Graphic Competence Research Articles

Формування графічної компетентності майбутніх фахівців технічних спеціальностей засобами штучного інтелекту

The article considers the use of artificial intelligence tools to improve the efficiency of teaching graphic disciplines. The article analyses the possibilities of AI for personalising the learning process, automated assessment, providing interactive tasks and real-time feedback. Such approaches can increase student motivation, improve the quality of learning outcomes, and make the learning process more adaptive to the individual needs of each student. Special attention is paid to the impact of AI on the development of professional skills of students of technical specialities. The use of interactive simulations and virtual environments controlled by artificial intelligence helps students to better master complex graphic and spatial concepts. Students have the opportunity to independently work on graphic tasks in a virtual environment that simulates real-world professional conditions, while receiving instant feedback from the system. This approach also promotes critical thinking and creativity in solving graphic problems. The article also discusses methodological approaches to the introduction of AI into curricula, in particular, the integration of new technologies into the educational process without disrupting traditional educational methods. It is noted that effective integration of AI requires an integrated approach, where technologies work in cooperation with the teacher, complementing traditional teaching methods and creating conditions for the development of the necessary competencies in students. The importance of an integrated approach to the use of artificial intelligence, where technologies complement traditional teaching methods, contributing to the development of graphic competence, is substantiated. Future research will be aimed at an in-depth study of ways to improve the teaching of graphic disciplines using artificial intelligence, as well as their integration into programmes for students with special educational needs.

Формування графічної компетентності майбутніх фахівців аграрного профілю у кризових умовах

The article analyzes the theoretical and methodological foundations of the formation of graphic competence of future specialists of the agrarian profile in crisis conditions. The purpose of the article is to study the specifics of graphic activity and the organization of graphic training of students of agrarian universities in crisis conditions. The influence of the war on the organization of the educational process in agrarian institutions of higher education has been clarified. Attention is focused on the specifics of graphic activity and the need to take it into account in remote forms of education, which consists in operating with imaginary spatial images, translating visual information into an imaginary form and reproducing imaginary images into a graphic form. The transition to remote forms of education in crisis conditions complicates communication between the student and the teacher, the educational material is presented more intensively than it is provided by the educational programs, students have to spend more time on independent processing of educational information. For the effective formation of the graphic competence of future specialists, we distinguish two groups of pedagogical conditions: general educational (characteristic of studying any discipline at the university) and specific (inherent in the graphic training of students). The peculiarity of the isolated conditions is that they take into account the shift in emphasis to independent activity caused by the crisis situation in the country. A set of techniques proposed by us in graphic training (special geometric tasks for the use of graphic means of displaying information for integrated disciplines; choosing the type of projection and display of a technical object or process; modeling; a combination of different perspectives; graphic exercises with the construction of models; the use of technologies to expand the ability to graphically reproduce any information, etc.

TECHNOLOGY OF THE DEVELOPMENT OF MACHINE-GRAPHICS PROFILE OF A PARTS AND ASSEMBLY UNITS IN TRAINING SKETCHES

The purpose of studying the discipline “Engineering Graphics” is to acquire skills in working with engineering and graphic information: mapping spatial objects to orthogonal planes in the form of a drawing (direct task), reading a drawing (inverse task), ultimately solving spatial and logical problems. The necessity to start performing graphic works with a pencil, paper, using drawing and graphic tools is shown and justified, and only then to involve modern computer technologies for these purposes. Not the ability to work with a pencil; it is not understood that the use of computer graphics hardware and software at the initial stage leads to the loss of graphic competence of the graduate, and ultimately to a decrease in the competitive ability of specialists.

Педагогічні умови формування графічної компетентності майбутніх фахівців у галузі електроніки та телекомунікацій засобами цифрових технологій

