Gumenyuk O. Modular-Developmental System as an Entity of Socio-Psychological Analysis.

The dissertation is devoted to the consideration of socio-psychological inerdependencies of teacher-students development interaction in the modular instruction system as a socio-cultural organisation. The ideas, principles of a new experimental system have been analysed; social parameters of the personality psychological development model /polymotivation, social role, the psichological and pedagogical subject matter, educational activities on parity basis etc/ have been described and the technological invariant of their interrelated implementation in the experience of secondary schools educational staff have been substantiated. The comparison of research approaches to developmental instruction systems social projecting enabked a description of the structure of socio-psychological expanse of developmental relations in theclassroom which are organised in the from of a modular lesson /mini-module/. The compontents of innovational curriculta and accompanying provision fir a complete educational cycle /knowledage-skills-norms-values/ have been characterised, the mrthodology of the modular developmental process effectiveness research has been expounded. The given results of the system expertise and diagnostic examination pf the key parametrs and indicators of psychosocal development of thechtrs and students under new experimental conditions testify about a qualitativley higher developmental impact of a mini-module on the growth of the cultural potential of the personality in comparison with a traditional lesson, as well as about important socio-psychological factors of developmental effectiveness implentation of module cl;ass on the pert of teachers and students. The new system expediency as for improvement of educatinrs' psychological literacy and methods competence, the further intellectual and personality development of schoolchildren, the enhancement of their abilities to continuing developmental interaction have been shown.