The article aims to present the experience of the development of educational and methodical complex for accompanying graphic training of students of Perm national research Polytechnic University. In the heart of the development methodology are competence-based approach, the unification of subject training level in the GEF VPO and modular organization of educational process. A review of the scientific and pedagogical literature and analyzed the experience of the graphic training of students at the technical University. The structure of educational and methodical complex of discipline and justified a resource for the individual units of the complex. In modern conditions the quality of education is determined through the structure of relationships among elements of achievable learning outcomes as a set of knowledge, skills, abilities, possessions. An important task of the teacher is to create learning environments, partially simulating actual professional activity of a graduate to obtain the planned curriculum learning outcomes. Need to reorganize all forms of learning, including lectures, practical classes, laboratory work, independent activities of the trainees and how the integration of individual learning outcomes, – research work of students. When designing tasks for independent work of students used the principle of individualization of learning. When performing tasks, it is possible to choose a student´s trajectory of project development, including the choice of level of complexity, technological implementation and presentation of the finished project. Control and diagnostic unit includes the materials developed for the assessment activities at different stages of the educational process. The description of the applied controls, and provides specific examples of assessment of learning outcomes. For effective organization level graphic training of students of the University have developed a "road map" methodological support of educational activity of students. It allows teachers to efficiently use the available educational resources of the educational-methodical complex. The experience methodological support to effectively implement the educational process in the graphic disciplines, to improve graphic skills and to build the students planned the substantive competence.

The paper is devoted to problems related to students´ individual work organization in technical high educational institution while implementation of third generation FSES at the stage of higher education modernization. Questions related to use of remote technologies’ opportunities for support of full time and part-time education in order to activate students’ individual work in the course of graphic cycle disciplines studying are considered. An electronic resource structure containing all educational process’s components is proposed; this structure’s basic principle is individuality of education with independence skill development.

The importance of developing spatial perception is discussed as being the essential element of a child’s readiness to school education. Specific techniques are proposed that are appropriate to be used at preschool educational institutions and at home and help children to develop skills of spatial orientation and to get acquainted with a set of spatial concepts and terms.

The article considers the problem of organization of correction and developing work in the 4th grade of primary school. The features of teaching methods of the 4th graders are considered, that find math difficult. The influence of diagnostics on the teaching process correction is shown; the teacher’s work aimed at addressing the causes of children’s difficulties is discussed.

The article considers one of the components of the control and evaluation activity - pedagogical diagnostics, its differences from psychological diagnosis are determined. The potential of pedagogical diagnostics in the evaluation of meta-subject results is analyzed. Examples of qualitative assessment of tasks during pedagogical diagnostics are given. The article gives answers to the most common questions of teachers about diagnosis, and the statements of the teachers themselves about diagnosis are also of interest.