Psychological efficiency of organizational technology of modular developmental interaction in the space of HEI

Abstract

n the article modular-developmental interaction is considered as an integral attributive core of the defended innovative educational model, marked by the original organizational climate of the institution, by psychosocial space of parity educational cooperation, psycho-artistic technologies of real educational interaction and problem-dialogue techniques of a full-fledged educational process implementation. It appears as a scientifically designed, psycho-artistically embodied and organization-technologically carried out an innovative-psychological co-activity of participants in the educational process, aimed at obtaining, processing, transforming and self-creating of common tangible or intangible (process, state, image, etc.) object of cognition-construction according to personal tasks of vitacultural development of each participant as a subject, personality, individuality and universum. It is empirically argued that the innovative model of cyclical development of modular-developmental interaction between participants in the educational process of modern HEI (higher educational institution) is much more effective than the classical-academic system of education. In particular, the introduction of experimental variables in three universities of Ukraine (West Ukrainian National University, Odessa National University named after I.I. Mechnikov, Poltava National Pedagogical University named after V.G. Korolenko) made it possible to increase the overall effectiveness of lessons (trainings) (expert-psychological methodic by A.V. Furman), led to a statistically significant increase in intellectual, emotion-volitional, communicative indicators of experimental groups representatives (it had been diagnosed with 16-factor personality questionnaire by R. Kettel), caused constructive changes of typical models and strategies of personality interaction (it had been identified by the methodic of diagnosing interpersonal relationships by T. Liri, K. Thomas’ test “Types of behavior in a conflict”), and also provided the step-by-step development of academic groups as harmonized student groups (modified sociometry of J. Moreno). As a result, the idea of psychological determinants of the projective transition of domestic higher education from directive-extensive to psychologically intensive models of youth socialization on the basis of parity was significantly expanded and the form-content advantages of the system of modular-developmental learning by A.V. Furman were clarified, which provides a socio-culturally mediated space of continuous development-dialogical interaction between the subjects of the educational process.