Complex methods of psychological and pedagogical research include: Methodology and methods of psychological and pedagogical research

Lecture questions:

1.1. Methodology of Pedagogy: Definition, Tasks, Levels and Functions.

1.2. Methodological principles of scientific research.

1.1. Pedagogy Methodology: Definition, Tasks, Levels and Functions

Methodological problems of psychology and pedagogy have always been among the most relevant, sensitive issues development of psychological and pedagogical thought. The study of psychological and pedagogical phenomena from the standpoint of dialectics, that is, the science of the most general laws development of nature, society and thinking, allows you to identify their qualitative originality, connections with other social phenomena and processes. In accordance with the principles of this theory, the training, education and development of future specialists are studied in close connection with specific conditions. public life and professional activities. All psychological and pedagogical phenomena are studied in their constant change and development, identifying contradictions and ways to resolve them.

From philosophy we know that methodology -it is the science of the most general principles of cognition and transformation of objective reality, the ways and means of this process.

Currently the role of methodology in determining development prospects pedagogical science increased significantly. What is it connected with?

Firstly, in modern science there are noticeable trends towards the integration of knowledge, a comprehensive analysis of certain phenomena of objective reality. At present, for example, in the social sciences data from cybernetics, mathematics, probability theory and other sciences are widely used, which previously did not claim to perform methodological functions in a specific social research. Ties between the sciences themselves and scientific directions have noticeably increased. Thus, the boundaries between pedagogical theory and the general psychological concept of personality are becoming more and more conditional; between the economic analysis of social problems and the psychological and pedagogical study of personality; between pedagogy and genetics, pedagogy and physiology, etc. Moreover, at present, the integration of all sciences has a clearly expressed object - a person. And here an increasingly important role in combining the efforts of various sciences in its study is played by psychology and pedagogy.

Given the fact that psychology and pedagogy are increasingly absorbing the achievements of various branches of knowledge, are increasing qualitatively and quantitatively, constantly enriching and expanding their subject matter, the question arises that this growth should be realized, adjusted, managed, which directly depends on the methodological understanding of this phenomenon. Methodology, thus, plays a decisive role in psychological and pedagogical research, gives them scientific integrity, consistency, increases efficiency, and professional orientation.

Secondly, the sciences of psychology and pedagogy themselves have become more complex, have become more diverse in research methods, and new facets are emerging in the subject of their study. In this situation, it is important, on the one hand, not to lose the subject of research - psychological and pedagogical problems proper, and on the other hand, not to drown in a sea of ​​empirical facts, to direct specific research towards solving the fundamental problems of psychology and pedagogy.

Third, at present, the gap between philosophical and methodological problems and the direct methodology of psychological and pedagogical research has become obvious: on the one hand, the problems of the philosophy of psychology and pedagogy, and on the other, special methodological issues psychological and pedagogical research. In a word, psychologists and educators are increasingly faced with problems that go beyond the scope of a specific study, that is, methodological problems that have not yet been resolved by modern philosophy. And the need to solve these problems is enormous. Because of this, it is necessary to fill the created vacuum with methodological concepts, provisions, in order to further improve the direct methodology of psychological and pedagogical research.

Fourth, at present, psychology and pedagogy have become a kind of testing ground for the application of mathematical methods in social sciences ah, a powerful stimulus for the development of entire branches of mathematics. In this objective process of growth, improvement of the methodological system of these sciences, elements of the absolutization of quantitative research methods to the detriment of qualitative analysis are inevitable. This is especially noticeable in foreign psychology and pedagogy, where mathematical statistics is almost a panacea for all ills. This fact is explained, first of all, by social reasons; Qualitative analysis in psychological and pedagogical research often leads to conclusions that are unacceptable to certain power structures, while quantitative analysis, allowing concrete practical results to be achieved, provides ample opportunity for ideological manipulation in the field of these sciences and beyond.

However, already due to epistemological reasons, with the help of mathematical methods, as is known, one can not approach the truth, but move away from it. And to prevent this from happening, quantitative analysis must be supplemented with qualitative - methodological. In this case, the methodology plays the role of an Ariadne thread, eliminates misconceptions, prevents you from getting entangled in countless correlations, and allows you to select the most significant statistical dependencies for qualitative analysis and draw the right conclusions from their analysis. And if modern psychological and pedagogical research cannot do without a sound quantitative analysis, then to an even greater extent they need methodological justification.

Fifth, a person is a decisive force in professional activity. This position, as it were, follows from the general sociological law of the increasing role of the subjective factor in history, in the development of society as social progress progresses. But it also happens that, while accepting this provision at the level of abstraction, some researchers deny it in a particular situation, a particular study. Increasingly (albeit sometimes scientifically justified) there is a conclusion that a less reliable link in a particular “man-machine” system is the personality of a specialist. Often this leads to a one-sided interpretation of the relationship between man and technology in labor. In such subtle questions, the truth must be found both at the level of psychological and pedagogical, and at the philosophical and sociological. The methodological armament of researchers helps to solve these and other complex issues correctly.

From the foregoing, one can draw a completely reasonable conclusion that the importance of methodology in psychological and pedagogical research is currently growing immeasurably.

Now it is necessary to clarify what should be understood as a methodology, what is its essence, logical structure and levels, what functions it performs.

The term " methodology" Greek origin means "doctrine of method" or "theory of method". In modern science, methodology is understood in the narrow and broad sense of the word. In the broad sense of the word, methodology- this is a set of the most general, primarily ideological, principles in their application to solving complex theoretical and practical problems, this is the ideological position of the researcher. At the same time, this is also the doctrine of the methods of cognition, substantiating the initial principles and methods of their specific application in cognitive and practical activities. Methodology in the narrow sense of the word is the doctrine of the methods of scientific research.

Thus, in modern scientific literature, methodology is most often understood as the doctrine of the principles of construction, forms and methods of scientific and cognitive activity. The methodology of science characterizes the components of scientific research - its object, subject, research objectives, the totality of research methods, means and methods necessary for their solution, and also forms an idea of ​​the sequence of the researcher's movement in the process of solving a scientific problem.

V.V. Kraevsky in his work “Methodology of Pedagogical Research” 1 gives a comic parable about a centipede, which once thought about the order in which it moves its legs when walking. And as soon as she thought about it, she spun in place, and the movement stopped, as the automatism of walking was disturbed.

The first methodologist, such a “methodological Adam”, was a man who, in the midst of his activity, stopped and asked himself: “What am I doing?!” Unfortunately, introspection, reflection on one's own activity, individual reflection becomes insufficient in this case.

Our "Adam" more and more often finds himself in the position of the centipede from the parable, since understanding one's own activity only from the standpoint of one's own experience turns out to be unproductive for activity in other situations.

If we talk in the images of the parable about the centipede, we can say that the knowledge she received as a result of introspection about the methods of movement, for example, on a flat field, is not enough to move over rough terrain, to cross a water barrier, etc. In other words, a methodological generalization becomes necessary. Figuratively speaking, there is a need for a centipede, which itself would not participate in the movement, but would only observe the movement of many of its fellows and develop a generalized idea of ​​their activities. Returning to our topic, we note that such a generalized idea of ​​activity, taken in its socio-practical, and not psychological, section, is the doctrine of the structure, logical organization, methods and means of activity in the field of theory and practice, i.e. methodology in the first, broadest sense of the word.

However, with the development of science, its formation as a real productive force, the nature of the relationship between scientific activity and practical activity, which is increasingly based on the conclusions of science, becomes clearer. This is reflected in the presentation of methodology as a doctrine of the method of scientific knowledge aimed at transforming the world.

It is impossible not to take into account the circumstance that with the development of the social sciences, particular theories of activity appear. For example, one of these theories is pedagogical theory, which includes a number of particular theories of education, training, development, management of the education system, etc. Apparently, such considerations led to an even narrower understanding of methodology as the doctrine of the principles, construction, forms and methods of scientific and cognitive activity.

What is the methodology of pedagogy? Let's dwell on this in more detail.

Most often, the methodology of pedagogy is interpreted as a theory of methods of pedagogical research, as well as a theory for creating educational and upbringing concepts. According to R. Barrow, there is a philosophy of pedagogy, which develops the research methodology. It includes the development of pedagogical theory, logic and meaning pedagogical activity. From these positions, the methodology of pedagogy means the philosophy of education, upbringing and development, as well as research methods that allow you to create a theory of pedagogical processes and phenomena. Based on this premise, the Czech teacher-researcher Jana Skalkova argues that the methodology of pedagogy is a system of knowledge about the foundations and structure of pedagogical theory. However, such an interpretation of the methodology of pedagogy cannot be complete. To reveal the essence of the concept under consideration, it is important to pay attention to the fact that The methodology of pedagogy, along with the above, performs other functions:

- firstly, it determines the ways of obtaining scientific knowledge, which reflect the constantly changing pedagogical reality (M.A. Danilov);

- secondly, it directs and predetermines the main path by which a specific research goal is achieved (P.V. Koppin);

- thirdly, it ensures the comprehensiveness of obtaining information about the process or phenomenon under study (M.N. Skatkin);

- fourthly, it helps to introduce new information into the fund of the theory of pedagogy (F.F. Korolev);

- fifthly, it provides clarification, enrichment, systematization of terms and concepts in pedagogical science (V.E. Gmurman);

- sixthly, it creates an information system based on objective facts and a logical and analytical tool for scientific knowledge (M.N. Skatkin).

These features of the concept of “methodology”, which determine its functions in science, allow us to conclude that methodology of pedagogy- this is a conceptual presentation of the purpose, content, research methods that provide the most objective, accurate, systematized information about pedagogical processes and phenomena.

Therefore, as main features of methodology in any pedagogical research the following can be distinguished:

- firstly, the definition of the purpose of the study, taking into account the level of development of science, the needs of practice, social relevance and the real possibilities of the scientific team or scientist;

- secondly, the study of all processes in the study from the standpoint of their internal and external conditioning, development and self-development. With this approach, for example, upbringing is a developing phenomenon due to the development of society, school, family and age-related development of the child's psyche; a child is a developing system capable of self-knowledge and self-development, changing itself in accordance with external influences and internal needs or abilities; and the teacher is a constantly improving specialist who changes his activities in accordance with the goals set, etc.;

- thirdly, the consideration of educational and educational problems from the standpoint of all human sciences: sociology, psychology, anthropology, physiology, genetics, etc. This follows from the fact that pedagogy is a science that combines all modern human knowledge and uses all scientific information about a person in the interests of creating optimal pedagogical systems;

- fourthly, orientation towards a systematic approach in research (structure, interconnection of elements and phenomena, their subordination, development dynamics, trends, essence and features, factors and conditions);

- fifthly, the identification and resolution of contradictions in the process of training and education, in the development of a team or personality;

- and, finally, sixthly, the development of links between theory and practice, ideas and their implementation, the orientation of teachers to new scientific concepts, new pedagogical thinking while excluding the old, obsolete, overcoming inertia and conservatism in pedagogy.

