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GRAPHIC COMPETENCE OF STUDENTS STUDYING AT PEDAGOGICAL UNIVERSITIES // Tomsk State Pedagogical University Bulletin. 2020. Issue 6 (212). P. 108-117

Introduction. The article presents the relevance of forming a meta-subject matter that is implemented on an intersubject content in the system of basic General education and is currently necessary for society in high-tech industries of any profile. The article shows the need for a modern school teacher of mathematics, physics and technology to develop competencies related to the basics of engineering, which are mandatory for graphic culture and graphic literacy. The purpose of research is to identify intersubject lines between mathematical, natural science and technical academic disciplines that contribute to the formation of students‘ competencies related to engineering, such as graphic culture and graphic literacy. Material and methods. The article is based on the authors generalization of the experience of teaching a number of engineering courses for future technology teachers directly related to their future professional activities. The analysis of normative documents on the research problem is carried out. Results and discussion. The analysis of normative documents regulating the educational process of future teachers of technology has shown that the content of the theoretical material, as well as the practical part of such fundamental disciplines as physics and mathematics, does not take into account the applied aspects of this direction of training students of pedagogical universities. In modern conditions of the introduction of specialized engineering classes in schools, in addition to the professional competence of the teacher, the teacher of mathematical, natural science and technological cycles of disciplines must have competencies related to engineering, such as graphic culture and graphic literacy. To form competencies related to graphic literacy, the module «Graphics / Engineering design» was introduced into the process of training technology teachers within the professional cycle as a discipline of choice, which included a block of such disciplines as drawing, engineering graphics, elements of analytical geometry, computer graphics. Thus, it became possible to create inter-subject lines between the academic disciplines of mathematical, natural science and technological cycles of disciplines, which in turn will further form the meta-subject of the entire educational process of future technology teachers. Conclusion. The formed meta-subject of the educational environment for students of pedagogical University studying in the direction of training 44.03.01 Pedagogical education, directions (profiles) of mathematics, physics, technology will allow teachers to consistently form and develop spatial thinking, imagination, creative abilities, observation of students necessary in their further professional activities.

Keywords: metasubject results, intersubject content, professional competencies, mathematics teacher, physics teacher, technology teacher, basic engineering knowledge, descriptive geometry, computer graphics, engineering design

Mechanics as the basis of continuity of school and higher engineering education // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 108-116

Changes in the methods and content of teaching mechanics (section “Statics”) to students in specialized engineering and technical classes, providing a close relationship with the sections of mathematics, such as algebra, geometry, etc., are proposed. The reforms of teaching of school disciplines “Physics” and “Mathematics” over the last fifty years are evaluated. It is shown that the changes introduced at the end of the XX century, firstly, broke the continuity between the content of Russian school education and the programs of engineering and technical universities; secondly, did not take into account the psychological features of cognitive processes of schoolchildren. As a result of these reforms, significant difficulties arose for the students of initial courses of engineering universities when studying fundamental disciplines. The special role of mechanics as a basis for mastering special disciplines regulated by engineering curricula is emphasized. Mechanics provides a basis for the study of natural science disciplines, ensuring the acquisition of skills necessary for the formulation and solution of many technical and engineering problems. The use of mathematical models of simple mechanisms allows the calculation of unknown forces acting in them. The construction of such models requires knowledge of algebra and geometry, including triangle similarity and graphical constructions. The inconsistency of school teaching material on mechanics with classical approaches, especially in terms of basic concepts and definitions (on the example of the section “Statics”) is revealed. The paper outlines the classical approach to the study of the basics of classical mechanics, gives correct definitions and presents the limits of applicability of theories. Examples of solving problems to determine the reactions of bonds – pressure on the surface and tension of a thread – in the conditions of equilibrium of a solid body are considered in detail. On the basis of comparison of thematic planning of working programs in mathematics and mechanics, the authors propose to synchronize thematic plans of mechanics sections (physics course) with mathematics sections in curricula for 7th – 9th grades.

Keywords: school education, specialized engineering and technical classes, higher engineering and technical education, mechanics, statics, absolutely solid body, mathematical model, equilibrium of a system of forces