The article deals with the actual problem of determining the pedagogical conditions that ensure the formation of graphic competence in the future specialists in the field of electronics and telecommunications by means of digital technologies and other professional qualities necessary for the implementation of successful professional activities in the modern digital world.
 To determine the pedagogical conditions for the formation of future specialists in the field of electronics and telecommunications graphic competence by means of digital technologies, the method of survey and independent expert evaluations was used.
 Of the 11 pedagogical conditions proposed for expert evaluation, four were selected that have a high and very high degree of agreement of the experts' opinions. Therefore, we believe that the following pedagogical conditions will have a positive impact on the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies: creating conditions for the development of cognitive interest and providing motivation to carry out professional activities of future specialists in the field of electronics and telecommunications; willingness of scientific and pedagogical workers to promote the development of graphic competence of applicants; gradual development of graphic competence as an integral component of the applicant's professional competence; the use of innovative pedagogical technologies in order to activate the educational and cognitive activities of the applicants.
 The use of innovative pedagogical technologies in order to activate the educational and cognitive activities of future specialists in the field of electronics and telecommunications in order to form their graphic competence by means of digital technologies has a number of advantages, in particular: improving the quality of education, developing creative abilities and independence of students, increasing motivation to study, etc. Among the promising methods for forming the graphic competence of future specialists in the field of electronics and telecommunications using digital technologies are the following: interactive technologies that allow students to actively interact with each other in the process of mastering educational material, in particular, the brainstorming method, the project method, etc.; game technologies, among which we see promising didactic games, scenario games, simulation games, etc.; distance learning technologies as a means of improving graphic skills and abilities; problem-based learning technologies that allow students to develop critical thinking, creative abilities, and practical skills.

DEVELOPMENT OF STUDENTS' GRAPHIC COMPETENCE USING INTERACTIVE METHODS

This article provides methodical recommendations for developing graphic competence by increasing students' motivation with the help of interactive methods.

SECONDARY SCHOOL STUDENTS’ GRAPHIC COMPETENCE FORMATION WHILE CREATING SKETCHES OF GRAPHIC MATERIAL IN CONDITIONS OF DIGITIZATION

The study is devoted to the analysis of the process of secondary school students’ graphic competence formation in the context of modern transformations caused by the process of education digitization. The article examines the importance of graphic competence formation in creating sketches of graphic material in the context of the growing role of digital technologies in the educational process. The article analyzes scientific research aimed at understanding graphic competence and its role in the modern educational process.
 The author has analyzed various approaches to defining the category «competence» and revealed the main components of graphic competence. It is shown that this competence includes not only the technical skills of creating graphic materials but also creativity, the ability to analyze and visualize information, as well as the ability to work with various tools and resources that are opened up thanks to the digital transformation of education.
 The influence of digitalization on students’ creative potential and their ability to translate ideas into graphic material has been studied. A comprehensive approach to the educational process that takes into account traditional methods and modern information technologies is proposed. The advantages associated with the effectiveness of pedagogical approaches and methods aimed at graphic competence formation are highlighted. In particular, the teacher’s role in this competence formation has been investigated and the importance of an individual approach to each student has been emphasized.
 Examples of pedagogical practices aimed at creating conditions for the development of creative thinking and secondary school students’ graphic competence formation are considered. The author has considered the possibilities of using various software tools and online resources to increase the level of students’ graphic competence.
 Based on the analysis, recommendations aimed at further improving students’ graphic competence in the conditions of digitization of education are proposed. These recommendations are aimed at increasing the quality level of education and development of students so that they can successfully form graphic competence in the modern information society.
 The article highlights the significant topic of secondary school students’ graphic competence formation in the conditions of the digital transformation of education. It offers specific practical recommendations and examples for usage in pedagogical practice and promotes the further development of this key educational field. The study emphasizes the need to acquire competencies that allow the effective usage of graphic tools in the modern information society. The author emphasizes the importance of introducing digital tools into the educational process aimed at increasing the level of students’ graphic literacy and developing their creative competence.

ELEMENTARY SCHOOL STUDENTS’ GRAPHIC COMPETENCE FORMATION USING COMPUTER-ORIENTED TEACHING TOOLS

The article deals with the topical issue of elementary school students’ graphic competence formation using computer-oriented teaching tools. In today’s digital world, where information is presented in various graphic formats, graphic competence is an essential skill for elementary school students. Graphic competence involves the ability to understand, create, and analyze graphics using computer technology. The main aspects of elementary school students’ graphic competence formation through the usage of computer-oriented teaching tools have been determined. Modern approaches to teaching graphic skills and their influence on the educational process are considered. The practical aspects of the implementation of computer-oriented teaching tools for improving students’ graphic competence are highlighted. It is noted that graphic training during primary school education is crucial for students’ future education, as it lays the foundations for the basics of graphic literacy. However, one of the main shortcomings in the educational process related to the study of graphic disciplines is the lack of unity in teaching methods between secondary and higher schools.
 It is considered that computer-based teaching tools represent a wide range of technological tools and programs designed to facilitate and facilitate learning through the usage of computers. These tools can be successfully implemented in the educational process at all levels, from primary school to higher education. They cover a wide range of technologies and methodologies, including learning software, interactive exercises, video tutorials, virtual reality, and more. It is determined that augmented reality technology opens up new opportunities for improving elementary school students’ graphic competence. It facilitates the visualization of educational material, ensures the active participation of students in learning, and promotes the graphic content creation. The usage of AR can be a significant step in improving the quality of education and developing the graphic skills of a new generation.

