2.Англ. ABSTRACT
Ph.D. thesis: 262 p., 9 tables, 24 figures, 16 appendixes, 197 references.
PROFESSIONAL EDUCATION, PROFESSIONAL TRAINING, GRAPHIC COMPETENCE, ELECTRONICS AND TELECOMMUNICATIONS, DIGITAL TECHNOLOGIES, DESIGN TECHNOLOGIES, SMART EDUCATION, SPECIALISTS IN TECHNICAL SPECIALTIES, HIGHER EDUCATION INSTITUTIONS, EDUCATIONAL PROCESS, PROFESSIONAL ACTIVITY, DESIGN ACTIVITY.
The dissertation work is devoted to the theoretical and experimental study of the problem of forming graphic competence of future specialists in the field of electronics and telecommunications with the use of digital technologies in higher education institutions. The study was aimed at assessing the level of mastery of graphic tools and means by future specialists in the field of electronics and telecommunications in the context of their professional activities.
The purpose of the study is to theoretically substantiate, develop and test a model of forming graphic competence of future specialists in the field of electronics and telecommunications in the process of their professional training with the use of digital technologies.
The scientific novelty of the results obtained, which are submitted for defense, lies in the fact that for the first time: 1) the pedagogical conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies have been determined and substantiated (creating conditions for the development of cognitive interest and ensuring motivation for the professional activity of future specialists in the field of electronics and telecommunications; forming the readiness of scientific and pedagogical workers to contribute to the development of graphic competence of applicants; gradual development of graphic competence as an integral component of the applicant's professional competence; use of innovative pedagogical technologies in order to activate the educational and cognitive activity of applicants); 2) a structural and functional model of the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies has been developed, which consists of target, methodological, content-process and diagnostic blocks and ensures the achievement of the predicted result: a statistically significant increase in the levels of formation of graphic competence; 3) the essence of the concept of "graphic competence of future specialists in the field of electronics and telecommunications" was clarified and the structure of this competence (as a set of cognitive, activity, axiological, reflective components) was determined, as well as the criteria, indicators and levels of formation of graphic competence; 4) theoretical and practical aspects of the formation of graphic competence of future specialists in the field of electronics and telecommunications were further developed.
The practical significance of the study is that its results can be used to improve the system of professional training of future specialists in the field of electronics and telecommunications, in order to form their graphic competence; to create educational and methodological support for the discipline "Engineering Computer Graphics" using modern digital tools. A set of methodological materials was developed and tested in the educational process, which includes methodological instructions for performing laboratory work, project tasks, models, illustrations, tasks for independent work of students, lectures and presentation materials. This provided an integrated approach to the formation of graphic competence, which contributed to the effective assimilation of theoretical material by students and the development of their practical skills. Experimental data confirm the positive impact of the proposed structural-functional model of the formation of graphic competence of future specialists in the field of electronics and telecommunications - the reliability of the results of the pedagogical experiment was confirmed by methods of mathematical statistics, in particular, using the Pearson criterion with significance levels of 0.01 and 0.05.
