Volume 04 Issue 12-2024
55
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
55-61
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, it can be seen from the fields of professional activity that currently there is not a single industry that
computer technology has not penetrated. So, in order to produce a creatively thinking specialist who meets the
requirements of the time, we first of all set one of the most urgent tasks for teachers -the formation of the ability of
a mature expert in his field to apply computer technology on all fronts of his activity. Teaching geometry and
perspective drawing highlights the advantages of computer-generated drawings, along with quality, accuracy and
ease of use in the production process.
KEYWORDS
Modern technology, pedagogical technology, individual, parallel, computer graphics, animation, visual, design,
undergraduate, engineering graphics, design.
INTRODUCTION
Currently, there is a growing interest in the use of
interactive
methods,
innovative
technologies,
pedagogical and information technologies in the
educational process. At the same time, mostly so far,
students are taught to acquire ready-made knowledge,
while
modern
technologies
teach
them
to
independently search for acquired knowledge,
independently study and analyze it, and draw
conclusions when possible. In this process, the teacher
creates conditions for the development, formation,
acquisition of knowledge and education of a
Research Article
MODERN REQUIREMENTS FOR TEACHING DESCRIPTIVE GEOMETRY
AND PERSPECTIVES
Submission Date:
December 03, 2024,
Accepted Date:
December 08, 2024,
Published Date:
December 13, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-11
Isakov Jasurbek Arifjonovich
Independent researcher at the Department of Architecture and Construction, Andijan Institute of Economics
and Construction, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
56
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
55-61
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
personality and at the same time performs a
managerial, guiding function.
The main feature of the subjects "Drawing Geometry",
"Drawing" and "Drawing Geometry and Perspective" is
that the theoretical material consists of a large amount
of graphic information. The lectures explain the
theoretical part of the course, as well as a large number
of drawings. Practical classes in the subjects are aimed
at a solid mastery of the theoretical material when
solving individual problems and monitoring the
assimilation of the educational material. The use of
modern design programs leads to a simple solution to
this problem.
At present, the structure of engineering graphics
preparation can be divided into three types:
1. In parallel;
2. Full computerization;
3. In order.
The first type includes parallel learning: drawing
geometry,
drawing,
drawing
geometry
and
perspective are taught simultaneously. The second
type is the transition to full computerization of graphic
training. But this approach is more applicable to
students who have certain "knowledge" and drawing
skills. Otherwise, such an approach is considered
simplified, since it contributes to the formation of a
computer-dependent, narrowly focused specialist, and
not an intellectually developed specialist capable of
working creatively and solving any professional
problems. The third type is sequential teaching of
subjects (see Figure 1): drawing geometry - drawing -
drawing geometry and perspective. In our opinion,
such a step-by-step method of studying subjects has
justified itself and is used in many higher educational
institutions.
Volume 04 Issue 12-2024
57
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
55-61
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Figure 1. The structure of sequential teaching of engineering graphics
It allows teaching with the help of computer graphics,
3D modeling of objects, cutting, applying color
schemes and showing sizes. Another advantage of
computer technology is the modeling of processes
that are very difficult or impossible to demonstrate in
various real situations.
The use of computer graphics in teaching drawing
geometry and drafting provides the following
opportunities:
-
joint use of modern computer and pedagogical
technologies in the educational process;
-
creation of an electronic textbook and its
implementation in the educational process;
-
creation of test questions with several answer
options at different levels;
-
creation of simulators;
-
inclusion of lessons of leading teachers in the
form of video lessons in the electronic textbook;
-
creation of computer games on scientific
topics;
-
use of 3D graphic programs;
Engineering graphics
Drawing geometry
Drawing
Geometric drawing
Engineering
computer
Projection drawing
Mechanical engineering drawing
Architecture and construction
drawing
Topographic drawing
Volume 04 Issue 12-2024
58
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
55-61
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
-
joint execution of graphic works in paper and
computer versions;
-
connection of educational material with real
life.
According to Yu. G. Verstakova, “at
present, it is
impossible to imagine any area of human activity
without computer graphics: visualization of scientific
research, implementation of design and architectural
solutions, creation of user interfaces, presentation
sphere, television industry, me
dicine, etc.”
The advent of personal computers and computer-aided
design systems has led to the emergence of a new
direction in engineering graphics - drawing geometry
and perspective. This subject involves the use of
computers in the educational process in engineering
graphic sciences.
Computer graphics perform two functions: illustrative
and cognitive. The illustrative function allows the
viewer to present the researcher's idea, which only
exists in the world, in the form of a visual design. The
cognitive function helps the intellectual process of
acquiring new knowledge, revealing the essence of a
phenomenon, or at least getting an idea of this
phenomenon with the help of some images.
Illustrative tasks of computer graphics are performed
in the educational system when transferring
knowledge presented by pre-prepared graphic,
animation, audio and video images to students. The
cognitive function is manifested when students obtain
knowledge by conducting research on mathematical
models of the objects and processes being studied.
In the study of engineering graphics, computer
graphics becomes a new, progressive, convenient tool
for creating drawings and other construction
documentation. The use of graphic programs in the
study of engineering graphics contributes to the
development of students' scientific research and the
strengthening of students' use of theoretical and
practical knowledge. These are the main tasks facing
higher education today.
Unlike flat images, a 3D computer model can be
examined by rotating it on the screen at different
angles, viewing it from different angles (top, bottom,
side), and cropping it to analyze its internal surfaces. In
the process of reading 3D computer models, they can
be divided into individual elements (parts), as well as
turned into a single integral product (assembly).
