Methodological justification of psychological variables of empirical research efficiency of modular-developmental interaction
DOI:
https://doi.org/10.35774/pis2021.02.177Keywords:
modular-developmental interaction, psychological variablesAbstract
The article is devoted to the problem of psychological filling with content the quality of higher education and the effectiveness of developmental interaction of its participants in the conditions of modern information society. Innovative modular-developmental interaction is considered as a complex subject of socio-psychological and educational-pedagogical research, which requires a separate scientific study and is presented simultaneously in several perspectives of psychological cognition: a) philosophical-analytical (from a concept to the category); b) methodological (from explanatory approaches to the author’s model); c) theoretical-psychological (from the designed model to the holistic knowledge system); d) instrumental-psychological (from educational scenarios and modular educational-book complexes to psychological methods and techniques of its implementation). For an empirical study of the effectiveness of modular-developmental interaction we have substantiated a number of psychological variables (innovations) on a well-established and systematically reflected basis, one of the differentiation dimensions of which were the types of developmental exchange (information-knowledge exchange, normative-business exchange, value-semantic self-exchange, spiritual-semantic superexchange), and the other one – innovation-psychological conditions of fundamental experimentation, in particular, groups of conditions for creating an innovation-psychological climate at HEI ((higher education institution) organizational-psychological, developmental-psychological, program-methodical (including psycho-artistic) and expert-psychological). Based on the methodological definition of these two criterion-based and logically differentiated vectors, a table-matrix is created, the internal content of which is a system of interrelated 16 psychological variables of a complexly structured psychological-pedagogical experiment. Each of these variables is characterized by empirical specificity of psychological content, and together they form a holistic functional field of experimental activity concerning practical verification of the effectiveness of initiated changes and the system of proposed innovations.
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