We should equip the graduates of technical universities with the most modern knowledge. It is one of the most impor - tant teaching aims. Civil engineer must be able to draw, read drawings, simulate parts, mechanisms, structures, buildings and sites on their computers. This is a great amount of knowledge and a huge range of skills, and their formation requires a gradual transition from drawings using pencil and ruler, through a standard drawing program (such Autodesk AutoCAD and Compass ASCON) to the more complex software systems (AutoCAD, Revit and AutoCAD Civil 3D). The article presents our experience in developing educational programs for undergraduate and specialties. The program is designed for "General construction", "Railway Construction", "Management of the technical condition of the railway track", "Bridges", "Tunnels and Subways", "Industrial and Civil Engineering", "Water supply and sanitation". The system of training is based on a modular principle. The first module "Descriptive Geometry" uses the classic teaching methods. Although it is supplemented by modern visualization tools (electronic posters, presentations, 3D models). The second module "Engineering Graphics" is built with a focus on computer way of doing drawings. At this stage, we form the basic skills of drawing and 3D-modeling. The main goal the next phase of training (course "Computer Graphics") is to form good skills in computer-aided design. In the last stage (course "Software"), we use the most modern software systems using BIM. An integrated approach can effectively reach both local and general educational purposes and creates a base for the formation of core professional competencies engineer.
descriptive geometry, engineering and computer graphics, graphics training, computerization, electronic model, 3D simulation, methodical developments.
В России, как и во всем мире, повышенное внимание вызывает проблема эффективности образования как гарантии стабильного развития государства. В разработке технологий повышения качества обучения особо остро нуждается система высшего профессионального образования [3; 4; 11; 12; 16]. В нынешних социально-экономических условиях вооружение выпускников технических вузов современными знаниями является одной из важнейших педагогических задач. [13].
Однако, согласно исследованиям И.Д. Столбовой, значимость этой задачи педагогическим сообществом осознается пока еще недостаточно. Согласно ее исследованиям, обсуждаемость темы современности знаний занимает лишь 7-е место в аналитическом перечне вопросов, поднимаемых на конференциях различного уровня [15; 9].
Сверхбыстрые темпы информатизации строительной и машиностроительной отраслей, уплотнение информационного пространства, слияние мирового технологического пространства, интеграция профессиональных областей, тенденции объединения мировых рынков труда требуют подготовки специалистов, не только вооруженных знанием современного уровня, но и владеющих мировой технологической культурой, которая сегодня, помимо прочего, включает такие компоненты, как способность работать с информацией в электронных сетях, использовать ресурсы Интернет для самообразования, владение множеством программных средств инженерного проектирования, понимание современных технологических подходов.
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