Організаційні та дидактичні особливості формування графічної компетентності майбутніх фахівців у галузі електроніки та телекомунікацій

The article examines the actual problem of determining the organizational and didactic features of the formation of graphic competence of future specialists in the field of electronics and telecommunications. It is noted that graphic competence is an integral part of the professional competence of future specialists in technical specialties for a number of reasons: ensuring communication; design and modeling; standardization and documentation; training and cooperation; innovation and development. The development of innovative approaches to the formation of graphic competence of future specialists in the field of electronics and telecommunications, like any pedagogical technology, must satisfy some basic methodological requirements. The following can be attributed to them: conceptuality, systematicity, manageability, efficiency, reproducibility.
 Summarizing scientific research, didactic conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications are interpreted as a set of purposefully created, improved and selected teaching methods and techniques to achieve certain didactic goals (formation of graphic competence at a high level). They include the characteristics and peculiarities of professional training, which are taken into account when designing and organizing the educational process in order to optimize the process of students' acquisition of educational experience.
 Therefore, the determination of didactic conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications, with the aim of further building a model of this process, involves the establishment of the following aspects: the characteristics of the cognitive features of students of higher education. The establishment of such features is foreseen at the stage of the pedagogical experiment by analyzing the level of development of cognitive functions, opportunities for analysis, synthesis, awareness of information, etc.; determination of individual characteristics of students, because each of them is a unique individual with his own strengths and weaknesses, interests, learning style, etc. Therefore, didactics should provide opportunities for the development of individual educational trajectory and development; determination of appropriate pedagogical methods and technology to ensure effective formation of graphic competence of future specialists in the field of electronics and telecommunications.

THE USAGE OF AUGMENTEDCLASS APPLICATION FOR GRAPHIC COMPETENCE DEVELOPMENT OF STUDENTS OF THE 5th-7th GRADES IN THE PROCESS OF CREATING AUGMENTED REALITY PROJECTS

The article examines the usage of the AugmentedClass application for graphic competence development of students of the 5th-7th grades while creating augmented reality projects. The application’s main functions and interface are described. Methods and techniques that contribute to students’ graphic skills development are presented as well. The advantages of using augmented reality technology in the educational process are considered, in particular, increasing students’ interest in learning and stimulating their creativity. The need to integrate the AugmentedClass application into the educational process is emphasized, which will improve the quality of education and provide active and exciting educational activities for students of the 5th-7th grades. Attention is focused on the fact that the main aspects of graphic competence development are interest, creativity, and skills in using graphic tools, which can be successfully developed with the help of the AugmentedClass application.
 It has been found that the usage of augmented reality in the field of education provides students with a significant number of advantages: augmented reality stimulates students’ interest in educational material thanks to interactive content and expands the educational process by providing new competencies and innovative forms of working with the audience, gamification, competitive elements, and cognitive stimuli used in augmented reality activate and motivate students to more independent educational and cognitive activities. Also, the usage of innovative educational tasks, including augmented reality, helps to stimulate students’ educational activity and makes the learning process more exciting and attractive, as well as the usage of augmented reality promotes students’ personal quality development, which is of particular importance for Ukrainian general secondary education institutions, helping to increase their self-esteem and positive attitude to learning.

