Stages of the formation of a project culture through the continuity of graphic education
Yu. S. Antonenko, A. V. Ekaterinushkina, V. V. Yachmeneva
Magnitogorsk State Technical University named after G. I. Nosov, Magnitogorsk, Russia
Keywords: continuous graphic education, project culture, WorldSkills Russia, model, design
Abstract
Introduction. Modeling of the educational process makes it possible to determine the dependence of the level of project culture on the continuity of graphic education. When recreating the process of developing cognitive interest in the practice of graphic activity, the subject, goals and objectives of modeling were determined. In order to rationally organize the process of continuous graphic education, it is necessary to increase the level of development of cognitive interest, graphic training and the formation of a higher level of project culture. Methodology. The research was carried out by a team of teachers of the Design Department of the Moscow State Technical University named after G. I. Nosov in Magnitogorsk using a comprehensive study of theoretical and design materials to identify individual features of the design of decorative and applied art products based on the stages of graphic activity. Discussion. Today, higher schools highlight the priority direction - the education of a comprehensively developed personality of engineering specialties. At the Moscow State Technical University named after G. I. This happens through the implementation of a teaching methodology focused on special conditions for motivating a student to graphic activity through information technology. The used teaching methodology clearly proves that step-by-step teaching of technical graphics allows you to raise the level of graphic training and creates a basis for the development of the project culture of the future engineer. The study does not exhaust the completeness of the problem of the growth of the level of project culture in the educational process, in general, elaboration and adjustment of each stage of graphic education is required. Conclusion. The implemented methodology included an educational and methodological complex aimed at the step-by-step formation of graphic activity within the educational process by means of drawing graphics. The developed materials can be used by teachers of other universities in teaching engineering graphics.
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