of an engineer includes “understanding the mechanisms for the effective use of graphic displays for solving professional problems; the ability to adequately interpret professional graphic information; the ability to display the results of engineering activities in graphical form.

Considering the process of development of graphic culture as a complex multifaceted step-by-step process of graphic training, which has different levels of development (from the initial graphic knowledge to a comprehensive mastery and creative understanding of the ways of their implementation in professional activities), M.V. Lagunova, identified the following hierarchical levels of graphic culture in teaching:

Elementary graphic literacy;

Functional graphic literacy;

Graphic education;

Graphic professional competence;

Graphic culture.

Under elementary graphic literacy M.V. Lagunova proposes to consider the level of graphic training, which is characterized by the fact that the student knows the elementary laws of image theory based on general geometric education, has practical skills in working with a drawing tool obtained in the courses of a general education school.

P.I. Sovertkov in his work identifies the following levels of graphic literacy of students undergoing Olympiad training and working on research projects:

Elementary graphic literacy:

the student knows the elementary laws of the theory of images in a parallel projection (parallelogram, cube, parallelepiped, prism, tetrahedron, circle in the form of an ellipse, cylinder, cone);

has skills in drawing basic primitives in graphic editorsPaint, Word; knows how to transform basic figures;

Functional graphic literacy: trainable

knows the main provisions of the theory of images in a parallel projection (parallelism of lines is preserved, a simple ratio of segments on one or parallel lines is preserved, the image of the conjugate diameters of an ellipse);

knows how to analyze metric relations on the original and takes them into account when depicting a figure;

knows how to combine a new figure from the main primitives, taking into account the conjugation of figures by common elements;

knows how to paint over a part of a given figure, the union or intersection of two polygons;

knows how to designate given elements in a figure (vertices, sides, corners).

Under the graphic education of a student, one should understand the presence of a broad outlook, characterized by the breadth and volume of graphic knowledge, skills and abilities. The quality of education should be assessed by the level of knowledge gained and the personal qualities of a future specialist aimed at fulfilling social and professional functions. Graphic education is the ability to apply graphic knowledge in a new, previously unfamiliar situation, possession of the studied material and its application in various subjects.

By graphic professional competence we mean a broad outlook, erudition of the individual in the field of graphic knowledge and free use of them in educational activities.

Under the graphic culture of school students we will understand the totality of knowledge about graphic methods, methods, means, rules for displaying and reading information, its preservation, transmission.

Graphic culture of students.

AT recent times in some schools, it has become a habit to use only screen aids or tables in solid geometry lessons instead of drawing figures on the blackboard. All these tools are certainly necessary and useful, without them we can no longer imagine a modern stereometry lesson. But they must be used wisely, without replacing traditional blackboard drawing. It is not enough to show ready-made images in a textbook or on the screen; students should also see the process of their construction. Observing how the teacher begins to draw, in what sequence and how he draws lines, when and how he uses drawing tools, students receive the most important information about the art of drawing.

If, when solving a problem in the classroom, the teacher uses a table with a ready-made drawing, then, naturally, having reduced time, he will have time to solve another problem. This can be done in certain cases. But it is not advisable to systematically use a pre-prepared table with a drawing, since in this case the students are deprived of the opportunity to see the process of making a drawing.

In order to develop the necessary skills, students themselves must draw, especially in notebooks. In stereometry lessons, students need to be explained that the first drawing of a particular figure may be unsuccessful, therefore, in order to avoid sloppy images in notebooks, the first sketches are best done on drafts. You can have a few students draw on code film and then show the drawings to the whole class. Looking at these images, students discuss and choose the best location for the figure, correct mistakes, and offer their own options.

In the lessons of stereometry, all work on the education of the graphic culture of students should not be transferred to the time when the consideration of polyhedra begins. She needs to be constantly taken care of. Already in the first lessons, students should be warned that a straight line lying in a given plane is best depicted on the entire outlined part of this plane, i.e., as the straight line is shown a in Fig.1, the image is straight b in the same figure should be considered unsuccessful.

Of great importance is the accurate writing of letters in the picture. So, the letters denoting a straight line should be written on one side of it so that they do not intersect other lines of the drawing. The letters that designate the planes are best written on the side so that they do not interfere with subsequent constructions. Depicting the line of intersection of two planes, it is necessary to connect the points of intersection of the boundaries of the parts of the planes with a segment. From this point of view, Fig. 2,a should be considered unsuccessful, rice is the best. 2b

Most of the problems considered in stereometry are related to the representation of polyhedra, bodies of revolution, and their combinations. Therefore, it is very important to develop the skills of their competent image in students. First of all, it is advisable to give students some recommendations before starting work on the image of polyhedra and bodies of revolution:

It is better to draw a pyramid starting from the base. You can start drawing a prism both from the top base and from the bottom.

The base of the polyhedron is the most critical part of the drawing. It is useful to think about how a given polygon is depicted according to the design rules, which edges of the depicted base will be visible and which will not.

When it comes to a pyramid, the question of its visible and invisible edges is not always solved unambiguously: it depends not only on the type of projection, but also on the ratio of the dimensions of the polyhedron. For example, depending on the ratio of the height of a regular quadrangular pyramid to the edge of its base, it is necessary to depict three of its edges with dashed lines, or only one, or none (Fig. 3, a- in).

When drawing a polyhedron in a notebook, it is advisable to first depict it with thin lines. Only after making sure that the drawing corresponds to the task, is clear and well located, you can finally outline its visible and invisible lines.

If the whole figure is depicted in one figure, and some part of it is depicted in the other, then it is necessary to ensure that both orientation and letter designations are the same in both figures.

If it is required to depict a combination of some figures, then the inscribed figure is depicted with dashed lines, although other arrangements are possible.

In the figures for the tasks, it is necessary to observe the metric relationships between the elements of the figures.

Performing drawings of non-planar figures at stereometry lessons, students are guided by the properties of parallel design. Is it permissible to recommend them to use not an arbitrary parallel projection, but only a frontal dimetric or isometric one? Permissible. When polyhedra are depicted mainly in frontal dimetric projection, and figures of rotation - in isometry, then the drawings are much more successful. Of course, good drawings made in an arbitrary parallel projection should not be rejected, but, while cultivating a graphic culture, students should more often be encouraged to use the types of projections that they studied in drawing lessons.

And one more note. Work on the education of the graphic culture of students should be closely linked with work on the development of their spatial representations. Numerous facts testify that one of the main reasons for the low graphic culture is the insufficient development of students' spatial representations. In order to teach schoolchildren to represent spatial objects, correctly depict them, correctly “read” drawings, it is advisable to compare the drawings of spatial figures with the corresponding models - wireframe, glass, etc. Of course, models should not be abused in stereometry lessons. But at the first lessons on this subject or at the beginning of the study of each section, material models are very necessary.

Experience shows that if a student accompanies a drawing with some calculation or proof problem, then he pays the main attention to calculations, identical transformations, etc., and considers the drawing as something of secondary importance. Therefore, in order to improve the graphic culture of students, it is necessary and special exercises aimed at achieving the set goal.

1
FEDERAL AGENCY FOR EDUCATION
KALUGA STATE PEDAGOGICAL UNIVERSITY IM. K.E. TSIOLKOVSKY
KALUGA BRANCH OF THE MOSCOW STATE TECHNICAL UNIVERSITY IM. N.E. BAUMAN


Teaching the section "Graphics" in grade 8
Coursework on the methodology of teaching technology
Kaluga 2008
Kaluga State Pedagogical University. K.E. Tsiolkovsky
Interuniversity Engineering and Pedagogical Faculty
Department of Psychology of Professional Activity and Management of Continuous Pedagogical Education
"APPROVE"
Supervisor___________________
"___" _____________ 200__
EXERCISE
for a student's coursework
Podolsky A.V. group IP-41
R&D: Methods for studying the section "Graphics" in the 8th grade
The content of the settlement and explanatory note:
Introduction

