DIDACTIC OPPORTUNITIES OF THE DRAWING (TECHNICAL DRAWING) SUBJECT IN DEVELOPING CONSTRUCTIVE THINKING IN STUDENTS

Abstract

This dissertation explores the didactic potential of the subject of technical drawing in shaping students’ constructive thinking skills. Constructive thinking is defined as the ability to develop innovative ideas based on existing knowledge, solve technical problems using spatial and logical reasoning, and visualize and represent complex forms through graphical modeling. The research examines the methodological structure of teaching technical drawing, including the use of graphic tasks, interactive strategies, and the integration of modern CAD technologies (e.g., AutoCAD, SolidWorks). A central focus is placed on developing constructive thinking through exercises that enhance students’ understanding of objects’ shapes, dimensions, internal structures, and spatial positioning. Through pedagogical experiments, the study evaluates specially designed tasks and instructional activities incorporating 2D and 3D modeling. The results demonstrate that effectively structured drawing lessons significantly contribute to the intellectual and technical development of learners by strengthening their analytical, creative, and spatial reasoning abilities.