Psychological design of educational-book complexes as orgtechnological means of module-developmental interaction

Halyna Hirnyak, Andriy Hirnyak


The article substantiates the idea of psychological designing of an innovative educational-book complex (EBC) as a psychodidactic tool of educational process’ subjects and at the same time a quasi-subject of polydialogical educational interaction. It is a subject of versatile cognition and is studied from the standpoints of different methodological approaches – systemic, activity, task, communicative, humanistic, socio-cultural and vitacultural. In the framework of the last approach theoretically are substantiates, on the one hand, an integrated model of the process of designing educational books, as the result of which element-by-element fullness of its main stages is achieved and an exhaustive list of regulatory requirements, factors and conditions for their effective implementation is stated,  and on the other hand - an innovative EBC as an object of psychological-didactic cognition, scientific design, innovative construction, and in the following stages as a subject of complex examination and experimental introduction into the educational process. Thus, the theory, methodology and technology of psychologically expedient construction of EBC content and structure as a set of general principles, features, parameters and indicators  are systematically presented, that take into account age-old psychological patterns, as well as individual-typological peculiarities of psycho-spiritual development and personal-professional growth of students. The study substantiates the system of EBC functions, which are grouped according to the following criteria: a) a carrier of educational content, b) a factor of the development of mental processes, states, properties and tendencies, c) an organizer of processes of self-learning and self-education; d) a means of involving personality n continuous cultural formation through immersion into the sphere of human experience and his internal psycho-spiritual self-liberation. In this context, four macrostructural components of this complex, which form a coherent system and are designed simultaneously, are argued: 1) a thesaurus or dictionary, 2) a tutorial, 3) a module-developmental textbook, and 4) an educational program for self-realization of the student’s personality. The proposed set of tools implements the psychological mechanism of human mastering the information and, most importantly, the organizational technology of implementing a holistic educational cycle in the module-developmental training system, which involves implementation of each internally acceptable trajectory of self-development. In this regard, the orgtechnological sequence of psychological design of innovative EBCs is proposed, which covers four periods and nine derivative stages, according to which the system of principles and nomenclature of psychological requirements for the content and structure of educational publications for adolescents is developed. Also, based on the modern scientific achievements in the field of semiotics, psychological hermeneutics, psycholinguistics, psychosemantics and psychoidactics, the model of interaction between the reader and the structured content of the specified complex is developed, which covers the forms of fixation, stages of processing socio-culturally determined information and mechanisms of mutual transition of the last one into the corresponding processes and subjective meanings-images of personal knowledge. A psychodiagnostic methodic was developed and successfully tested for the first time, aimed at identifying students’ level of realization of their own psychological potential (mental processes, states, properties and tendencies) based on their interaction with the educational literature. Thanks to this technique, which covers 432 positive and negative indicators of the EBC content and structure, there is an ability to objectively express in a single digit the level of its developmental effectiveness as a multicomponent innovative toolkit. Much higher level of psycho-didactic quality and psychological efficiency of using innovative EBCs is empirically argued in comparison with traditional educational books. Along with that, a direct linear relationship between the student’s academic achievement and the level of formation of their informative-cognitive skills of work (application of adequate reading strategies, algorithms, operations, techniques) with educational books were revealed by means of correlation analysis.

Ключові слова

psychological design; the subject of educational activity; sign; symbol, meaning

Повний текст:



Furman, A. V. & Furman, O. I. & Shandruk, S. K. & Co (2019). Vitakulturna metodolohiia: antolohiia. Do 25-richchia naukovoi shkoly profesora A. V. Furmana [Viticultural methodology: an anthology. To the 25th anniversary of professor A. V. Furman’s Scientific School]. Ternopil: TNEU [in Ukrainian].

Danilova, V. L. & Shhedrovickiy, P. G. (Eds.). (2010). Georgiy Petrovich Shhedrovickiy. Moscow: ROSSPEN [in Russian].

Hirniak, A. N. & Hirniak, H. S. (2019). Dialohichna vzaiemodiia uchasnykiv osvitnoho protsesu yak peredumova ta harantiia yoho efektyvnosti [Dialogical interaction of participants in the educational process as a prerequisite and guarantee of its effectiveness]. Guarantees and protection of fundamental human rights as the integral element of integration of Ukraine on the EU, 105–117. Olsztyn: Wydziaі Prawa i Administracji UWM w Olsztynie [in Ukrainian].

Hirniak, A. N. & Hirniak, H. S. (2019). Modulno-rozvyvalnyi navchalnyi kompleks yak psykhodydaktychnyi instrument nalahodzhennia osvitnoi vzaiemodii [Modular-developmental training complex as a psycho-tactical tool for establishing educational interaction]. Metodolohiia i psykholohiia humanitarnoho piznannia – Methodology and psychology of humanitarian cognition, 902–979. Ternopil: TNEU [in Ukrainian].

Hirniak, A. N. & Hirniak, H. S. (2014). Pryntsypy psykholohichnoho proektuvannia zmistu i struktury navchalno-knyzhkovykh kompleksiv dlia studentiv VNZ [Principles of psychological design of the content and structure of educational and book complexes for students of universities]. Psykholohiia i suspilstvo – Psychology and society, 1, 91–106 [in Ukrainian].

