In the article we will consider the concept of graphic culture in the system of general personal culture of a specialist of the 21st century and define our vision of this phenomenon. Due to the fact that graphic culture is connected not only with a person’s general culture, but also with his information culture, we will also establish a hierarchy of these connections and introduce a thesaurus on the research topic.

The Latin term “culture” means cultivation, improvement of something, and in a figurative sense - improvement, education.

When exploring the graphic culture of future teachers, it should be noted that before discussing any problem it is necessary to agree on basic terms. The importance of the correct definition of a concept (term) is emphasized by V.V. Kraevsky: “Clarity and unambiguity of terminology is an indispensable requirement of scientific methodology, and for science it is not at all indifferent what words are used, from what conceptual environment they are removed.”

In cultural theory, there are different approaches to defining the concept of “culture”. There are as many definitions of culture as there are authors writing about it. According to various estimates, there are from 150 to 250 definitions.

After analyzing the scientific literature, we can identify the following approaches to the phenomenon of culture: it is culture that is an expression of the harmony, richness and integrity of the individual, the comprehensiveness and universality of a person’s connections with the outside world and other people, his ability for creative self-realization and active activity.
A.L. Zvorykin, E.G. Silyaeva, V.I. Tyutyunnik, T.F. Belousov consider culture as a set of material and spiritual values ​​created by humanity, which implies its division into two main spheres: material and spiritual culture.

A.I. Arnoldov, M.V. Evdokimova, V.M. Mezhuev understand culture as a process of creative activity of an individual and his role in changing the world.
V.E. Davydovich, M.S. Kagan, A.A. Kriulina, N.B. Krylov made the subject of his research questions related to the characteristics of culture as a unique property of people’s social life.

A popular definition interprets culture as the totality of the material and spiritual heritage of humanity, created in the course of its historical development. At the same time, the general culture of an individual is understood as a set of practical, material and spiritual achievements that reflect the achieved level of human development and are embodied in the results of productive activity.

By asserting that values, such as Shakespeare's dramas, Chopin's nocturnes, Repin's paintings, are elements of culture, we do not reveal in this statement an adequate idea of ​​\u200b\u200bculture, since an equally important part of it is the very creation of new values ​​by people, the interaction of people with values, their assimilation by people.
Taking into account all the above, in our study we define culture as the totality of scientific, moral, social, artistic and technical values ​​created by people, as well as the processes of participation, interaction with these values ​​and the creation of new cultural values.

One of the most important components of a person’s general culture today is his information culture. The term “information culture” first appeared in the 70s and meant a culture of rational and effective organization intellectual activity of people.

CM. Mikhailidi identifies three components in the concept of “information culture” - worldview, which contains ideas about the role of information technology in optimizing production and intellectual work, the essence of information and information processes, communicative, characterized by the ability to communicate with people directly and indirectly using computer technology and other information media, an algorithmic component, which is a rational way of thinking.

E.L. Semenyuk considers information culture as the most important component of a person’s spiritual culture in the most general sense of the word and cites a number of its components: general educational culture as a complex of interrelated acquired knowledge and skills necessary for the successful acquisition of other subject knowledge and skills, and a culture of dialogue, including the following skills: treat someone else's opinion adequately, present information in the required form, express your point of view and prove that you are right, find general solutions and draw up programs of joint action to achieve common goals, either in a “human-human” dialogue or in a “human-computer” dialogue.

Information culture can be considered as the achieved level of organization of information processes, the degree of satisfaction of people in information communication, the level of efficiency in the creation, collection, storage, processing, transmission, presentation and use of information, providing a holistic vision of the world, foreseeing the consequences of decisions made.

Information culture includes the ability to solve problems on a personal computer, work with application software, as well as the ability to create your own graphical shells, i.e. programming skills. Information culture is, first of all, an insight into the essence of information processing processes, and deep enough so that you can easily and quickly solve various tasks on a computer, just as a truly literate person can read and write fluently.

Penetration into the essence of information processing processes is understood as the ability to correctly perceive various information, highlighting the main thing in it and, sweeping aside the secondary, apply different kinds formalize information, widely use mathematical and information modeling to study various objects and phenomena, develop effective algorithms and implement them on a computer, analyze the results obtained, conduct computational experiments to verify the correctness of the constructed models.

Understanding the essence of the concept of information is the most important component of human information culture. As V.A. Izvozchikov notes, the informatization of modern society poses the task of educational systems to form an information culture and an information picture of the world among students necessary condition life and functioning in modern society.

