Интерактивная модель графического самообразования студентов

Abstract

В статье определено понятие интерактивной модели графического самообразования студентов, указаны ее признаки, такие как целостность, информационная полнота, мобильность, ориентированность на индивидуальные качества студента. Установлены принципы отбора и структурирования учебного материала по графическим дисциплинам, включенного в каждый компонент интерактивной модели графического самообразования студентов, формы и средства промежуточного и итогового контроля знаний. Сделаны выводы об эффективности внедрения предложенной модели, актуальности исследования и развития данной темы. = The dynamically developing education system poses the task of the transformation of traditional forms and methods of teaching as well as of the whole education model in general. This is due to the reduction of the number of academic classes, which results in the increased volume of the material for self-study. Therefore necessity arises in creating a new teaching model which makes it possible for students to perceive new complicated material by self-studying and self-control. Thus we can speak about student self-education in mastering graphic art disciplines. In shaping this system, application of both traditional methods and tools of teaching graphic art disciplines and the innovative ones, those with the use of information and communication technologies and the Internet resources, should be taken into account. The notion of the interactive model of graphic art self-education of students is defined in the article; its features are indicated such as integrity, information completeness, mobility, aiming at individual qualities of the student. The purpose, the content, the academic and method and the assessment and result components of the model are identified; the basic, the additional and the supplementary blocks of each component are singled out. Selection principles and those of structuring the material on graphic art disciplines, which are included into each component of the interactive model of graphic art self-education of students, forms and means of the progress and final control of knowledge are identified. Possibility of using traditional methods of teaching graphic art disciplines is considered, including the method of business plays for shaping professional competence of would-be specialists. Conclusions are made about the efficiency of the introduction of the suggested model, the research relevance and the topic development.