Use of Multimedia Technologies in Formation of Professional Competence of Students of Technical University

Topical issues related to improving the quality of higher education and solving teaching-learning problems, aimed at providing a checking procedure of future specialists’ graphic literacy in the process of teaching graphic design are considered in this paper. Among the national tasks of providing specialists for various arears of professional activity, the improvement of higher education’s quality and practical training of competent staff capable for professional self-education is considered as one of priorities. Education is interpreted as a process and result of acquiring the system of knowledge and personality development. Sufficiently frequent updating of requirements to future specialists’ training because of practical implementation of information technology in all professional spheres makes actual the search for more efficient methodologies aimed at changing of professional competences. The development of graphic literacy as future specialists' professional competence is defined by the learning activity process signification. The specificity of graphic disciplines as result of the introduction of information technologies requires the development of an effective methodology to ensure the content of the educational process, changing the nature of expertise, knowledge and skills; forming competence as a special ability necessary to perform a particular action in the object-graphic area. In the modern process for learning of graphic courses the KOMPAS graphic program is widely used, along with Autocad, Archicad, Revit, and others. Further is interpreted the KOMPAS practical use in the process of preparation of future specialists for learning of graphic courses. The KOMPAS jumps out as the program allowing using information technologies in checking procedure of future specialists' graphic literacy. The features of generation in the KOMPAS graphic program are revealed, as well as the software application “Generator”, including an educational-methodical complex aimed at forming of the necessary competence, development of self-learning activities, checking of expertise, knowledge and skills on graphic courses.

Application of Information Technologies in Checking Procedure of Future Specialists’ Graphic Literacy

Turutina

Tretyakov

2020

Development of Students’ Creative Potential in the Framework of Academic Olympics on Engineering and Computer Graphics

Mishukovskaya

Usataya

Deryabina

2020

Currently, they present design objects in the form of three-dimensional models and drawings. Accordingly, when training students at a technical university, it is necessary to pay attention to design and graphic disciplines. From the first course of study it is necessary show to students the relationship of the studied graphic disciplines with their future professional activities; stimulate their cognitive interest and motivation for learning and creativity with the help of Academic Olympics, that will help to achieve a high level of students' professional competence. So, one of the main tasks for higher education in the context of implementation of modern Federal State Educational Standards is the formation of the necessary professional competencies and improving the quality of students’ engineering training in technical high educational institutions [16; 25]. The use in the educational process of multilevel creative graphic tasks performed by means of three-dimensional computer graphics helps students to perfect themselves in further educational and professional activities. Creative tasks for Academic Olympics contribute to the development of students' creative potential through creative self-realization. Tasks for Academic Olympics are creative problems in engineering graphics with elements of project activities. For creative self-realization in graphic activities, it is important not only to be aware of graphic tasks, but also to find in them personally meaningful sense, which is manifested when a student implements his own ideas in situations that are significant for him and in a familiar, meaningful environment for him. For this, to students are offered Academic Olympics tasks of various types: propaedeutic (developing the students’ general readiness for graphic activity) and creative tasks with elements of project activity, i.e., creative project tasks. It is necessary also to develop Academic Olympics tasks taking into account the students' training program.

Geometric Education’s Problems Displaying in the “Geometry and Graphics” Journal

Sal'kov¹

2020

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.