Аннотация
The article discusses the didactic possibilities of using “pedagogical drawing” when teaching thecompulsory discipline “Electricity and magnetism” to physics students. The connection between thinkingand understanding the language of physics is touched upon. The authors analyze the concept of“pedagogical drawing” in the teaching methodology of the discipline, the concept of didactic referencepoint, “graphic abstract”.The purpose of this article is to show the significance of the use of “teaching drawing” in the transformationof theoretical knowledge on the subject “Electricity and magnetism” in the images; students ‘acquisition of physics skills visual-figurative thinking and the use of physical terms and symbols.The article attempts to develop a methodological method for determining the didactic referencepoint of «pedagogical drawing «in the teaching of the compulsory discipline «Electricity and magnetism».Teaching idea teaching guide «teaching drawing» includes steps: in the preparation of the teacher tothe lesson – identifying potential opportunities didactic “teaching drawing”, during the sessions – theunderstanding and discussion of potential “pedagogical drawing” for students. Through physical drawing,explaining its meaning, students form both visual and imaginative thinking and scientific language, and understanding the language of physics is a component of personally significant characteristics of thefuture specialist.The article illustrates the simplest tasks on «pedagogical drawing» for students in the course of thecompulsory discipline “Electricity and magnetism.As part of the methodological research, a survey of students was conducted to test the method ofadmission. It is established that students are aware of the need to use «pedagogical drawing» in teachingthe discipline, understand the role of physical drawing in this issue.Key word: «pedagogical drawing», «graphic abstract», competence, visual and imaginative thinking,educational process, the language of physics, the potential of physics.