Use of information technologies in teaching computer graphics

The study of the basics of computer graphics in the discipline of engineering graphics is an integral part of the learning process at the university due to the fact that in the construction industry many years have been developing technical documentation using computer technologies. It provides an opportunity to understand how much the productivity of labor and the quality of the work of a structural engineer, an architect, increases. After all, a computer can withstand GOSTs for lines (type, thickness, etc.), inscriptions, etc. absolutely exactly, he does not allow any blunders and errors. During the transition to the state educational standards of the third generation, 16 hours of study are allocated for the study of computer graphics for all construction specialties.

During this time, students should study the following topics: introduction to computer graphics, general information; work with graphic primitive objects and their attributes; means for setting up the working environment; editing objects in the drawing; means of obtaining an assembly drawing; space and layout of the drawing; creation of graphic documentation. Covering such a large amount of information is possible only with the use of various innovative technologies. As one of the approaches to the solution of this problem is the method of conducting laboratory work on computer graphics discussed in the article (Fig. 1). To strengthen feedback to students, it is advisable to conduct automated test control at the beginning of each session. For its implementation, a system of test tasks has been developed. The main advantage of using tests in the testing of knowledge is the receipt of an instant objective result and the possibility of comparing its result with the results of others. By the time the results are announced, the questions can already be forgotten, and the mark is not associated with a particular topic. When carrying out the same test tasks on a paper basis, there is always a desire to compare your answers with the answers of your comrades. These negative aspects of test tasks based on paper carriers can be avoided when using computer technology. Technique of conducting laboratory works on computer graphics The system automatically calculates the result of testing and forms a database for each student. Tests allow the teacher to observe the progress of the learning process and provide the students with the necessary help in time, as he has the opportunity to analyze the statistics of the answers to the test questions and the amount of time spent on the answers. The results of testing are of great importance for fixing the studied material, encouraging students to learn, and also for quickly adjusting them to the perception of new teaching material.

When presenting new material on laboratory work, it is recommended to apply mini-lectures and computer practical work. The training material, depending on the specificity of the images being built, is organized into blocks, each of which covers one of the sections of computer graphics. Each lesson begins with a one-hour lecture. During the mini-lecture, the teacher brings to the trainees the necessary minimum of theoretical material, for example, methods and means of computer graphics, commands, features of the algorithms used, methods of imaging, etc. The effectiveness of the impact of educational material on the student audience largely depends on the degree and level of illustrative oral material. The visual saturation of the educational material makes it bright, convincing and contributes to the intensification of the process of its assimilation. Therefore, computer slides developed by the instructors of the Department of Descriptive Geometry and Engineering Graphics are used in the classroom. Taking into account the specifics of the teaching of computer graphics, the predominance of illustrative and schematic material over text is prevailing at presentations. The text content is given in the abstract form and formatted according to the points. When the presentation is presented to students, the expanded texts are pronounced by the teacher aloud, as an explanation to the slide.

The combination of oral lecture material with the presentation of the slide presentation allows you to concentrate the visual attention of students on especially significant (important) points of the educational material. For selfpreparation for classes, students can use the electronic textbook AutoCAD 2010 and methodical instructions for working with AutoCAD, posted on the department's website. In order to activate cognitive activity of students in studying complex material, we recommend from the very beginning to demonstrate the amazing results that this or that material can provide. For example, you can show the capabilities of editing commands or building complex objects, etc. After such a demonstration, most students want to learn how to use the graphical

. For example, you can show the capabilities of editing commands or building complex objects, etc. After such a demonstration, most students have a desire to learn how to use the capabilities of a graphical editor for drawing drawings. During the lecture, the teacher, through a system of leading questions, learns about the students' readiness to practice the assignment.

Objective control of knowledge obtained during the study of all topics in the section «Computer Graphics» is the execution of the «Building Plan» test assignment by each student on individual assignments. Students who have completed all graphic assignments are allowed to perform it. Thus, the use of the proposed methodology activates the teaching process, increases students' interest in the discipline under study, and the effectiveness of the learning process, allows for greater depth of understanding of the teaching material. The knowledge received in these classes, students apply and at the senior courses at performance of course and degree works.