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In the past decade is widely discussed the problem of geometric and graphic training of students of technical universities in Russia. In 1980-2005 arose contradictions between traditional and innovative methods of teaching for descriptive geometry and engineering graphics. This marked the article Professor P.A. Tunakov, in which descriptive geometry was carried to a dying science. This radical statement in subsequent years was supported by V.A. Rukavishnikov [15; 16] and A.L. Kheifets. An additional impetus to discussions was given by the developers of the Federal state educational standards of higher education (FSES), which declared the competence approach to the process of learning and evaluation of knowledge of graduates. Introduction in educational process of computer graphics and the appearance of technologies of 3D modeling prompted some representatives of the departments of engineering graphics towards the radical statements: • descriptive geometry as a graphic discipline became "moribund", "morally obsolete"; • it is necessary to refuse from the method of projection, as "fundamentally important is a matter of conformity to the dimension of the three-dimensional computer model and the modeled object". The article proves the incorrectness of these statements. History and background of transformation of the descriptive geometry in the engineering geometry are shown: 1) references to the dynamics of change subjects of presentations at the Moscow seminars on descriptive geometry and on engineering graphics during 1944–1965; the themes of dissertations on the specialty 05.01.01 engineering geometry and computer graphics (up to 1977 – applied geometry and engineering graphics); 2) the requirements of competence-based learning model to establish: • intrasubject links (combination of synthetics and analytical methods of problem solving); • interdisciplinary connections by expanding the subject of the discipline of the multidimensional shapes; 3) the incorrectness of opposing the "by the radicals" of 2D and 3D models, for they are complementary the types of modeling single method of two images.
In the past decade is widely discussed the problem of geometric and graphic training of students of technical universities in Russia. In 1980-2005 arose contradictions between traditional and innovative methods of teaching for descriptive geometry and engineering graphics. This marked the article Professor P.A. Tunakov, in which descriptive geometry was carried to a dying science. This radical statement in subsequent years was supported by V.A. Rukavishnikov [15; 16] and A.L. Kheifets. An additional impetus to discussions was given by the developers of the Federal state educational standards of higher education (FSES), which declared the competence approach to the process of learning and evaluation of knowledge of graduates. Introduction in educational process of computer graphics and the appearance of technologies of 3D modeling prompted some representatives of the departments of engineering graphics towards the radical statements: • descriptive geometry as a graphic discipline became "moribund", "morally obsolete"; • it is necessary to refuse from the method of projection, as "fundamentally important is a matter of conformity to the dimension of the three-dimensional computer model and the modeled object". The article proves the incorrectness of these statements. History and background of transformation of the descriptive geometry in the engineering geometry are shown: 1) references to the dynamics of change subjects of presentations at the Moscow seminars on descriptive geometry and on engineering graphics during 1944–1965; the themes of dissertations on the specialty 05.01.01 engineering geometry and computer graphics (up to 1977 – applied geometry and engineering graphics); 2) the requirements of competence-based learning model to establish: • intrasubject links (combination of synthetics and analytical methods of problem solving); • interdisciplinary connections by expanding the subject of the discipline of the multidimensional shapes; 3) the incorrectness of opposing the "by the radicals" of 2D and 3D models, for they are complementary the types of modeling single method of two images.
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.
The development of information technology has given a significant impetus and progress both for various industries and life, as well as for education. The national program "Digital Economy of the Russian Federation" provides for ensuring the introduction of digital technologies in the economy and social sphere, and is associated with the National Project "Education (2019-2024)", which includes the Federal Project "Digital Educational Environment" based on the introduction of the target model of modern digital technologies into educational programs. Innovative methods and forms of training create a strategy for the professional training of specialists, and computer visibility of the forms of the part gives an idea of the assembly technology, allows you to perform competent drawings. The purpose of the study is to analyze the methods of solving the problems of descriptive geometry and engineering graphics together with the use of methods of surface formation by geometric methods, as well as on the basis of basic CAD operations COMPASS-3D. In modern high school, in most cases, drawing is not studied, or only the most general concepts and definitions are studied. The existing course of school computer science deals only with general issues and practically does not give skills in drawing and modeling. As a result, applicants for the most part come to a technical university unprepared for the normal perception of geometric and graphic disciplines. In this regard, two priority tasks of further informatization of engineering education at the technical university have been formulated. On the one hand, this is the improvement of the methodology for teaching geometro-graphic disciplines, including in distance learning. On the other hand, it is the involvement of schoolchildren in various Olympiads and competitions held on the basis of technical universities to develop the initial skills of drawing and modeling simple objects.
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