1.1 History of graphics development



2.1 Study planning and preparation for classes

2.3 Forms and methods of teaching graphics
Conclusion
Bibliography
Applications
The task was accepted for execution by _____________________________
Content
Introduction…………………………………………………………………………...4
1. History, current state and features of the graphics course in grade 8.7
1.1 The history of the development of graphics…………………………………………………………7
1.2 Goals and objectives of the graphics course………………..……………………………...12
1.3 Organizational issues of the graphics course………………………….……..16
2. Methods of teaching graphics in grade 8………………………………..24
2.1 Planning of educational work and preparation for classes Analysis of the curriculum according to the schedule……………………………….……………..…………...24
2.2 Methodological development of lessons………………………………..……………32
2.3 Forms and methods of teaching graphics………………………………………..55
Conclusion……………………………………………………………...................................65
References…………………………………………………………………66
Annex 1. Work program on schedule…………………………………..69
Appendix 2. Perspective-thematic plan…………………..………..74
Introduction
Changes in the socio-political and economic situation in Russia pose new challenges for the system of education and upbringing of the younger generation. Institutions of general education play an important role in solving these problems. It is they who, first of all, ensure the life and social and labor development of young people that meets the modern requirements of society.
In achieving this goal, labor training plays a leading role, which is aimed at fostering industriousness and respect for work, developing practical skills, expanding the polytechnic horizons, and introducing them to the world of professions. The experience of labor training accumulated in general education, the existing material and technical base and trained pedagogical personnel provide an opportunity to develop at a higher level the content of preparing young people for work by means of the educational field "Technology", which in the system of general education is the dominant component of social practice. This area solves the problems of labor training of schoolchildren in a qualitatively new way in the new socio-economic conditions, taking into account the trends in the technical and technological development of modern society and the world experience in technological education.
Technology is defined as the science of the transformation and use of matter, energy and information for the benefit and according to the plan of man. At the school, "Technology" is an integrative educational area that synthesizes scientific knowledge from courses in mathematics, physics, biology and shows their use in industry, energy, communications, agriculture and other areas of human activity.
Drawing (graphics) is that part of the "Technology" section, in the study of which students master the processes of operating various types of graphic images and graphic activities.
Through graphic activity, such cognitive processes as sensation, perception, representation, thinking, etc. are simultaneously realized, due to which the student creates a commonality of many mental functions. When drawing a drawing, these processes are also combined and coordinated with the kinesthetic and motor functions of the hands, which, according to psychology, is the most important condition for differentiating the spatial relations of objects.
In recent years, the information content of graphic images has sharply increased, which predetermined the transition of drawing to computer graphics.
Graphic training is a process that ensures the formation of rational methods of reading and performing various graphic images in students that are encountered in the multifaceted labor activity of a person. Graphic training provides the basics of graphic literacy, which allows students to navigate to some extent in an extremely large amount of graphic information resources.
At school, graphic literacy is formed by a combination of many factors of educational activity that takes place in the lessons of a number of disciplines with the leading role of the subject "Drawing". This discipline provides the theoretical foundations for the rules for constructing, reading and designing various graphic documents, and also makes it possible for students to form generalized methods of graphic activity used both in the study of other school disciplines and in practical work. In this regard, the process of searching for didactic means to improve the quality of graphic training of students in a general education school, the development of its new content should be considered as a general pedagogical problem, and in the context of the work on training and advanced training of personnel in the system of lifelong education, as a state task.
In connection with the foregoing, we will formulate the topic of this course work: "Methods for studying the" Graphics "section in grade 8."
The purpose of studying the section is to consolidate and expand theoretical knowledge and deepen the ability to use this knowledge to solve specific teaching and educational tasks of a methodological nature, using the example of studying the section "Graphics" Grade 8.
To achieve this goal, the following tasks are solved:
To study the history of the development of graphic culture;
Consider the goals and objectives of the course "Graphics";
General questions of organizing graphics lessons
Develop training documentation (work program, calendar and thematic plan, lesson plans);
Consider the main methods used in teaching this subject
1. History, current state and features of the graphics course in grade 8
,1.1 History of graphics development
The main characteristics of the diversity of the world in which we exist are the shape and size of the objects around us. Attempts to display these features have been made since time immemorial. There is a beautiful poetic myth about a beautiful Corinthian woman who outlined the silhouette of her lover on a rock illuminated by the moon. According to legend, this is how she laid the foundation for graphic art.
Almost a hundred years ago, a cave was discovered in northern Spain, the entire vault of which was decorated with colored drawings of bison, wild boars, and wild horses. Archaeologists have established the date of their origin - this is the era of the Stone Age - the Paleolithic (Fig. 1).
Perhaps, when creating these images, a person hoped to succeed in the upcoming hunt or tried to remember and inform others about the circumstances of the event. From the position of today, we would characterize his actions as an exchange of information with other members of society.
A few years ago, similar drawings were discovered in the Southern Urals in the Kapova cave.
All this indicates that the beginning of the appearance of graphic images was laid in ancient times.
Over time, the number of described objects increased, and the amount of information used increased accordingly. There was a need to transmit and receive sufficiently detailed information about natural features terrain, erected building structures, objects of labor, etc. It turned out that the most convenient method for transmitting information about a three-dimensional, real-life or invented object is a graphic representation of it on a plane. As the engineering structures, mechanisms and machines being created become more complex, it became necessary to develop such rules for their representation that would allow using a limited number of means (points, lines, numbers, signs and inscriptions) to transmit sufficiently complete information in a form accessible to any specialist.
A technical discipline that develops rules for transmitting information about objects around us (structures, machines, individual parts, etc.) by depicting them on a plane is called drawing. The result of rendering a spatial object using lines on a plane is called a drawing.
The development of civilization led to the emergence and improvement of geometry. Originating from the need to measure land plots, geometry becomes a science that studies the forms of flat and spatial figures, as well as the relationship between them. As the structures and objects used by man become more complex, and, consequently, the amount of transmitted information increases, the practical significance of geometry increases. During the construction of the pyramids in Egypt (about 2800 BC), Sudan (about 500 BC) and Mexico (100 - 500 BC), drawings were already used that accurately convey not only shape, but also the size of the structure being built.
The Egyptian culture of Ancient Greece that replaced the Egyptian culture left us the names of not only great sculptors, poets and philosophers, but also great mathematicians - these are Thales from Miletus, Pythagoras from Samos, Euclid from Alexandria, Archimedes from Syracuse. The list can be continued by Apollonius of Perga and Menelaus of Alexandria, known for their works on geometry and trigonometry. The Roman architect and engineer Vitruvius, generalizing and developing the experience of Greek and Roman architecture, used the indispensable components of any project - three types of images: ichnography (building plan), orthography (front view) and scenography (image in perspective).
A new development of the theory of images occurred only in the Renaissance (XIII-XVI centuries AD). The revival of ancient culture caused the need for a reliable image of the world around. The search for the essence of the correct image led to the use of mathematics, the laws of geometry and the discovery of perspective patterns.
The outstanding German painter and graphic artist Albrecht Dürer (1471 - 1528) not only for the first time outlined the foundations of Euclidean geometry and described the construction of geometric figures, but also significantly developed the theory of spatial representation.
A special place in the formation of modern ways of displaying the geometric shapes of objects in the surrounding world is occupied by the French scientist and engineer Amedeo Francois Frezier (1682-- 1773). His works can be considered the first fundamental manuals on the basics of descriptive geometry. Frezier used various methods of projection, gave examples of projection onto two mutually perpendicular planes, used to determine the true form of the figure, the methods of transforming the drawing. many of the concepts he used. And the techniques are still modern today.
The emergence of descriptive geometry as a science of depicting spatial geometric shapes on a plane is associated with the name of the French mathematician and engineer Gaspard Monge (1746-1818). Outstanding abilities allowed the son of a hardware merchant in the Burgundian town of Beaune, breaking through all class barriers, to become at the age of 24 the head of the departments of mathematics and physics at the Royal Military Engineering School in Mezieres, and at 34 to be elected a member of the Paris Academy of Sciences.
In 1795, the Normal School was opened in Paris for the training of teachers, a significant amount in the program, which was occupied by subjects related to the theory and practical application of descriptive geometry. The first course in descriptive geometry at this school was taught by Monge. Transcripts of his lectures were published in 1795 in the journal of the Normal School, and in 1799 they were published as a separate book. It was the first textbook where descriptive geometry was declared as an independent science.
The first reliable information about the use of drawings in Russia refers to XVI century. For example, in the inventory of the royal archive for 1574, one can read the following:
"Box 57. And in it are drawings of Lukas the Great and Pskov suburbs with the Lithuanian city of Polotsk .."...
On fig. 2 shows an image of the weapons yard in Tobolsk. It is taken from the Drawing Book of Siberia. From the position of today, such drawings look somewhat primitive, but for that time they were very significant for urban planning, and most importantly, they were fully perceived by the builders themselves.
A great stimulus to the development of graphic culture in Russia was the activity of Peter I. Peter himself loved to draw and did it perfectly. Returning from Holland, where he worked at shipbuilding yards, Peter brought a diploma, which read: "I studied ship architecture and drawing plans thoroughly and comprehended these subjects to the extent that we ourselves understand them."
In 1709, Peter I issued a Decree: "All the projectors must be perfectly serviceable, so as not to ruin the treasury in vain and not cause damage to the Fatherland."
An associate of Tsar Peter, Field Marshal Count Yakov Bruce, in his book “On Geometry in General” (Moscow, 1709), not only teaches the rules of drawing, but also teaches how best to do it: “Engineers without the ability to measure art cannot make any right drawings, below, without vice, what to found. This art, the need and benefit extends so far that, in truth, it is possible that there is nothing in the world that could not be overcome and made to be.
The first Russian scientist who linked his fate with descriptive geometry was Yakov Alexandrovich Sevastyanov (1796-1849), professor of the Corps of Railway Engineers and author of translated and original works.
Descriptive geometry as a fundamental discipline was introduced into the programs of many educational institutions - the Engineering and Artillery Schools, St. Petersburg and Moscow Universities, the Imperial Moscow Technical School, etc. In 1822, the course of descriptive geometry at Kazan University was taught by N. I. Lobachevsky. However, the leading position in the training of personnel and the development of descriptive geometry in Russia in the 19th century. maintained the Corps of Railway Engineers, where they studied and passed on knowledge to the next generations, who made a significant contribution to science A. Kh. -1904), V.I. Rynin (1877 - 1942). In the field of descriptive geometry, 14 classical works were created by Valerian Ivanovich Kurdyumov (1853-1904).
