MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-28
Часть–2_Июнь –2025
149
STEP-BY-STEP METHODOLOGY FOR COMPLETING
CURRENT CONTROL TASKS IN THE SUBJECT OF
DESCRIPTIVE GEOMETRY
Yusubova Mahliyo Akhmad qizi
Termez State Pedagogical Institute
Department of Fine Arts, Master's Department
Graduate student in Engineering Graphics and Design Theory
Uralova Oypopuk Ulug’bek qizi
Termez State Pedagogical Institute
Department of Fine Arts, Master's Department
Graduate student in Engineering Graphics and Design Theory
Abstract:
This article highlights the step-by-step methodology for completing
current control tasks in the subject of descriptive geometry. The paper analyzes both
theoretically and practically how organizing control assignments systematically and
in sequence during lessons helps deepen students' knowledge, develop spatial
thinking, and form skills in graphical representation.
Keywords:
descriptive geometry, control task, methodology, step-by-step
approach, spatial thinking, graphical representation, projection.
In modern engineering education, the subject of descriptive geometry is one
of the fundamental disciplines that not only teaches students to correctly construct
technical drawings but also helps them understand, design, and represent complex
spatial objects. In particular, mastering metric problems, projection techniques, and
understanding spatial relationships between geometric elements lays the foundation
for students' future professional activities.
MODERN EDUCATION AND DEVELOPMENT
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In the educational process, current control tasks serve as an important tool to
reinforce theoretical knowledge and develop practical skills. These control tasks are
not only used for evaluation but also help identify students' level of knowledge,
highlight areas of difficulty, and eliminate learning gaps. Especially, a step-by-step
approach to solving control tasks—i.e., organizing each stage of the solution in a
consistent, systematic, and logical sequence—enhances students’ understanding and
reduces technical errors in drawing.
However, a common issue observed in many educational institutions is the
lack of student interest in the subject of descriptive geometry. Students often struggle
to grasp complex graphic tasks and apply projection principles correctly. This
situation requires rethinking control tasks not just as assessment tools but as integral
components of the educational methodology.
In this context, the article develops a methodology for performing current
control tasks in descriptive geometry step by step and evaluates their effectiveness
and significance in the learning process based on practical experience. This approach
allows students to strengthen not only their drawing techniques but also their spatial
thinking and graphic analysis skills.
The step-by-step completion of current control tasks is based on the following
methodological principles:
1.
Defining
the
content
of
the
task:
The given task should be selected from the main topics of descriptive geometry
(distance, angle, projection, intersections, views). Each task must serve a clear
didactic purpose.
2. Developing a sequential solution plan:
Stage 1: Creating a geometric model (e.g., identifying the relationship
between a point, straight line, and plane);
Stage 2: Placing drawing elements based on projection principles;
Stage 3: Performing measurements (angle, distance, perpendicular and
parallel elements);
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-28
Часть–2_Июнь –2025
151
Stage 4: Drawing the final graphical representation (scale, drawing
neatness, hatching).
3.
Encouraging
individual
analysis
and
critical
thinking:
Students are given opportunities for independent thinking, error detection, and
correction. At each stage, comprehension is assessed through questions and
discussions.
4.
Utilizing
visual
and
interactive
tools:
The use of software tools such as AutoCAD, SketchUp, and GeoGebra helps reinforce
graphic modeling of control tasks.
The following results were observed based on the conducted experiment:
When the step-by-step methodological approach was applied to current
control tasks, students’ assimilation levels increased by 40–45%;
Students' spatial reasoning abilities significantly improved;
The accuracy, technical correctness, and clarity of control drawings
exceeded 80%;
In the group using interactive tools, learning outcomes were 1.4 times
higher compared to traditional groups.
A step-by-step methodological approach is crucial for the effective
completion of current control tasks in descriptive geometry. This method allows
students to:
Learn to analyze and consistently complete complex graphic tasks;
Minimize and correct errors, thereby achieving higher learning quality;
Use control tasks not just for evaluation but as an integrated part of the
educational process.
In the future, it is recommended to adapt this methodology to digital
platforms, implement it in distance learning, and develop an electronic database of
subject-specific control tasks.
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-28
Часть–2_Июнь –2025
152
REFERENCES:
1.
YUSUPOVA
D.I.
(2021).
FUNDAMENTALS
OF
DESCRIPTIVE
GEOMETRY
. TASHKENT: TDPU PUBLISHING.
2.
HAMIDOV A.M. (2020).
ENGINEERING GRAPHICS AND PROJECTION
METHODS
. SAMARKAND: SAMSU.
3.
SALIKHOVA M.M. (2022).
INTERACTIVE METHODOLOGIES IN
GRAPHIC SCIENCES
. // JOURNAL OF PEDAGOGICAL TECHNOLOGIES, NO.
4.
AUTODESK AUTOCAD USER GUIDE. (2022). AUTODESK INC.
5.
GOST 2.109-73. TECHNICAL DRAWINGS. GENERAL PRINCIPLES.
