Psychological Research as a Resource of Educational Practice Development: Scientific Projects of the Psychological Institute

The article deals with the issues of introducing outcomes of fundamental psychological studies into the practice of Russian education. The example of the Psychological Institute of the Russian Academy of Education, one of the oldest Russian scientific centres that studies cognitive, personal and psychophysiological spheres in children and adults, illustrates the main principle of integration of science and educational practice: fundamental substantiation of applied products created for the educational system, with the conceptual level of psychological knowledge functioning as the basis for modelling highly effective psychological and pedagogical instruments. It is shown that although practice makes high demand for scientific foundation, the most urgent problem is the absence of an effective mechanism of integration of scientifically based psychological tools that can be used to optimize the education process. Nevertheless, the need for scientifically grounded means of reacting to the challenges of our time is reflected in contemporary studies carried out in Russian schools, which proves the high potential that the fundamental research has for the development of the Russian educational system.

1. Andreeva A.D. Shkol’naya zhizn’ sovremennogo rebenka: psihologicheskie problemy i trudnosti [Elektronnyi resurs] [Modern Child’s School Life: Psychological Problems and Difficulties]. Vestnik Mininskogo universiteta [Minin University Bulletin], 2017, no. 3. URL:http://vestnik.mininuniver.ru/reader/ search/psikhologo-pedagogicheskoe-soprovozhdenie-uchashch/ (Accessed 12.10.2017).
2. Bozhovich E.D. Uchitelyu o yazykovoi kompetencii shkol’nikov: Uch.-metod. Posobie [About Student’s Language Competence for Teacher]. Moscow: MPSI; Voronezh: PUbl. NPO «MODEHK», 2002, 288 p.
3. Granik G.G. The Structure of School Textbook as an Object of Academic Research (With a New Type of Russian Language Textbook as an Example). Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2017, vol. 22, no. 4, pp. 64—74. doi: 10.17759/ pse.2017220410 (In Russ., аbstr. in Engl.).
4. Zak A.Z. Myshlenie mladshego shkol’nika [The Thinking of an Elementary School Pupil]. Saint Petersburg: Sodeistvie, 2004. 828 p.
5. Kabardov M.K. Differencial’no-psihologicheskii i psihofiziologicheskii podhody k organizacii obucheniya v sovremennoi shkole [Elektronnyi resurs] [Differential- Psychological and Psychophysiological Approaches to the Organization of Education in Modern School]. Psikhologicheskaya nauka i obrazovanie psyedu. ru [ Psychological Science and Education psyedu.ru], 2016. Vol. 8, no. 4, pp. 71—78. (Accessed 12.10.2017). (In Russ., аbstr. in Engl.).
6. Lokalova N.P. Celenapravlennaya aktivizaciya kognitivnogo razvitiya i affektivno-ehmocional’nye harakteristiki shkol’nikov [Purposeful Activation of Cognitive Development and Pupils’s Emotional Characteristics]. Mir psikhologii [ The World of Psychology], 2016, no. 1 (85), pp. 163—174.
7. Marcinkovskaya T.D., Poleva N.S. Pokoleniya ehpohi tranzitivnosti: cennosti, identichnost’, obshchenie [Generations of the Transitivity Epoch: Values, Identity, Communication]. Mir psihologii [ The World of Psychology], 2017, no. 1 (89), pp. 93—112.
8. Melik-Pashaev A.A. O profilakticheskom znachenii hudozhestvennogo tvorchestva [The Preventive Value of Artistic Creativity]. Tematichnij vipusk “Mіzhnarodnі Chelpanіvs’kі psihologo-pedagogіchnі chitannya” [Special Issue of “International Chelpanov Psychological and Pedagogical Readings”]. Kiev: Gnozis, 2016, v. 3, no. 36, pp. 20—28.
