MODULLI-KOMPETENTLI YONDASHUV ASOSIDA TALABALARNING FAZOVIY TASAVVURINI RIVOJLANTIRISHNING ILMIY-PEDAGOGIK ASOSLARI (CHIZMA GEOMETRIYA VA MUHANDISLIK GRAFIKASI FANI MISOLIDA)

KIRISH: hozirgi zamon muhandislik ta’limida bo‘lajak mutaxassislarning grafik savodxonligini oshirish va ularda loyihalash madaniyatini shakllantirish eng muhim vazifalardan biri hisoblanadi. Ayniqsa, "Chizma geometriya va muhandislik grafikasi" fanini o‘qitishda fazoviy tasavvur — ya’ni ob’ektlarning shakli, o‘lchami va fazoviy joylashuvini ongda vizuallashtirish qobiliyati — muhandislik faoliyatining asosiy poydevori bo‘lib xizmat qiladi. Ushbu jarayonda an’anaviy o‘qitish usullaridan voz kechib, ta’limni natijaga yo‘naltirilgan yangi pedagogik yondashuvlar asosida tashkil etish dolzarb ahamiyat kasb etmoqda. MAQSAD: tadqiqotning asosiy maqsadi modul-kompetentli yondashuv asosida talabalarning fazoviy tasavvurini rivojlantirishning ilmiy-pedagogik asoslarini ishlab chiqishdan iborat. Bunda asosiy e’tibor talabalarda fazoviy shakllarni grafik modellashtirish bo‘yicha kasbiy kompetensiyalarni shakllantirishning samarali metodikasini yaratish va uning amaliy natijadorligini ilmiy jihatdan asoslashga qaratiladi. MATERIALLAR VA METODLAR: tadqiqot jarayonida modul ta’lim texnologiyasi, tizimli yondashuv, grafik modellashtirish va pedagogik eksperiment metodlaridan keng foydalanildi. Fan mazmuni mantiqiy tugallangan alohida modullarga ajratilib, har bir bosqichda talabaning mustaqil ishlashi va o‘z-o‘zini nazorat qilishi uchun maxsus metodik ta’minot yaratildi. Shuningdek, an’anaviy chizmachilik asboblari bilan bir qatorda zamonaviy kompyuter grafikasi dasturlari imkoniyatlarini integratsiyalash orqali ikki o‘lchovli chizmalardan uch o‘lchovli modellarni yaratish usullari qo‘llanildi. MUHOKAMA VA NATIJALAR: olib borilgan tadqiqot natijalari shuni ko‘rsatdiki, modulli-kompetentli yondashuv ta’lim oluvchilarda fazoviy tafakkurni bosqichma-bosqich rivojlantirish imkonini beradi. Eksperimental guruhlarda talabalarning detallarning ichki tuzilishini, ya’ni qirqim va kesimlarni to‘g‘ri tasavvur qilish ko‘rsatkichi nazorat guruhlariga nisbatan 30-35 foizga yuqori bo‘ldi. Modulli tizim talabaning individual qobiliyatini hisobga olgan holda, grafik ma’lumotlarni tezkor qayta ishlash va mustaqil loyihalash ko‘nikmalarini shakllantirishda yuqori samaradorlikni namoyon etdi. XULOSA: tadqiqot yakunida shunday xulosa qilish mumkinki, muhandislik grafikasi fanini modulli-kompetentli yondashuv asosida tashkil etish talabalarning fazoviy tasavvurini tizimli shakllantirishning eng maqbul yo‘lidir. Fan mazmunini modullarga ajratish o‘quv materialini zichlashtirishga va asosiy e’tiborni kasbiy kompetensiyalarga qaratishga imkon beradi. Rivojlangan fazoviy tasavvur bo‘lajak muhandislar uchun murakkab konstruktorlik ishlarini yuqori aniqlikda va professional darajada bajarishning muhim kafolati bo‘lib xizmat qiladi.

INTRODUCTION: In modern engineering education, enhancing the graphical literacy of future specialists and forming a design culture among them are crucial tasks. Specifically, in teaching descriptive geometry and engineering graphics, spatial imagination—the ability to visualize the shape, size, and spatial position of objects— serves as the foundation of engineering activity. In this process, moving away from traditional teaching methods and organizing education based on new, result-oriented pedagogical approaches has become a pressing necessity. OBJECTIVE: The main objective of the research is to develop the scientific and pedagogical foundations for enhancing students' spatial imagination based on a modularcompetency approach. The focus is on creating an effective methodology for forming professional competencies in the graphical modeling of spatial forms and providing a scientific justification for its practical effectiveness. MATERIALS AND METHODS: The research extensively utilized modular learning technology, a systems approach, graphical modeling, and pedagogical experiment methods. The course content was divided into logically completed modules, and at each stage, methodological support was created for students' independent work and selfcontrol. Alongside traditional drafting tools, methods for creating 3D models from 2D drawings were applied by integrating the capabilities of modern computer graphics software. DISCUSSION AND RESULTS: The results of the study indicated that the modularcompetency approach allows for the step-by-step development of students' spatial thinking. In experimental groups, the rate of correctly visualizing the internal structure of parts (sections and cuts) was 30-35% higher than in control groups. By accounting for individual student abilities, the modular system demonstrated high efficiency in developing skills for rapid graphical information processing and independent design. CONCLUSION: In conclusion, organizing the Engineering Graphics course based on a modular-competency approach is the optimal way to systematically build students' spatial imagination. Dividing the subject matter into modules allows for the condensation of educational material and focuses attention on professional competencies. Welldeveloped spatial imagination serves as an essential guarantee for future engineers to perform complex design and construction tasks with high precision and professional standards.