Abstract Piotr Galperin is a representative of cultural-historical psychology and a follower of Lev Vygotsky. His legacy considers the nature of human mental life, its origin and further development in the process of phylogenesis, anthropogenesis and ontogenesis. In addition, Galperin's contribution was in developing a system of psychological conditions, which enables the formation of mental actions, images and representations with prescribed outcomes. This system is defined as the system of planned stage-by-stage formation of mental actions (PSFMA). Among other applications, PSFMA can be used: i) as a method to study the formation and development of a person's mental activity, ii) to examine the relationship between the theoretically described and objectively occurring in practice the process of systematic formation of mental functions and iii) to design learning and teaching activity aimed at developing 21st century competences. In this paper, I argue, that the direct transfer and application of the mechanisms of PFSMA in classrooms gives satisfactory results only when the conditions of the theoretically planned formation closely correspond to the conditions of real situations in classrooms. In order to bridge the conditions outlined in PFSMA and the real educational practice, it is necessary to carry out several adjustments to account for the complexity of learning. To do so, three models of instructional design are presented in the paper: i) psychological, ii) psychological-pedagogical and iii) procedural or technological model. However, the three-model framework should be considered as an intellectual tool rather than as an algorithm that provides instructions for teachers' actions.

中文翻译：

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有计划的、分阶段的心理行为形成系统 (PSFMA) 作为教学心理条件的创造性设计

摘要 彼得·加尔佩林是文化历史心理学的代表人物，也是列夫·维果茨基的追随者。他的遗产考虑了人类精神生活的本质，它在系统发育、人类发生和个体发生过程中的起源和进一步发展。此外，Galperin 的贡献在于开发了一个心理条件系统，该系统能够形成具有规定结果的心理行为、图像和表征。该系统被定义为有计划的逐步形成心理行为的系统（PSFMA）。在其他应用中，PSFMA 可用于：i) 作为研究一个人心理活动的形成和发展的方法，ii) 检验理论上描述的和在实践中客观发生的心理功能系统形成过程之间的关系，以及 iii) 设计旨在发展 21 世纪能力的学与教活动。在本文中，我认为，只有当理论规划的形成条件与课堂实际情况密切对应时，PFSMA 机制在课堂中的直接转移和应用才能取得令人满意的结果。为了将 PFSMA 中概述的条件与实际教育实践联系起来，有必要进行一些调整以考虑学习的复杂性。为此，本文提出了三种教学设计模型：i) 心理、ii) 心理教学法和 iii) 程序或技术模型。然而，三模型框架应被视为一种智力工具，而不是一种为教师行为提供指导的算法。