It is customary to distinguish three levels of a person’s connection to the world computer technology: computer awareness (initial acquaintance with a computer), computer literacy and information culture.

A student should receive initial acquaintance (awareness) with a computer before entering the university. A modern student, having arrived at a university, already has an idea of computer games, Internet and other computer capabilities. However, between these ideas and information culture there is a niche that the university must fill. Unfortunately, at present, the university only provides computer literacy to students as users of a personal computer. As for the formation of the information culture of graduates, this task can be solved only after the university teachers themselves have mastered the information culture.

V.A. Izvozchikov writes that “Information culture is also an understanding of the information picture of the world in order to wisely use information flows and analyze them, implement direct and reverse information connections in order to adapt, adapt to the surrounding world and improve its socio-economic, social -political and environmental structure; This includes competent knowledge of computer languages, and an understanding of the capabilities of electronic computing technology, the place and role of man in the information society.”

V. Kaimin, under information culture in its narrow sense, offers, first of all, the ability to receive, accumulate, search, collect, and transmit information using a computer, using databases and various information systems.

T.A. Boronenko defines information culture: a) in a narrow sense - as a culture of working with information using a computer (the level of information culture depends on knowledge of software and the ability to use them) b) in a broad sense - as the ability of people to communicate with each other.

Based on a theoretical analysis of existing approaches to the concept of information culture, in our study we will consider that a person has an information culture if:

HAS A VIEW

• about information and information processes, computer structure and its software;

KNOWS AND CAN

• and does not violate computer program copyright laws;
• and complies with ethical standards when publishing information on the Internet and in the process of communication using the Internet;
• enter information from the keyboard with sufficient speed and work with the graphical interface of programs using the mouse;
• process numerical information using spreadsheets; and also build graphs and diagrams based on the results;
• use databases to store and retrieve information;
• use information resources of a computer network.

HAS SKILL

• creating and editing documents, including interactive multimedia presentations.

CAPABLE

• use graphic modeling when solving creative problems using a computer.

Thus, summarizing the above, we can give the following definition of information culture from the point of view of ensuring the didactic process using information technologies training. Information culture is a broad concept that includes not only the ability to work on a computer and perform basic tasks using training programs and systems, but also the ability to navigate the modern information environment, the ability to search, select and critically analyze Internet resources, the ability to communicate using modern means of communication, the presence of so-called computer-mediated communication skills.

The development of the information culture of each information consumer, the use of information as the most important educational factor, the introduction of new information technologies in education, the formation of a specialist’s graphic culture - all these are urgent tasks of modern pedagogical educational institutions.

The key term in the title of the dissertation research topic is the concept of “graphic culture”. In a practical aspect, graphic culture can be considered as a teacher’s ability to create illustrations for basic notes, the ability to draw and print a block diagram, create posters, draw electrical circuits and drawings, the ability to design a book, a journal article, a dissertation, a WEB page (site) on the Internet with graphics, to design a regular or electronic textbook, the ability to create multimedia presentations on a computer screen and, using a projection panel, display them on a large screen, etc. . A creative teacher strives for the fullest possible use of the graphic capabilities of a personal computer, bearing in mind various aspects of its use in education. Due to its versatility, a computer can be successfully used to develop methodological and didactic teaching aids in any subject.

Graphic culture is inextricably linked with information culture, the readiness of a specialist to use information technologies in teaching. To solve this difficult task It is necessary to train all education workers to use educational information technologies, to form an information culture for teachers, to introduce new specialties in pedagogical universities to train specialists in the field of informatization of education, to provide training in the field of information technologies to students of pedagogical universities.

Today, the concept of “graphic culture” is not established, and therefore has several interpretations.

S.A. Smirnov writes that “Graphic culture is characterized by an understanding of the mechanisms for the effective use of graphic displays to solve problems facing the teacher, the ability to interpret and promptly reflect the results through readable images of objects and processes at an acceptable aesthetic level.”

According to the Mega-Encyclopedia, located on the Internet and containing 10 encyclopedias, more than 130,000 articles and more than 30,000 illustrations: “Graphic culture is the ability to use linguistic graphic means of transmitting information in different communication conditions in accordance with the goals and content of the statement.”

