Abstract
The problem of conceptual development and practical testing of a digital textbook is interdisciplinary in nature, as it lies at the intersection of didactics, psychodidactics, ecopsychology of the educational environment and the cybernetic approach to learning. In collaboration with specialists from these disciplines, fragments of a digital textbook based on interdisciplinary theoretical premises were developed and tested (Panov, Rubashkin, Kondratyeva, Borisenko, ). The concept of an interactive textbook on the Russian language served as a psychodidactic prerequisite (Granik, Borisenko, ). The ecopsychological model of the formation of subjectivity and the ecopsychological typology of subject-environment interactions were used as ecopsychological prerequisites (Panov, ). The third prerequisite was the experience of using the cybernetic approach in the form of the digital educational platform “Teaching to Learn” (Kondratieva, Rubashkin, ). The systematic use of these prerequisites made it possible to develop a set of interactive tasks aimed at developing the subjectivity of students in the process of their interactions with the digital platform “Teaching to Learn.” As a result of testing, it was found that the teacher gets the opportunity to interactively manage the educational process, making students’ interactions with digital educational material subjective, productive and interactive. As a result, it was shown that with such an interdisciplinary approach, a digital platform can become not only an effective means of posting digital textbook materials, but also a psychological and pedagogical tool for developing students’ subjectivity and communicative abilities.
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