9. Mitina L.M. Psihologicheskie zakonomernosti i usloviya lichnostnogo i professional’nogo razvitiya detej, molodezhi, vzroslyh [Psychological Regularities and Conditions for Personal and Professional Development of Children, Youth, Adults]. In Mitina L.M. (ed.), Lichnostnoe i professional’noe razvitie detej, molodezhi, vzroslyh: problemy i resheniya: sb. st. [ Personal and Professional Development of Children, Youth, Adults: Problems and Solutions]. Moscow: Publ. «Pero», 2017, pp. 8—12.
10. Morosanova V.I., Fomina T.G., Cyganov I.YU. Osoznannaya samoregulyaciya i otnoshenie k ucheniyu v dostizhenii uchebnyh celej: monogr [Conscious Self-regulation and Attitudes Toward Learning in Achieving of Learning Goals: monogr.]. Saint Petersburg: Nestor- Istoriya, 2017, 380 p.
11. Osnickii A.K., Istomina S.V. Rol’ operacional’nogo komponenta regulyatornogo opyta v stanovlenii sub”ektnogo otnosheniya k trudu i professional’nogo samoopredeleniya starsheklassnikov [The Operational Component Role of Regulatory Experience in the Formation of subjective Attitude to Work and Professional Self-determination of Senior Pupils]. Vestnik MGOU. Seriya: Psihologicheskie nauki [Bulletin of MGOU. Series: Psychological Sciences], 2016, no. 2, pp. 34—41.
12. Ulanovskaya I.M. (ed.), Ocenka metapredmetnyh kompetencij vypusknikov nachal’noj shkoly: koll. monogr. [Assessment of the Meta-Subject Competencies of Primary School Graduates: coll. monogr.]. Moscow: GBOU VPO «MGPPU», 2015. 169 p.
13. Cukerman G.A., Kohanovich E.V. Diagnostika umeniya uchit’sya [Diagnostics of the Ability to Learn]. Moscow: Avtorskii klub, 2016. 60 p.
14. Cukerman G.A. Vzaimodeistvie rebenka i vzroslogo, tvoryashchee zonu blizhaishego razvitiya [Interaction between a Child and an Adult Creating a Zone of Proximal Development.]. Kul’turno-istoricheskaya psihologiya [ Cultural-Historical Psychology], 2006, no. 4, pp. 61—73. (In Russ., аbstr. in Engl.).
15. Chudinova E.V. i dr. Novaya biologiya. Deyatel’nostnyi podhod k biologicheskomu obrazovaniyu shkol’nikov [New biology. The Activity Approach to the Biological Education of Pupils]. Moscow: Avtorskii klub, 2015, 60 p.
16. Shumakova N.B. Tekhnologiya tvorcheskogo mezhdisciplinarnogo obucheniya detei i podrostkov s raznymi vidami i urovnyami odarennosti [Creative Interdisciplinary Education Technology of Children and Adolescents with Different Types and Levels of Giftedness]. In Larionova L.I. (eds.), Psihologiya odaryonnosti i tvorchestva: monogr. [ Psychology of Giftedness and Creativity]. Saint Petersburg: Nestor- Istoriya, 2017, pp. 253—268.
17. Panov V.I. (ed.), Ehkopsihologicheskie Issledovaniya-4: koll. monogr. [Ecopsychological Studies-4: coll. monogr.]. Saint Petersburg: Nestor- Istoriya, 2016. 380 p.
18. El’konin B.D. Mirovye tendencii v obrazovanii i razvivayushchee obuchenie [World tendencies in education and developing education]. Razvitie teorii i praktiki uchebnoi deyatel’nosti: nauchnaya shkola V.V. Davydova: monogr. po materialam mezhdunarodnoi setevoi nauchnoi konferencii [ Development of Theory and Practice of Educational Activity: v.v. Davydov’s Scientific School: Materials of the International Network Scientific Conference]. Volgograd: Peremena, 2016, pp. 88—98.
19. Kovas Y. (eds.), Behavioural Genetics for Education. London: Palgrave Macmillan, 2016. 320 p.