Detailing of the psychological-pedagogical content of modular-developmental interaction stages
DOI:
https://doi.org/10.35774/pis2018.03.146Keywords:
modular-developing educational system of A. V. Furman, educational interaction, psychological and pedagogical content, organizational learning cycle, innovative educational technologyAbstract
The article deals with the deconstruction and detailing of the psychological and pedagogical content of the stages of modular-developing interaction in order to achieve their functional integrability and organizational structural continuity as an integral cycle that is projectively deploys in the form of innovative educational technology. The content of nine stages of the indicated interaction (sensory-aesthetic, instructional-motivational, theoretical-content, evaluation-semantic, adaptive-transformative, system-generalizing, control-reflexive, spiritual-aesthetic, spontaneously-creative) that are grouped into the corresponding four periods (information-cognitive, normative-regulatory, value-reflexive, spiritual-creative) is revealed through a psychological analysis of the proposed 23 appropriate parameters: the psycho-didactic purpose of the stage, the content of parity educational activity, the leading method of psychological influence, the classes of socio-psychological organizational influence, the style of educational interaction, the leading psychological mechanisms, the aspects of educational communication, the types of exchange, the quintessence of search-developing interpersonal interaction, the educational outcome, the spheres of the conditions for the deployment of polimotivation, the polimotivation of educational activity at each of stages of interaction, reflection in the structure of the modular-developmental process, psychodydactic tools for the establishment of productive interaction, the mechanism of action of the process cycles, the rating of spheres of content modules, dominants of subjective potential, images of subjective reality, forms of person’s involvement in the creation of socio-cultural experience, as well as the correspondence of periods of modular-developing interaction to certain components of personal adaptability, structural components of the act, specific types of reflection and structural components of positively-harmonious Self-concept.
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