Introduction. The study of the professional activity of the architect, the analysis of professional competence and professional competence of the architect allowed: to define architectural and design competence; the process of formation of architectural and design competence during the course of course projects; to identify the components of architectural and design competence and levels of formation.

Materials and methods. The theoretical study of the problem and practice-oriented tasks made it possible to determine the methods of work. The selected methods include: theoretical, such as analysis and systematization of psychological and pedagogical literature on the topic of research; synthesis of theoretical material and empirical methods (observation, survey, experimental work), practical methods of each stage of architectural design: pre-project (understanding the task, setting the goal and objectives of the course project, thinking over the creative idea), project-practice-oriented (development of the approved idea, search and selection of technical and artistic means of implementing the creative idea, regulation of the educational process by the teacher), reflexive-evaluative (analysis and discussion of intermediate and final results of the work), analysis of the Federal State Educational Standard of Higher Education in the direction of "Architecture", analysis of the professional standard "Architect". A technology for developing architectural and design competence of students majoring in Architecture at a technical university (using the Institute of Construction and Architecture, Ural Federal University — UrFU as an example) has been developed for completing increasingly complex course projects. The technology consists of four stages: diagnostic, developmental, formative and control (each stage of the technology implementation uses specific architectural design methods (layout, architectural graphics, computer modeling), experimental heuristics methods (ordered search, strategy switching, system testing, brainstorming, the designer-transparent box method), new idea search methods (associative method, transformation methods, "role playing", inversions), and a method for modeling the artistic and creative process. Particularly important are the 1st and 2nd years of training in the profession, respectively, the developmental stage of the technology for developing architectural and design competence.

Results. The course projects of the developing stage are considered. the course project "Organization of the urban and landscape environment" is analyzed in detail - the last project of the developing period and the first project in training, which has a certain functional task, requirements to organize a specific area of the urban or park environment. The completion of the work on the project is an explanatory note compiled by the student, which includes: an analysis of the urban planning situation, determining the place of the projected site in an urban or park structure; the scenario is thoughtful, rich in content; zoning, which solves the issues of functional dependence of various sites; architectural description. Examples of fragments of students' explanatory notes explaining the conceptual idea of the project are given.

Discussion. Taking into account the views of scientists, architects and teachers, the analysis of the professional activity of an architect, as well as the professional training of students majoring in “Architecture” at a technical university, the developed technology should contribute to the formation of architectural and design competence, especially in the first years of study — at the development stage of technology — in the process of completing the course project “Organization of the urban and garden and park environment”.

Conclusion. This course project reveals such components of creative activity as imaginative thinking, imagination and perception; develops creative skills and practical experience, abilities, creativity and creativity, forms architectural and design competence: knowledge of particular methods of architectural design, knowledge of the laws of color harmony, theoretical knowledge in the field of architectural theory (techniques and means of harmonization), theoretical knowledge in the field of architectural structures (the totality and mutual arrangement of the main elements of a building), the ability to to use private methods of architectural design (application of architectural graphics, layout design, computer modeling), the ability to architectural and constructive shaping, the ability to color perception and analysis of color harmony, the ability to architectural and constructive design (mastery of techniques and means of frontal, three-dimensional and three-dimensional composition, graphics design of the course project), the ability to constructive spatial and logical thinking in the process of performing a design task.

The components of architectural design competence and the levels of development of architectural design competence in training are identified;

The process and result of the course project implementation of the developmental stage in the formation of architectural and design competence are presented.

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