In the XX century. drawing followed technical progress, i.e., a significant and rapid growth in the need for drawings led to the improvement of image techniques, as well as the technologies and equipment used. For example, if at the beginning of the century drawings made in ink on thin lawn were used for storage and reproduction, then in the middle of the century it became possible to quickly make the required number of copies from the original drawn in pencil on a sheet of paper.
Qualitative changes in the methods of transmitting information of a geometric nature were made by computers equipped with special graphic programs. It became possible to make and reproduce drawings using a computer, to enter hand-drawn drawings into the computer memory, to store information on a magnetic medium and to transfer this information directly to technological equipment intended for the manufacture of models or finished parts. The computer allows you to get any image of the object, i.e. provides an opportunity to "consider" it from all sides.
However, progress in no way detracts from the importance of descriptive geometry and drawing, which V. I. Kurdyumov defined as follows: “If drawing is the language of technology, equally understandable to all peoples, then descriptive geometry serves as the grammar of this peaceful language, since it teaches us to read other people's words correctly. and express our own thoughts on it, using only lines and points as words, as elements of any image.
Ability to understand the language of the drawing and communicate in this language necessary information mandatory for any qualified person involved in the design, manufacture or operation of machines. A correct and deep understanding of the information given in the drawing is an indispensable condition for the manufacture of high-quality parts, mechanisms and devices.
1.2 Goals and objectives of the graphics course
Given the global trend of accelerated development of graphic information, the use of graphic language as an international language of communication, general secondary education should provide for the qualitative formation of knowledge about the methods of graphic presentation and perception of information.
The constantly expanding and improving fleet of various technical means used in industry and everyday life places high demands on the quality of graphic training of specialists serving it. A designer can only have a dialogue with a computer when he understands its graphic language, is fluent in it and has developed spatial representations, the ability to mentally operate with spatial images and their graphic images.
In design and modern production, a drawing is used as a means of fixing individual stages of the design process, it is a concise document that clearly and unambiguously conveys all the information about an object necessary for its manufacture, and at the same time a unique tool and a direct source of production in all industries.
Preparing the younger generation to master the "language of technology", to read and execute various drawings is a task of a national scale. It is impossible to solve the set tasks if school education does not provide proper level graphic training of its graduates.
The course of drawing at school is aimed at the formation of a graphic culture of students. The concept of "graphic culture" is broad and multifaceted. In a broad sense, graphic culture is understood as a set of human achievements in the development and assimilation of graphic ways of transmitting information. With regard to teaching students, graphic culture means the level they have achieved in assimilation of graphic methods and ways of transmitting information, which is assessed by the quality of execution and reading of drawings. The formation of a graphic culture of students is the process of mastering the graphic language used in technology, science, production, design and other fields of activity.
In the process of teaching drawing (graphics), teachers should set the following goals: to teach schoolchildren to read and complete drawings, to introduce them to the graphic culture.
The purpose of teaching the subject is specified in the main tasks:
to form basic knowledge about the rules for drawing up drawings and the requirements of GOSTs;
to teach students to work neatly and rationally, to correctly use drawing tools and accessories;
teach the basic rules and techniques of graphic constructions;
to form knowledge about the basics of rectangular projection on one, two and three projection planes, methods for constructing images on drawings (sketches), as well as constructing a rectangular isometric projection and technical drawings;
to form the skills and abilities of reading and performing complex drawings and axonometric projections of varying degrees of complexity;
- develop static and dynamic spatial representations and imaginations, spatial, figurative and logical thinking, Creative skills students;
to promote the instillation of graphic culture in schoolchildren;
develop a political outlook by introducing students to the basics of manufacturing technology for parts, elements of parts, studying the role of a drawing in modern production, the design process;
to teach students to work independently with reference and special literature, educational materials;
to form an aesthetic taste, accuracy;
to form the ability to apply graphic knowledge in new situations;
to form cognitive interest and the need for self-education and creativity;
development of the eye, the ability to determine the size of parts by eye.
To implement these tasks, the program provides for the study of theoretical provisions, the implementation of exercises, a mandatory minimum of graphic and practical work.
The program sets the following learning objectives:
To give students knowledge of the basics of the method of rectangular projections and the construction of axonometric images.
Familiarize yourself with the most important rules for the execution of drawings, conditional images and symbols established by state standards.
To promote the development of spatial representations that are of great importance in production activities, to teach to analyze the shape and design of objects and their graphic images, to understand the conventions of the drawing, to read and execute sketches and drawings of parts, simple assembly and construction drawings, as well as the simplest electrical and kinematic diagrams.
Develop elementary work culture skills: be able to properly organize workplace, apply rational methods of work with drawing and measuring tools, observe accuracy and accuracy in work, and more.
To teach how to work independently with educational and reference aids for drawing in the process of reading and making drawings and sketches.
The cognitive activity of students in the process of acquiring knowledge is selective. Life and work experience to a certain extent affects the depth of assimilation, their attitude to learning. Modern youth tend to be critical of the information presented by the teacher. She is characterized by a pragmatic approach to knowledge: how useful they can be in future work.
In this regard, the subject of drawing is in more favorable conditions: the information reported in it is directly related to the future labor professions of many technically oriented students. This can generate a lot of student interest. Encouraging the activity of students, the teacher must constantly take care of its development, since only under this condition will learning be the most fruitful. Special attention is paid to the method of developing the activity of students in the manual.
The study of the subject should help students to put into graphic form their creative ideas, rationalization proposals that arise in the learning process. Therefore, the development of independent work skills, perseverance in achieving the set goal, the ability to critically evaluate one's work, and take responsibility for its implementation are important tasks in teaching drawing.
1.3 Organizational issues of the graphics course
Teaching graphics in the eighth grade has its own specifics in a number of ways, which include the age characteristics of students, their life and work experience, and, consequently, incomparably more conscious motives for learning, the need to acquire knowledge .. Therefore, analyzing the tasks facing him, the graphic teacher for each planned lesson, he must think over its optimal structure that most fully meets the goals of the lesson. The upcoming lesson to a large extent depends on the place that it will occupy in a number of lessons already conducted, that is, in a whole system of them carried out during the academic year, on the already achieved level of knowledge and practical skills, on the nature and amount of knowledge that is still to be presented to the students. In this case, the teacher will rely on a fairly broad outlook of his students, on the possibility of independently acquiring knowledge from a textbook or popular scientific and technical literature.
Pedagogy considers various types of lessons and various forms presentation of knowledge by the teacher. For example, the following types of lessons are distinguished:
a) a lesson in learning new material;
b) a lesson in consolidating knowledge, skills and abilities; c) repetitive-generalizing lesson;
d) a combined, or combined, lesson.
With regard to drawing lessons, the most common form is the so-called combined lesson, where, along with the teacher's explanation, practical work is an important part, as a form of consolidating the acquired knowledge, and the necessary explanations for doing homework using a textbook.
Consider the basic organizational principles of drawing lessons, which can be conditionally reduced to a diagram (see Diagram 1), in which three subprograms with their constituent elements are distinguished:
1. The optimal program for the course.
When applied to the curriculum, the principle of optimization means determining (choosing) the best possible option for managing the learning process. The fact is that there has always been the most difficult issue of the educational process - the determination of the really necessary amount of knowledge that the student must acquire in the learning process. The contradictions of the educational process, which consist primarily in the contradiction between the amount of information prescribed by the program and the actual requirements of preparation for further educational and professional activities, are often empirical in nature. The ability to transmit as much information as possible in a limited time requires the teacher to constantly improve teaching methods.
It is impossible to say with sufficient certainty how much time students of a given class, or rather, each student needs to solve a particular problem, study a textbook page, complete graphic tasks, etc.
Scheme 1
Without the accumulation of data characterizing labor productivity in the educational process, without identifying the factors that make it possible to manage it, the initial data for improving the educational process cannot be determined. Some of the main factors are listed in the chart above.
2. Program of graphic actions and operations.
This program provides a system for developing knowledge, skills and abilities in working with various types of modern drawing tools for the effective implementation of drawing and technical documentation. This means, first of all, the effective interdependence of the content of the curriculum and the richness of its graphic and practical tasks.
The latter involves not only the successful mastery of drawing tools and mechanical devices for the development and consolidation of skills in work, but also the application of scientific methods for making decisions related to the effective implementation of graphic and practical drawing tasks.
The quality of the design of educational graphic and practical tasks and the time allotted for their implementation largely depend on the following circumstances:
a) increasing the productivity of students through rationally chosen drawing tools and fixed skills in working with them;
b) a systematic approach in the choice of methods and ways of designing drawing, graphic and practical work;
c) the ability to creatively approach their activities, the ability to exclude routine, that is, preparatory and repetitive operations;
d) the ability to plan their actions on the drawing, depending on the ability to divide and then sequentially perform them, taking into account the complexity of the drawing.
3. The program of learning activities.
Learnability is an empirical characteristic of the individual abilities of students to assimilate educational information, their ability to perform educational tasks, including memorizing educational material, solving problems, performing various types of examinations and tests, and self-control. Learning appears as a general opportunity mental development, the achievement of the most generalized systems of knowledge, common ways actions.
Techniques used in the traditional educational process are teaching and control tools. This type of means can be of an individual and collective nature and quickly adapt the course of training to the real dynamics of mastering the educational material.
The use of technical means in teaching students is designed to:
- increase the efficiency of the educational process by timely adaptation of the learning process to the individual characteristics of students;
- unload the teacher from the "rough" and educational work and thereby increase the efficiency of his work. To improve the quality of education, it is necessary that students always have a textbook in the classroom, as well as reference books in the class library. The textbook determines the sequence and amount of information presented on each topic. Each of its sections contains a holistic and complete "volume" of knowledge, which the teacher must constantly focus on. The textbook should be used rationally. It is impossible during the lesson to take a long time for independent reading, as this loses the leading role of the teacher. Experience testifies to the low productivity of such use of the textbook. Much more correct is the recommendation of the teacher to open the textbook on the indicated page, examine the drawing shown there, or read aloud a short rule or recommendation and immediately check how it is perceived by the class.