The significance of calligraphy training for the future teacher in the context of art and graphic competence

The article examines the problems of calligraphy training in the context of artistic and graphic competence during the training of future teachers. The main problems related to the insufficient preparation of the teacher for the formation of artistic and graphic skills are identified, namely the absence or a small number of hours, devoted to the study of such educational components as «Calligraphy», «Drawing», «Art graphics», lack of explanatory work from the scientific and pedagogical staff of higher education institutions about the importance of artistic and graphic skills. A characterization of the components of the artistic and graphic training of future teachers was carried out, in which the mastering of calligraphy skills by students was identified as a key aspect. The components of calligraphy training are characterized, including mastering the basics of fonts, developing the muscles of the arm and hand, learning the correct posture of the arm and body, using various materials for writing, training hand motility, learning the elements of calligraphy, creating and analyzing calligraphy samples.
 The article examines the font as the basic unit of calligraphy and font composition as the art of creating harmonious and aesthetically balanced layouts using different fonts. The main methodical components of the study of fonts are outlined and some methodical techniques are proposed for teaching future teachers the basics of creating a font composition. As a result, the value of calligraphy training of future teachers for their professional activities was determined, in particular, improving the quality of teaching writing for 1st grade students, ensuring the writing culture of students, developing and supporting the speaking skills of education seekers, ensuring a creative approach, increasing the general aesthetic level of the personality of the future teacher, diversification of methods of working with students in classroom and extracurricular activities

METHODICAL ASPECTS OF GRAPHIC COMPETENCE FORMATION FUTURE TEACHER OF LABOR TRAINING AND TECHNOLOGY AT STUDY OF VOCATIONAL TRAINING SUBJECTS

The article attempts to investigate the structure and content of the graphic competence of teachers of labor education and technology as an important component of training. Graphic competence of a teacher of labor education and technology is characterized by a conscious need and ability of specialists to use graphic tools to solve professionally oriented problems based on a system of graphic knowledge, skills and experience of graphic activity and individual qualities of teachers, set of external and internal incentives. Currently, in the preparation of bachelors in the course 014.10 Secondary education (Labor training and technology) great importance is attached to the study of professional and practical disciplines related to professional and practical training and determine the formation of graphic competence, such as: «Fundamentals of design and modeling», «Drawing and basics of compositio», «Drawing and painting». Graphics as an independent type of design has a significant pedagogical impact on the cultural and professional development of the future teacher of labor training and technology, in particular, the development of his creative abilities. The graphic activity of higher education seekers is determined by the peculiarities of the three levels of knowledge. The first - perception, the second - imagination as a sign of psychological action; third - as a practical way of technical and technological display of the picture at the conditional level in the form of a graphic composition. Graphic training of bachelors in the qualification «Teacher of labor education and technology» is carried out in the in-depth study of design, drawing and painting, the subject of which is the study of the theoretical foundations of art education. For the effective formation of graphic competence of future teachers of labor education and technology in the direction of 014.10 Secondary education (Labor education and technology), in filling the subjects of professional training of Poltava National Pedagogical University named after V.G. Korolenko methodological aspects are taken into account. Keywords: graphic knowledge, graphic skills, graphic competence, professional training, teacher of labor education and technology.

ФОРМУВАННЯ ПРОЕКТНО-ГРАФІЧНОЇ КОМПЕТЕНТНОСТІ У МАЙБУТНІХ УЧИТЕЛІВ ТЕХНОЛОГІЙ

The article reveals the peculiarities of the formation of design and graphic competence in future teachers of technology. In urgency, it is noted that the internal information and personal resources of man, implemented in project technologies, acquires the importance of a competitive product. The analysis of works of domestic and foreign researchers on the problem of preparation of future teachers of technologies for teaching graphic design to students of general education institutions is carried out. The state of formation of the studied quality in future teachers shows that the teaching of technology of artistic, technical, computer design is insufficiently provided by the external information and pedagogical environment. Domestic graphic design has not yet become an independent branch of art design. The experience of Ukrainian national graphics is not taken into account. Experience of training in graphic design of specialists in the field of applied and industrial graphics and advertising activity is offered for application. It is noted that the formation of competence in graphic design in future teachers of technology should be carried out on the methodological basis of the synthesis of science, art and technology. It is noted that the cultural self-expression of future teachers of technology, the full realization of their multifaceted abilities is provided by pedagogically appropriate design of the educational environment for the formation of design and graphic competence. The definition of pedagogical design is formulated - the practice of systematic design, development and implementation of educational products (digital and material) in order to attractive, comfortable, informationally and technologically balanced, creative acquisition of knowledge by participants in the educational process. The innovative direction of development of scientific and artistic synthesis - science art / sciens art, digitalization – the process of translating various information in all its forms (text, sound, graphics) into a digital format, understandable to modern gadgets. Graphic design, according to the author, is a universal means of mastering the environment through plastic – a universal means of figure formation, shaping, imaging. It is hoped that graphic design will be a means of improving the modern educational environment, thanks to the professional training of future teachers of technology.