Gaspard Monge wrote about the fact that drawings are the language of technology back in the 18th century: “...This is the language necessary for an engineer creating a project, as well as for all those who must manage its implementation, and, finally, for the craftsmen who must produce various parts themselves." Graphic images are a language consisting of signs and symbols. Moreover, the laconic language of drawings is the only way to convey the dimensions, shape, and relative positions of parts with any required degree of accuracy.

In the same way that information culture was characterized, graphic culture can be understood in a narrow and broad sense. In a narrow sense, it is the culture of working with graphic information using a computer (the level of graphic culture depends on knowledge of graphic software and the ability to use them) b) in a broad sense, it is the ability of people to communicate with each other using a graphic language.

The concept of information culture in a broad sense, in addition to the technical aspect (that it is the language of drawings and graphic design), also includes the humanitarian one. This includes the ability to express one’s thoughts in graphic and artistic form, the ability to draw, communicate and collaborate with other people using graphics. Many other skills not related to working on a computer can be added to graphic culture in its broad sense, for example, the ability to design workbook or a training module, ability to work with a blackboard, design of visual aids, etc.

In our understanding, the graphic culture of a future teacher is a system for a teacher to organize visual teaching through graphic images, characterized by the extent of mastering the experience accumulated by mankind in the field of design, drawing, computer graphics and animation. The leading components of such a culture are the graphic cultural values ​​of the teacher, his ability to read, understand, perceive, process, accumulate and process graphic information.

Thus, the information society and the computer have given rise to new components of the phenomenon of “culture” - “informational culture” and “graphic culture”, which are subsystems of general culture and have a number of specific features, thanks to which we have reason to consider them as an independent concept.

The components of graphic culture discussed above have general educational and general cultural significance. The graphic culture of teachers should provide them with a real opportunity to use information technology in teaching various subjects of the university cycle and in education management, and also help improve the quality of education.

1. In this article, we examined the concept of graphic culture in the system of general personal culture and defined our vision of this phenomenon. Due to the fact that graphic culture is connected not only with a person’s general culture, but also with his information culture, we also showed the hierarchy of these connections and introduced a thesaurus on the research topic. Graphic culture characterizes the level of graphic development of an individual, the level of efficiency in the organization of graphic processes, characterized by the degree of mastering the experience accumulated by mankind in the field of design, drawing, computer graphics and animation, providing a holistic vision of the world, foreseeing the consequences of decisions made. In our understanding, the graphic culture of a future teacher is a system for a teacher to organize visual teaching through graphic images, characterized by the extent of mastering the experience accumulated by mankind in the field of design, drawing, computer graphics and animation. The leading components of such a culture are the graphic cultural values ​​of the teacher, his ability to read, understand, perceive, process, accumulate and process graphic information.

2. Currently, the university only provides computer literacy to students as personal computer users. As for the formation of graphic culture among university students, this task can be solved only after university teachers themselves master graphic culture.

3. Graphic culture is connected not only with information culture, but also with the general culture of a specialist and a person. In other words, for a modern specialist of the 21st century, the ability to obtain the necessary information from the Internet becomes an integral part of his general culture.

4. Development of the culture of each consumer of information, the use of information as the most important educational factor, the introduction of new information technologies in education, the formation of a graphic culture of a specialist - all these are urgent tasks of modern pedagogical educational institutions.

Kostryukov A.V.

Orenburgsky State University Email: [email protected]

GRAPHIC CULTURE AS A MEANS OF DEVELOPING STUDENTS' EDUCATIONAL ACTIVITIES

The article examines the methodological aspects of the technology of teaching graphic disciplines for the purposeful formation of students' readiness for independent learning activities during the implementation of the model of continuous study of graphic disciplines. Keywords: engineering graphics, graphic culture.

Modernization development Russian education in the post-industrial era of its existence implies a reorientation educational process from knowledge to activity, including, on the one hand, the construction of a knowledge system necessary and sufficient for students to fully master the basics of activity, and on the other, the creation of conditions under which a student needs to independently organize his educational activities.

The effectiveness of training students of technical specialties in terms of their understanding that education is the property of the individual, a means of self-realization in life, a means of building a personal career, depends on educational activities teacher and, to a greater extent, from the educational activities of the student himself.

As you know, the language of drawing is one of the expressions technical culture specialist, the problem is that the language of the drawing becomes more personally and professionally significant for the subjects of the educational process. This can only happen if not only the educational activity of the teacher is organized, but also the educational activity of the student, one of the forms of which is independent educational work, carried out without the direct guidance of the teacher, but according to his instructions and under his control.