The textbook plays a very important role in the process of performing exercises and compulsory work. Here the teacher can recommend that the student who is having difficulty look at the textbook, read the desired section, or look at the illustration for the construction. More specific help can be given to the student if, after reading the book, the difficulty has not been overcome. The textbook is used with the greatest efficiency in the process of homework when repeating the material covered, performing practical work. The textbook helps to bring the information presented in the classroom into a coherent system, develops logical thinking, forms the speech of students.
Particular attention should be paid to monitoring the ability of students to work independently with literature, instilling in students the skills of planning and self-control, the ability to use the table of contents, footnotes, notes, alphabetical and subject indexes that are constantly found in educational literature, that is, the entire reference apparatus of the book. Such skills do not arise spontaneously, they need and can be taught; possession of them facilitates the work of the student. This also includes the ability to draw up abstracts, take notes, use the library catalog to select literature on the desired issue, etc.
Currently, there are many textbooks and teaching aids for drawing, so one of the main tasks of the teacher is to choose the right educational literature and recommend it to students.
Next, we give brief description current textbook on drawing.
The current textbook "Drafting" for grades 7-8 by authors A.D. Botvinnikova, V.N. Vinogradova, I.S. Vyshnepolsky was written in accordance with the school curriculum recommended by the Department of General Secondary Education of the Ministry of Defense of the Russian Federation (executive editor V. A. Gerver). The textbook includes information on the theory of graphic images in the following areas:
study of imaging methods;
building and reading drawings;
execution of sketches and technical drawings;
geometric constructions;
application of image transformation methods and simple design techniques;
familiarity with architectural and construction drawings.
The textbook also contains reference material, questions for repetition, a significant number of tasks and exercises, including those for performing graphic work. Much attention is paid to the illustrated material, since the basic concepts of students are formed in the process of communicating with graphics.
Many illustrations in the textbook are made using color, which is used to improve and deepen the perception of images, the emotional impact on students of the given drawings, and to increase their share in the total volume of material.
textbook. In a number of illustrations, color is used to draw extension and dimension lines on the drawing, diameter and square signs, and individual inscriptions. Images of projected figures or their elements, projections of individual objects and details, some construction lines, projections of points, cutting planes, etc. are highlighted in color. Color in the textbook has found its use in showing orientation signs (questions, tasks, etc.), underlining the numbering of chapters, an image of a grid for tracing letters and numbers in a standard font, checkered paper. ,
As already noted, the textbook "Drawing" for grades 7-8 is recommended for the implementation of the corresponding program for grades 7-8 of the basic school. At the same time, the textbook can also be used for work on the "Drafting" program, grade 9.
So, the main organizational issues of graphics lessons are considered. Let's sum up some intermediate results.
Conclusions:
graphic training - a process that ensures the formation of rational methods of reading and performing various graphic images in students that are encountered in the multifaceted work of a person;
The history of the formation of graphics dates back to the Stone Age. But the development of graphics as a science has been more active since the 14th century. AD;
the study of graphics in school sets itself many goals and objectives. In general, they can be combined into the following common goal: to teach schoolchildren to perform various constructions and drawings, to introduce them to graphic culture;
The most optimal form of organizing graphics lessons is a combined lesson, which includes both the communication of new knowledge and the practical work of students to consolidate them.
Let's move on to the practical part of the course work.
2. Methods of teaching graphics in grade 8
2.1 Planning of educational work and preparation for classes. Analysis of the curriculum by graphics
Like any kind of activity, the work of a teacher requires preliminary preparation, thinking and planning. This preparatory stage, preceding the lesson itself, is the direct duty of the teacher, who is guided by the curriculum for this purpose.
Educational program - a document that defines the content and scope of knowledge, skills and abilities. Subject to assimilation in the process of studying the discipline.
The program of the school drawing course is normative document, which determines the basic level of graphic training of students. It includes a list of theoretical information necessary for the formation of the basics of graphic literacy, and a list of mandatory graphic works that give students the necessary level of practical skills.
At present, several programs have been published for the basic school of the Russian Federation, which are called copyright. Among them: “Drawing. Grade 9” (executive editor V. I. Yakunin); "Drawing. Grades 7-9” (under the editorship of V. V. Stepanova); “Drawing with elements of computer graphics. Grades 7-9 (under the editorship of V. V. Stepakova); "Drawing. Grades 7-8” (executive editor V. A. Gerver); "Drawing. Grades 8-9” (under the editorship of Yu. P. Shevelev). The teacher and the school administration are given the right to choose programs from among those recommended - they are approved by the Department of General Secondary Education of the RF Ministry of Defense. These programs ensure the implementation of the "Mandatory minimum content of education in drawing".
Let us point out some characteristic features of the drawing program for the 9th grade (responsible editor - Doctor of Technical Sciences, Professor V. I. Yakunin).
The program proceeds from the need to form a graphic culture of students in the school course of drawing, develop thinking and the creative potential of the individual. These are new approaches to determining the goals of graphic training of schoolchildren. In the development of the "Concept of the content of education in drawing at a 12-year school", the program indicates that graphic culture is "the totality of mankind's achievements in the field of mastering graphic ways of transmitting information." With regard to the school course, this is " the level of excellence achieved by schoolchildren in mastering graphic methods and ways of transmitting information, which is assessed by the quality of execution and reading of drawings". Therefore, the process of forming the graphic culture of students should be aimed primarily at mastering such a means of information, which is a graphic language.
Based on these goals, the program formulates specific tasks for teaching drawing at school:
to form the necessary amount of knowledge about the basics of projection and methods for constructing drawings (sketches), axonometric projections and technical drawings;
teach to read and perform simple drawings, sketches and other images;
develop spatial representations and figurative thinking;
to develop the ability to apply graphic knowledge in practice.
The program contains: guidelines for teaching drawing; brief thematic plan; the content of the educational material, designed for 34 hours (one hour per week); “Mandatory minimum of graphic works” (there are 8 of them); requirements for the knowledge and skills of schoolchildren, for the assessment of students' work.
As a textbook for grade 9, the program recommends textbooks by authors: A. D. Botvinnikova and others; N. A. Gordienko and V. V. Stepakova. Possibly, manuals by other authors may be published in the future. ,
This is the content of one of the programs that are offered to educational institutions. But in some cases, you can make your own changes to the standard program. There are situations when the number of teaching hours allocated to a subject, according to documents and in practice, do not match. To bring them into line, changes are made to the subject program by the subject (cycle) commission of the educational institution. The competence of this commission also includes the transfer of teaching hours (from one topic to another, if this is aimed at optimizing learning); making changes and additions to the program material; presentation of certain issues of the program for independent study in connection with the removal of training hours, etc.
Let us give an example of the development of a work program for "Graphics" for students in the 8th grade, compiled on the basis of the program of A.A. Pavlova and V.D. Simonenko (see Appendix 1).
So, the work program is drawn up and approved. The turn has come thematic planning. Its main goal is the preliminary organization of the development of the subject for the general adaptation of the technology of its teaching to the conditions of the educational institution.
The source documents for thematic planning of the study of the subject are: the curriculum (which regulates the total amount of study time), the standard curriculum (which determines the content and technology of mastering the subject in general), as well as changes in the standard program (which are developed in cases of inconsistency check digits volumes of studying the subject in the curriculum and program, or constructive changes are made to the latter.
However, the regulation of the types of training (theoretical and practical) in the subject as a whole and individual sections (or topics), as well as the definition of their content, are invariant and therefore approximate organizational contours of the technology for the formation of knowledge and skills. In thematic planning, these contours are refined to a degree sufficient for planning individual classes. For this, forms of education are selected that meet the educational and material conditions and the potential capabilities of teachers of an educational institution, a general orientation is made on didactic equipment, sources of educational information and a calendar period to ensure that everyone is engaged on the topic.
Thematic planning of theoretical classes is designed to maximize the organization of student learning in the classroom in accordance with the principles of didactics based on the rational organization of teaching and learning processes.
To solve the issue of planning classes, they, in general, must be considered as stages in the study of a certain, relatively integral amount of educational material. Thus, they are always part of the system of classes, first in the topic, then in the section, course. Each lesson in such a system has a specific purpose and must be closely linked to other learning logics.
The type of each lesson (lesson type) is mainly determined by its place in the Lesson system. The structure of the lesson should reflect the process of formation of knowledge, skills and abilities on a particular topic. At the same time, the connections between classes do not have to be direct, they can appear both in the second, third lessons, and later. It is only important that not a single essential part of the educational material of any lesson be isolated from subsequent topics, would be connected with them.
The structuring of educational material in the system of classes in accordance with the curriculum is carried out with the continuous strengthening and development of links between previously formed and newly formed knowledge, skills and abilities of students, including intermediary connections.
Theoretically, the planning of classes on the topic will occur in the following order. Initially, the location of the topic in the discipline under study is determined, and its most significant intra-subject and inter-subject connections are identified.
Then it is necessary to determine the specific didactic tasks of the Study of the topic, on the basis of which to select the types of lessons. The tasks of studying a topic are grouped according to the stages of studying a topic.
The next stage of planning classes on a topic is to distribute the learning tasks of each lesson on a given topic, with jtom it is necessary to be guided by an approximate thematic Plan in the subject program.
Next, the types of lessons on the topic are selected. One of the important conditions for the rational choice of types of lessons is to link two logical and psychological structures: the structure of the study of the educational topic and the internal structure of the lesson. In other words, the choice of the type of lesson should reflect the main provisions of the methodology for studying the topic and the methodology for constructing and conducting the lesson itself.
According to the general structures of the processes of mastering the content of the topic and the patterns of constructing a lesson, the study of the topic should begin with the motivation for the upcoming activity in the lesson. To do this, in necessary cases, historical references are given on the material that will be studied on the topic. The knowledge and skills on the material covered, which will be especially necessary when studying a new topic, are indicated. It is determined how many lessons are allotted for studying this topic, and whether there will be practical exercises on it. The main elements of the topic are listed and the knowledge, skills and skills that the student must master as a result of studying the entire topic, etc. are called.
The entire introductory-motivational stage takes up little space, and a part of the first lesson on the topic can be devoted to it, corresponding to the actualization of basic knowledge. It will be followed by the study of the educational material of the topic (the formation of knowledge, skills), or the operational-cognitive stage.