It is already clear from what has been said that the broadest (philosophical) definition of methodology does not suit us. In the lecture we will talk about pedagogical research, and from this point of view, we will consider the methodology in the narrow sense, as the methodology of scientific knowledge in the specified subject area.

At the same time, we should not lose sight of broader definitions, since today we need a methodology that would orient pedagogical research towards practice, its study and transformation. However, this must be done in a meaningful way, on the basis of a deep analysis of the state of pedagogical science and practice, as well as the main provisions of the methodology of science. A simple “imposition” of certain definitions on the field of pedagogy cannot give the necessary results. So, for example, the question arises: if the principles and methods of organizing practical pedagogical activity are studied by methodology, what remains for the lot of pedagogy itself? This can only be answered by recognizing an obvious fact - the study of practical activities in the field of education (training and education practices), if we consider this activity from the standpoint of a particular science, is not the methodology, but pedagogy itself.

Summarizing the above, we present the classical definition of the methodology of pedagogy. According to one of the leading domestic experts in this field, V.V. Kraevsky: “Pedagogical methodology is a system of knowledge about the structure of pedagogical theory, about the principles of approach and methods of obtaining knowledge that reflect pedagogical reality, as well as a system of activities to obtain such knowledge and substantiate programs , logic, methods and evaluation of the quality of research work” 2 .

In this definition, V.V. Kraevsky, along with the system of knowledge about the structure of pedagogical theory, the principles and methods of obtaining knowledge, highlights the system of the researcher's activity to obtain it. Consequently, the subject of the methodology of pedagogy acts as a relationship between pedagogical reality and its reflection in pedagogical science.

At present, the far from new problem of improving the quality of pedagogical research is particularly acute. The focus of the methodology is on helping the teacher-researcher, on developing his special skills in the field of research work. Thus, methodology acquires a normative orientation, and its important task is the methodological support of research work.

The methodology of pedagogy as a branch of scientific knowledge acts in two aspects: as a system of knowledge and as a system of research activities. This includes two types of activities - methodological research and methodological support. The task of the former is to identify the patterns and trends in the development of pedagogical science in its connection with practice, the principles for improving the quality of pedagogical research, and the analysis of their conceptual composition and methods. Providing research methodologically means using the available methodological knowledge to substantiate the research program and assess its quality when it is being carried out or has already been completed.

These differences determine the allocation of two functions of the methodology of pedagogy– descriptive , i.e. descriptive, which also involves the formation of a theoretical description of the object, and prescriptive - normative, creating guidelines for the work of a teacher-researcher.

The presence of these functions also determines the division of the foundations of the methodology of pedagogy into two groups - theoretical and normative. .

TO theoretical foundations that perform descriptive functions include the following:

– definition of methodology;

- general characteristics of the methodology of science, its levels;

- methodology as a system of knowledge and a system of activity, sources of methodological support for research activities in the field of pedagogy;

- the object and subject of methodological analysis in the field of pedagogy.

Regulatory bases cover the following range of questions:

- scientific knowledge in pedagogy, among other forms of spiritual development of the world, which include spontaneous-empirical knowledge and artistic-figurative reflection of reality;

- determination of the belonging of work in the field of pedagogy to science: the nature of goal-setting, the allocation of a special object of study, the use of special means of cognition, the unambiguity of concepts;

– typology of pedagogical researches;

– characteristics of studies against which a scientist can compare and evaluate his/her own scientific work in the field of pedagogy: problem, topic, relevance, object of study, its subject, purpose, tasks, hypothesis, protected provisions, novelty, significance for science and practice;

- the logic of pedagogical research, etc.

These grounds outline the objective area of ​​methodological research. Their results can serve as a source of replenishment of the content of the very methodology of pedagogy and methodological reflection of the teacher-researcher.

In the structure of methodological knowledge E.G. Yudin distinguishes four levels: philosophical, general scientific, concrete scientific and technological.

The second level is general scientific methodology- represents theoretical concepts that apply to all or most scientific disciplines.

The third level is concrete scientific methodology, i.e. a set of methods, principles of research and procedures used in a particular special scientific discipline. The methodology of a particular science includes both problems specific to scientific knowledge in a given area and questions put forward at higher levels of methodology, such as, for example, problems of a systematic approach or modeling in pedagogical research.

Fourth level - technological methodology- make up the methodology and technique of research, i.e. a set of procedures that ensure the receipt of reliable empirical material and its primary processing, after which it can be included in the array of scientific knowledge. At this level, methodological knowledge has a clearly expressed normative character.

All levels of methodology of pedagogy form a complex system within which there is a certain subordination between them. At the same time, the philosophical level acts as the substantive basis of any methodological knowledge, defining worldview approaches to the process of cognition and transformation of reality.

PSYCHOLOGIST- PEDAGOGICALSTUDY

§ 1. CONCEPTABOUTRESEARCH METHODSANDTECHNIQUES

Method of scientific knowledge - this is the way thatlets solve problems and achieve the goal of the study. Selectedadequate to the tasks, methods and methods of search activityvalues ​​allow you to embody the idea and plan, to checkhypotheses to solve problems.

Every science develops and uses research methodsdefinitions reflecting its specificity. To solve specificproblems, many research methods are useddov. They can be divided into empirical and theoretical.

essence empirical method consists in fixing and describingnii phenomena, facts, visible connections between them. Theore tic method involves in-depth analysis of facts, racescovering essential patterns, the formation of a capemodels, the use of hypotheses, etc.

The main research methods are observation And experiment. They are used in manyukah, and therefore they are considered general scientific.

When using research methods, depending on what tasks need to be solved, itit is necessary to determine the procedure for conducting the study, removingdata of experiments, their analysis and interpretation.For this, they are used specific methodologies psychologistsscientific research. They act as waysstva) concretization and implementation of the researchmethod. Each study uses a set ofmethods, the application of each of which is carried out according to the appropriate methods (means and techniques).

The choice is determined by a system of rules and regulations and is based on the following principles:

- totality (complex) of research methods;

- their adequacy to the essence of the phenomenon under study, theexpected results, possiblyresearcher's information;

The prohibition of experiments and the use of researchbody methods that are contrary to moral standards, capable of causing harm to subjects.

§ 2. EMPIRICAL AND THEORETICAL KNOWLEDGE

Historically empirical knowledge preceded theoristCzech. This knowledge about the main features of the object, semiobtained in the course of practical activities, observations, experiods. The hallmark of empirical knowledge isthe possibility of its sensual reflection.

theoretical knowledge allows you to transferwater obtained under the same conditions and on the basis of analysissome objects, on other conditions and objects, including those that do not yet exist, are projected, created mentally, in the imagination.

Extracted by empirical (practical) methods,knowledge captures the general, recurring in the available sensesnew perception of phenomena. The limitation of empirical methods lies in the impossibility of using them to penetrate into the essence of things, to see the internal beyond the external, to establishcausal relationship, identify the need and trends of changeopinion. These methods mainly capture the existingand are not suitable for designing new systems.

For a productive psychological and pedagogical researchEmpirical methods alone are not enough, so the studyuse theoretical methods. They assume infiltratedentry into the essence of the process or phenomenon under study and stateyat in their explanation: why they exist, what caused them,how to convert them. The disadvantage of theoretical methods isthat they do not directly influenceto observed facts. Theoretical truths require a dockclaims and cannot be verified empirically.

When moving from the empirical level to the theoreticalthe subject of research is changed. At this stage it is realan existing object is often replaced by its theoreticalmodel, the so-called ideal, notobjects that exist in reality. Essentially, the idealny object” is the subject of research on the theoreticallevel, taken as a specific mental model.

Such "ideal objects" in the upbringing of the ledgethe relationship between the pupil and the conditions of educationniya, in social design - the ideal socialorder, social structure, in the socio-pedagogicalmediation - full mutual understanding between clientsvolume and consultant, etc.

Empirical and theoretical levels of research closelyconnected and often mutually penetrate each other. From fromspecific research methods are formed general methods dy, a kind of complex search methods.

§ 3. THEORETICAL METHODS RESEARCH

These include methods of analysis and synthesis, abstraction niya and concretization, modeling, etc.

originality method of theoretical analysis and synthesis in

psychological and pedagogical research lies in itsuniversal possibilities to consider phenomena and aboutprocesses of reality in their most complex combinations,highlight the most significant features and properties,zi and relationships, to establish patterns of their development.

Through analysis and synthesis, it is possible to isolate the objective content in the subjective activity of participants in the socialal-pedagogical process (children, adults, parentslei, teachers), establish inconsistencies, identify rereal contradictions in the development of the pedagogical process, to predict development.

Analysis- this is a mental selection of individual parts, connectedzey on the basis of the dismemberment of the whole. After performing the analytical work, it becomes necessary synthesis, uniteneniya results of the analysis in the general system of research. Onon the basis of synthesis, the object is recreated as a system of connections andinteractions with highlighting the most significant of them.

Closely related to analysis and synthesis are me methods of abstraction and concretization.

Under abstraction understand mental distractionany property or sign of an object from its otherfeatures, properties, relationships for a deeper study.

The limiting case of abstraction is idealization, Vas a result of which the concepts of idealized,objects that do not really exist. However, these ideasanalyzed objects serve as models that allow much deeper and more complete to reveal some of the connections and patterns that are manifested in many real objects.In pedagogy, it is also possible to create idealizedobjects, let's say "an ideal pupil" (devoid of allshortcomings), “ideal teacher”, “ideal school”, etc.

Instantiation method by its logical naturethe opposite of abstraction. It consists in mentalnoah reconstruction, recreating an object based on youpreviously divided abstractions. Concretization directedto reproduce the development of the subject as an integral systemtopics, becomes a special method of research. Thinkingconstructs a goal from selected abstractions object.

Psychological and pedagogical knowledge in its very essencemust be specified in order to recreate the personality itself.integrity as integrity and ensure the process of development of this personality in the pedagogical system, as well as the pedagogical system itself.logical system.

Modeling method opens up the possibility of transferringinformation obtained when using the model, according to thelogic for the prototype. At the same time, thinking operates not rereal, but ideal models.

Modeling also serves the task of constructing something new that does not yet exist in practice. Researcher,having studied character traits real processes, looking for themnew combinations, makes their mental rearrangement,i.e., it models the required state of the system under study.Models-hypotheses are created and, on this basis, rerecommendations and conclusions, then tested in practice. Takovy, in particular, and projected models of new typeseducational institutions: schools with different levels ofschool, gymnasium, lyceum, college, etc.

