The essential definitions of modular-developmental interaction of teacher and students in the educational process
DOI:
https://doi.org/10.35774/pis2020.03.053Keywords:
national education of Ukraine, educational sphere reforming, educational model, psychodidactics, А.V. Furman’s innovative system of modular-developmental educationAbstract
Today there is an urgent strategic task of qualitative essential change of the existing educational model of secondary and higher education in the multi-problematic context of highly politicized, declarative and formalized reforming of the national education system during the decades of Ukraine’s independence, which giving priority to information-technical resources, academic and intellectual competence successes of students, does not focus on the processes of multifunctional, primarily widely involved and fully balanced, psychocultural development of individuals, groups, and teams. This methodologically oriented study argues that the modern trends of innovative development of society, ethnocultural prospects of the Ukrainian nation and systemic psychodidactic requirements meets A.V. Furman’s modular-developmental system, which as a complex socially-scientific project is implemented for more than a quarter of a century in the field of domestic education by a team of scientists, managers, researchers and practitioners. It theoretically, projectly, methodically and practically implements a more effective than the existing one technostructure of organization and logic-semantic content of the educational process due to the balanced implementation of ideas of culture and development, the requirements of mentality, spirituality, development, modularity and most importantly – its qualitatively different psychological-pedagogical, program-methodical, educationally-bookish, psycho-artistic and expert-diagnostic support. In the effective dimension, it is substantiated that this author’s educational system guarantees a Quaternary metasystemic effect, namely: a) causes at the level of the institution an innovative-psychological climate appearance of productive cooperation of all organizers, teachers and participants by a number of its interdependent basic parameters (according to O.Ye. Furman’s theory, it is psychological influence and its classes, educational communication and its aspects as types of exchange, polymotivation and spheres of conditions of its development, positive-harmonious Self-concept and its components); b) determines at the level of group (joint-academic) educational interaction the formation of such a psychocultural polydialogical space, which has an essentially new restructuring of the educational process, by the format of coverage the advanced human experience – socio-cultural-psychological and by structural structure – modular and multi-parametric; c) allows at the level of interpersonal contact between the mentor and successor to reflect still closed to the conscious ability of each of them the semantic components of their real, purely interself, modular-developmental interaction (normatively set for each stage of the educational cycle invariants of psychological-pedagogical content, portions of educational-subject content as fragments of the state educational standard, newly created sets of methodical-means content of a separate discipline, etc.); d) all this ultimately actualizes in the psycho-spiritual sphere of a personal world of a pupil, a student the best sensory and mental, social and volitional, existential and action, reflexive and creative potential of diverse development and self-improvement during his passing the holistic modular-development cycle in its central link – gradual implementation of personal educational activity. It is reflexively concluded that the logic-semantic core of the investigated here educational system is the concept of developmental interaction (A.V. Furman, O.Ye. Furman (Humeniuk), A.N. Hirnyak, etc.), which has the perspective with the efforts of the current scientific school representatives to become a full-fledged original theory. For the time being, this methodological research outlines the attributive features of the new educational model in terms of both scientific-design support and psycho-artistic implementation in everyday life the optimal psychosocial influences of participants in innovative learning on each other, as well as psychodidactic conditions for achieving proper efficiency and quality of parity educational activity in the classroom are highlighted. In addition, it is established as a product of pure thinking of named system’s author – an updated intelligence map of 36 categorical concepts of modular-developmental education, which has at least five-segment heuristics. Naturally, the lion’s share of the proposed scientific text is devoted to the logic-essential definition of ten basic categories of this innovative educational model, which in semantic complementarity reflect its fundamental theoretical framework and complex research optics of interdisciplinary (mostly socio-humanitarian) cognition.
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Furman, A. A. (2020). Metodolohiia psykholohichnoho piznannia smyslozhyttievoi sfery osobystosti [ethodology of psychological cognition of the meaning of life sphere of personality]. Psykholohiia i suspilstvo – Psychology and society, 1, 5–34 [in Ukrainian].
