Abstract
The article is devoted to the use of 3D modeling and rapid prototyping in the process of teaching schoolchildren abroad. The relevance of this approach is shown on the example of the UK, Singapore, Japan and the USA, where the implementation of additive technologies is becoming one of the priority areas of education development. Various formats of using 3D modeling in the educational process are considered. The potential of 3D modeling and prototyping as an object of study and a teaching tool, as a tool to increase the involvement of schoolchildren and their motivation is analyzed. The methodological techniques used in foreign pedagogical practice of using 3D technologies are considered. Difficulties arising in the implementation of 3D modeling and prototyping in the educational process are indicated. The prospects for further research in this direction are shown. They are associated with the need for a more detailed study, understanding and systematization of foreign experience in order to further adapt to the conditions of the Russian school and develop, on its basis, original author's methods that are most effective for the formation of digital competencies of students.
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