It is only necessary to remember that any model is alwayspoorer than the real one and reflects only individualsides and connections, since theoretical modeling is allwhere abstraction is involved.

§ 4. METHODSEMPIRICALRESEARCH

These include observation, conversation, survey (interview, questioning, testing), studying the results of activities.quality, evaluation (method of independent experts orqualified judges), etc.

Observationis one of the main researcherssky methods. This purposeful and systematic reproductionacceptance by the researcher of the features of the course of studymy phenomenon or process and their specific changes.Observation should lead to understanding fixedbath data and their scientific explanation, i.e. to establishfacts. Observation ends with analysis andnew relationship between the facts of observation and prethe position of the researcher.

Types of observations are grouped according to various criteria:

- in time - continuous and discrete;

- by volume - wide (behind the group as a whole or behindthe process of personality development as such) and highly specializedal, aimed at identifying individual aspects of the phenomenonnia or individual objects;

- according to the type of relationship between the observer and the observed: not includedprivate (from outside) and included (when the researcher
is a member of the team).

Observation as a research method has a number ofnatural features that distinguish it from the ordinaryacceptance by a person of ongoing events and at the same timeare requirements to be followed. Let's callsome of them:

- purposefulness, i.e. not just fixing theaccepted, and the selection of the necessary information;

- analytical character, i.e. selection from the general maptins of separate sides, elements, connections, which are analyzedlyzed, evaluated and explained;

- complexity, i.e. coverage of all significant aspects
or connections of the socio-pedagogical process;

- systematic, i.e. identifying stable relationships and
relationships, in order to detect changes and development
observed over a certain period.

In addition, when organizing observations, there should betheir objects are planned in advance, goals are set,plan. The object of observation is most often the process itself.activities of teachers, students and pupils, their emorational reactions and volitional efforts. Purpose of observationdetermines the predominant focus on a particularside of the activity, on certain connections and relationships.

The duration of observation, the order andway of recording its results. They are usually ficare stored in the form of text records, filling in the developedforms, tape records. Using a chronometerrage, tape recordings, photo, film and video filming increases the reliability of data and observation results.

Like any method, observation has its merits.and disadvantages. It allows you to study the subject in its entirety. ness, natural functioning, alive, manyfaceted connections and manifestations. However, this method does notallows you to actively intervene in the process being studied, change it, or deliberately create certain situations, detake accurate measurements. Therefore, the results of the observationsbut compare with data obtained by other methodsmi, supplement and deepen them.

Observation can also manifest itself in indirect perceptionphenomena, i.e. through their description by others, directlyby those who watched them. Such an observation can beinterpret as preliminary.

Conversationas a research method allows you to better understand the psychological characteristics of a person’s personality, the nature and level of his knowledge, interests, motivesactions and actions. The conversation itself is comparatively different.vigorous plan building, mutual exchange of opinions, estimates, suggestions and assumptions. The interview may be conducted in order to confirm or refute data obtained earlier using other methods.

The success of the interview depends on a number of conditions. The researcher should strive to during the conversation, friendly relations were maintained niya, there was no psychological alienation, preserved made contact with the interlocutor. It is advisable to start a conversation start from a topic of interest to the interlocutor, and then move on to issues of interest to the researcher.

The conversation, as a rule, is not recorded, the records of the caseafter her. When comprehending the records of the conversation, taking into account all information obtained by other methods is taken into account.

Surveyhow the method is used in the form of an interview (oralsurvey) and questionnaires (written survey).

Through interviews, assessments, points of view are revealedsednik on any topics, problems.

Questionnairesolves the same problems, but with coverage not how many or many respondents. However, there is no live contact with the respondents, which does not always ensurebakes enough exhaustive and frank answers.

When interviewing, an unambiguous, clear, precise statement is important.questions. Preferably indirect questions that revealassessments, attitudes, opinions of interest to the researcher.

Questions may be open type. They just demandproper formulation of the answer by the respondents. For examplemeasures: “Do you want to study together with your currentclassmates next school year?

There are questions semi closed type when the answeryou can choose from the proposed options or formulasdesign your own if suggested ready fromanswers do not suit the respondent.

For questions closed type respondents needYou can choose one of the suggested ready-made answers. Questionnaireswith closed questions, of course, limit theresponders, but such questionnaires lend themselves better tomathematical processing.

The type of survey is testing. It is byallows you to identify the level of knowledge, skills and abilities,abilities and other personality traits by analyzing the way for the subjects to perform a number of special tasks.Such tasks are called tests.

The test allows the researcher to determine the level of developmentsome property in the object of study and compareit with the standard or with the development of this quality in the subject in an earlier period.

Tests usually contain questions and tasks that require short answer: "yes" or "no", "more" or "less". SometimesYou must select one of the answers provided. Testtasks are usually diagnostic, they are performedniye and processing do not take much time. In the same timeneeds to be realistically assessed, which can be identified with the help ofschyu tests, so as not to replace the subject of diagnosis.

There are certain rules for conducting a survey, questioning, testing and interpretation of the results.

1. Informing the subject about the purpose of conducting those erasing.

2. Familiarization of the subject with the instructions for execution test tasks.

3. Ensuring a calm and independent environment
performance of tasks by the examinees.

4. Maintaining a neutral attitude towards test-takers,
exclusive hints and help.

5. Observance by the researcher of methodical instructions onprocessing the received data and interpreting the resultproducts that accompany each test or correspondingcurrent task.

6. Ensuring the confidentiality of the received information mation.

7. Familiarization of the subject with the results of diagnosticski, the message to him or the person in charge correspond
information, taking into account the principle "Do no harm!".

Studying the results of activities - is a researchermethod, which allows you to indirectly identifyformation of knowledge and skills, interests and way human features based on the analysis of his activities. IssleThe teacher does not come into contact with the person himself, but hasdealing with the results (products) of his previous workactivities: essays, control and verificationworks, drawings, crafts, etc.

Their study allows us to judge the level of activity achieved.and about the process of fulfilling the settasks. At the same time, it is important to have an idea about the level of readiness of the subject for certain types of activities, about the nature of the tasks and the conditions under which they were performed. This allows you to judge the conscientiousness and perseverance in dos lowering the goal, the degree of initiative and creativity in the performance of work, that is, about shifts in the development of the individual.

The combination of this method with observation, experimentand others allows you to get an idea not only aboutmechanisms for performing actions, but also about the conditions for them completion.

At expert evaluation(method of expert assessments),"First of all, you should carefully select experts -people who know the area under study and are capable ofactive and unbiased assessment of actions and results. It is desirable that the experts be independent. Mocan be both qualitative (characteristics, recommendationtion), and quantitative (in points).

If independent expertsconsistently give identical or close estimates, which means that their opinions are close to objective.

Peer review can also be seen as method generalizations of independent characteristics. It consists inthat, in a predetermined form, writtenreviews (characteristics) of the object under study (child,family, group, class, etc.), and then compared according toobtained estimates, forecasts, recommendations. Coincidenceassessments and recommendations gives reason to believe that theyclose to true. Mismatched or complementary other assessments and recommendations are the reason for identifyingproperties of the object in further research.

In fact, in each type of survey and search work, a set of empirical methods is used.

§ 5. TECHNOLOGYWORKSWITHLITERATURE

The study of literature, documents, materials on electronicthrone media and other sources of information onallows you to create initial ideas about the subject of research, helps to separate the known from the unknownth, fix established facts, accumulatedexperience, clearly outline the problem under study.

Literature work begins with a listworks to be studied (bibliography). Beeb lyographic search can start with systematic andsubject catalogs of libraries, consultations with the library graphs and familiarity with bibliographic indexes.

A bibliography on a research topic is best compiled by writing out the necessary data about each book or article.on a separate card or by entering them into the computer database. It is important to accurately identify the author or editor of the book, article,brochures, title, place and year of publication, publisher, volume, issue and number of publication. It is useful to point and bibliographic cipher. For example: Avanesov test tasks. M.: Adept, 1998.

Card fileis conducted according to the subject principle, i.e., according to timematters of the topic under study. If the source belongs to severalseveral sections of the research topic, several copies are madecards and each is placed in the appropriate rubric. Bypast the subject, it is also advisable to drive a car in paralleltoteku alphabetically. This allows you to find the right sources.by author. On cards, both subject and alphabeticalfiling cabinets in addition to accurate description bibliographic informationThe source makes brief notes about its content.

Work on the study of literary sources beginsfrom viewing reading. Its main purpose isfamiliarization with a large number of bibliographic sources on the research topic. Initial acquaintancewith literature should give an idea of ​​the issues,the main content of a particular work. For thisit is useful to read the abstract, introduction, table of contentsconclusion, skimming through the contents of the book.The result of viewing reading is the assessment of thepenalties for the importance of each source, which allows opDecide how to further develop the publication:

- careful study with notes;

- selective study, accompanied by extracts;

- general introduction to annotation, etc.

Learning Reading requires careful readingidentification of the bibliographic sources identified at the previous stage. In this case, it should be written out on the carddots or separate sheets of paper everything you need withexact references to the source. Here or on separatesheets it is useful to record your thoughts and comments,disappearing in the process of reading.

The results of the study of the literature on each question onuseful in the form of a written review, in which,outlining the essence of individual provisions, you need to clearlyshow the main points of view; open matching and timespersonalized in them; designate little developed, obscurenye and debatable provisions; highlight what's newth, the original is contributed by the author of each work; expresstheir attitude to the author's positions made by the researchdrawers of conclusions.

It should be borne in mind that the study of literature and otherscientific and methodological sources isan important component of the preparatory phase of researchbody's work, when with the help of a literature reviewthe relevance of the question posed and the ongoing research work is substantiated. But the study of literature and documents continues throughout the study.

§ 6. "INTRODUCTION"

AND"THEORETICALPART"

COURSEWORKS

The choice of research methods depends on the chosen topic,problems, hypotheses, goals and objectives of the course work. HeadsHowever, they should provide the maximum effect. Methods are usually selected for each stage and part of the study.vanity. All research methods used by the student underare described in detail in "Administered".

Coursework involves a review of the literature on selectedtopic, a presentation of the current state of the issue, its brief history, the formulation of conclusions and their argumentation. The review provides an analysis and a comparative assessment of the timespersonal approach to problem solving authors.

Knowledge of the degree of development of the problem under studythe student sets out in theoretical chapters. The first of them withcontains, as a rule, 2-3 paragraphs:

- historical and modern aspect of the problem under study;

- essential characteristics of the concept under study, itsinterpretation by various authors, their own attitude to
positions of various authors;

- features of the development of the chosen topic from the point of view ofof the psychology of a child or adolescent, their age characteristics characteristic.

