On Some Problems of Graphics Training at Technical High Educational Institutions (view from St. Petersburg)

Active development of engineering and technology rightly necessitates reform of higher education. If before teacher was enough to make a course of lectures and read it throughout his labor activity, but now, in a time of rapid change reality necessary periodically rebuild the curriculum, focusing on the achievements of modern science and emerging technologies. Impossible further to teach tomorrow´s to engineers yesterday´s the provisions and former methods. Today for engineer it is important the acquisition of modern professional competencies with the ability to self-develop the skills required and if necessary, switch to popular types of activities. Therefore, modern engineering and technical education must firstly be adequate to modern scientific and technological reality, and secondly is based on modern scientific basis and regulations and not "braked" with classic content and with traditional techniques. Classical descriptive geometry, which in its time had an active influence on the development of production and industry initially in France and then throughout the world, today in the digital age of information must be updated, to enrich scientific achievements of modern scientists geometry and thereby become a popular academic discipline. Article is devoted to development of descriptive geometry in the direction of the fundamental mathematical ideas – sets, relations, algebraic operations; concepts – figures, conditions; analysis of the logical foundations. The authors suggested the development of elementary and higher descriptive geometry, uniting the known facts, methods and algorithms and leading them into a system based on common mathematical and logical ideas. From this perspective, we consider three section of descriptive geometry: search for linear objects based on the analysis of conditions, designing of surfaces, solution of position tasks.

Matematization Elements of Theoretical Fundamentals of Descriptive Geometry

Панчук¹,

Panchuk²,

Юрков³

et al. 2015

Engineering Graphics Course Using Modern Software Systems for Students of Civil Engineering University

Петухова¹,

Petukhova²

2015

We should equip the graduates of technical universities with the most modern knowledge. It is one of the most impor - tant teaching aims. Civil engineer must be able to draw, read drawings, simulate parts, mechanisms, structures, buildings and sites on their computers. This is a great amount of knowledge and a huge range of skills, and their formation requires a gradual transition from drawings using pencil and ruler, through a standard drawing program (such Autodesk AutoCAD and Compass ASCON) to the more complex software systems (AutoCAD, Revit and AutoCAD Civil 3D). The article presents our experience in developing educational programs for undergraduate and specialties. The program is designed for "General construction", "Railway Construction", "Management of the technical condition of the railway track", "Bridges", "Tunnels and Subways", "Industrial and Civil Engineering", "Water supply and sanitation". The system of training is based on a modular principle. The first module "Descriptive Geometry" uses the classic teaching methods. Although it is supplemented by modern visualization tools (electronic posters, presentations, 3D models). The second module "Engineering Graphics" is built with a focus on computer way of doing drawings. At this stage, we form the basic skills of drawing and 3D-modeling. The main goal the next phase of training (course "Computer Graphics") is to form good skills in computer-aided design. In the last stage (course "Software"), we use the most modern software systems using BIM. An integrated approach can effectively reach both local and general educational purposes and creates a base for the formation of core professional competencies engineer.

Americanization of Russian Geometric Education and Descriptive Geometry

Сальков¹,

Sal'kov²

2015

70 years ago, the bloodiest of wars had ended. Literally, the next day the USA started the ruthless Cold war against the USSR. Goal – to destroy the USSR as political and military enemy. Ironically, it was the Russian Empire (and the Soviet Union – its successor) that first in the world recognized the USA as an independent state. In 1991, the goal was achieved. Russia considered the cold war over, and the USA a partner in all matters. In vain. It is no secret the CIA felt home in Russian governmental buildings. It is no secret that Department of State advisers sat in every Russian Ministry. Unsurprisingly, imposed reforms have led to destruction of industry, agriculture, and medicine. The country was flooded with imports, and Russia has lost the basic security of state. Obviously, the same benefactors from the CIA forced the Ministry of Education and Science to adopt the surrogate instead of the Soviet system of education. Moreover, the well-wishers perfectly knew that this surrogate was of very low quality. Introduction of the American system of education instead of the Soviet one is the manifestation of the cold war. Artificial confrontation of computer graphics vs. descriptive geometry arose. Enforced antagonism resulted in elimination of teaching descriptive geometry in many areas. Known: computers and computer graphics come from the USA. Note that geometry experts do not oppose to the use of computer graphics. More obscure is the position of some of our partners, when they advocate destruction of science in favor of a drawing instrument. In this mortal combat of geeks, the author sees a manifestation of the same cold war that the United States maintains with Russia. Deduction: it is so because computer graphics took all its geometric methods of constructing from descriptive geometry. Minimal program of overcoming this geometric crisis in higher education is provided.