The development of spatial thinking of students on the course “Land transport and technological vehicles”

For teachers of graphic disciplines the task of development of spatial thinking has always been and remains the most relevant, since it is from the formation of spatial reasoning that depends on the further successful student learning in high school (almost all the disciplines studied in the following courses are related to the visual representation of the object), and ultimately professional competence of future professionals. The scientific literature has not enough research devoted to this subject. Formation of spatial thinking in the direction of specialists 05.25.01 ‘Land transport and technological means’ has been analyzed. There has been a case study to identify problems in its formation, to show that of certain cognitive skills are not enough. This article considers the pedagogical conditions of spatial thinking formation of expert direction 05.25.01 ‘Land transport and technological means’. A new concept - a multi-dimensional space, which allows the student to solve quickly the problem of image, is introduced into the process of learning. The first and second year students with major 05.25.01 ‘Land transport and technological means’ (100 students of 1 year and 80 of 2 year) were tested. The first test was conducted in September, and the second - after the course ‘Descriptive geometry’; the third - at the end of the first year; the fourth - after the completion of the course ‘Engineering drawing’. The results of knowledge evaluation which involved observation, good eye, intelligence, spatial representation and their dynamics in the course of training on graphic disciplines have been presented. Apart from development of spatial representation we observed reduction of time consuming for the tests proposed after mastering the course on descriptive geometry and engineering graphics. The test was conducted in two groups of students per 25 people in the course of 4 years. In the first group (experimental) training was conducted with use of multi-dimensional space, while the second group (control) was trained in the traditional way. The effectiveness of the multidimensional space in the experimental groups was conditioned by the activity of the students, emotional spirit, creative thinking. The experimental results confirmed the effectiveness of the multi-dimensional space in the development of spatial concepts and imagination that developed training situation and identified didactic conditions of their use in the educational process. The productivity of learning was increased at the expense of rational forms and methods of teaching in lectures and practical hours. Researches have confirmed the correctness of the assumption that the inclusion of the multidimensional space in the training process enhances its effectiveness. The results of this study can be used in teaching students in a technical college.

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