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

Abstract

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.