At the end of the chapter it is necessary to formulate the theoreticalscientific conclusions from which the author will proceed in the presentationresearching the content of the second chapter term paper.

In the theoretical part course work the student sets outown understanding and understanding of the issue based on the study of literature, assessment of certain aspects of thedagogic theory and concepts with reference to their autoditch, gives evidence of any provisions. Quoting should not become an end in itself, drown outown thought. At the end of the quotation, a mandatorybut indicate its source.

analyzes , objects , expresses an opinion , adds , proves , admits , asks a question , reveals a problem , sets out , states , hopes , finds , begins , shares a point of view more than once , disagrees , discovers , discusses , explains , approves , answers , defends , defines , notes , retells , writes , repeats , raises a problem , supports , confirms , allows , believes , understands , suggests , suggests , represents , acknowledges , takes a point of view , comes to a conclusion , considers a question , shares a position , reflects , resolves , explains , recommends , solves the problem , follows , agrees , doubts , informs , asks , refers , considers , indicates , mentions , affirms , specifies , fixes .

Analysis and clarification of theoretical material based onstudying scientific literature is a laborious process. On thisstage the most typical are following errors.

1. Mechanical connection of unreworked passages
from different sources, most often without the indication of the authors.
At the same time, often the same approaches to the issue of teachingfit as different.

2. Continuous quoting or retelling of certain undermoves without analysis and generalization. It's very primitive work level.

3. Mixed presentation: in theoretical and practicalIn the first part, what is borrowed from literary sources is stated, and illustrations from
observations or own practice. Often these illusionsTraditions are not proof of a scientific zheniya.

4. Lack of confirmation scientific ideas specific
examples and the student's own interpretation.

MATERIALSFOR PRACTICAL WORK

1. Formulate concepts. If necessary, contact
to the explanatory dictionary.

Adequate, argumentation, discreteness, reliability,idealization, instruction, interviewer, interpretation, computerawning, privacy, indirect, neutral, opoindirectly, sensual reflection, advantage, responddent, totality, specificity, essence, trend, test, chronnumber, integrity, expert.

Compose words with the above concepts readings and phrases.

2. Understand the wording of the main concepts of the topic.

Abstraction, annotation, analysis, questioning, conversation, bibliography, ideal object, product studyactivity, interview, method, methodology, modeling, observation, survey, evaluation, synthesis, theoretical method,theoretical knowledge, testing, experiment, empiricalsky method, empirical knowledge.

Make pairs or groups of concepts, combining them according toany sign.

3. Prepare answers to questions.

Expand the essence of the concept of "method of scientific knowledge".

What is the difference between empirical research methods and

theoretical?

How are the concepts of "method" and "technique" related?

List the principles on which the choice is based.
research methods. Expand the essence of each of them.

How does empirical research differ from
theoretical?

What is an "ideal object"?

List the theoretical research methods. Fromlay down the essence of each of them.

Justify the relationship of methods: analysis and synthesis, abstratification and specification.

List empirical research methods. Fromlay down the essence of each of them.

What features of interviews, questionnaires and testing make it possible to combine them into a survey method?

Name three types of survey questions. How do they distinguishfrom each other?

How to make a bibliographic list?

What are the requirements for a literature review?other sources used when writing a term paper

work?

What is the purpose and content of the "Introduction" of the course work?

What aspects should be considered by the student in
theoretical part of the course work?

Name the typical mistakes made by students
when writing a review of literary sources.

4. Formulate in writing the requirements for each empyrotechnic method, requirements for working with literature,
based on the theoretical material of the topic.

MATERIALS FOR OFFSET

1. Formulate the concepts of "method", "technique" and "methodprelogy" using the suggested word lists.

Method- and, construction, method, scientific, justification, knowledge.

Methodology- use, with, assistance, which, and, be realized, various, knowledge, forms, phenomenon, and, spoobjects, methods, processes.

Methodology-system, principles, theoretical, organization, methods, and, construction, and, activities, practical, etc.

2. Choose from the list of methods that relate to theo rhetic.

Analysis, conversation, questioning, synthesis, interview, abstraction,assessment method, testing, experiment, concretization, questioning, modeling, observation.

3. Restore pairs of features characteristic of the method yes observation.

1. Continuous	A. Third Party
2. Wide	B. Discrete
3. Included	B. Special

4. Determine which of the methods are presented with the followingblowing requirements. Justify answer:

Purposefulness, analytical character, complexness, systematicity.

Informing the subject, neutrality, confidentialityality, familiarization with the results.

5. By short descriptions basic methods of psychology
determine the type of each.

A short-term psychological test is carried out (according togiven standard form) in order to find out onhow many psychological qualities of the subject (abilities,skills, abilities, etc.) correspond to the established psychologicalhygienic norms and standards. Mainly appliedto determine suitability for a particular profession.

The essence of the method is the collection and synthesis of data obtained in the study of various types of activities characterizeda piercing personality. Each personality trait taken into accountPeni manifestations can be assessed by a conditional score. Whenchanges to study individual psychologicalhonors of the student, in particular his abilities.

The individual is systematically studied in ordinary everyday life.noah life. The researcher does not interfere with the natural course of events. An example of this method is keeping a birth diary.telami who over the years have recorded everythinginformation about changes in the mental life of the child. Theseinformation serves as the starting material for psychologicalconclusions, generalizations, assumptions that followtrust in other ways.

The phenomenon under study is studied in precisely taken into account conditions.conditions that allow you to follow the course of the phenomenon and recreatevat it when these conditions are repeated.

At the request of the experimenter, three teachers evaluatelah the quality of students' performance of work assignments. Forthe average grade for each student is calculated.

In order to study the content of the "I" of adolescents, theylived to write a self-description on the topic "I, as I seem to myself."Then, with the help of school psychologists and philologists, the main topics were identified in self-descriptions, after which the experimentthe mentator calculated how many subjects had opdivided topic.

6. The choice of research methods is based on threebasic principles. Restore their wording:

1. The principle of the adequacy of methods	a) to solve any scientific problem, not only one, but a complex of mutually complementary methods
2. Principle prohibition of experiments	b) compliance with the essence of the phenomenon under study, with the results that are expected according toradiate, the possibilities of the researcher
3. Principle set of methods	c) not using research methodsdov, contrary to moral standards, capable of causing harm to subjects, investigative process

7. Formulate the five most important requirements fororganizing methods:

observations;

Conversations;

Testing;

Questionnaires;

- studying the results of activities.

Methodological foundations of psychological and pedagogical research

1. Methodology of psychology (pedagogy): definition, tasks, levels and functions

The methodological problems of psychology and pedagogy have always been among the most topical, acute issues in the development of psychological and pedagogical thought. The study of psychological and pedagogical phenomena from the standpoint of dialectics, i.e. the sciences of the most general laws of development of nature, society and thinking,allows to reveal their qualitative originality, connections with other social phenomena and processes. In accordance with the principles of this theory, the training, education and development of future specialists are studied in close connection with the specific conditions of social life and professional activity. All psychological and pedagogical phenomena are studied in their constant change and development, identifying contradictions and ways to resolve them.

From philosophy we know that methodology- this is the science of the most general principles of cognition and transformation of objective reality, the ways and means of this process.

At present, the role of methodology in determining the prospects for the development of psychological and pedagogical science has increased significantly. What is it connected with?

Firstly , Vmodern science tends to integrate knowledge, a comprehensive analysis of certain phenomena of objective reality. At present, for example, in the social sciences, data from cybernetics, mathematics, probability theory, and other sciences that previously did not claim to perform methodological functions in a particular social research are widely used. Ties between the sciences themselves and scientific directions have noticeably increased. Thus, the boundaries between pedagogical theory and the general psychological concept of personality are becoming more and more conditional; between economic analysissocial problems and psychological and pedagogical research of personality; between pedagogy and genetics, pedagogy and physiology, etc. Moreover, at present, the integration of all the humanities has a clearly expressed object - a person. Therefore, psychology and pedagogy play an important role in combining the efforts of various sciences in its study.

Psychology and pedagogy are increasingly based on the achievements of various branches of knowledge, are being strengthened qualitatively and quantitatively, constantly enriching and expanding their item,therefore, it is necessary to make sure that this growth is realized, corrected, controlled, which directly depends on the methodological understanding of this phenomenon. Methodology, thus, plays a decisive role in psychological and pedagogical research, gives them scientific integrity, consistency, increases efficiency, and professional orientation.

Secondly , the sciences of psychology and pedagogy themselves have become more complex: research methods have become more diverse, new aspects are opening up in the subject of research. In this situationsit is important, on the one hand, not to lose the subject of research - psychological and pedagogical problems proper, and on the other hand, not to drown in a sea of ​​empirical facts, to direct specific research towards solving the fundamental problems of psychology And pedagogy.

Third , At present, the gap between philosophical and methodological problems and the direct methodology of psychological and pedagogical research has become obvious: On the one side- problems of philosophy of psychology and pedagogy, and with another- special methodological issues of psychological and pedagogical research. In other words, psychologists and educators are increasingly faced with problems that go beyond the scope of a specific study, i.e. methodological, not yet resolved by modern philosophy. And the need to solve these problems is enormous. Because of this, it is necessary to fill the created vacuum with methodological concepts, provisions in order to further improve the direct methodology of psychological and pedagogical research.

Fourth , At present, psychology and pedagogy have become a kind of testing ground for the application of mathematical methods in the social sciences, a powerful stimulus for the development of entire sections of mathematics. In this objective process of growth, improvement methodicalsystems of data sciences, elements of the absolutization of quantitative research methods to the detriment of qualitative analysis are inevitable. This is especially noticeable in foreign psychology and pedagogy, where mathematical statistics seems to be almost a panacea for all ills. This fact is explained primarily by social reasons: a qualitative analysis in psychological and pedagogical research often leads to conclusions that are unacceptable for certain power structures, and a quantitative one, allowing you to achieve specific practical results, provides ample opportunity for ideological manipulation in the sphere of these sciences and beyond.

However, due to epistemological reasons, mathematical methods can, as you know, not bring closer to the truth, but move away from it. And to prevent this from happening, quantitative analysis must be supplemented with qualitative - methodological. In this case, the methodology plays the role of Ariadne's thread, eliminates misconceptions, does not let you get confused in countless correlations, allows you to select the most significant statistical dependencies for qualitative analysis and draw the right conclusions from them. analysis.And if modern psychological and pedagogical research cannot do without a sound quantitative analysis, then they still need a methodological justification to an even greater extent.

