Tkach T. Psychological fundamentals of designing a personality's educational space.

The thesis is devoted to a complex research of psychological principles of designing a personality's learning space. Continuity is determined as a principle of learning space organization, a pedagogical and psychological idea; the organizational structure of learning space is suggested. The modern approaches and theoretical models of education development are analyzed; the methodological fundamentals of psychological research of a personality's learning space are determined. The author suggests a two-level model of a personality's learning space, the institutional level of which is formed by formal, informal and nonformal learning components to meet a person's learning needs in the course of life, and the individual psychological level of learning space which consists of attitudes to continuous learning, notional educational and cognitive interests, motivation of personality development via learning, value principles of self-development and self-perfection, and attitude to personal scholarship as a vital value. Learning space models and functions of learning space in a person's activity are analyzed from the psychological standpoint; the role of a personality in the institutional system of learning space, psychological morphology of learning space, a model of personality inclusion into learning space are revealed. The psychological and active design of a personality's learning space is realized. The subjects of learning activity, motivation and value factors of pupils' and students' learning space are investigated empirically. Psychotechnic methods of designing a personality's psychological preparedness for inclusion into learning space are grounded.