Pedagogical sciences / 2. Problems of training
specialists
Post-graduate, Tsvirkun L.O.
Kryvyi Rih Pedagogical Institute of State Institution of Higher Education «Kryvyi Rih National University», Ukraine
Educational projects in the graphical training
of future engineers
Professional formation
of future specialist in the process of teaching graphical disciplines should
provide not acquiring some knowledge and skills, but mastering the basics of
design and engineering activities. This requires the development of project
vision, spatial thinking, the formation of the ability to acquire knowledge and
skills necessary for independent formulation and solution of educational
problems. Therefore, the student should be able to use a complex of knowledge
based on scientific and theoretical, information-technological, and innovation
and inventive bases, requiring the use of interdisciplinary thought processes
and intellectual abilities.
Formation of design and
engineering competence in the process of graphical training required to
acquaint students with the specifics of professional activity that will
contribute to the realization of personal potential; implementation of
interdisciplinary analysis, synthesis and integration of knowledge; the use of
not only studied information, but also other related disciplines. So, Yu. Belova say that the formation of professionally significant qualities
require individualization of learning, improvement of independence, creativity,
which requires creative assimilation of knowledge and participation in research
activities, work of student design and engineering offices, etc. [1, p. 20-21].
Accordingly, the successful formation of the design and engineering competence
at the stage of teaching students graphical disciplines is impossible without
the involvement of students in educational projects, as this kind of work
combines cognitive activity, fundamental and professional training, updated in
the practical application of knowledge and skills of graphics.
One of the main places
in the process of increasing the adaptability of graphic training process is
given to educational projects that provide not only mastering of theoretical
knowledge and practical skills for solving problems, but also contribute to the
research, design and engineering activity of future engineers. Capabilities
that are provided by information technology and interdisciplinary graphical
knowledge in the process of working on the project ensure the formation of
independence, active work and encourage motivated activity, as a result of work
can be seen, comprehended and presented.
Scientists that investigate
various aspects of using educational projects, in particular in the process of
graphical training (M. Bukharkina, V. Guzieiev, M. Stupnytska, Ye. Polat and others), say that such kind of
work helps to stimulate students’ motivation to learn, first of all through
teamwork, using communication skills and applying self-experience. Thus, M. Bukharkina believes that «educational
project» is a common teaching and learning, creative
or gaming activity of students, that has a common purpose and concerted actions
to achieve a common result in the process of solving the problem what is
significant for the project participants [2, p. 4]. The main objective of the
implementation of educational projects in the course of graphical training is
to find ways of solving educational problems using existing knowledge and
interdisciplinary communication required for a specific project that will
orient not on the integration of factual knowledge, but on their use and
acquisition of new one. Consequently, the organization
of learning activities will provide:
– organizing, deepening, improvement of theoretical and
practical knowledge obtained in the course of training;
– formation of abilities to analyze, plan, predict the practical
results;
– developing the ability to find material on the subject
of the report using information from related disciplines, that will encourage
students’ fruitful and productive work;
– independence in the process of solving a specific
problem based on collective work;
– involving in the real design and engineering activity
to enhance the creative and intellectual potential.
While carrying out the
training project on «Formation of
basics of design and engineering competence in the implementation process of
assembly drawing» students are united into groups and
receive a complex task. For example, to make the assembly drawing of valve,
slug or ball valve using a graphics program «Compass». While this collaboration, students not only master the educational and
cognitive and information-technological competence, but also master the social
and communicative component necessary for future professional activity:
– ability to work in a team using communication skills
and self-experience;
– discuss and make joint decisions in a team;
– take responsibility for the result of the work
themselves;
– establish relationships with colleagues;
– to solve problems in a team tolerantly.
Based on the above mentioned it can be stated that one of the main places
in the course of graphical training is given to educational projects that are
effective in the formation of design and engineering competence in the process
of teaching graphical disciplines. Students are acutely aware of the prospect
of future professional activity, apply interdisciplinary mental processes and
intellectual abilities and are convinced that they will be able to apply their
knowledge in the engineering industry.
List of References:
1. Бєлова Ю. Ю. Проектна діяльність
майбутнього інженера-педагога / Ю. Ю. Бєлова //
Науковий часопис Національного педагогічного університету ім. М. П. Драгоманова.
Серія №5.
Педагогічні науки: реалії та перспективи. – Вип. 51 : зб. наук. праць. – К. : Вид-во НПУ ім. М. П. Драгоманова,
2015. – С. 17-21.
2. Бухаркина М. Ю. Разработка учебного проекта (дидактический
раздаточный материал) / М. Ю. Бухаркина. – Режим доступа bgpu.ru›intel/metodika/buharkina.