Fifth , Man is the decisive force in professional activity. This provision stems from general sociologicalthe law of the increasing role of the subjective factor in history, in the development of society as social progress progresses. But it also happens that, while accepting this position at the level of abstraction, some researchers deny it in a particular situation, a particular study. Increasingly (albeit sometimes scientifically justified) it is concluded that the least reliable link in a particular “man-machine” system is the personality of a specialist. Often this leads to a one-sided interpretation of the relationship between man and technology in labor. In such subtle questions, the truth must be found both on the psychological and pedagogical Andat philosophical and sociological levels. The methodological armament of researchers helps to solve these and other complex issues correctly.

Now it is necessary to clarify what should be understood as a methodology, what is its essence, logical structure and levels, what functions it performs.

Term methodologyGreek origin and means "doctrine of method" or "theory of method". In modern science, methodology is understood in the narrow and broad sense of the word.

In the broad sense of the word, methodology - this is a set of the most general, primarily ideological, principles in their application to solving complex theoretical and practical problems, this is the ideological position of the researcher. At the same time, it is also the doctrine of the methods of cognition, substantiating the initial principles and methods of their specific application in cognitive and practical activities.

Methodology in the narrow sense of the word - it is the doctrine of the methods of scientific research.

Thus, in modern scientific literature methodology is most often understood as the doctrine of the principles of construction, forms and methods of scientific and cognitive activity, The methodology of science characterizes the components of scientific research - its object, subject, research objectives, the totality of research methods, means and methods necessary for their solution, and also forms an idea of ​​the sequence of the researcher's movement in the process of solving a scientific tasks.

V.V. Kraevsky in his work "Methodology of Pedagogical Research" 1gives a comic parable about a centipede, which once thought about the order in which it moves its legs when walking. And as soon as she thought about it - she spun in place, the movement stopped, as the automatism of walking was disturbed.

The first methodologist, such a “methodological Adam”, was a man who, in the midst of his activity, stopped and asked himself: “What am I doing?!” Unfortunately, introspection, reflection on one's own activity, individual reflection becomes insufficient in this case.

Our "Adam" is increasingly falling into the position of a centipede from
parables, since understanding one’s own activity only with
positions of their own experience is unproductive for activities in other situations. Continuing the conversation in the images of the parable about the centipede, we can say that the knowledge she received as a result of introspection about the methods of movement, for example, on a flat field, is not enough to move over rough terrain, to cross a water barrier, etc. In other words, a methodological generalization is needed. Figuratively speaking, there is a need for a centipede, which itself would not participate in the movement, but only watched the movement of many of its fellows and developedgeneralized performanceabout their activities. Returning to our topic, we note that such a generalized idea of ​​activity, taken in its socio-practical, and not psychological, section, is doctrineabout the structure, logical organization, methods and means of activity in the field of theory and practice, i.e. methodology in the first, broadest sense of this words. However, with the development of science, its formation as a real productive force, the nature of the relationship between scientific activity and practical activity, which is increasingly based on theoretical conclusions, becomes clearer. This is reflected in the presentation of methodology as a doctrine of the method of scientific knowledge aimed at transforming the world.

It is impossible not to take into account the fact that the development of the social sciences contributes to the development of particular theories of activity. One of these theories is pedagogical, which includes a number of particular theories of education, training, development, management of the education system, etc. Apparently, such considerations led to an even narrower understanding of methodology as the doctrine of the principles, construction, forms and methods of scientific and cognitive activity.

What is the methodology of pedagogy? Let's dwell on this issue in more detail.

Most often, the methodology of pedagogy is interpreted as a theory of methods of pedagogical research, as well as a theory for creating educational and upbringing concepts. According to R. Barrow, there is a philosophy of pedagogy, which develops the research methodology. It includes the development of pedagogical theory, the logic and meaning of pedagogical activity. From these positions, the methodology of pedagogy is considered as a philosophy of education, upbringing and development, as well as research methods that allow you to create a theory of pedagogical processes and phenomena. Based on this premise, the Czech teacher-researcher Jana Skalkova argues that the methodology of pedagogy is a system of knowledge about the foundations and structure of pedagogical theory. However, such an interpretation of the methodology of pedagogy cannot be complete. To reveal the essence of the concept under consideration, it is important to pay attention to the fact that the methodology of pedagogy, along with what has been said, also performs other features:

1. it determines the ways of obtaining scientific knowledge, which reflect the constantly changing pedagogical reality (M.A. Danilov);
2. directs and predetermines the main path by which specificresearch goal (P.V. Koppin);
3. ensures the comprehensiveness of obtaining information about the process or phenomenon under study (M.N. Skatkin);
4. helps to introduce new information into the fund of the theory of pedagogy (F.F. Korolev);
5. provides clarification, enrichment, systematization of terms and concepts in pedagogical science (VE Gmurman);
6. creates an information system basedon objective facts and the logical-analytical tool of scientific knowledge (M.N. Skatkin).

These features of the concept of "methodology", which determine its functions in science, allow us to conclude that What methodology of pedagogyis a conceptual statement of the purpose, content, research methods that provide receivingthe most objective, accurate, systematized information about pedagogical processes and phenomena.

Therefore, as the main tasks of methodology in any pedagogical research the following can be distinguished:

1. determination of the purpose of the study, taking into account the level of development of science, the needs of practice, social relevanceand real possibilities of the scientific team or scientist;
2. the study of all processes in the study from the standpoint of their internal and external conditioning, development and self-development. With this approach, upbringing, for example, is a developing phenomenon due to the development of society, school, family and the age-related formation of the child's psyche; a child is a developing system capable of self-knowledge and self-development, changing itself in accordance with external influences and internal needs or abilities; and the teacher is a constantly improving specialist who changes his activities in accordance with the goals set, etc.;
3. consideration of educational and upbringing problems from the standpoint of all human sciences: sociology, psychology, anthropology, physiology, genetics, etc. This follows from the fact that pedagogy is a science that combines all modern human knowledge and uses all scientific information about a person in the interests of creating optimal pedagogical systems;
4. orientation towards a systematic approach in research (structure, interconnection of elements and phenomena, their subordination, dynamics of development, trends, essence and features, factors and conditions);
5. identification and resolution of contradictions in the process of training and education, in the development of a team or personality;
6. the connection between theory and practice, the development of ideas and their implementation, the orientation of teachers to new scientific concepts, new pedagogical thinking while excluding the old, obsolete.

It is already clear from what has been said that the broadest (philosophical) definition of methodology does not suit us. Therefore, further we will focus on pedagogical research, and from this point of view we will consider methodology in the narrow sense, i.e. methodology of scientific knowledge in the specified subject area.

At the same time, broader definitions should not be overlooked, since Today we need a methodology that would guide the pedagogical research into practice, its study and transformation. However, this must be done in a meaningful way, on the basis of a deep analysis of the state of pedagogical science and practice, as well as the main provisions of the methodology of science. A simple "imposition" of certain definitions on the field of pedagogy cannot give the necessary results. So, for example, the question arises: if the principles and methods of organizing practical pedagogical activity are studied by methodology, what remains for the lot of pedagogy itself? The answer may be an obvious fact: the study of practical activities in the field of education (practices of training and education), if we consider this activity from the standpoint of a particular science, is not the methodology, but pedagogy itself.

Summarizing the above, we present the classical definition of the methodology of pedagogy. According to one of the leading domestic experts in this field, V.V. Kraevsky, “the methodology of pedagogy is a system of knowledge about the structure of pedagogical theory, about the principles of approach and methods of obtaining knowledge that reflects pedagogical reality, as well as a system of activities to obtain such knowledge and substantiate programs, logic, methods and assess the quality of research work”1 .

In this definition, V.V. Kraevsky, along with a system of knowledge about the structure of pedagogical theory, principles and methods miningknowledge, highlights the system of the researcher's activities to obtain them. Therefore, the subject of the methodology of pedagogy acts as a relationship between pedagogicalreality and its reflection in pedagogical science.

At present, the far from new problem of improving the quality of pedagogical research has become extremely relevant. The focus of the methodology is on helping the teacher-researcher, on developing his special skills in the field of research work. Thus, methodology acquires a normative orientation, and its important task is the methodological support of research work.

Methodology of pedagogy as a branch scientificknowledge acts in two aspects: as a system of knowledge and as a system of research activities. There are two types of activities involved - methodological researchAnd methodological support.The task of the former is to identify the patterns and trends in the development of pedagogical science in its connection with practice, the principles of improving the quality of pedagogical research, and the analysis of their conceptual composition and methods. The task of the second - the methodological support of the study - means the use of available methodological knowledge to substantiate the research program Andassessing its quality when it is underway or already completed.

These tasks determine the selection two functions of the methodology of psychology and pedagogy - descriptive , those. descriptive, which also involves the formation of a theoretical description of the object, and prescriptive - normative, creating guidelines for the work of a teacher-researcher.

These functions also determine the division of the foundations of the methodology of pedagogy into two groups - theoretical and normative.

TO theoretical grounds , performing descriptive functions include:

Definition of methodology;

1. general characteristics of methodology as a science, its levels;
2. methodology as a system of knowledge and a system of activities, sources methodologicalensuring research activities in the field of pedagogy;
3. object and subject of methodological analysis in the field of pedagogy.

Regulatory bases cover the following questions:

?scientific knowledge in pedagogy among other forms of spiritual exploration of the world, which include spontaneous empirical knowledge and artistic and figurative reflection of reality;

1. determination of the belonging of work in the field of pedagogy to science: the nature of goal-setting, the allocation of a special object of study, the use of special means of cognition, the unambiguity of concepts;
2. typology of pedagogical research;
3. characteristics of research by which a scientist can compare and evaluate his scientific work in the field of pedagogy: problem, topic, relevance, object of study, its subject, goal, tasks, hypothesis, protected provisions, novelty, significance for science and practice;
4. the logic of pedagogical research, etc.

These foundations are an objective area of ​​methodological research. Their results can serve as a source of replenishment of the content of the very methodology of pedagogy and methodological reflection of the teacher-researcher.

In structure methodological knowledgeE.G. Yudin highlights four levels: philosophical, general scientific, concrete scientific and technological.

Second level - general scientific methodology - represents theoretical concepts that apply to all or most scientific disciplines.

Third level - concrete scientific methodology , those. a set of methods, principles of research and procedures used in a particular scientific discipline. The methodology of a particular science includes both problems specific to scientific knowledge in a given area and issues raised at higher levels of methodology, such as problems of a systematic approach or modeling in pedagogical research.

Fourth level - technological methodology - make up the methodology and technique of research, i.e. a set of procedures that ensure the receipt of reliable empirical material and its primary processing, after which it can be included in the array of scientific knowledge. At this level, methodological knowledge has a clearly expressed normative character.