Analysis of formation methods of graphic competence of future engineering teachers

The article substantiates the need to improve the formation methods of graphic competence of future engineering teachers by means of digital technologies. To achieve the goal of the article the analysis of normative documents of training of future engineering teachers in the field of digital technologies, methods of teaching graphic disciplines in Higher Education Institutionі, prospects of improving graphic training of future engineering teachers by means of digital technologies are determined. Based on the analysis of work programs of the cycle of disciplines of graphic training, we conclude that today the method of formation of graphic competence in future engineering teachers in the field of digital technologies needs to be improved.
 It is established that the most effective way to reform the system of training future engineering teachers in the field of digital technologies is the use of modern learning technologies, which include design, research, integrative technologies that provide personality-oriented learning and graphic competence of future engineering teachers in the field digital technologies. It is determined that it is necessary to improve the teaching methods of the discipline "Engineering Computer Graphics", which will include the study of two-dimensional graphics, three-dimensional spatial modeling, 3D printing technologies and the creation of 4D objects in KOMPAS-3D.

PEDAGOGICAL CONDITIONS OF FORMATION OF GRAPHIC COMPETENCE OF FUTURE TEACHERS OF LABOR EDUCATION BY MEANS OF DIGITAL TECHNOLOGIES

Introduction. Effective implementation of the process of formation of graphic competence of future teachers of labor education by means of digital technologies is possible only under the condition of special organization of the educational process in pedagogical institutions of higher education. The effectiveness of professionalgraphic training of students depends not only on its content and didactic tools (forms, methods and teaching aids), but also a set of measures (pedagogical conditions) aimed at providing the most favorable educational environment. Purpose. The purpose of the article is to identify, investigate and theoretically substantiate the basic pedagogical conditions for the effective formation of graphic competence of future teachers of labor training by means of digital technologies. Methods. Achieving the goal of the study was carried out using the following methods of scientific knowledge: analysis of psychological, pedagogical and methodological literature on the problems of graphic training of students in higher education; generalization of the results of dissertation research; study and systematization of domestic and foreign experience of teaching professional-graphic disciplines of future teachers of labor education. Results. It is established that the effectiveness of the process of forming graphic competence of students with the use of digital technologies is determined by compliance with a set of such pedagogical conditions: 1) readiness of teachers and students for the systematic use of digital technologies in the educational process; 2) stimulating the motivation of teachers and students to use digital technologies; 3) rational combination of traditional forms, methods and means of teaching professional-graphic disciplines with didactic possibilities of digital technologies; 4) diversification and differentiation of educational tasks of a graphic nature through the use of didactic opportunities of digital technologies. Originality. For the first time the basic pedagogical conditions of effective formation of graphic competence of future teachers of labor training by means of digital technologies in pedagogical establishments of higher education are revealed, researched and theoretically substantiated. Conclusion. It can be argued, that the effective implementation of the process of forming graphic competence of future teachers of labor education with the use of digital technologies is possible only if a set of reasonable pedagogical conditions that best reflect the features of professional-graphic training of students in pedagogical institutions of higher education. Separate pedagogical conditions can not fully ensure the effectiveness of the process of formation of graphic competence of students, so it is necessary to combine them organically and comprehensively.

Formation of graphic competence of future technology teachers in the learning process at the university

Formation of graphic competence of future technology teachers in the learning process at the university

Increased creative production in Spanish university students of Education

The university training of Education students should include attention to creative competence, since today's society needs imaginative teachers, capable of adapting and developing useful and interesting proposals in their practice. The purpose of the present study was to analyze the effect of a creative production training program (applied online for six weeks, 36 days) on narrative and graphic competence, on personal barriers inhibiting creativity and on the self-esteem of Spanish university students of Education. The evaluation of the program took place before and after the intervention, using an experimental group (129 students) and a control group (109 students). The results showed statistically significant differences in narrative and graphic production in the students participating in the training, supported by their positive subjective impressions six months after the end of the program. The results are discussed and implications for practice are offered.