From the foregoing, it can be seen that it is advisable to start mastering the topic in the lessons of studying new material (according to the classification of lessons based on the main didactic goal), this is the first type of lesson.
The second stage is devoted to most of the time to study the topic. At the beginning this stage it is necessary to maintain students' interest in learning new material, to strengthen the motivation for learning activities. In the middle of the stage, a large place should be given to consolidating the studied material, developing skills and abilities.
The types of lessons characteristic of this stage are different. If at the beginning of the second stage of studying the topic, preference is usually given to lessons of studying new material, then in the middle of the stage combined lessons can be used, and it is more expedient to end it with lessons on improving knowledge, skills and abilities. This may include lessons in which the acquired knowledge has a reproductive or creative application: lessons for consolidating and applying knowledge, practical exercises, excursions, etc.
The final, third, stage of studying the topic is designed to deepen the knowledge gained; introduce them into the system of previously acquired knowledge. It is very important at this stage to develop the ability of students to generalize the studied material. Therefore, at the third stage, it is advisable to apply the lessons of a control nature.
The result of thematic planning is a plan. Thematic plans can be short, detailed, illustrated, etc. The developed short and detailed calendar-thematic plans for the subject "Graphics" are presented in Appendixes 2 and 3, respectively.
To facilitate and regulate organizational work
the teacher for each theoretical lesson develops a plan for its implementation. This document, intended for personal use, is prepared by the teacher leading the discipline.
The initial documents for planning a theoretical lesson are the calendar-thematic plan and the program of the subject. From the calendar-thematic plan, the names of the classes are taken, and from the program of the subject - the content that needs to be mastered in these classes.
When planning a theoretical lesson, the issues of organizing the activities of students, the teacher and the environment in which learning will take place are developed. Depending on its detail, it can have an abbreviated and expanded view.
A detailed plan of the theoretical lesson includes:
- the number of the lesson in accordance with the calendar-thematic plan and the date of its holding;
- the topic of the lesson in accordance with the calendar-thematic plan (the topic should be concisely and succinctly formulated);
the form of organizing a theoretical lesson (in accordance with the calendar and thematic plan: lesson, seminar, lecture, excursion, etc.);
type of lesson (if the lesson is held in the form of a lesson: learning new material; improving knowledge, skills; generalization and systematization; control and correction of knowledge; combined and other types that are selected according to any classification);
-goals (training, education, development in the classroom) and ways (directions, methods) to achieve them.
The learning goal shows what degree of mastery of the educational material the students should achieve at the end of the lesson, in what actions this should be expressed.
The educational goal reveals the directions of educational influences on students in the formation of socially significant personality traits (economic, environmental, legal, moral, etc.) and ways to implement them in the classroom. Directions of education are selected based on the characteristics of the content of the subject.
The developing goal determines the main directions for improving the psychophysiological qualities of students (thinking, memory, perception, psychomotor skills, etc.) and ways to implement them in the classroom. The directions of development are chosen in the same way as the directions of education, based on the characteristics of the content of the subject and the technology of its development.
Educational and developmental goals are formulated in a form that reflects the incompleteness of the action.
specific visual aids, didactic materials and TCO used in the classroom (with the coding of visual aids available in classrooms, it is possible to put down the corresponding codes and ciphers in this paragraph),
methods,
literature,
course of the lesson. During the lesson, an approximate distribution of time is made according to the elements of the lesson, the main methods and techniques of teaching are outlined, the content of each element is planned.
Basic requirements for the development of a lesson plan: the lesson plan must be realistic; activities are planned for all elements of the lesson; the plan should be in a form that is easily used by any teacher, not just a developer; forms of educational activity at different stages of the lesson should be different and selected based on the psychological and pedagogical patterns of assimilation. ,
Considering all of the above, we will develop outline plans for four theoretical classes on the topic “Projection method. Orthographic projection and complex drawings. Sketches of objects.
2.2 Methodological development of lessons
In the beginning, we will give some general recommendations on the methodology of teaching this topic.
The projection method is a special topic. It has no direct analogies in other subjects studied by that time by eighth graders. The teacher will have to introduce students to an area of ​​knowledge almost unfamiliar to them, where, with the help of imaginary rays, the process of an imaginary projection of an object onto several planes takes place. At the same time, the student, performing or reading any drawing, cannot reproduce this process in reality. He will have only a sheet of paper, a drawing-task or an original (object, detail) and must come to a decision - to determine the shape of the model, detail, object according to the drawing or draw projections of this object, detail and model. A very important and useful ability, which is commonly called spatial representations, will help him to cope with such a task. It is this ability, this property of human thinking, that helps the student to fill this gap that arises before him when there are no possibilities for the practical realization of the projection process itself with the help of physical means, but the problem can nevertheless be solved by resorting to spatial representations and imagination.
Mastering the basic provisions of the projection method is important because they serve as a justification for the principle used to construct technical drawings. The idea of ​​the projection process allows you to understand why a technical drawing is built in this way, why the projections are arranged in a certain order and are in a certain relationship with each other, why the images in the drawing differ from those that could be obtained using a photograph or a drawing from nature. , differ from how we see the depicted object in nature.
Explaining the basics of the projection method, the teacher should not forget that the small number of hours allotted for drawing does not allow him to pay much attention to these basics. Learning the basics is one of the most important tasks of the entire drafting course. The further success of teaching the subject largely depends on the method of presentation of this topic.
A detailed analysis of the problems of studying projection is given by A. D. Botvinnikov in his work “On unresolved issues in the theory and practice of teaching the basics of projection”.
Regarding the method of teaching methods of projection among teachers there is no consensus. Some teachers consider it necessary, after giving general information about projections, to separately study projection onto one, two and three mutually perpendicular projection planes and devote three lessons to these issues (the author of this manual is a supporter of such a presentation of topics). At the same time, much attention is paid to work using a trihedral angle.
Other teachers are convinced that it is necessary to move on to practical exercises as soon as possible. They devote one lesson to the presentation of information about projection onto one, two and three projection planes, including consideration of views in the drawing, and devote the rest of the time to consolidating the studied material through exercises. I believe that the decision on the method of teaching projection onto several projection planes should be left to teachers - let them proceed from personal experience, methodological views, the provision of the school with didactic materials, the composition of students, their past experience and many other circumstances. The section on the projection method has begun with the definition of the projection process, on the basis of which it is advisable to bring students to the concept of "projection" as the result of this process. Based on general information about projection and projection, the principle of construction is given first on one, then on two and three projection planes. Such a gradation of the process of constructing a drawing will help the teacher consistently form in students the concepts necessary for the conscious assimilation of the rules of projection onto three projection planes.
When studying this material, the teacher should make maximum use of visual aids. It is useful to demonstrate the difference between the properties of central projection and parallel projection. This can be done using the models described by I. A. Roitman. Thus, the method of rectangular projection is substantiated, with the help of which the principle of constructing a technical drawing is carried out.
When explaining the basics of the projection method, students should not be asked to take dictation notes, sketch perspective projections, etc. It is important that they understand the validity of the parallel projection method itself and be convinced of its suitability for use in technical drawing. It should also be taken into account that in the future, students will again touch on this topic at a deeper level when studying the method of obtaining axonometric images.
It is very important in teaching projection that the students give answers. Questions can be, for example, such: Which faces were depicted on the projection without distortion? Which faces were projected as straight line segments? Similar questions should be asked about features of the image of edges. The presence of color on the model helps students formulate answers. The teacher makes a general conclusion with the help of students: the elements located parallel to the projection plane are not distorted when projecting. Elements perpendicular to it undergo the greatest distortion, partial distortion is typical for elements inclined to the projection plane.
The logic of learning to project onto two and three projection planes is as follows: problem situations are solved one after another, and each new truth must be based on the previous ones.
Lesson 17
Topic: The concept of projection. Types of projection. Projection onto one projection plane
Goals:
- give students the concept of projection, projection method, types of projection; introduce the elements of rectangular projection;
- teach how to project an object onto one plane of projections; develop spatial representations and spatial thinking;
- to cultivate accuracy in graphic constructions.
Lesson type: combined.
Methods, techniques of conducting: conversation-message, explanation, exercises.
Material support: tables "The process of projecting a triangle ABC", "Types of projection", "Front projection of an object"; task tables "Learn the elements of projection", "Learn the types of projection"; model of the frontal plane of projections and the object, compasses, task cards.
Literature:
Botvinnikov A.D., Vinogradov V.N., Vyshnepolsky I.S. Drawing: Proc. for 7-8 cells. general education institutions M.: Education, 1999.
During the classes
I. Organizational part (0.5 min).
P. Communication of the topic, objectives of the lesson, motivation of students' learning activities (5.5 minutes).
Teacher. The theme of the lesson is “Projection, its types. Projection onto one plane of projections. (The topic is written on the tablet.) In the lesson, we will get acquainted with the projection process, its concepts and types, we must learn how to project an object onto one projection plane.
I draw your attention to the fact that this topic is the basis for studying the further course of drawing.
III. Learning new material (15 min).
1. Conversation about the process of projection, elements of projection (5 min).
In the first lesson, we considered various images (drawings, technical drawings, diagrams, etc.). Images can be obtained on paper by drawing, photographing (Showing examples, drawings and photographs.); on a computer monitor by scanning, creating graphic files, etc.; on the screen - with the help of a diascope, epidiascope, film projector, TV; on earth - by illuminating the object with the sun and other light sources. To reveal shells, cracks, internal defects, the part is translucent with x-rays or gamma rays. In order to build images of objects, projection is used. The word "projection" comes from the Latin. projectio, which in translation means throwing forward.
Let's look at the table (see Fig. 3) the process of projecting a triangle.
Rice. 3
Let us take in space a triangular flat figure and some plane H. Let us draw straight lines through the points A, B, C of the triangle so that they intersect H at some points a, b, c. By connecting these points, we get an image - a triangle. This figure, i.e., an image on a plane, is called a projection. The plane on which the projection is obtained is called the projection plane. Straight lines Aa, Bv, Cs are called projecting rays. With their help, the triangle ABC is projected onto the plane H. Here we have completed the projection process.
Now try to formulate a definition of projection. (Student answers.)
Generalization. Projection is the mental process of constructing images, etc. ..................