All levels of methodology of pedagogy form a complex system within which there is a certain subordination between them. At the same time, the philosophical level acts as the substantive basis of any methodological knowledge, defining worldview approaches to the process of cognition and transformation of reality.

pedagogical psychological thinking dialectics

2. Methodological principles of scientific research

When considering this issue, we will proceed from the fact that methodology is nothing more than the application general principles, theories in solving research problems, problems of a particular science. At the same time, it should be noted that the degree of generality of the principles themselves is different. One can speak only of the most general - the so-called universal - principles, laws and categories. All of them are philosophical in nature, and in this case dialectics acts as a general methodology of scientific knowledge.

What are the main methodological principlespsychological and pedagogical research?

An important role in the successful implementation of psychological and pedagogical research is played by principle of unity of theory and practice . Practice is the criterion of the truth of one or another theoretical position. A theory that is not based on practice turns out to be speculative and fruitless. Theory is designed to illuminate the path to practice. Practice that is not guided by scientific theory suffers from spontaneity, lack of proper purposefulness, and inefficiency. Therefore, when organizing psychological and pedagogical research, it is very important to proceed not only from the achievements of psychological and pedagogical theory, but also from the development of practice. Without a deep and comprehensive scientific analysis of the practical activities of future specialists, it is impossible to outline effective ways to improve the educational process in universities. Any psychological and pedagogical research is not an end in itself. It should reflect and be validated by best practice and contribute to successful solving educationaland educational tasks, the formation of comprehensively and harmoniously developed professionals.

Another methodological principle is concrete-historical approach to the problem under study , but it is inconceivable without creativity. The whole spirit of dialectics demands this. Experience convinces us that it is impossible to deeply explore this or that problem of training future specialists, following only the beaten paths, following the developed patterns. Andwithout trying to creatively transform them. If a researcher seeks to truly help a booming pedagogical practice, he must solve emerging problems in a new way.

In the course of the study, you should look for your reasoned explanation for new facts, phenomena, supplement Andclarify existing views, be bold in your assumptions. However, this courage must be combined Withscientific validity and foresight, since psychological and pedagogical research is connected with living people, and every communication with a person should enrich him spiritually. Creativity is inseparable from a concrete historical approach to the evaluation of psychological and pedagogical phenomena: what is considered progressive at a certain historical stage may be reactionary under other conditions. In other words, it is impossible to evaluate the psychological and pedagogical theories of the past from the standpoint of the present.

A creative approach to solving the problem under study is closely related to the principle of objectivity consideration of psychological and pedagogical phenomena in themselves. The art of the researcher is to find ways and means of penetrating the essence of the phenomenon without introducing anything external, subjective. For example, in the history of science, for a long time there was an opinion that objective reality, including inner world of a person is unknowable and that at best this reality can be known, caught only with the help of self-observation, self-contemplation (this method is called introspection). Naturally, this method did not correspond to the principle of objectivity in the consideration of the phenomena under study.

When studying individuals and groups of people, the objectivity of ways to influence them becomes one of the cornerstones of modern psychology and pedagogy. The methodological basis for the specific implementation of the principle of objectivity in the study of personality is the practical actions of people, which are social facts.

The success of psychological and pedagogical research largely depends on the implementation the principle of comprehensiveness study of psychological and pedagogical processes and phenomena. Any pedagogical phenomenon is connected by many threads with other phenomena, and its isolated, one-sided consideration inevitably leads to a distorted, erroneous conclusion. For example, the educational process at a university is complex, dynamic and inextricably linked with many factors. Therefore, it must be studied as a certain phenomenon, relatively isolated from the external environment. Andat the same time being in close contact with her. This approach makes it possible to model the studied phenomena and study them in a state of development and under different conditions. It allows you to carry out a multi-level and multi-faceted study of a particular psychological and pedagogical process, during which not one, but a number of models are built that reflect this phenomenon on different levels and cuts. At the same time, it is possible to synthesize these models in a new holistic generalizing model and, ultimately, in a holistic theory that reveals the essence of the problem under study.

The methodological principle of comprehensiveness implies A complex approach to the study of pedagogical processes and phenomena, One of the most important requirements of an integrated approach is to establish all the relationships of the phenomenon under study, take into account all external influences that affect it, and eliminate all random factors that distort the picture of the problem under study. Another essential requirement is the use of various methods in their various combinations in the course of the study. Experience shows that it is impossible to successfully investigate this or that problem with the help of any one universal method.

An integrated approach to research in the field of psychology and pedagogy involves reliance on the achievements other sciences, primarily such as sociology, philosophy, cultural studies, etc.

A very fruitful approach to the study of psychological and pedagogical phenomena from the standpoint of cybernetics, when the process of training, education and development is considered as a special type of control over the cognitive activity of students, the formation of their professional and ethical qualities. This manifests the specificity of direct and feedback links in the pedagogical process, the conditions for the successful functioning of educational information, and the means are being studied to improve the efficiency of managing the training of future specialists.

Another methodological principle of psychological and pedagogical research is unity of historical and logical. The logic of cognition of an object, a phenomenon reproduces the logic of its development, i.e. his story. The history of personality development, for example, serves as a kind of key to understanding a particular personality, making practical decisions on its upbringing and education. In the history of the development of a personality, its essence is reflected, since a person is only a person insofar as he has his own history, life path, biography.

The methodological principles of the study include consistency , those. systematic approach to the studied objects. It involves considering the object of study as a system: identifying a certain set of its elements (it is impossible to single out and take into account all of them, and this is not required), establishing a classification and streamlining the links between these elements, singling out system-forming ones from the set of links, i.e. providing connection of different elements in the system.

The systems approach reveals the structure (expressing relative vitality) and organization (quantitative characteristics and orientation) of the system; basic principles of its management. In the process of implementing a systematic approach, it must be borne in mind that the object of psychological and pedagogical research and the system are not the same thing (several systems can be distinguished in the object, depending on the purpose of the study); when a system is isolated, the phenomenon under study is artificially separated from the environment, i.e. abstracted from it; when the system of the object of study is singled out, its elements and elements of its environment, system-forming relations between the elements of the system, the essential relations of the system itself to the environment are established. In complex processes, each element of the system can be an independent system, and its quality is determined not only by the quality of individual elements, but also by the relations of the elements with the environment.

An important methodological role in psychological and pedagogical research is played by categories of dialectics- essence and phenomenon; cause and investigation; necessity and chance; possibility and reality; content and form; singular, special and general, etc. . They serve as a reliable methodological tool in the hands of the teacher, which gives him the opportunity not only to penetrate deeply into difficult problems training and education of future professionals, but also to solve them creatively.

Thus, the category of essence is a stable set of all necessary connections, relationships, aspects inherent in the considered process, object. The phenomenon is illumination specified parties process, relationships between people on the surface through a lot of specifics. The thesis about the multi-order essence - a gradual transition from the phenomenon to the essence of the first, then the second, etc. order - is of great methodological importance. In relation to psychology and pedagogy, this means that:

1. even the unique psychological and pedagogical experience contains
   moments characteristic of any experience of organizing the educational process at a university;
2. any general propositions must be confirmed by experience, find a nutrient medium in it;
3. There are no and cannot be recommendations suitable for all occasions.

Based on the accumulated facts, empirical knowledge rises to the level of theoretical generalization. This process is characterized by a movement from one-sided knowledge to more and more versatile; development on the basis of primary generalizations of certain models and ideas; connection of the sensible and the rational, during which sensory impressions and practical experience are freed from everything accidental and rise to theoretical level characteristic of a number of such phenomena. Of course, it is important to consider the facts in a historically concrete setting, in general, in their interconnection. Under this condition, they will be conclusive.

Specific ways and means of collecting, processing, generalizing and analyzing factual material are determined by the laws of scientific logic, which is a synthesis of dialectical and formal logic. Learning to think scientifically is the most important thing for any researcher.

It should be emphasized that scientific thinking implies, first of all, the researcher's solid knowledge of scientific concepts, categories, especially those related to the research topic. Without this, it is impossible to successfully conduct scientific research, to understand the scientific literature.

Important methodological requirements for the study of psychological and pedagogical problems stem from the basic laws of dialectics, the core of which is the law of unity and struggle of opposites,manifested through the action of contradictions. There are different types of contradictions: internaland external, main and derivative, main and secondary. So, for example, internal and external contradictions serve as the basis for classifying the contradictions of personality development.

To the first group of contradictions , predeterminingpersonality development of a future specialist, usually referred to as contradictions between external factors. Respect for the individual is a real requirement for the work of any professional. Therefore, when encountering elements of rudeness, inattention, bureaucratic behavior on the part of individual leaders, young specialists often deeply experience these facts, which significantly affect the development of their personality. In most cases, the contradictions between external factors that determine the development of the individual become the driving force behind its harmonious formation, social maturation.

To the second group of contradictions are usually referred to contradictions between external and internal factors. The most important of them are the following: the contradictions between the requirements for the individual and her readiness to fulfill these requirements; between new requirements and habitual attitudes, behavior; between external requirements and the requirements of the individual to himself; between the level of preparedness of the individual and the ability to apply their knowledge, skills and abilities in practice.

The third group of contradictions constitutecontradictions between internal factors . These contradictions are based on the uneven development of individual aspects, properties, structural components personality. This group of contradictions includes contradictions between the rational component of consciousness and the sensual, the claims of the individual and its real possibilities, new needs and old stereotypes of behavior, new and old experience, etc. However, the main and main system of internal contradictions are the contradictions between the motives of activity, which constitute the real basis of a particular personality and become a direct expression of the system of social relations that determine the essence of this personality. The study of this system of contradictions is an important task of any psychological and pedagogical research.

The development of any process and phenomenon is contradictory. And to understand with sufficient depth this or that phenomenon, its development is impossible without a specific analysis of the system of contradictions that predetermine this development.

Law of transition quantitative changes into qualitativerequires to investigate any psychological and pedagogical phenomena in unity theirqualitative and quantitative characteristics.

Each person has an inexhaustible number of diverse properties (qualities) that allow their comparison with the properties of other people. As a holistic qualitative certainty, a person - social creature.

The human psyche has its own qualitative certainty. However, the psyche itself, as such, is of different qualities. One can cite a lot of examples, so to speak, of the "pure", visual operation of the law of the transition of quantitative changes into qualitative ones. So, stimuli of receptors do not lead to the appearance of sensations in a person until they exceed a certain level - minimumsensation threshold. Only then these stimuli are perceived consciously, subjectively, and they are reflected at a qualitatively different level.

Law of negation of negationas the elimination of the old and the affirmation of the new in the process of progressive development, or in which individual aspects, elements of the previous phenomenon, process are preserved “in a removed form”, is constantly found in life of people. Each new stage in the development of an individual or a group is, in a strictly philosophical sense, a denial of the old, but a denial as a moment of progressive development. An important role in such denial is played by the self-education of the personality itself, the active work of the teacher in shaping the personality of the future specialist.