Students learning to draw planes often think that
learning 3D modeling takes a long time and that
creating solid spatial objects is more difficult than
drawing planes. In fact, it turns out to be the opposite,
as students learn when mastering spatial drawing.
Three-dimensional modeling in general, due to the
possibility of in-depth development of drawings and
projects, is considered one of the promising areas for
improving the quality of education. The introduction of
computer technologies of three-dimensional modeling
into the educational process requires a revision of the
established traditions of teaching engineering
graphics. The most complete, accurate and visual
source of information about an object is its volumetric
model. If necessary, with its help, project
documentation can be drawn up on electronic or paper
media.
According to V.A. Nikolaev and A.D. Menshikova: “The
main goal of a three-dimensional system is to reduce
deadlines, improve the quality and technical and
Volume 04 Issue 12-2024
59
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
55-61
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
economic level of design results, automate the
preparation of documentation, and improve the
quality of design management. The use of computer-
aided design (CAD) systems frees the manufacturer
from labor-intensive repetitive drawing work, and also
simplifies making changes to the design of the
product.”
Today, automated design systems are capable of
performing not only 3D modeling, but also 4D
modeling, i.e. parameterization, which significantly
expands the scope of use. For example, the AutoCAD
system is widely used in the education system: it allows
for effective training on topics such as connections,
types, cutting, sectioning, assembly drawings, and
detailing. In addition, the system allows for the
development of projects for machines and
mechanisms, buildings, and structures. We do not
always have the opportunity to demonstrate a specific
educational object in its natural form; such an
opportunity is provided by a virtual demonstration.
In modern conditions, active research is needed to
combine the basic rules of classical engineering
graphics with the principles and technologies of
computer graphics, partly with three-dimensional
electronic geometric modeling. Students must first
learn to read drawings of parts and assemblies,
perform graphic work, and create drawings and
diagrams using drawing tools and without them. An
important principle of graphic training is a rational
combination of traditional and computer technologies.
The possibilities of computer technologies are not only
to connect theory with practice, to automate some
types of mechanical, routine work in drawing,
geometry and advanced science classes, but also to
increase the knowledge and creative activity of
students, to help students fully realize their intellectual
potential and should give them the opportunity to
express emerging ideas vividly and fully, using modern
means.
To determine the need to teach the science of
"Drawing Geometry and Perspective" in the bachelor's
degree program "60730100-Architecture (by type)",
we first consider the professional activities of
graduates of the educational direction in the
qualification requirements. In this area, we will need to
study the directions, professional tasks and
requirements for the professional competencies of
bachelor's degree graduates. We take a one-sided
approach to the study of qualification requirements,
that is, based on the content of our study, when
determining the need to teach "Drawing Geometry and
Perspective", we emphasize the coverage of only the
aspects related to this subject (see Figure 2).
60730100-Architecture (by type) The areas of
professional activity of our graduates are:
- Teaching activities in the subjects "Architecture (by
type)" in comprehensive schools, specialized schools,
academic lyceums and vocational educational
institutions;
- Research activities in the areas of application of
architecture (by type);
- Organizations developing and using scientific
achievements, products and services in the field of
architecture (by type).
Volume 04 Issue 12-2024
60
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
55-61
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Figure 2. The need to teach the subject "Drawing Geometry and Perspective" in the bachelor's degree course
"60730100-Architecture (by type)".
As can be seen from the graduate's professional
activity areas, the phrase "Engineering graphics" is
mentioned in all three of the above areas. Today, there
is no area that does not include computer technology.
Spheres of professional activity of a bachelor's degree graduate in the direction of
"60730100-Architecture (by type)"
Teaching activities on
subjects related to
"Architecture (by type)".
Research activities in the
areas of architectural
use (by type)
Service activities in the
field of architecture (by
type).
Professional responsibilities of a course graduate
in teaching activities: teaching
drawing geometry, technical
drawing, engineering computer
graphics, the basics of graphic
representation and 3D modeling,
technical drawing, drawing
geometry and engineering
graphics.
Scientific research in activity:
conducting research on
subjects related to academic
subjects and methods of
teaching them in research
institutes and scientific centers
of the industry.
production and service in
operation: development
and implementation of
services in the field of
modern computer design
Competencies developed by the graduate
Core competence
:
1. Ability to use modern
ICT;
2.
Management
and
processing of data in ICT;
3. Implementation of ICT in
the educational process.
Professional competence:
1. Use of information technologies in teaching fine arts and drawing;
2. Use of ICT in solving professional problems;
3. Design of two- and three-dimensional geometric models in CAD
programs;
4. Analytical
–
critical, creative and independent thinking.
The purpose of drawing geometry and perspective:
spatial-figurative visualization of various
objects and their connections, spatial forms and relationships in the form of drawings, spatial
constructive-geometric thinking, as well as the formation of knowledge, skills and competencies
Volume 04 Issue 12-2024
61
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
55-61
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Therefore, in order to prepare a creatively thinking
specialist who meets the requirements of the time, we,
teachers, face one of the most pressing tasks - to form
in mature specialists in their field the ability to use
computer technology in all aspects of their activities.
Because drawing geometry and perspective must be
carefully studied, this is a requirement of the time. Each
new idea put forward in the student's work was
previously "prepared" in drawings made by hand,
using drawing tools, but now such work has to be done
on a computer. Drawings made on a computer have a
number of advantages in quality, accuracy and ease of
use in the production process. But creating drawings
with such qualities requires the designer to be fluent in
computer graphics.
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