The modern requirements imposed by society on a university graduate necessitate the strengthening of graphic education, which is part of the general and vocational education modern man. In this regard, the consideration of graphic education becomes relevant?? positions sufficiency for the adaptation of the graduate to the conditions of life and work in modern society. In the information society, the skills of traditional drafting on Whatman paper are hardly necessary. Instead, it is useful to get an idea of ​​the purpose and capabilities of computer-aided design (CAD) systems, which allow not only to perform computer two-dimensional drawing, but also to create three-dimensional 3D models. In printing, architectural design, and industrial design in developed countries, computer graphic and information technologies have almost completely replaced traditional ones. This trend is also observed in our country [1].

The most important components of the graphic culture of a specialist of any profile are the ability to carry out graphic setting of tasks, design, build graphic models processes and phenomena under study, analyze graphical models using computer programs and interpret the results obtained, use computer graphics, the Internet, multimedia and other modern information technologies to analyze the processes and phenomena under study. At the same time, the skills of ordering, systematizing, structuring graphic information, understanding the essence of information modeling, ways of presenting graphic data and knowledge are important. And for a modern teacher, such skills as competent design of graphics will be in demand. visual materials to lessons, books, articles, scientific work, a website on the Internet or an electronic textbook; the ability to create multimedia presentations or educational flash videos on a computer screen and, using an interactive whiteboard, display them on a large screen.

The formation of a graphic culture among future teachers is inseparable from the development of spatial thinking by means of computer science, which is realized when solving graphic problems. The creative potential of the individual is developed by involving students in various types of creative activities related to the use of graphic knowledge and skills in the process of solving problem situations and creative tasks. The foregoing allows us to see the uniqueness and universality of graphic educational disciplines for the development of human cognitive abilities, expanding the horizons of the mental means used and mental operations, which in turn increases the adaptive capabilities of a person.

In our opinion, graphic culture plays the role of a basic component that integrates various disciplines.

The modern information society requires higher education institutions to train specialists capable of:

- adapt mobilely in changing life situations, independently acquire the necessary knowledge and apply it in practice;

- independently think critically, be able to see emerging problems and look for ways to rationally solve them using modern technologies;

- competently work with information;

- be sociable, contact in various social groups, be able to work in a team;

- independently work on the development of their own morality, intellect, cultural level;

- have a graphic culture.

To solve these problems in a pedagogical university, the information and educational environment of the university is called upon - a system-organized set of data transmission tools, information resources, interaction protocols, hardware, software, organizational and methodological support, focused on meeting the educational needs of users.

Informatics has a significant potential in the field of graphic culture formation. Consideration of graphic culture in the structure of teaching computer science to a future teacher made it possible to determine and characterize the content component of the process of its formation and development from the position of content selection and structuring. For this purpose, the state educational standard, the current curriculum and training programs for the specialty 050202.65 "Informatics" were analyzed. In which it is shown that graphic culture plays the role of a basic component that integrates various disciplines and is represented in various educational fields. In the process of forming a graphic culture in a future teacher, it is necessary to use modern scientific achievements and the culturally shaping potential of computer science and computer graphics. In this regard, all disciplines of the curriculum were analyzed for the presence in them of the content necessary for the formation of a graphic culture.

To achieve the goals and objectives of the study, we first reviewed the course programs that preceded the study of the discipline "Computer Graphics", in order to determine the basic knowledge of students. This was necessary in order to avoid duplication of educational material in the future when studying the discipline "Computer Graphics".

We have identified the following main areas:

- GUI elements;

- graphics of programming languages;

- graphic editor;

- graphic design;

- tasks for graphic representation.