As emphasized above, the learning process should be built on the basis of learning in collaboration while creating conditions for active joint activities of all participants in the educational process, while the work of the teacher is structured in such a way that the student has the right to his own vision of the educational material, has the opportunity

independently apply it when solving graphic problems initially proposed by the teacher, and subsequently formulate the conditions of the problems independently, based on the educational experience gained, and develop algorithms for their solutions.

The organization of educational activities, which provides the opportunity for the student to determine his own trajectory of self-learning, involves the development of didactic materials and teaching models aimed at organizing the student’s own experience, the independence of determining actions and activities for a creative approach, and his intellectual development.

With the help of a graphic language, you can expand the communicative space of a person using the content of a graphic nature. In addition, the process of studying graphic disciplines itself can contribute to a significant expansion professional culture future specialists. Thus, the tendency to deepen the content of teaching graphic language through professionally oriented teaching of graphics and the use of its fundamentals in teaching other engineering disciplines determines the particular relevance of the problem of effective use of the cultural and educational potential of studying graphics in technical specialties.

When mastered, the content of education (elements of graphic culture) becomes the property of the student’s personality. Knowledge acquisition during training can occur in various ways:

Conscious perception and memorization, which outwardly manifests itself in exact or close reproduction;

In applying knowledge according to a model or in a similar situation;

In the creative application of knowledge, i.e. in a new, previously unfamiliar situation.

The first two methods characterize the reproductive (reproducing) assimilation of knowledge, in which the accumulated experience of graphic knowledge is assimilated, namely:

Conscious perception, which is organized by a teacher when teaching at a university, is expressed in presenting concepts or definitions to students. In this case, it is necessary to explain the meaning of each term included in them or, as logic requires, to highlight the essential features of this concept (for example, when studying sections, it is necessary to decipher the meanings of all the words included in it, i.e., carry out the process of conscious perception);

Memorization (in psychology it is said that in order for information to become the property of the individual, that is, to be remembered, it must be repeated at least 3 times (from 3 to 8-9 times depending on the type of memory). Students must be aware of this memorization process , the teacher must provide means for memorization: creation didactic material to ensure memorization, use technical means, etc.

Simple reproduction by students of the presented information can take place in various forms:

In a sample survey;

In a frontal survey;

In the control section (testing) of the entire group or individual students;

In a combination of the above forms, etc.

The application of knowledge based on a model or in a similar situation, in which the assimilation of concepts is taken as a model and element-by-element imposition of all essential features on a specific example occurs, is possible only after a conclusion has been made about the assimilation of this sample.

Thus, when determining a thread in several images, it is necessary to apply element-by-element essential features of the concept to the image and establish the correspondence of one of the images to these features. Only the presence of this mental operation allows us to talk about the formation of the experience of reproduction.

productive activity, and this operation characterizes the thinking process.

When further performing similar graphic tasks, the speed of applying a sample to a specific example is developed by collapsing it and working with a cognitive cliché.

Thus, the process of memorizing reproduction information and applying it in similar situations should, in any form and quantity of information reproduction (this depends on the individual characteristics of teachers and students), ensure the process:

Perception of information (written, oral);

Playing out loud;

Speaking “to oneself”, translating into an inner voice;

Practicing playback speed;

Formation of cognitive clichés.

When assimilating graphic information on

At the reproductive level, it is possible to reach a creative level - application in non-standard situations.

The formation of creative activity skills involves mastering the methods of creative activity. The formation of skills to carry out creative search can occur in the following sequence:

Simple reproduction of methods of creative activity;

Practicing individual elements of creative activity by combining known methods of activity;

Applying a known method of action in an unfamiliar situation:

When the function of an object changes;

When determining the structure of an object;

The ability to see a problem in a familiar situation.

Work according to the algorithm of creative activity: be able to analyze problem situations - identify subject areas; find contradictions between quantities in a problem situation; the ability to put forward a hypothesis that allows one to eliminate the contradiction; be able to build a research model based on the hypothesis put forward, select or develop methods of activity to solve and test the hypothesis in practice; analyze the result.

And so, in order to teach a person to create, there is only one way - to teach him creative techniques, that is, the flexible use of known algorithms that make it possible to understand the structure of cognitive activity, which constitutes the essence of creative activity, in particular in the graphic field.