The methodological role of the considered principles, the laws of dialectics is manifested in a specific psychological and pedagogical research, primarily through dialectical logic. In a concentrated form, the requirements of dialectical logic, all considered and other principles and categories of dialectics come down to studying the subject of research comprehensively, in its development, while applying practice as a criterion of truth, bearing in mind that the latter is always concrete.

These are the most general methodological requirements for a specific psychological and pedagogical research. Dialectics, its laws, categories are taken into account in a concrete study primarily as general principles.

On the basis of general principles, particular fundamental requirements have developed, which researchers in the field of psychology and pedagogy must certainly take into account: the principle of determinism; unity of external influences and internal conditions of development; vigorous activity; the principle of development, etc. What is the essence of these principles?

Principle of determinismobliges the researcher to take into account the influence of various factors and reasonson the development of psychological and pedagogical phenomena. When studying a personality, it is necessary to take into account three subsystems of determining its behavior: past, present and future, objectively reflected by it.

The past of a person is reflected in her life path, biography, as well as in personal qualities and moral character. The influence of the past, the history of personality development on its behavior is indirect. The direct influence on behavior, actions is exerted by consciousness, motives of the personality's activity. The internal conditions for the development of the individual, along with activity and communication, constitute a real system that determines its improvement. In addition, external conditions also have a determining influence on the personality.

The influence on the development of the personality of the goals of its activities, which are largely directed to the future, is exceptionally great. In this sense, we can talk about the future as a subsystem of the determination of personality development. At the same time, a conscious goal as a law predetermines the method and nature of an individual's activity and, therefore, has a significant impact on its development.

All three subsystems (past, present and future) are interconnected and mutually condition each other.

In accordance with the principle of unity of external influences and internal conditionscognition of the inner content of the personality occurs as a result of an assessment of external behavior, deeds and deeds.

The connection between internal conditions and external conditions is mediated by the history of personality development. On this occasion, S.L. Rubinstein wrote:

Since the internal conditions through which external influences on a person are refracted at any given moment were in turn formed depending on previous external interactions, the position on the refraction of external influences through internalconditions mean, however, that the psychological effect each external(including pedagogical) impact on the personality is determined by the history of its development1 .

As man develops socially, his inner nature becomes more and more complex, and the proportion of internal conditions of development in relation to external conditions increases. The ratio of internal and external in personality development changes both historically and at different stages of a person’s life path: the more he is developed, the more his personality progress is associated with actualization internal factors.

The principle of active activity of the individualfocuses the researcher's attention on the fact that not only the environment forms the personality, but also the personality actively learns and transforms the surrounding world. This principle involves consideration of all changes in the personality through the prism of its activities. The influence of activity on personality is enormous. Outside of activity there is no man, but the essence of man is not exhausted by it and cannot be reduced to it and completely identified with it. Psychological and pedagogical influences on a person should take into account the nature of his activity, and often the most effective impact is to change, correct one or another human activity.

Development principledictates the consideration of psychological and pedagogical phenomena in constant change, movement, in the constant resolution of contradictions under the influence of a system of internal and external determinants. The principle of development in psychology and pedagogy is usually considered in two aspects: the historical development of the personality from its inception to the current state - phylogenesis , and development of the personality of a particular person - ontogenesis . In addition, it is possible and necessary to consider the development of various components of the personality - orientation, character, and other personal qualities. Naturally, the effectiveness of psychological and pedagogical influences to a decisive extent depends on how fully and accurately the development of the future specialist who is influenced is taken into account, how accurately the development of the pedagogical system is taken into account.

Specific implementationof all these principles is carried out in accordance with the principle personal-social-activity approach. This principle guides the researcher towards a holistic study of the personality in the unity of the main social factors of its development - the social environment, upbringing, personality activity, its internal activity.

Principles act as a direct methodology scientific psychological and pedagogicalresearch, predetermining their methodology, initial theoretical concepts, hypotheses.

Based on the considered principles, we formulate methodological requirementsto conduct psychological and pedagogical research:

1. explore processes and phenomena as they really are, with all the positives and negatives, successes and difficulties, without embellishment and denigration; do not describe phenomena, but critically analyze them;
2. promptly respond to the new in the theory and practice of psychology and pedagogy;
3. strengthen the practical orientation, weight and quality of the recommendations;
4. ensure the reliability of the scientific forecast, vision of the prospects for the development of the process or phenomenon under study;
5. observe the strict logic of thought, the purity of the psychological or pedagogical experiment.

Summarizing these requirements, it is possible to determine the methodological requirements for the results of psychological and pedagogical research, which they conditioned. These include objectivity, reliability, reliability and evidence. We will dwell on this in more detail in the chapter, which will be devoted to the problem of developing a methodology for psychological and pedagogical research.

Literature

1.Ilyin E.P.: Motivation and motives. - St. Petersburg: Peter, 2011

2.Ilyin E.P.: Psychology of individual differences. - St. Petersburg: Peter, 2011

.Maklakov A.G.: General psychology. - St. Petersburg: Peter, 2011

.Moskvin V.A.: Interhemispheric asymmetries and individual differences in a person. - M.: Meaning, 2011

.Yu.A. Aleksandrova: Psychophysiology. - St. Petersburg: Peter, 2011 ed.: I.B. Khanina, D.A. Leontiev; rec.: A.A. Bodalev, A.N. Gusev: Psychology of subjective semantics: origins and development. - M.: Meaning, 2011

.R. Nisbert and others; per. from English. M.S. Zhamkochyan; ed. V.S. Maguna; Liberal Mission Foundation: Culture and Systems of Thought: A Comparison of Holistic and Analytical Cognition. - M.: Liberal Mission Foundation, 2011

.Rubinshtein S.L.: Fundamentals of General Psychology. - St. Petersburg: Peter, 2011

.Zinchenko V.P.: Consciousness and creative act. - M.: Languages Slavic cultures, 2010

.Maklakov A.G.: General psychology. - St. Petersburg: Peter, 2010

.Martsinkovskaya T.D.: General psychology. - M.: Academy, 2010

.Petrenko VF: Multidimensional consciousness: psychosemantic paradigm. - M.: New Chronograph, 2010

.ed. Yu.A. Aleksandrova: Psychophysiology. - St. Petersburg: Peter, 2010

.Sergienko E.A.: Behavioral control as subjective regulation. - M.: Institute of Psychology RAS, 2010

.Slastenin V.A.: Psychology and Pedagogy. - M.: Academy, 2010

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.Alekseenkova E.G.: Personality in conditions of mental deprivation. - St. Petersburg: Peter, 2009

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Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

Classifications of methods of psychological and pedagogical research

Conclusion

References

Introduction

Pedagogy is a developing science. It continues to develop more in-depth development of all major scientific problems, as well as the definition of specific scientific forecasts in the development of individual parts of the public education system and various phenomena in the field of education and upbringing.

In practice modern school the psychological service faces many practical tasks. These are the tasks of determining the level of readiness of the child for school, identifying especially gifted and lagging behind in development, finding out the causes of school maladjustment, the task of early warning of illegal tendencies in personality development, the task of managing great team taking into account the individual characteristics of students and interpersonal relationships between them, the tasks of in-depth career guidance.

Conventionally, all the tasks that arise in the interaction of a teacher and a psychologist at school can be divided into psychological-pedagogical and psychological.

Very conditionally, all typical tasks can be classified into two classes, based on the main functions of the school - the function of education and the function of upbringing. In real practice, these two functions are closely intertwined.

To conduct pedagogical research, special scientific methods, the knowledge of which is necessary for all those participating in individual and collective scientific research.

Fundamentals of the doctrine of research methods

Methodology in the narrow sense of the word is the doctrine of methods, and although we do not reduce it to such an understanding, the doctrine of methods plays an extremely important role in methodology. The theory of research methods is designed to reveal their essence, purpose, place in the general system of scientific research, to give the scientific basis for the choice of methods and their combination, to identify the conditions for their effective use, to give recommendations on the design of optimal systems of research methods and procedures, i.e. research methods. Methodological propositions and principles receive their effective, instrumental expression precisely in methods.

The widely used concept of "method of scientific research" is largely a conditional category that combines forms of scientific thinking, general models of research procedures, and methods (techniques) for performing research activities.

It is a mistake to approach methods as an independent category. Methods - a derivative of the purpose, subject, content, specific conditions of the study. They are largely determined by the nature of the problem, the theoretical level and content of the hypothesis.

The system of methods, or methodology, of search is a part of the research system, expressing it naturally and allowing research activities to be carried out. Of course, the connections of methods in the research system are complex and diverse, and methods, being a kind of subsystem of the research complex, serve all its "nodes". In general, the methods depend on the content of those stages of scientific research that logically precede the stages of selection and use of procedures necessary to test the hypothesis. In turn, all components of the study, including methods, are determined by the content of what is being studied, although they themselves determine the possibilities of comprehending the essence of a particular content, the possibility of solving certain scientific problems.

Methods and methodology of research are largely determined by the initial concept of the researcher, his general ideas about the essence and structure of what is being studied. The systematic use of methods requires the choice of a "reference system", methods of their classification. In this connection, let us consider the classifications of pedagogical research methods proposed in the literature.

Classification of methods of psychological and pedagogical research

One of the most recognized and well-known classifications of methods of psychological and pedagogical research is the classification proposed by B.G. Ananiev. He divided all methods into four groups:

organizational;

empirical;

according to the method of data processing;

interpretive.

The scientist attributed to organizational methods:

comparative method as a comparison of different groups by age, activity, etc.;

longitudinal - as multiple examinations of the same persons over a long period of time;

complex - as a study of one object by representatives of different sciences.

To empirical:

observational methods (observation and self-observation);

experiment (laboratory, field, natural, etc.);

psychodiagnostic method;

analysis of processes and products of activity (praxiometric methods);

modeling;

biographical method.

By way of data processing

methods of mathematical and statistical data analysis and

methods of qualitative description (Sidorenko E.V., 2000; abstract).

to interpretive

genetic (phylo- and ontogenetic) method;

structural method (classification, typology, etc.).

Ananiev described each of the methods in detail, but with all the thoroughness of his argumentation, as V.N. Druzhinin in his book "Experimental Psychology", many unresolved problems remain: why did modeling turn out to be an empirical method? How practical methods differ from field experiment and instrumental observation? Why is the group of interpretative methods separated from organizational ones?

It is advisable, by analogy with other sciences, to distinguish three classes of methods in educational psychology:

Empirical, in which externally real interaction of the subject and object of research is carried out.

Theoretical, when the subject interacts with the mental model of the object (more precisely, the subject of study).