Furman, A. A. (2019). Psykholohichni zasady piznannia smyslozhyttievoi sfery osobystosti [Psychological principles of cognition of the semantic sphere of personality]. Odesa [in Ukrainian].
Furman, A. A. (2016). Psykholohiia osobystosti: tsinnisno-oriientatsiinyi vymir [Personality psychology: value-orientation dimension]. Odesa: ONPU; Ternopil: TNEU [in Ukrainian]
Furman, A. A. (2017). Psykholohiia smylozhyttievoho rozvytku osobystosti [Psychology of the meaning-life personality development]. Ternopil: TNEU [in Ukrainian].
Furman, A. V. (2000). Avtorska systema dystantsiinoi pidhotovky pedahoha-psykholoha-doslidnyka: dosvid desiaty rokiv [Author’s system of distance training of teacher-psychologist-researcher: ten years of experience]. Naukove proektuvannia innovatsiinykh ta alternatyvnykh system vyshchoi osvity – Scientific design of innovative and alternative systems of higher education, 180–186. Ternopil [in Ukrainian].
Furman, A. V. (2000). Avtorska systema innovatsiinoho prohramovo-metodychnoho zabezpechennia modulno-rozvyvalnoho navchannia [Author’s system of innovative program-methodical providing of modular-developmental training]. Naukove proektuvannia innovatsiinykh ta alternatyvnykh system vyshchoi osvity – Scientific design of innovative and alternative systems of higher education, 140–146. Ternopil [in Ukrainian].
Furman, A. V. (2000). Arkhitektonika tvorennia osobystosti za modulno-rozvyvalnoi systemy navchannia [Architectonics of personality creation in a modular-developmental system of education]. Psykholohiia i suspilstvo – Psychology and society, 1, 26–43 [in Ukrainian].
Furman, A. V. (2006). Vstup do teorii osvitnoi diialnosti [Introduction to the theory of educational activity]. Ternopil: Instytut ESO [in Ukrainian].
Furman, A. V. & Hirniak, A. N. (2009). Psykhodydaktychna ekspertyza modulno-rozvyvalnykh pidruchnykiv [Psychodidactic examination of modular development textbooks]. Ternopil: TNEU, “Ekonomichna dumka” [in Ukrainian].
Furman, A. V. & Hirniak H. S. & Hirniak A. N. (2012). Psykhodydaktyka proektuvannia navchalno-knyzhkovykh kompleksiv dlia studentiv VNZ [Psychodidactics of designing educational and book complexes for university students]. Ternopil: TNEU [in Ukrainian].
Furman, A. V. (2009). Hraf-skhemy navchalnykh kursiv: sutnist, proektuvannia, ekspertyza [Graph-schemes of training courses: essence, design, examination]. Psykholohiia i suspilstvo – Psychology and society, 2, 136–164 [in Ukrainian].
Furman, A. V. (2009). Hraf-skhemy navchalnykh kursiv u serednii i vyshchii shkoli [Graph-schemes of educational courses in secondary and higher school]. Ternopil: NDI MEVO [in Ukrainian].
Furman, A. V. & Humeniuk, O. I. (1998). Mini-modul u navchanni: skladnyky obgruntuvannia [Mini-module in teaching: components of substantiation]. Pedahohika i psykholohiia – Pedagogy and psychology, 2, 96–108 [in Ukrainian].
Furman, A. V. & Humeniuk, O. I. (1997). Modulno-rozvyvalne navchannia: peredumovy, novatsii, vprovadzhennia [Modular developmental training: prerequisites, innovations, implementation.]. Osvita i upravlinnia – Education and management. Vol. 1. Issue 4, 94–122 [in Ukrainian].
Furman, A. V. & Humeniuk, O. I. (2006). Psykholohiia Ya-kontseptsii [Psychology of self-concept]. Lviv: Novyi svit–2000 [in Ukrainian].
Furman, A. V. (1996). Dukhovnist – osnova novoi shkoly [Spirituality is the basis of a new school]. Osvita: spetsvypusk – Education: special issue, 2–3 [in Ukrainian].