When constructing or choosing a graphic task, the teacher recognizes the creative activity techniques required for solution, takes into account the knowledge available to students and realizes the approximate size of the associative series between the situations of the task and the required knowledge (new solution algorithm). Only in this way can creative thinking be taught, i.e. by presenting students with tasks that contain problems, the teacher puts students in problematic situation, and at the same time as feasible. As students solve such problems in practice, they learn the sequence of its analysis and the algorithm for solving the problem, their structure, and begin to use them more and more freely. The university is recognized to train creative specialists; it must help develop natural inclinations to their maximum possible for a given subject and turn feasible creativity into personal value, that is, develop the graphic culture of the individual.

The development of creativity is impossible without the participants in this process understanding the moral position towards the process of cognition and creating an emotional climate in the audience. The decisive role is played by the position of the teacher, his creative enthusiasm, his benevolence, the atmosphere of freedom of thought and self-expression created by him, which consists in awareness of the process of connecting the implementation of learning goals and the formation of motives for such activities and determining the methods of the teacher’s activities to develop the creative personality of the future engineer, capable of self-study.

The assimilation of information at the reproductive and creative levels is taken as the goals of learning in the education system and means the anticipation in the consciousness of a certain result, towards which the actions of the subject of the bearer of this goal are aimed; a certain dynamic integrity that is preserved in the context of continuously changing actions; expected end result.

And so, the final result of training is the formation of stored content models

graphic education at the reproductive, creative level and awareness of the student’s independent educational activity in mastering graphic material.

Despite the fact that such a term as a goal is constantly used by teachers, it is not always realized. Teachers, especially at technical universities, consider knowledge and possession of information to be the main thing in teaching subject area. They often formulate the goal as “solving problems...”, “performing graphic work...”, etc. However, at the same time they name the forms and methods of activity. Whereas when studying at a university, the goal is always the development of the student’s personality through the means of the subject being studied. Analysis of teachers’ plans and conversations with them allow us to note that goals are most often understood as ways of activity: “teach”, “form”, “study”, etc. However, such an understanding of goals does not allow the teacher to record the implementation of goals in the learning process when any learning situations.

The lack of awareness of the goal by the teacher does not make it possible (initially) to transfer this goal to the student for his self-education and self-education. As a consequence of this circumstance, there is a decline in interest in the subject and the process of cognition. Attempts to arouse interest in the study of graphic disciplines through various forms, methods, means, etc. do not lead to the desired result.

The teacher must set goals in the classroom in accordance with the content determined by the program and the development goals of the students, and this does not depend on the characteristics of teaching in groups with in-depth or compensatory study.

In classes on the study of graphic disciplines, the student’s attitude to the surrounding reality is formed, the concept of the experience of relationships “person - person”, “person - society” is formed, which is a way of forming a worldview as a body of knowledge about the world.

At the strategic level, the aspect of goals is represented by the social order of society, which involves the comprehensive development of the individual through the organization of work and human relations.

This can be conveyed to the individual in engineering education only by transferring the components of the comprehensive development of the individual to moral categories.

For example, mental development presupposes hard work, a sense of duty, freedom, and spiritual development - the correct attitude towards the categories of good and evil.

The operational level involves the implementation of educational and ideological goals, the formation of motives for activity (worldview goals).

Knowledge is the property of the individual in the form of experience in reproductive, creative activity and experience in interpersonal relationships.

The experience of reproductive activity can be formed through conscious perception and memorization, which outwardly manifests itself in the form of a simple reproduction of a unit of educational content. This means that with such training, the teacher must organize the awareness of mastering the material.

Awareness involves the ability to identify the signs of acquired concepts and determine which of them are significant.

Next, the knowledge is applied in similar situations. Therefore, to form this level, it is necessary to be able to construct an algorithm from the selected essential features of a concept or phenomenon and apply it element-by-element to a specific example. In this case, each time a comparison is made, on the basis of which the presence or absence of a characteristic in a specific example is established, and then a summary conclusion is made about the presence or absence of a concept in a specific example.

The creative level is characterized by the assimilation of the experience of creative activity and the creative activity itself during the assimilation of educational content units. In this case, there is a clear relationship between reproductive and creative activity. Without the first reproductive level it is impossible to reach the creative level.

Worldview goals accompanying the study of graphics involve the development of such moral qualities of the individual as hard work, internal personal freedom, humanism, friendship, camaraderie, duty, responsibility, conscience, respect, etc.