FORMATION OF GRAPHIC COMPETENCE OF THE HIGHER EDUCATION SEEKERS BY MEANS OF COMPUTER-ORIENTED TECHNOLOGIES

The role of graphic competence in the training process of future teachers of labor education and technology has been substantiated in this article. Examples of students' use of the acquired knowledge in Descriptive Geometry and Engineering Graphics in further educational and practical activities have been established. There are reading drawings of products (parts) for their manufacture; design and execution of graphic images of products (parts); development of a logical sequence of the technological process for the manufacture of the product; designing a garment pattern, etc.
 The growing role of machines with digital program control (DPC) is taken into account and the role of graphic representation of the part (product) in digital format for their manufacture on such machines is also investigated. It is proposed to provide the emphasized training of students to perform drawings of parts (products) by means of graphic editors with the prospect of their manufacture on machines with DPC. The purpose of the article is to reveal the features of preparation of future teachers of labor education and technology to perform drawings of product details in graphic editors with the subsequent manufacture of these objects on machines with digital program control. 
 The peculiarities of training students in Computer Graphics at Volodymyr Hnatiuk Ternopil National Pedagogical University during studying of disciplines «Descriptive Geometry, Drawings and Computer Graphics», «Computer Graphics and Multimedia» have been analyzed. It is determined that students are not able to fully master Computer Graphics due to the lack of hours and the large number of commands and functions that are provided by such computer programs. It is proposed to enhance the preparation of students for mastering computer graphics through the independent implementation of students' drawings of product details using a graphic program in extracurricular time in the form of an individual educational research tasks (IERT). The expediency of making drawings of product parts by means of a graphic program with their subsequent manufacture by a machine with digital program control (DPC) has been substantiated. 
 Plywood is proposed as a construction material for the design of the products by means of graphic editors with the subsequent manufacturing by machines with DPC. The structure of IERT is proposed: to make drawings of details of a product according to the instruction; provide a “photo report” of the sequence of drawings according to the instructions with a short description; to change the design of the product based on the knowledge and skills formed by making drawings according to the instructions. An example of IERT instructions for students is given. It involves the use of KOMPAS-3D. The phone stand is considered as a sample of performance by students for IERT.

Diagnostics of the formation of the graphic competence of future engineers-educators in the field of digital technologies

The article analyses the scientific literature on the study of the problem of diagnosing the formation of graphic competence of future engineers-teachers in the field of digital technologies. Based on the analysis, the criteria for the formation of components of graphic competence (value-motivational, activity criteria, personal-creative and communicative-organizational criteria) are determined. An important aspect of the study is to determine the levels of graphic competence of future engineers-educators in the field of digital technologies, which we defined as: intuitive, reproductive, exploratory and creative, determined by the criteria and indicators of certain components

Structural-functional model of formation of graphic competence of future engineers-teachers

Structural-functional model of formation of graphic competence of future engineers-teachers

ШЛЯХИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ГРАФІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ АРХІТЕКТОРІВ

In the article actuality of research of questions of reformation is certain in the system of higher education, including from the point of view of improvement of modern principles of teaching of graphic disciplines creation of that assists forming of professional graphic competence students of architectural specialties. The forward process of improvement of educational activity produces new requirements to educating, in particular to his quality constituent, in this connection there is a necessity of development of mechanisms of the permanent monitoring of progress. The European model of education on the nearest future plugs in itself one of directions beginning such type of educating, that is characterized the considerable volume of independent work and active bringing in of students of creative specialties to the real projects, already from the first course, that it is impossible without steady skills individual graphic competence. In the last few years the circle of tasks that can be decided by graphic methods broadened, from meaningfulness of graphic disciplines that mortgage bases of the spatial thinking is accordingly enhance able therefore. The aim of our study is to analyze and summarize the results of experiments on the effect of quality of graphic competence of students which contributes to the effectiveness of their professional development. Long-term practice of teaching and exchange of experience in the methodology of graphic disciplines has shown that the formation of professional competence is impossible without a thorough study of the foundations of graphic literacy, whose essence lies in the study of the discipline Descriptive Geometry. Graphic education is a process, which leads to student’s gaining knowledge and skills of work with graphical information. The development of the ability to correctly perceive, create, store and transmit different graphical information about objects, processes and phenomena is the task of graphic training of professional education. Professional knowledge is objective necessary knowledge and abilities that is highly sought by future practical activity.