Furman, A. V. (2016). Ideia i zmist profesiinoho metodolohuvannia [The idea and content of professional methodology]. Ternopil: TNEU [in Ukrainian].
Furman, A. V. & Kozlova, T. V. (2009). Proektuvannia i vykorystannia modulno-rozvyvalnykh pidruchnykiv u konteksti psykhomystetskykh tekhnolohii navchannia [Design and use of modular development textbooks in the context of psycho-artistic learning technologies]. Psykholohiia i suspilstvo – Psychology and society, 3, 201–204 [in Ukrainian].
Furman, A. V. (1998). Klasno-urochna i modulno-rozvyvalna systema v Ukraini: dvi paradyhmy osvity [Classroom and modular development system in Ukraine: two paradigms of education]. Pedahohika tolerantnosti – Pedagogy of tolerance, 2, 57–64 [in Ukrainian].
Furman, A. (1997). Mentalnist – zasada dukhovnoho zhyttia [Mentality - the basis of spiritual life]. Osvita: spetsvypusk – Education: special issue, 1–4 [in Ukrainian].
Furman, A. V. (1995). Metodolohichnyi analiz system rozvyvalnoho navchannia [Methodological analysis of developmental learning systems]. Pedahohika i psykholohiia – Pedagogy and psychology, 1, 7–21 [in Ukrainian].
Furman, A. V. (2002). My tvorymo maibutnie sohodni (Vystup pid chas vidkryttia Druhoi avtorskoi naukovoi shkoly) [We are creating the future today (Speech at the opening of the Second Author’s Scientific School)]. Psykholohiia i suspilstvo – Psychology and society, 3–4, 4–9 [in Ukrainian].
Furman, A. (2005). Model povnotsinnoi innovatsiinoi diialnosti v osvitnii sferi suspilstva [Model of full-fledged innovative activity in the educational sphere of society]. Osvita i upravlinnia – Education and management. Vol. 9. Issue 4, 24–37 [in Ukrainian].
Furman, A. V. (2000). Modulno-rozvyvalna innovatsiina systema u sferi osvity [Modular developmental innovation system in the field of education]. Vol. 2, 14–19. Ternopil: Ekonomichna dumka [in Ukrainian].
Furman, A. V. (1997). Modulno-rozvyvalna systema: dva rivni eksperymentuvannia [Modular development system: two levels of experimentation]. Osvita i upravlinnia – Education and management. Vol. 1. Issue 1, 45–67 [in Ukrainian].
Furman, A. V. (1996). Modulno-rozvyvalna systema [Modular development system]. Osvita: spetsvypusk – Education: special issue, 2–6 [in Ukrainian].
Furman, A. V. (1995). Modulno-rozvyvalne navchannia – systema pedahohichnykh innovatsii [Modular and developmental learning – a system of pedagogical innovations]. Pedahohika i psykholohiia – Pedagogy and psychology, 3, 97–108 [in Ukrainian].
Furman, A. V. (1997). Modulno-rozvyvalne navchannia: pryntsypy, umovy, zabezpechennia [Modular and developmental learning: principles, conditions, support]. Kyiv: Pravda Yaroslavychiv [in Ukrainian]..
Furman, A. V. (2000). Naukove proektuvannia sotsialno-kulturnoho zmistu innovatsiinoi osvitnoi diialnosti [Scientific design of socio-cultural content of innovative educational activities]. Naukove proektuvannia innovatsiinykh ta alternatyvnykh system vyshchoi osvity – Scientific design of innovative and alternative systems of higher education, 72–77. Ternopil [in Ukrainian].
Furman, A. V. (2009). Osvitni stsenarii: sutnist, kompozytsiia, pryntsypy stvorennia [Educational scenarios: essence, composition, principles of creation]. Psykholohiia i suspilstvo – Psychology and society, 3, 174–192 [in Ukrainian].
Furman, A. V. (2009). Osvitni stsenarii u systemi modulno-rozvyvalnoho navchannia [Educational scenarios in the system of modular development]. Ternopil: NDI MEVO [in Ukrainian].
