This article presents the integrated approach of the professional competencies of students of the correspondence form of evening-technical college training. The essence of the approach is the use of traditional forms of education, complemented by innovative forms: interactive content of descriptive geometry teacher in multimedia environments, the use of graphical editors in the learning process. These developments were due to the orientation of modern education on the priority development of creative qualities of professional engineer, the development of which, according to many experts, is possible in a graphical environment [3; 9]. On the other hand, there are the problems of mastering the course of descriptive geometry for the students in absentia-evening form of a technical college education related to insufficient spatial representations. The intensification of the educational process, especially training programs with restrictions on hours of classroom courses assimilation, brought to the fore the search for ways to solve this problem. The rapid development of the Information Society have significantly revised teaching methods, individualizing the educational trajectory. Implementation of the developed pedagogical impact of the measures has shown that the uptake rate of descriptive geometry substantially improved without increasing the teaching hours.
a complex approach, multimedia technology, spatial imagination, professional competence, technical college students, interactive learning content, the development of creative skills.
В ходе обучения студентов начертательной геометрии мы столкнулись с рядом трудностей, связанных с недостаточным уровнем восприятия курса. Студенты недопонимают теоретический материал, излагаемый на лекциях, не могут самостоятельно выполнить обязательные учебные задания. Эти проблемы усугубляются у студентов-заочников, что связано со спецификой набора на эту форму обучения, особенностями учебных программ. Студенты-заочники закончили предыдущие ступени образования, как правило, несколько лет назад, потому нуждаются в особом учебном материале, позволяющем в сжатые сроки осмыслить теорию курса и, выполнив учебные задания, сдать экзамен.
Вместе с тем количество лекций (в часах) сократилось у студентов направления «Строительство», согласно новым стандартам, до 6, а практических занятий — до 20. Таким образом, общее число аудиторных занятий — 26 часов, что недостаточно для эффективного усвоения учебного материла. Несмотря на то что итоговых часов по дисциплине — 108, многие студенты недопонимают дидактический материал при самостоятельном обучении. Лекции, проводимые в период сессии, не могут обеспечить достаточного уровня усвоения, так как проводятся одномоментно, не давая возможности осмыслить преподносимую информацию. Это подтверждают результаты исследований (рис. 1).
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