Taking these areas as a basis, we proposed to deepen the understanding of computer graphics for the specialty 050202.65 "Informatics" in the following disciplines: " Software Computer”, “Programming”, “Workshop on solving problems on a computer”, etc. We present the content of the author's programs of these disciplines.

Section "Business graphics" discipline "Computer software. Document formatting. Using tables, diagrams, autoshapes, organized charts, and more. for paperwork. Microsoft Gallery Pictures Collection. The "Drawing" panel of the word processor Word. Building Microsoft Graph Charts .

Section "Presentation graphics" of the discipline "Computer software. Features of the Power Point Presentation Graphics Package. Create a presentation using the AutoContent Wizard. Presentation templates. Create a presentation using Power Point objects. Animation of power point slides. Create hyperlinks and macros in a presentation. Final slide setup.

Section “Problems for graphical representation” of the discipline “Software. Main features of integrated software systems for scientific and technical calculations. The computer as a tool for scientific work. Installation of templates and plotting of the MathCAD system.

Section "Graphic possibilities of programming languages" of the discipline "Programming". Graphic primitives. Drawing with Draw . Graph module. Creating the illusion of movement.

Section "The use of graphical representations in solving problems" of the discipline "Workshop on solving problems on a computer". Presentation of the results of solving problems in the form of graphs. Problem solving by the graphical method.

In addition, since 2004, in accordance with the curriculum approved on September 15, 2003, in the 7th semester, the discipline "Mathematical Foundations of Computer Graphics" was introduced in the Faculty of Physics of the Moscow State Pedagogical University, which is the basis for the formation of a graphic culture among future teachers of computer science:

Topics of the discipline "Mathematical foundations of computer graphics" SF MGPU, 050202.65 "Informatics". The image of flat and spatial figures in a parallel projection. The image of flat and spatial figures in the central projection. Image of figures in various graphic editors and systems.

From the foregoing, it follows that the basic knowledge for studying the course "Computer Graphics" in the Faculty of Physics of the Moscow State Pedagogical University for the specialty 050202.65 "Informatics" is set out in the sections:

- "Business graphics", "Presentation graphics", "Tasks for the graphical representation of the discipline" Computer Software ";

- "Graphic possibilities of programming languages" discipline "Programming";

- "The use of graphical representations in solving problems" of the discipline "Workshop on solving problems on a computer";

- Separate discipline "Mathematical foundations of computer graphics".

Thus, the graphic culture of an informatics teacher is formed among students gradually, starting from the first year. And the discipline "Computer graphics" is introduced in common system training of an informatics teacher in the fourth year of study (in the 7th semester), after the students have formed the above-mentioned basic knowledge.

The method of studying computer graphics in the system of training students of the specialty 050202.65 "Informatics" is spiral. characteristic feature this method is that students, without losing sight of the original problem - a graphical representation of information, gradually expand and deepen the circle of knowledge related to it. Ch. Kuprisevich, substantiating the spiral method of constructing curricula, noted that training with a spiral structure is not limited to a one-time presentation of individual topics. The knowledge gained is continuous and gradually becomes more complex.

After that, the study of computer graphics does not end there. Based on the acquired knowledge, students continue to study the areas of application of computer graphics in a number of disciplines: "Computer modeling", "Computer publishing systems", "Computer networks, Internet and multimedia technologies", "use of information and communication technologies in education", "Modern means multimedia". They also continue to study the equipment and devices of a computer necessary for working with computer graphics in the discipline "Computer Architecture". Here are elements from the work programs of these disciplines.

Topics of the discipline "Practical work on solving problems on a computer" (1st year, 2nd semester, Graphical capabilities of programming languages ​​(on the example of the Pascal language). Fundamentals of graphics programming. Windows and graphics pages of video memory. Diagramming. Construction of graphs of functions. Creation of dynamic images. Methods programming of dynamic 3D images Probabilistic graphic algorithms Sound programming Creation of animation clips Creation of a graphical interface for solving applied problems.

Topics of the discipline "Computer Architecture" (4th year, 7th semester, Peripheral input/output devices. Principles of operation and classification (keyboard, mouse, scanner, monitor, printer, plotter).

Topics of the discipline "Computer publishing systems" (4 year, 8 semester, Introduction to desktop publishing systems. Printing, types of printing, the process of layout documents, working with color, fonts, scanning and text recognition. Types and methods of typographic printing. Editors for processing graphic images Raster and vector graphics Scanning images Raster graphics editor Adobe PhotoShop Vector graphics editor Corel Draw Layout programs : MS Publisher, Adobe PageMaker, QuarkXPress. Layout programs : Adobe In Design, Corel Ventura, Adobe Frame Maker.

Subjects of the discipline "Computer graphics" (4th year, 7th semester, The role of computer graphics in modern life. Adobe PhotoShop program: composition, features, purpose. Importing bitmap images. Editing. Masking. Tracing. Combination of Adobe Illustrator and Adobe PhotoShop graphics.

Topics of the discipline "Computer Design" (4th year, 8 semester, Introduction to computer design. The role of design in modern life. Adobe Image Ready. Purpose of the program. Interface. QuarkXPress. Basic information about publishing systems, terminology, basics of printing. Macromedia Flash. Purpose programs.Interface.Macromedia Dreamweaver. Purpose and features of the program.Interface.

And only after studying the areas of application can we talk about a holistic representation of computer graphics by students and the formation of their competencies in this area. The theoretical analysis carried out showed the need to improve the level of training of an informatics teacher, who has deep knowledge in all sections of informatics, has creative abilities, and is able to apply his knowledge in practice. The computer science teacher must competently draw up the material for the lesson, know the necessary theoretical material in the field of computer science and computer graphics, i.e. have a graphic culture, as well as be able to transfer knowledge and skills to students and other teachers.

As a result of this analysis, we have proposed an interdisciplinary scheme for the formation of a graphic culture (Fig. 1).

The described interdisciplinary scheme for the formation of a graphic culture in a future computer science teacher indicates that in order to form a graphic culture, it is necessary to use a special methodology that contributes to the intensification of the learning process.

LITERATURE

Engineering graphics: general course. Textbook / Ed. V.G. Burova and N.G. Ivantsivskaya. - M.: Logos, 2006. - 232 p.

Kalnitskaya N.I. Graphic training in the system "Lyceum NSTU - university" // Topical issues of modern engineering graphics: Proceedings of the All-Russian Scientific and Methodological Conference / ed. A.P. Koryakina. - Rybinsk: RGTA, 2003. - S. 67-69.

Kuprisevich Ch. Fundamentals of general didactics. - M., 1986. - 96 p.

Molochkov V.P., Petrov M.N. Computer graphics. - St. Petersburg: Peter, 2006. - 810 p.

UDC 378.147:766

M. V. Matveeva

BASIS FOR FORMING A GRAPHIC CULTURE OF STUDENTS OF ENGINEERING SPECIALTIES OF HIGHER EDUCATION INSTITUTIONS

Theoretical and practical aspects of the formation of graphic culture of students of engineering specialties in modern conditions are considered. The possibilities of using computer technologies to form the graphic culture of students in the study of the disciplines "descriptive geometry" and "engineering graphics" are revealed.

Key words: graphic culture, graphic training, computer graphics, engineering graphics, educational and methodological support, e-learning products.

Graphic culture is one of the most important components of an engineer's professional culture. At present, the presence of a graphic culture is necessary for any educated person. This is due to the widespread use of computer graphics, the emergence of a large amount of graphic, sign and symbolic information in all spheres of public and industrial life. Graphic images are one of the main means of cognition of the surrounding world, a tool for creative and spatial thinking of the individual.

Graphic culture in a broad sense is understood as "a set of human achievements in the field of creating and mastering graphic ways of displaying, storing, transmitting geometric, technical and other information about the objective world, as well as creative professional activities for the development of a graphic language" .

In a narrow sense, graphic culture is considered as the level of excellence achieved by a person in mastering graphic methods and ways of transmitting information, which is assessed by the quality of execution and reading of drawings.

Graphic culture as an element of a specialist's professional culture is "an integrative quality characterized by the unity of graphic knowledge, skills and abilities, a value attitude to the results of graphic activity and ensuring professional creative self-development" .

In the context of engineering training, “graphic culture as an element of the general culture of an engineer is characterized by high level knowledge, skills and abilities in the field of visualization, understanding the mechanisms for the effective use of graphic displays for solving professional problems, the ability to interpret and promptly display the results at an acceptable aesthetic level.

As structural components of graphic culture, which determine its integrative goal,

Loe, researchers distinguish the following: cognitive, motivational-value, operational-activity and individually creative.

The most significant of them in terms of the formation and development of graphic culture is, in our opinion, axiological, that is, motivational-value or value-semantic, responsible for the subject's awareness of the need to acquire and improve graphic knowledge and skills, as well as the recognition of their value for the future professional activity and personal experience.

