PSYCHOLOGICAL TECHNOLOGY OF THE INTERACTION BETWEEN TEACHER AND STUDENTS UNDER THE CONDITIONS OF INNOVATIVE MODULEDEVELOPMENTAL TEACHING

Abstract

Integration into the European educational space requires involving of a full cycle of system transformations from the stages of cognition of innovation and the design of innovation to the complex implementation of the novelty and monitoring of the effectiveness and fixing of a new educational tradition. Actually, module-developmental system of education foresees essential, methodologically verified and psychologically substantiated changes that focus primarily on the technology of interaction in the “teacher-students” system. In particular, the purpose of this study is to substantiate the four-period (four-phase) organizational technological cycle of psychosocial interaction of subjects of the educational process. The latter, according to the authors, harmoniously combines the continuity of informationalcognitive, normative-regulatory, value-aesthetic and spontaneous-spiritual periods. At the same time, each period of full educational content contains two stages, which in the dialectical unity and logical continuity make up the psychologically-completed functional cycle of the module-developmental process (the training module).