Chelyabinsk, Chelyabinsk, Russian Federation
The famous phrase of M.V. Lomonosov: "Mathematics should be studied for it puts mind in order". It is quite possible to rephrase it for descriptive geometry, because geometry is math too. The invention of microprocessor technology, the advent of the personal computer, the discovery of the GMR effect (1988), which dramatically increased the speed and memory capacity of the PC, are called the fourth information revolution in the history of mankind. The whole world took note of this and began to apply, only in Russia some extreme reformers of geometry assumed that if computer graphics arose, it might well replace geometry. Computer graphics, of course, can be applied to solve various geometric problems. But what is important for a University that aims to teach? The process of learning or the mere result on display obtained just by pressing the buttons? More important is how this result is obtained and with what algorithm. Therefore, the feasibility of the use of graphic programs in solving typical tasks of descriptive geometry is very much an open question. A student solving the task via computer is concerned not with the search of geometric algorithm, but with the search of a suitable option that could give an answer. But not all geometrical problems are amenable to the available buttons. Submerged into virtual world, a student begins to think in terms of this world and cease to be aware and to pay attention to fundamental, basic geometric regularities taught in descriptive geometry course. Comparing geometric and computational algorithms is incorrect because there is no knowledge of the “hidden files” of graphic editor. We can assume that the iterative scheme is implemented. Frontal iterative computer graphics schemes are good for getting answers, but unsuitable for the study of constructive geometry methods.
descriptive geometry, three-dimensional computer graphics, affine line, secondary school geometric training, proactivity, iterative methods.
«Математику уже затем учить надо, что она ум в порядок приводит». Перефразируя М.В. Ломоносова, то же самое можно сказать и о начертательной геометрии (НГ), поскольку НГ – раздел математики.
По направлению представленных ниже рассуждений уже не раз и не два выступали со статьями профессионалы в области геометрии [1–4; 6; 7; 9; 14–23; 25; 26], однако дело никак не может закончиться подписанием «мирного договора». Поэтому представляется необходимым предоставить и свою «каплю» для разрушения крайне агрессивной роли воинствующих реформаторов.
Рассматривая варианты учебных программ по направлению подготовки «Инженерное дело, технологии и технические науки» и роль компьютерной графики в этих программах, ограничимся рамками первого семестра. Отметим, что 15–20 лет назад никаких альтернатив курсу НГ в первом семестре не было. Заметим также, что сомнения в практической пользе изучения НГ возникали лишь у нерадивых студентов.
Изобретение микропроцессорных технологий, появление персонального компьютера, открытие GMR-эффекта (1988), позволившее резко увеличить быстродействие и объем памяти ПК, называют четвертой в истории человечества информационной революцией. Весь мир мгновенно принял новые условия и новые возможности, связанные с удивительной, немыслимой ранее легкостью и простотой получения, хранения и обмена любыми объемами информации.
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