One cannot but agree that the cognitive, activity and creative components are structural components and indicators of the level of the graphic culture of the individual, as well as the level of the general culture and education of the person. Cognitive and creative activity is the basis of the educational process.

In addition to these structural components of graphic culture, it is necessary to single out the ability of aesthetic perception of the surrounding world and, as a result, the ability to create, model, design expedient, harmonious and beautiful objects. This is especially important in engineering activities, since conveyorization and production flow, product standardization have actually deprived the manufacturer of the opportunity to create beauty. But beauty not only delivers spiritual joy and pleasure, but also has a huge cognitive and educational role in society. There are significant gaps in the aesthetic training of engineering personnel in the secondary and higher technical schools. To solve this problem, it is necessary to revise the methodological content of the disciplines with a mandatory focus on practical tasks for creating elements of the beauty of the environment.

Thus, in the purposeful formation of the graphic culture of students, all its structural components should be taken into account.

nents and ensured their development, taking into account modern conditions of education and production.

Fast development information technologies led to the existing transformation of the content of engineering work, which caused a change in the requirements for the preparation of a university graduate and the assessment of his professional qualities. Professional graphic competence of an engineer implies a level of conscious application of graphic knowledge, skills and abilities, based on knowledge of the functional and design features of technical objects, experience in professionally oriented graphic activity, free orientation in the environment of graphic information technologies.

Modern production is focused on the computerization of design and engineering activities, therefore, in the preparation of engineering personnel, it is necessary to properly carry out graphic training for future specialists.

At the initial stage of education in an engineering university, such disciplines as "descriptive geometry", "engineering and computer graphics" are studied, which contribute to the development of spatial imagination, creative and constructive thinking of the future specialist. Students gain skills in working with abstract geometric models of objects, acquire knowledge on the rules for making drawings, designing design documentation, mastering the use of graphic editors for computerizing drawing work.

Graphic disciplines are fundamental in the formation of professional and graphic culture of students. Therefore, it is necessary that the methodology of teaching graphic disciplines be more focused on the development of figurative, logical, abstract thinking, and make it possible to form static and dynamic spatial representations of students. At the same time, it is necessary to use all types of classroom and extracurricular work to carry out effective graphic training of students, as well as to activate and diversify their educational and cognitive activities through innovative pedagogical technologies.

This approach assumes the creation of a "visual learning environment - a set of learning conditions in which the emphasis is on the use of reserves of visual thinking. These conditions presuppose the presence of both traditional visual aids and special means and techniques that allow to activate the work of vision in order to obtain productive results.

The main form of classroom work is a lecture. To enhance the activity of students, as well as to save time, it is advisable to use presentations of lectures on electronic media. The undoubted advantage of presentation lectures is the absence of chalk and rags, the clarity of images and inscriptions, the ability to return to previous slides and restore missed material. As disadvantages, one can note the possibility of equipment failure during a lecture, reflection in bright weather, the difficulty of reading graphic information from the screen and reproducing it in a notebook.

The use of computer technology in lecturing makes it possible in a short time to present a large amount of information about graphic objects, including visualization of their spatial forms, to demonstrate the formation of surfaces in dynamics through the use of multimedia elements. This helps to improve the spatial representation of students, develops the ability to perceive graphic information from the screen. Thus, the use of presentation lectures in the study of graphic disciplines is undoubtedly effective tool for the successful formation of students' graphic culture. Such lectures, in our opinion, should be included as an obligatory element in the construction and selection of the methodological content of courses.

In practical classes, special attention should be paid to solving problems to consolidate the theoretical lecture material. In the course of descriptive geometry, students acquire the skills of comparing spatial objects with their flat images - projections. The projection method underlies the execution of any drawing - engineering, architectural or topographic. The solution of positional and metric problems in descriptive geometry contributes to the development of not only spatial thinking of students, but also abstract-logical, teaches an algorithmic approach to solving engineering problems to determine the natural values ​​of objects and their relative position.

It is advisable to use a workbook with the conditions of graphic tasks in practical exercises. At the same time, students do not waste time redrawing the conditions from the board, and the solution of problems is not distorted due to inaccurate images. Such a workbook can also be used in an electronic version, which provides for the execution of tasks in the graphic editors ASHIUSAO or KOMPAS. This application is most appropriate for extracurricular

independent work of students. At the same time, students can complete tasks at home on a computer and send them to the teacher for verification by e-mail.

The course of studying the discipline "engineering and computer graphics" provides for the implementation of laboratory work, in which students get acquainted with modern methods of constructing graphic images, studying graphic editors.

Thus, in practical and laboratory classes, students receive practical skills in constructing various graphic images, study approaches to solving engineering problems. At the same time, the activity component of the formation of the graphic culture of students is realized.

To enhance the independent work of students in the study of graphic disciplines, various electronic educational products have proven themselves well - training programs, tests for self-control, electronic textbooks. These innovative teaching aids create a positive motivation for the study of disciplines, stimulate the active use of computer technology in educational activities. At the same time, the student is not a passive participant in the educational process, he can regulate the speed of learning, choose a convenient time for himself, as well as topics for study. That is, by being included in the process of self-learning, the student assumes part of the functions of the teacher. In addition, a computer acting as a tutor can repeat the task several times, show an error and give the correct answer.

It should be noted that for the full-fledged formation of the graphic culture of students in modern conditions, it is impossible to do without the use of computer technology in the educational process as a didactic toolkit, while widely using computer graphics.

In order to study the possibility and feasibility of using electronic learning tools in the study of graphic disciplines, it was

a survey was conducted among first-year students of the Faculty of Automation and Information Technology. At the same time, it was found that 92% of students have a positive attitude towards the use of computer technology in the educational process. Textual information from paper and computer screens are perceived equally successfully by 80%, and graphic information - by 90% of students. 88% of respondents use the Internet for educational purposes, read electronic books- 65%, use training programs -57%, use electronic catalogs in the library - 35% of students. It was revealed that students are almost not familiar with computer graphics programs (AutoCAD, KOMPAS, 3DMAX). In the educational process, only 32% of respondents use them, while office programs (Word, Excel) are used by 95% of students.

The results of the survey allow us to draw the following conclusions: students are interested in using computer technologies and teaching aids, but have low awareness in the field of achievements in engineering computer graphics. Therefore, when creating educational and methodological support for graphic disciplines, it is necessary to pay attention to the development of a different plan of electronic educational products based on computer graphics, to strengthen the aesthetic component in engineering training, and also to intensify the educational, cognitive and project activities of students.

In conclusion, it should be emphasized that the careful development of educational and methodological support for graphic disciplines, based on the use of information, computer technologies and computer graphics, covering all types of educational activities, will contribute to the effective formation and development of students' graphic culture. Theoretical and methodological foundations for the creation of such software are in identifying the structural components of a graphic culture, developing an integrative approach to the graphic training of engineering students.

Bibliography

1. Lyamina A. A. Graphic language - an international language of communication: materials of the XI region. sci.-tech. conf. "University science - the North Caucasus region." T. 2. Stavropol: SevKavGTU, 2007. 168 p.

2. Kostryukov A. V. Theoretical foundations and practice of the formation of graphic culture among students of technical universities in the conditions of modernization of higher professional education (on the example of descriptive geometry and engineering graphics): dis. ... Dr. ped. Sciences: Orenburg, 2004. 328 p.

3. Vedyakin F. F., Panasenko O. F. Spatial thinking and graphic culture of students of engineering specialties: materials of Vseros. scientific conf. with international participation "Analysis of the humanitarian problems of modern Russian society." Omsk: OmGUPS, 2006.

4. Polovinkin A. I. Fundamentals of engineering creativity: textbook. allowance. 3rd ed., ster. St. Petersburg: Lan publishing house, 2007. 368 p.

5. Shekhovtsova D.N. Use of computer technologies for visualization of mathematical knowledge // Vestn. Volume. state ped. university 2010, No. 10. S. 99-103.

Matveeva M. V., candidate of pedagogical sciences, associate professor.

Siberian State Technological University.

Etc. Mira, 82, Krasnoyarsk, Krasnoyarsk Territory, Russia, 660049.

Email: [email protected]

The material was received by the editors on 01.09.2010.

BASES OF FORMING OF STUDENTS' GRAPHICAL CULTURE IN ENGINEERING EDUCATION

Theoretical and practical questions of forming of students’ graphical culture are discussed in the article. Opportunities of use of the computer technology for forming of students’ graphical culture by teaching such disciplines as descriptive geometry and engineering graphic are found.

Key words: adaptation, mentality, climatic factors, the geographical environment, national character.

Siberian State Technological University.

Pr. Mira, 82, Krasnoyarsk, Krasnoyarsk territory, Russia, 660049.