The dissertation research deals with the actual problem of formation of graphic competence of future bachelors in computer science.
The research analyzes the achievements of foreign and Ukrainian scientists in the formation of graphic competence of future bachelors in computer science, as well as regulations, Ukrainian and foreign, regulating the educational process in higher education. The obtained results made it possible to formulate a categorical apparatus of research, in particular to clarify the concepts of "graphic skills", "graphic activity", "graphic training", "graphic language", "graphic training" in the context of graphic competence formation during professional training of future bachelors in computer science. and define the meaning of the term "graphic competence of future bachelors in computer science".
In particular, the content, essence and structure of graphic competence of the future bachelor of computer science are determined. As structural components of graphic competence of future bachelors in computer science the orientation on practical activity, motivation, spatial imagination, reflection, empathy, system thinking, creativity, aestheticonsiders thec taste, ability to apply principles of ergonomics, ability to carry out scientific researches in project design were singled out, ability to apply the AIDA model and automation of problem solving in graphic editors. The division of graphic competence into structural components allowed to structure not only the taught material, but also the process of formation of graphic competence as a whole.
Criteria, indicators and levels of formation of graphic competence of future bachelors in computer science are determined. To identify the levels of formation of the components of graphic competence of the future bachelor of computer science, we have identified cognitive-emotional, personal-creative, motivational-activity and analytical-reflexive criteria and their indicators. The use of these criteria in the professional training of future bachelors in computer science increase the efficiency of the educational process and professional results.
To differentiate the degree of competence, we have identified four levels of graphic competence of future bachelors in computer science: critical (intuitive) level, acceptable (reproductive) level, sufficient (productive) level and high (creative) level.
The pedagogical technology of formation of graphic competence of future bachelors in computer sciences is substantiated and designed. methodical and technological actions to achieve the goals of their training, the integral result of which there should be the formation of graphic competence.
The component content of the designed pedagogical technology contained a conceptual and methodological block that allows to determine the methodological principles of pedagogical activity; subject-content (identifies general and specific goals of technology and content of educational material and disciplines and is an informational and educational materials that allow you to effectively form graphic competence), organizational and procedural (contains a description of the use of technology and includes models of teaching, learning and emotional and intellectual interaction of teacher and student), evaluative-effective (monitoring and diagnosing the effectiveness of educational and cognitive activities of students) and prognostic-regulative (allows you to manage the process of formation of graphic competence promotes and enables prediction of ways to further develop and correction) blocks.
The proposed technology involves the study of all aspects of the educational process from goal setting, design and organization of the educational process to verify the effectiveness of the created pedagogical technology, and meets the basic methodological requirements for these criteria (conceptuality, system, science, structure, efficiency, controllability and reproducibility).
In order to test the effectiveness of the designed pedagogical technology for the formation of graphic competence of future bachelors in computer science during 2017-2019. Research and experimental work was carried out in the 1930's, which included four stages: exploratory, ascertaining, formative, and analytical-generalizing. The hypothesis of the study was that the level of formation of graphic competence of future bachelors in computer science (including cognitive-emotional, personal-creative, motivational-activity and analytical-reflexive criteria) can be increased by applying the designed pedagogical technology.
