In 1794, technical education began at Ecole polytechnic in France. Monge and the polytechnic proposed the production systems that performed a design by a drawing. The curriculum of the new design system was the drawing course. The technical knowledge was recognized as knowledge of a university afterwards.
In 1877, the Japanese government introduced the technical education. The drawing course of the Meiji era included technology and science of the drawing. Details of the drawing course changed afterwards. The teacher limited contents of the drawing technology of a school to copying of a blueprint. The teacher limited contents of science of the drawing to the descriptive geometry at school. The drawing course changed to narrow-minded knowledge. The drawing course meant a subject of practical training of drawing and the descriptive geometry.
In 1947, the drawing course was taken over to a university. The university divided knowledge of the drawing course. The practical training and the descriptive geometry were promoted to an independent subject. On the other hand, the university lost knowledge of the drawing that include both technology and science. We forgot that the current drawing subject and the current descriptive geometry subject were part of the drawing course historically.

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図学ならびに機械製図教育の専門家が少ない現状の我が国の教育界において, SCSもひとつの有力な教育方法であると思われるが, 授業時間内に学生の水準に応じた教材の取捨選択の余地を残したCAIの方が現状に適していると考えられる。教育とは精度の良い学生の到達度の評価を伴ってこそ意義があり, この立場で機械 (設計) 製図のCAIの例として, 教育機関における教育に取り入れる重要な実用例2, 3について論ずる。

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