Furman, A. V. (2006). Osvitni stsenarii yak innovatsiinyi proekt psykhomystetskykh tekhnolohii modulno-rozvyvalnoho navchannia [Educational scenarios as an innovative project of psycho-artistic technologies of modular and developmental learning]. Visnyk Zhytomyrskoho derzhavnoho tsentru naukovo-tekhnichnoi i ekonomichnoi informatsii – Bulletin of the Zhytomyr State Center for Scientific, Technical and Economic Information, 8–9, 10–14 [in Ukrainian].
Furman, A. V. (2000). Pidruchnyk u modulno-rozvyvalnii systemi: zmist, struktura, oformlennia [Textbook in the modular development system: content, structure, design]. Ridna shkola – Native school, 7, 23–31 [in Ukrainian].
Furman, A. V. (2000). Polozhennia pro vprovadzhennia modulno-rozvyvalnoi tekhnolohii provedennia lektsiinykh kursiv u TANH [Regulations on the introduction of modular development technology for lectures in TANG]. Ternopil: TNEU [in Ukrainian].
Furman, A. V. (2008). Porivniannia pryntsypiv i parametriv naukovoho proektuvannia tradytsiinoi ta innovatsiinoi system osvity [Comparison of principles and parameters of scientific design of traditional and innovative education systems]. Psykholohiia i suspilstvo – Psychology and society, 4, 137–163 [in Ukrainian].
Furman, A. V. (1991). Problemni sytuatsii v navchanni [Problem situations in learning]. Kyiv: Rad. shkola [in Ukrainian].
Furman, A. V. (1996). Problemno-modulni navchalni prohramy [Problem-based modular training programs]. Osvita: spetsvypusk – Education: special issue, 2–3 [in Ukrainian].
Furman, A. V. (2011). Psykhokultura ukrainskoi mentalnosti [Psychoculture of the Ukrainian mentality]. Ternopil: Ekonomichna dumka [in Ukrainian].
Furman, A. V. (1994). Psykholoho-pedahohichna teoriia navchalnykh problemnykh sytuatsii [Psychological and pedagogical theory of educational problem situations]. Kyiv [in Ukrainian].
Furman, A. V. (2000). Systema innovatsiinoho prohramovo-metodychnoho zabezpechennia modulno-rozvyvalnoho navchannia [The system of innovative software and methodological support of modular developmental training]. Pedahohichnyi visnyk: spetsvypusk – Pedagogical Bulletin: special issue, 1, 4–47 [in Ukrainian].
Furman, A. (2005). Systema innovatsiinoi osvitnoi diialnosti modulno-rozvyvalnoi shkoly ta yii kompleksna ekspertyza [The system of innovative educational activities of the modular development school and its comprehensive examination]. Psykholohiia i suspilstvo – Psychology and society, 2, 29–75 [in Ukrainian].
Furman, A. V. (1998). Sotsialno-kulturna doktryna rozvytku natsionalnoi osvity [Socio-cultural doctrine of national education development]. Osvita: spetsvypusk – Education: special issue [in Ukrainian].
Furman, A. V. (1999). Sotsialno-psykholohichna ekspertyza modulno-rozvyvalnykh zaniat u shkoli [Socio-psychological examination of modular developmental classes at school]. Kyiv: Pravda Yaroslavychiv [in Ukrainian].
Furman, A. V. (2008). Teoretychna kontseptsiia innovatsiinoho prohramovo-metodychnoho zabezpechennia osvitnoho protsesu [Theoretical concept of innovative software and methodological support of the educational process]. Psykholohiia i suspilstvo – Psychology and society, 3, 123–159 [in Ukrainian].
Furman, A. V. (2020). Teoretychna model osobystisnoho pryiniattia liudyny liudynoiu [Theoretical model of personal acceptance of man by man]. Psykholohiia i suspilstvo – Psychology and society, 1, 56–77 [in Ukrainian].
