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This article presents the integrated approach of the professional competencies of students of the correspondence form of evening-technical college training. The essence of the approach is the use of traditional forms of education, complemented by innovative forms: interactive content of descriptive geometry teacher in multimedia environments, the use of graphical editors in the learning process. These developments were due to the orientation of modern education on the priority development of creative qualities of professional engineer, the development of which, according to many experts, is possible in a graphical environment [3; 9]. On the other hand, there are the problems of mastering the course of descriptive geometry for the students in absentia-evening form of a technical college education related to insufficient spatial representations. The intensification of the educational process, especially training programs with restrictions on hours of classroom courses assimilation, brought to the fore the search for ways to solve this problem. The rapid development of the Information Society have significantly revised teaching methods, individualizing the educational trajectory. Implementation of the developed pedagogical impact of the measures has shown that the uptake rate of descriptive geometry substantially improved without increasing the teaching hours.
This article presents the integrated approach of the professional competencies of students of the correspondence form of evening-technical college training. The essence of the approach is the use of traditional forms of education, complemented by innovative forms: interactive content of descriptive geometry teacher in multimedia environments, the use of graphical editors in the learning process. These developments were due to the orientation of modern education on the priority development of creative qualities of professional engineer, the development of which, according to many experts, is possible in a graphical environment [3; 9]. On the other hand, there are the problems of mastering the course of descriptive geometry for the students in absentia-evening form of a technical college education related to insufficient spatial representations. The intensification of the educational process, especially training programs with restrictions on hours of classroom courses assimilation, brought to the fore the search for ways to solve this problem. The rapid development of the Information Society have significantly revised teaching methods, individualizing the educational trajectory. Implementation of the developed pedagogical impact of the measures has shown that the uptake rate of descriptive geometry substantially improved without increasing the teaching hours.
In this paper it is noted that a characteristic and most important feature of domestic education is close interaction of teacher and student, mentoring, the dominant formula: first love, and then teach. It is feared that the teacher-student personal interaction is lost with the introduction of a graduated training system, dominance of all kinds of testing, and development of distance education technologies. At the same time it is noted, that distance education technologies are good for distance learning and self-training, however, they do not contribute to the training of basic, elite specialists. The noted factors give no way to pay due attention to the training of talented students-intellectuals. They are nervous about the popular belief that vast arrays of high intelligence are merely useless for today's society and economy. The results of work in the distance learning conditions at the BSTU "VOENMEKH" chair for graphic training of future specialists in the defense industry’s area are analyzed in this paper. It contains also information on adjustments for the educational process, communication features, and evaluation criteria. The conclusion has been drawn that significant difficulties and contingent losses are associated with the loss of possibility for close teacher-student personal interaction that has not allowed the teacher to show proper love for the student. The assumption that the most of students are unbred to effective independent work was confirmed. The best adapted to this situation were those former scholars who were taught in an environment that allows them to receive electives of engineering profile or special courses. The percentage of students who has not started the distance education or has not coped with it is about 35%, which significantly exceeds the losses of previous years for the same period. At the same time it is noted that past losses were actually determined from the very beginning of training. The current losses have an onset coinciding with the pandemic onset. These data confirm doubts about students' commitment to distance learning.
The “Geometry and Graphics” journal is celebrating its eight-year birthday in 2020. It was set up in 2012. From the moment of its set up until 2016, it was the first period of the journal's life, when pedagogical papers were published three times more than the geometrical ones. In 2016 the journal was put in the list of the State Commission for Academic Degrees and Titles in specialties 05.01.01 and 13.08.00. It was the second period in the journal's life. The number of scientific and pedagogical papers have become approximately equal, which indicates a more careful selection of papers for publication in the journal, as well as introduction the apparatus for independent peer review sorting out papers not falling outside the level of the State Commission for Academic Degrees and Titles’ journal. In 2018 the specialty 13.08.00 was removed, only Engineering Geometry and Computer Graphics remained – the third period in the journal's life began, which was characterized by a sharp fall in the number of pedagogical papers, and little wonder. This trend has been demonstrated in the present paper. As a result, if in the first period pedagogical papers in the journal were equal to 3/4 of papers’ total number, in the third period pedagogical papers number had become only 1/4, that is, had decreased by 3 times. From 2019 (No. 4) Pedagogy has returned to the journal – the fourth period has started. Now in the journal there were two specialties again. When the pedagogical direction was again included in the list, the situation related to publication of pedagogical papers in the journal improved, and on the example of three recently published journal numbers, we can say that they began to publish in the journal technical and pedagogical papers in equal measure. This paper aims to show to the reader the scope of pedagogical issues in papers published in the journal and related to geometric education.
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