Development of spatial-visual thinking of bachelors
The article deals with the main issues of the development of spatial-visual thinking of bachelors in the educational process, clarifies the role of the graphic image and visualization of the material in the assimilation of educational information by students. A system of stages and criteria for the formation of spatial-visual thinking are developed, the content of each stage is disclosed in detail. The article describes the relevance of the formation of spatial and visual thinking of students in the modern Russian educational realities of higher education, such as: the development of distance learning platforms, the dynamic development of educational standards and programs, the transformation of thinking and worldview of students of different generations, and much more. Such a high dynamism of the conditions of the educational process provides for the formation of a graduate with professional creativity. This implies not only the possession of subject knowledge and skills, but also the presence of a well-formed system of professional creative skills that will help the teacher quickly and adequately make non-standard professional decisions within the framework of educational tasks, as well as competently find a way out of problematic situations in the professional field. The close interrelation of visual, spatial, logical and problem thinking is established. The system connection of the educational image with the material of the studied discipline or the studied topic is established, the logical “space” occupied by the educational image is determined. This distinguishes the educational image from, for example, the artistic one. The system of spatial image-graphic skills is presented. The dynamic change in the structure of a spatial image created on a different graphic basis, depending on the content of the graphic problem, is studied. The necessity of changing the structure of spatial images in the process of solving the problem is established. The meta-subject of the ability to visualize educational information is revealed, since any graphic image (diagrams, formulas, cartograms, conventional signs, graphemes, etc.) can be used in almost all academic disciplines.