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The article is devoted to the theoretical and practical development of psychodidactic principles of interaction between electronic (ET) and paper (PT) textbooks. The problem of the proportion of the two textbook formats is considered from the standpoint of the psychodidactic approach; the need for not replacing, but supplementing PT with ET is justified. On the basis of interdisciplinary theoretical and methodological analysis, three key principles are defined aimed at developing students’ cognitive and personality spheres during the learning process involving PT and ET: 1) the complementarity principle, implemented in the alternating changes in the used textbook format depending on the purpose of the work to be carried out and the nature of the tasks to be done; 2) the principle of collectively distributed activity, implying an optimal distribution of learning activities among the participants of the educational process in a psychologically comfortable environment; 3) the principle of interactivity, considering an effective subject-to-subject interaction in the system “teacher-student(s)-PT-ET”. The problem of using PT and ET as a means of communication, including providing feedback to improve learning achievements at each stage of learning, is raised. The practical realization of these principles in textbooks of psychodidactic type developed by the group of authors under the guidance of G.G. Granik is revealed. One of the topics of the Russian language course (Composite sentence) is used to show how to competently organize the learning process with the help of both textbook formats.