Furman, A. V. (2007). Teoriia navchalnykh problemnykh sytuatsii: psykholoho-dydaktychnyi aspekt [Theory of educational problem situations: psychological and didactic aspect]. Ternopil: Aston, [in Ukrainian].
Furman, A. (2001, 2002). Teoriia osvitnoi diialnosti yak metasystema [Theory of educational activity as a metasystem]. Psykholohiia i suspilstvo – Psychology and society, 3, 105–144; 3–4, 20–58 [in Ukrainian].
Furman, A. V. (2001). Teoriia osvitnoi diialnosti yak psykhodydaktychna systema [Theory of educational activity as a psychodidactic system]. Naukovi zapysky Ternopilskoho derzhavnoho peduniversytetu imeni Volodymyra Hnatiuka. Series: Pedagogy – cientific notes of Ternopil State Pedagogical University named after Volodymyr Hnatyuk. Seriia: Pedahohika, 9, 3–17 [in Ukrainian].
Furman, A. V. (2004). Teoriia i praktyka rozvyvalnoho pidruchnyka [Theory and practice of a development textbook]. Ternopil: Ekonomichna dumka [in Ukrainian].
Furman, A. V. (2001). Ukrainska mentalnist ta yii kulturno-psykholohichni koordynaty [Ukrainian mentality and its cultural and psychological coordinates]. Psykholohiia i suspilstvo – Psychology and society, 1, 9–74 [in Ukrainian].
Furman, A. V. (1989). Urovni resheniya problemnyh zadach uchashchimisia [Levels of solving problem problems for students]. Voprosy psyhologii – Questions of psychology, 3, 43–53 [in Ukrainian].
Furman, A. V. (1997). Fundamentalnyi sotsialno-psykholohichnyi eksperyment u shkolakh Ukrainy: alhorytm poshuku [Fundamental socio-psychological experiment in schools of Ukraine: search algorithm]. Osvita i upravlinnia – Education and management. Vol. 1. Issue 3, 39–56 [in Ukrainian].
Furman, A. V. (1999). Chomu nesuchasna nasha sohodnishnia osvita? [Why is our education outdated today?]. Dyrektor shkoly – School Director, 36 (84), 2–3 [in Ukrainian].
Furman, A. V. & Shandruk, S. K. (2014). Orhanizatsiino-diialnisni ihry u vyshchii shkoli [Organizational and activity games in high school]. Ternopil: TNEU [in Ukrainian].
Furman, O. I. (2019). Vzaiemosprychynennia paradyhm, stratehii, klasiv i metodiv sotsialno-psykholohichnoho vplyvu [Interaction of paradigms, strategies, classes and methods of socio-psychological influence]. Psykholohiia i suspilstvo – Psychology and society, 2, 44-65 [in Ukrainian].
Furman, O. I. (2015). Psykholohichni parametry innovatsiino-psykholohichnoho klimatu zahalnoosvitnoho zakladu [Psychological parameters of the innovation-psychological climate of a secondary school]. Odesa [in Ukrainian].
Furman, O. I. (2018). Ya-kontseptsiia yak predmet bahatoaspektnoho teoretyzuvannia [I-concept as a subject of multifaceted theorizing. Psychology and society]. Psykholohiia i suspilstvo – Psychology and society, 1–2, 38–67 [in Ukrainian].
Shandruk, S. K. (2020). Kontseptsiia rozvytku profesiinykh tvorchykh zdibnostei maibutnikh psykholohiv [The concept of development of professional creative abilities of future psychologists]. Psykholohiia i suspilstvo – Psychology and society, 1, 35–55 [in Ukrainian].
Shandruk, S. K. (2016). Psykholohichni zasady rozvytku profesiinykh tvorchykh zdibnostei maibutnikh praktychnykh psykholohiv [Psychological principles of development of professional creative abilities of future practical psychologists]. Odesa [in Ukrainian].
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Furman, O. (2015). Social-psychological impact as a parameter of innovative-psychological climate [Social-psychological impact as a parameter of innovative-psychological climate]. International journal of economics and society – International journal of economics and society. Vol. 1. Issue 2, 143–148 [in Ukrainian].
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