PRINCIPLES OF PSYCHOLOGICAL DESIGNING AND PSYCHO-ARTISTIC EMBODIMENT OF MODULE-DEVELOPMENTAL INTERACTION IN LEARNING

A. N. Hirnyak

Анотація


Aim: To identify the methodological allocation and psychological substantiation of the hierarchical system of planning principles and the implementation of modular-developing interaction in the educational process of the modern high school (IHE).

Material and method: theoretical systematization of principles of mentality, spirituality, modularity and developmentalism principle attached to the theory and practice of modular-developing interaction in the educational process of the modern high school.

Results. It was analised a substantive content of four basic general educational principles of the psychological designing of module-developmental interaction (mentality, spirituality, development, modularity) between subjects of educational process and psychological characteristics of twelve derivative principles (historicity, reflexivity, adequacy, humaneness, accessibility, involvement, content, form-conformance, dynamism, metasystemity, polyfunctionality, recursiveness), that make it possible for a psycho-artistic embodiment of indicated interaction into the learning process of modern institution of higher education.

Conclusions: Principles as the starting point of any theory determine its essential content and general characteristics. Exactly from the principles of psychological designing and psycho-instinctive embodiment of modular-developmental interaction in learning that depends on the completeness of the implementation of each student's own intellectual and social potential, the cultural influence of the organized educational process on the young generation of specialists in general, and hence the future of the national high school and, in particular, success of the transition of traditional educational practice to personally oriented, developing educational technologies.

Keywords: module-developmental interaction, principles of psychological designing, mentality, spirituality, development, modularity.

 

У статті розглянуто сутнісний зміст чотирьох засадничих загальноосвітніх принципів психологічного проектування модульно-розвивальної взаємодії (ментальності, духовності, розвитковості, модульності) між суб’єктами освітнього процесу та психологічні характеристики дванадцяти похідних принципів (історичності, рефлексивності, адекватності, гуманності, доступності, причетності, змістовності, формовідповідності, динамічності, метасистемності, поліфункціональності, рекурсивності), що уможливлюють психомистецьке втілення зазначеної взаємодії у навчальному процесі сучасного закладу вищої освіти.

Ключові слова: модульно-розвивальна взаємодія, принципи психологічного проектування, ментальність, духовність, розвитковість, модульність.


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DOI: https://doi.org/10.5281/zenodo.1450960

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