Hirniak, H. S. & Dombrovskyi, I. V. (2017). Znaky i symvoly yak obiekt psykholohichnoho piznannia [Signs and symbols as an object of psychological knowledge]. Almanakh nauky – Almanac of science, 8, 51–54 [in Ukrainian].

Furman, A.V. & Furman, O. I. & Shandruk, S. K. & Co (2019). Metodolohiia i psykholohiia humanitarnoho piznannia. Do 25-richchia naukovoi shkoly profesora A. V. Furmana [Methodology and psychology of humanitarian cognition. To the 25th anniversary of professor A. V. Furman’s scientific school]. Ternopil: TNEU [in Ukrainian].

Modulno-rozvyvalna systema yak sotsiokulturna orhanizatsiia [Modular-developmental system as a socio-cultural organization]. (2002). Psykholohiya i suspilstvo (spetsvypusk) – Psychology and society (special issue), 3–4 [in Ukrainian].

Furman, A. A. (2017). Psykholohiia smylozhyttievoho rozvytku osobystosti [Psychology of the meaning-life personality development]. Ternopil: TNEU [in Ukrainian].

Furman, A. V. & Hirniak, A. N. (2009). Psykhodydaktychna ekspertyza modulno-rozvyvalnykh pidruchnykiv [Psychodidactic examination of modular textbooks]. Ternopil: TNEU, “Ekonomichna dumka” [in Ukrainian].

Furman, A. V. & Hirniak, A. N. (2011). Psykholoho-dydaktychne proektuvannia zmistu ta struktury navchalno-knyzhkovykh kompleksiv (osnovy prohramy ta yii vykonannia) [Psychological-didactic design of the content and structure of educational-book complexes (the basics of the program and its implementation)]. Vitakulturnyi mlyn – Viticultural mill, 14, 41–50 [in Ukrainian].

Furman, A. V. & Hirniak, A. N. (2018). Psychological technology of the interaction between teacher and students under the conditions of innovative module-developmental teaching. Humanitarnyi visnyk DVNZ “Pereiaslav-Khmelnytskyi derzhavnyi pedahohichnyi universytet im. Hryhoriia Skovorody” – Bulletin of the Higher Educational Institution “Pereyaslav-Khmelnitsky State Pedagogical University named Gregory Skovoroda. Vol. 37 (4), P. 1 (23), 123–135. Kyiv: Hnozys [in Ukrainian].

Furman, A. V. & Hirniak, H. S. & Hirniak, A. N. (2013). Kompleksna metodyka vyiavlennia yakosti ta efektyvnosti navchalnoi literatury: tekhnolohiia, protsedury ta dosvid zastosuvannia [Complex methodology of identifying the quality and effectiveness of educational literature: technology, procedures and experience]. Ternopil: “Ekonomichna dumka TNEU” [in Ukrainian].

Furman, A. V. & Hirniak, H. S. & Hirniak, A. N. (2012). Psykhodydaktyka proektuvannia navchalno-knyzhkovykh kompleksiv dlia studentiv VNZ [Psychodactics of designing educational-book complexes for students of higher education institutions]. Ternopil: TNEU [in Ukrainian].

Furman A. V. (2011). Metodolohichna plan-karta doslidzhennia i proektuvannia modulno-rozvyvalnoho pidruchnyka yak kvazisubiekta realnoi osvitnoi vzaiemodii [Methodological plan-map of research and design of a module-developmental textbook as a quasi-subject of real educational interaction]. Vitakulturnyi mlyn – Viticultural mill, 13, 4–19 [in Ukrainian].

Furman, A. V. (1997). Modulno-rozvyvalne navchannia: pryntsypy, umovy, zabezpechennia [Modular development training: principles, conditions, provision]. Kyiv: Pravda Yaroslavychiv [in Ukrainian].

Furman, A. V. (2010). Modulno-rozvyvalnyi pidruchnyk yak instrument efektyvnoi osvitnoi vzaiemodii [Modular-developmental textbook as a tool for effective educational interaction]. Psykholohiia i suspilstvo – Psychology and society, 1, 171–182 [in Ukrainian].

Furman, A. V. (2004). Teoriia i praktyka rozvyvalnoho pidruchnyka [Theory and practice of the developmental textbook]. Ternopil: Ekonomichna dumka [in Ukrainian].

Furman (Humeniuk), O. I. (1998). Modulno-rozvyvalne navchannia: sotsialno-psykholohichnyi aspekt [Modular-developmental training: socio-psychological aspect]. Kyiv: Shkoliar [in Ukrainian].

Boettcher, V. Judith & Conrad, Rita-Marie (2016). The online teaching survival guide: simple and practical pedagogical tips. Jossey-Bass [in English].

Boller, Sharon & Kapp, Karl M. (2017). Play to learn: everything you need to know about designing effective learning games. Association for talent development [in English].

Luterbach, J. Kenneth (2018). Designing and developing robust instructional apps. Routledge [in English].

Nilson, B. Linda (2016). Teaching at Its Best: a research-based resource for college instructors. Jossey-Bass [in English].



  • Поки немає зовнішніх посилань.

ISSN 2523-4099 (online), ISSN 1810-2131 (print)