During the learning process, an adequate emotional response or empathy is predicted for them, which determines the correct attitude towards the process of scientific knowledge and the categories of good and evil.

That is, in each lesson situation, the teacher must see and realize how he directs the development of the personality of each student at the moment and in the lesson as a whole.

A model is a copy of a real object, which nevertheless does not reproduce the entire phenomenon, but only those of its most essential features, characteristics and properties. Which are decisive in relation to the results. In the model, the essential relations of the phenomenon (object) are expressed and fixed, as V.V. writes. Davydov, “... in visually perceived and represented connections and relationships of material or sign elements.”

Any scientific model is an abstract expression of the essence of the phenomenon being studied. Modeling is based on similarity theory, and the model acts as an approximate analogue of this phenomenon.

The logic of constructing a meaningful model involves: identifying and justifying the patterns of learning, reflecting its inherent connections and dependencies; the model of the learning system describes it in the dynamic aspect of its functioning; in a generalized model, the structural and process characteristics of the system must be clearly interrelated.

To develop a training model, it is necessary to determine: strategic-level goals, develop a “tree of operational goals,” select a block of information to be assimilated, develop an input training model (ideal model).

The construction of a model for teaching graphic disciplines, which involves the development of the foundations of graphic culture, took place in the manner listed above.

When organizing and conducting any activity, it is necessary to conduct it purposefully, and organize it in such a way as to achieve results in the most optimal way.

As defined above, strategic goal when studying at school, it consists in the comprehensive harmonious development of the individual, which at the operational level involves the implementation of teaching, developmental goals and the formation of motives for activity.

Moving on to the analysis of information materials for teaching graphic disciplines, we thereby turn directly to the operation of the activity, which requires the development of operational

rational goals. For this purpose, we have developed an operational “tree” of educational and educational purposes for a specific course of the discipline being studied in technical specialties.

Thus, when developing a model for teaching graphic disciplines, the following were identified at the operational level: a “tree” of goals; information material on graphics for additional absorption. Didactic means for achieving goals in the study of graphic disciplines at a university have been identified. The time for teaching graphic disciplines has been determined and the forms of organization of training that can be used for training have been determined. Analysis of the developed model for teaching graphic disciplines allows us to draw the following conclusions. During the first semester, such qualities as patriotism and conscientious work for the benefit of society are formed. What corresponds to the goals of training in the first years: mastering the basics of knowledge, forming a team of students. The setting of these goals is consistent with the educational goals in classes in graphic disciplines during this period. Educational goals at this time are set mainly at levels I and II of mastery. During the second semester, the formation of such qualities as conscientious fulfillment of public duty, humanism, freedom is added, which exactly corresponds to the completion of tasks at the III level of mastery and allows for the targeted formation of readiness for independent educational activities.

When determining developmental goals, their immanent nature was taken into account, i.e. they stem from the educational and educational components of the operational goal. Developmental goals for technical students are activity management skills (engineer - manager), and when studying graphic disciplines and teaching independent activity skills, these are: development of memory, thinking, as well as the sphere of feelings. At the same time there is development:

Intellectual sphere - due to knowledge of the subject at levels I, II, III;

Constructive abilities - designing activities according to goals;

Communication skills - establishing correct relationships between participants in the business process;

Organizational abilities - organizing activities using technology.

When analyzing the work model for studying graphic disciplines at a university, the following conclusions can be drawn:

In the first semester, the main goal is the development of memory, which corresponds to levels I and II of mastering educational goals;

In the second semester, the goal is to develop imaginative thinking and spatial imagination, which corresponds to levels I, II, III of mastery, which require the development of skills to manage independent activities;

The formation of professional abilities begins with the formation of academic knowledge, then organizational, communicative and constructive ones are added, which may also be associated with setting educational goals for classes at all levels of mastery.

The proposed model includes:

Mastering the educational material of the university program for studying graphic disciplines;

Application of knowledge of graphic disciplines when performing standard educational tasks at the reproductive level and their further deepening by reaching a creative level when performing olympiad tasks and participating in student scientific conferences:

Determining the procedural specifics of mastering graphic activity, for which methods of reproductive and creative activity are defined;

Education and development of self-educational activities of the student.

Bibliography:

1. Krylova, N.B. Formation of the culture of the future specialist. - M.: graduate School, 1990. - 142 p.

2. Serikov, V.V. Education and personality. Theory and practice of designing pedagogical systems. - Logos Publishing Corporation, 1999. - 272 p.

