employee from 01.01.2010 to 01.01.2025
Vladivostok, Vladivostok, Russian Federation
UDC 514.18
The article highlights the problem of using situational tasks in the educational process, along with classical problems of descriptive geometry, taking into account the specifics of future professional activities. At the initial stage of studying descriptive geometry, it is important to acquire theoretical knowledge related to professional activities. Solving any graphical problem establishes interdisciplinary connections, which helps students develop a holistic perception of many practical problems from various fields of science and technology. When studying the topic «Straight Line and Point» it is suggested to use graphical models of engineering practice. Typical and control tasks are presented. Typical tasks are used to prepare for solving problems in practical classes after a specific lecture and after studying the corresponding section in the textbook. Control tasks are the main tasks that students must solve in their workbooks after completing a topic. Some of these tasks can be solved independently or with the help of a teacher in practical classes. The use of graphical generalizations of real objects in engineering practice allows future engineers to acquire theoretical knowledge and the fundamentals of professional practice. The results of this work are successfully used in the performance of calculation and graphic tasks, both in groups and individually. The results of the study lead to the conclusion that in order to acquire the competencies necessary to create and implement engineering solutions, a future specialist must have a solid theoretical foundation based on real-life professional experience.
solving problems in descriptive geometry; situational problems; graphical modeling of processes and production situations; problems with engineering applications to maritime practice
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