3. Bespalko, V.P. Pedagogy and progressive teaching technologies. - M.: Institute Publishing House vocational education Ministry of Education of Russia, 1995. - 336 p.

4. Kostryukov A.V., Pavlov S.I. Development creative activity students in the process of developing graphic culture in descriptive geometry classes and engineering graphics: Integration of science and education as a condition

improving the quality of specialist training: collection of scientific articles of the All-Russian scientific and practical conference, 2008 - Orenburg: IPK OSU, 2008. - pp. 214-218.

Graphic culture of students.

IN Lately In some schools, it has become a habit to use only screen aids or tables in stereometry lessons instead of depicting figures on the blackboard. All these tools are certainly necessary and useful; without them we can no longer imagine a modern lesson in stereometry. But they must be used wisely, without displacing traditional drawing on a chalkboard. It is not enough to show finished images in a textbook or on the screen; students must also see the process of their construction. By observing where 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 class, a teacher uses a table with a ready-made drawing, then, naturally, having reduced the time, he will have time to solve another problem. This can be done in individual cases. But it is not advisable to systematically use a pre-prepared table with a drawing, since in this case students are deprived of the opportunity to see the process of making the drawing.

To develop the necessary skills, students must draw themselves, primarily 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, it is best to do the first sketches in drafts. You can have several students draw on code tape and then show the drawings to the whole class. Looking at these images, students discuss and choose the best arrangement of the figure, correct mistakes, and offer their own options.

In stereometry lessons, all work on educating students’ graphic culture should not be transferred to the time when the examination of polyhedra begins. She needs to be taken care of constantly. 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., the way a straight line is shown A in Fig. 1, image of a straight line b in the same figure should be considered unsuccessful.

Accurate writing of letters in the drawing is also of great importance. So, letters denoting a straight line must be written on one side of it so that they do not intersect other lines of the drawing. It is better to write letters that indicate planes on the side so that they do not interfere with subsequent constructions. When depicting the line of intersection of two planes, you need to connect with a segment the points of intersection of the boundaries of parts of the planes. From this point of view, Fig. 2,A should be considered unsuccessful, the best is rice. 2, b

Most of the problems considered in stereometry are related to the depiction of polyhedra, bodies of revolution and their combinations. Therefore, it is very important to develop students’ skills in depicting them correctly. First of all, it is advisable to give students some recommendations before starting work on depicting 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 upper base and from the lower one.

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

When we're talking about about a pyramid, the question of its visible and invisible edges is not always resolved 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 height ratio of the correct quadrangular pyramid to the edge of its base, it is necessary to depict either three of its edges with dashed lines, or only one, or none (Fig. 3,a- V).

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

If one drawing depicts the entire figure, and the other shows some part of it, then it is necessary to ensure that both the orientation and the letter designations are the same in both drawings.

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

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

When making drawings of non-planar figures in stereometry lessons, students are guided by the properties of parallel design. Is it permissible to recommend that they use not an arbitrary parallel projection, but only a frontal dimetric or isometric one? Acceptable. When polyhedra are depicted primarily in a frontal dimetric projection, and figures of rotation are depicted in isometry, the drawings are much more successful. Of course, one should not reject good drawings made in an arbitrary parallel projection, but when cultivating a graphic culture, one should more often encourage students to use the types of projections that they studied in drawing lessons.

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

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

UDC 378.147:766

M. V. Matveeva

BASICS OF FORMATION OF GRAPHIC CULTURE OF UNIVERSITY ENGINEERING STUDENTS

Theoretical and practical aspects of the formation of graphic culture of engineering students in modern conditions. Possible uses identified computer technology for the formation of graphic culture of students when studying the disciplines “descriptive geometry” and “engineering graphics”.

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

Graphic culture is one of the most important components of an engineer’s professional culture. Currently, the presence of graphic culture is necessary for any educated person. This is caused by the widespread use of computer graphics, the emergence of a large amount of graphic, symbolic and symbolic information in all spheres of social and industrial life. Graphic images are one of the main means of understanding the world around us, a tool for creative and spatial thinking of the individual.

Graphic culture in a broad sense is understood as “the totality of human achievements in the field of creating and mastering graphic methods of display, storage, transmission of geometric, technical and other information about objective world, as well as creative professional activities for the development of graphic language."

In a narrow sense, graphic culture is considered as the level of perfection achieved by an individual in mastering graphic methods and methods 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, abilities and skills, a value-based attitude towards 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 of the mechanisms for effectively using graphic displays to solve professional problems, the ability to interpret and promptly display results at an acceptable aesthetic level.”

As structural components of graphic culture that determine its integrative

However, researchers distinguish the following: cognitive, motivational-value, operational-activity and individual-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 recognition of their value for the future professional activities and personal experience.

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

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

Thus, when purposefully forming the graphic culture of students, all its structural components must be taken into account.

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

The rapid development of information technology has led to the current transformation of the content of engineering work, which has caused a change in the requirements for training a university graduate and assessing his professional qualities. Professional graphic competence of an engineer presupposes 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 graphic professionally oriented activities, and free orientation in the environment of graphic information technologies.

Modern production is focused on computerization of design and engineering activities, therefore, when training engineering personnel, it is necessary to appropriately carry out graphic training of future specialists.

At the initial stage of study at an engineering university, disciplines such 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 of the rules for making drawings, preparing design documentation, and master 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 for students, as well as to intensify and diversify their educational and cognitive activities through innovative pedagogical technologies.

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

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

The use of computer technology when giving lectures makes it possible to present a large amount of information about graphic objects in a short time, including visually representing their spatial forms, demonstrating the formation of surfaces in dynamics through the use of multimedia elements. This helps improve students’ spatial understanding and develops the ability to perceive graphic information from the screen. Thus, the use of lectures and presentations in the study of graphic disciplines is undoubtedly an effective means for the successful formation of students’ graphic culture. Such lectures, in our opinion, should be included as a mandatory element when constructing and selecting the methodological content of courses.

In practical classes, special attention should be paid to solving problems to consolidate 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 - mechanical engineering, architectural or topographical. Solving positional and metric problems in descriptive geometry contributes to the development of not only students’ spatial thinking, but also abstract-logical thinking, and teaches an algorithmic approach to solving engineering problems in determining the natural sizes of objects and their relative positions.

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

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

The course for studying the discipline “engineering and computer graphics” includes laboratory work in which students become familiar with modern methods of constructing graphic images by studying graphic editors.

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

To enhance students' independent work when studying graphic disciplines, various electronic learning products have proven themselves well - training programs, self-tests, electronic textbooks. These innovative teaching tools create positive motivation for studying disciplines and stimulate the active use of computer technologies 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 to study. That is, by engaging in the process of self-study, the student takes on part of the functions of the teacher. In addition, the computer acting as a tutor can repeat the task several times, show an error and give the correct answer.

It should be noted that in order to fully develop the graphic culture of students in modern conditions, it is impossible to do without the use of computer technologies in the educational process as a didactic tool, making extensive use of computer graphics tools.

In order to study the possibility and feasibility of using electronic means training in the study of graphic disciplines was

A survey was conducted among first-year students of the Faculty of Automation and Information Technologies. It was found that 92% of students have a positive attitude towards the use of computer technologies in the educational process. Text information from paper and computer screens is perceived equally successfully by 80% of students, and graphic information by 90% of students. 88% of respondents use the Internet for educational purposes, read e-books- 65%, use educational programs - 57%, use electronic catalogs in the library - 35% of students. It was revealed that students are almost unfamiliar with computer graphics programs (AutoCAD, KOMPAS, 3DMAX). Only 32% of respondents use them in the educational process, while office programs (Word, Excel) are used by 95% of students.

The survey results allow us to draw the following conclusions: students are interested in using computer technologies and learning tools, but have low awareness of the achievements of 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, strengthen the aesthetic component in engineering training, as well as intensify educational, cognitive and project activities students.

In conclusion, it must 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 tools, covering all types of educational activities, will contribute to the effective formation and development of students' graphic culture. The theoretical and methodological foundations for creating such support lie in identifying the structural components of graphic culture, developing an integrative approach to graphic training of engineering students.

Bibliography

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2. Kostryukov A.V. Theoretical foundations and practice of developing graphic culture among students of technical universities in the context 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 engineering students: materials of the All-Russian Federation. scientific conf. with international participation “Analysis of humanitarian problems of modern Russian society.” Omsk: OmGUPS, 2006.

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Matveeva M.V., candidate pedagogical sciences, assistant professor.

Siberian State Technological University.

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

Email: [email protected]

The material was received by the editor on September 1, 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.