Interpretation-descriptive, in which the subject "externally" interacts with the sign-symbolic representation of the object (graphs, tables, diagrams).

The result of the application of empirical methods is data that fixes the state of the object with instrument readings; reflecting the results of activities, etc.

The result of the application of theoretical methods is represented by knowledge about the subject in the form of natural language, sign-symbolic or spatial-schematic.

Among the main theoretical methods of psychological and pedagogical research, V.V. Druzhinin pointed out:

deductive (axiomatic and hypothetical-deductive), otherwise - the ascent from the general to the particular, from the abstract to the concrete. The result is theory, law, etc.;

inductive - generalization of facts, ascent from the particular to the general. The result is an inductive hypothesis, regularity, classification, systematization;

modeling - concretization of the method of analogies, "transduction", inference from particular to particular, when a simpler and / or more accessible object is taken as an analogue of a more complex object. The result is a model of an object, process, state.

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Finally, interpretative-descriptive methods are the "meeting place" of the results of applying theoretical and experimental methods and the place of their interaction. The data of an empirical study, on the one hand, are subjected to primary processing and presentation in accordance with the requirements for the results of the theory, model, and inductive hypothesis that organize the study; on the other hand, there is an interpretation of these data in terms of competing concepts for the correspondence of hypotheses to the results.

The product of interpretation is a fact, an empirical dependence, and, ultimately, a justification or refutation of a hypothesis.

All research methods are proposed to be divided into proper pedagogical and methods of other sciences, into methods that ascertain and transform, empirical and theoretical, qualitative and quantitative, particular and general, meaningful and formal, methods of description, explanation and forecast.

Each of these approaches carries a special meaning, although some of them are also quite arbitrary. Let us take, for example, the division of methods into pedagogical and methods of other sciences, that is, non-pedagogical. The methods that belong to the first group are, strictly speaking, either general scientific (for example, observation, experiment) or general methods of the social sciences (for example, polling, questioning, assessment), which are well mastered by pedagogy. Non-pedagogical methods are the methods of psychology, mathematics, cybernetics and other sciences used by pedagogy, but not yet so adapted by it and other sciences as to acquire the status of proper pedagogy.

The plurality of classifications and classification characteristics of methods should not be considered a disadvantage. This is a reflection of the multidimensionality of methods, their diversity of quality, manifested in various connections and relationships.

Depending on the aspect of consideration and specific tasks, the researcher can use various classifications methods. In actually used sets of research procedures, there is a movement from description to explanation and forecast, from statement to transformation, from empirical methods to theoretical ones. When using some classifications, the trends in the transition from one group of methods to another turn out to be complex and ambiguous. For example, there is a movement from general methods (analysis of experience) to particular ones (observation, modeling, etc.), and then back to general ones, from qualitative methods to quantitative ones and from them again to qualitative ones.

There is also another classification. All the various methods used in pedagogical research can be divided into general, general scientific and special.

General scientific methods of cognition are methods that are of a general scientific nature and are used in all or in a number of areas. These include experiment, mathematical methods and a number of others.

General scientific methods used by various sciences are refracted in accordance with the specifics of each given science using these methods. They are closely related to the group of specific scientific methods, which are applied only in a certain area and do not go beyond it, and are used in every science in various combinations. Of great importance for solving most of the problems of pedagogy is the study of the actually developing educational process, theoretical understanding and processing of the creative findings of teachers and other practitioners, i.e., generalization and promotion of best practices. The most common methods used to study experience include observation, conversation, questioning, familiarization with the products of students' activities, and educational documentation. Observation is a purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material or data characterizing the features of the course of any phenomenon. In order to prevent the researcher's attention from being scattered and fixed primarily on aspects of the observed phenomenon that are of particular interest to him, an observation program is developed in advance, the objects of observation are singled out, and methods are provided for describing certain points. The conversation is used as an independent or as an additional research method in order to obtain the necessary clarifications about what was not clear enough during observation. The conversation is conducted according to a predetermined plan, highlighting issues that need to be clarified. The conversation is conducted in a free form without writing down the interlocutor's answers, in contrast to interviewing - a type of conversation method transferred to pedagogy from sociology. When interviewing, the researcher adheres to pre-planned questions asked in a certain sequence. Responses may be openly recorded. When questioning - a method of mass collection of material using questionnaires - answers to questions are written by those to whom the questionnaires are addressed (students, teachers, school workers, in some cases - parents). Questioning is used to obtain data that the researcher cannot obtain in any other way (for example, to identify the attitude of the respondents to the pedagogical phenomenon being studied). The effectiveness of a conversation, interviewing, questioning largely depends on the content and form of the questions asked, a tactful explanation of their purpose and purpose in particular, it is recommended that the questions be feasible, unambiguous, short, clear, objective, would not contain suggestion in a hidden form, would cause interest and desire to respond, etc. n. An important source of obtaining factual data is the study of pedagogical documentation that characterizes the educational process in a particular educational institution (learning and attendance journals, personal files and medical records of students, student diaries, minutes of meetings and meetings, etc.) . These documents reflect many objective data that help establish a number of causal relationships, identify some dependencies (for example, between health status and academic performance).

The study of written, graphic and creative works of students is a method that equips the researcher with data that reflects the individuality of each student, showing his attitude to work, the presence of certain abilities.

However, in order to judge the effectiveness of certain pedagogical influences or the value of methodological discoveries made by practitioners, and even more so in order to give any recommendations regarding the application of certain innovations in mass practice, the considered methods are not enough, since how they basically reveal only purely external connections between the individual aspects of the pedagogical phenomenon under study. For deeper penetration into these connections and dependencies, a pedagogical experiment is used - a specially organized test of a particular method or method of work in order to identify its effectiveness and efficiency. In contrast to the study of real experience with the use of methods that register only the fact that an already existing experiment always involves the creation of a new experience in which the researcher plays an active role. The main condition for the use of a pedagogical experiment in the Soviet school is to conduct it without disturbing the normal course of the educational process, when there are sufficient grounds to believe that the innovation being tested can increase the effectiveness of training and education, or at least not cause undesirable consequences. This experiment is called natural experiment. If the experiment is carried out in order to check any particular issue, or if, in order to obtain the necessary data, it is necessary to ensure especially careful observation of individual students (sometimes using special equipment), artificial isolation of one or more students and placing them in special conditions specially created by the researcher is allowed. . In this case, a laboratory experiment is used, which is rarely used in pedagogical research.

A scientifically substantiated assumption about the possible effectiveness of one or another experimentally verified innovation is called a scientific hypothesis.

An essential part of the experiment is observation carried out according to a specially designed program, as well as the collection of certain data, for which tests, questionnaires, and conversations are used. IN Lately Increasingly, technical means are also beginning to be used for these purposes: sound recording, filming, photographing at certain moments, surveillance using a hidden television camera. It is promising to use videotape recorders, which make it possible to record observed phenomena and then play them back for analysis.

The most important stage in the work with the use of these methods is the analysis and scientific interpretation of the collected data, the ability of the researcher to move from specific facts to theoretical generalizations.

In theoretical analysis, the researcher thinks about the causal relationship between the applied methods or methods of influence and the results obtained, and also looks for reasons that explain the appearance of some unexpected unforeseen results, determines the conditions under which this or that phenomenon occurred, seeks to separate the accidental from the necessary, deduces certain pedagogical patterns.

Theoretical methods can also be applied in the analysis of data collected from various scientific and pedagogical sources, when comprehending the studied best practices.

Mathematical methods are also used in pedagogical research, helping not only to identify qualitative changes, but also the establishment of quantitative dependencies between pedagogical phenomena.

The most common of the mathematical methods used in pedagogy are the following.

Registration is a method of identifying the presence of a certain quality in each member of the group and a total count of the number of those who have or do not have this quality (for example, the number of successful and unsuccessful, who attended classes without a pass and made passes, etc.).

Ranking - (or the method of ranking assessment) involves the arrangement of the collected data in a certain sequence, usually in descending or increasing order of any indicators and, accordingly, determining the place in this row of each of the studied (for example, compiling a list of students depending on the number of students admitted to control work errors, the number of missed classes, etc.).

Scaling as a quantitative method of research makes it possible to introduce numerical indicators in the assessment of certain aspects of pedagogical phenomena. For this purpose, the subjects are asked questions, answering which they must indicate the degree or form of assessment, selected from among these assessments, numbered in certain order(for example, a question about playing sports with a choice of answers: a) I am fond of, b) I do it regularly, c) I do it irregularly, d) I do not do any kind of sport).

Correlating the results with the norm (with given indicators) involves determining deviations from the norm and correlating these deviations with acceptable intervals (for example, with programmed learning, 85-90% of correct answers are often considered the norm; if there are fewer correct answers, this means that the program is too difficult if more, then it is too light).

The definition of the average values ​​of the obtained indicators is also used - the arithmetic mean (for example, the average number of errors for the control work identified in two classes), the median, defined as an indicator of the middle of the series (for example, if there are fifteen students in the group, this will be the assessment of the results of the eighth student in the list , in which all students are distributed according to the rank of their marks).

In the analysis and mathematical processing of mass material, statistical methods are used, which include the calculation of average values, as well as the calculation of the degrees of dispersion around these values ​​- dispersion, standard deviation, coefficient of variation, etc.

Characteristics of empirical research

The methods of empirical research should include: studying the literature of documents and results of activities, observation, questioning, evaluation (method of experts or competent judges), testing. Generalization of pedagogical experience, experimental pedagogical work, experiment belong to more general methods of this level. They are essentially complex methods, including particular methods correlated in a certain way.

The study of literature, documents and results of activities. The study of literature serves as a method of familiarization with facts, history and state of the art problems, the way of creating initial ideas, the initial concept of the subject, the discovery of "white spots" and ambiguities in the development of the issue.

The study of literature and documentary materials continues throughout the study. The accumulated facts encourage us to rethink and evaluate the content of the studied sources, stimulate interest in issues that have not previously received sufficient attention. A solid documentary base of the study is an important condition for its objectivity and depth.

Continuation
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observation. A very widely used method, used both independently and as an integral part of more complex methods. Observation consists in the direct perception of phenomena with the help of the senses or their indirect Perception through description by other directly observing people.

Observation is based on perception as a mental process, but this by no means exhausts observation as a research method. Observation can be directed to the study of delayed learning outcomes, to the study of changes in the object over a certain time. In this case, the results of the perception of phenomena at different times are compared, analyzed, compared, and only after that the results of observation are determined. When organizing observation, its objects must be identified in advance, goals set, and an observation plan drawn up. The object of observation is most often the very process of the activity of the teacher and the student, the course and results of which are judged by words, actions, deeds, and the results of completing tasks. The purpose of observation determines the primary focus on certain aspects of activity, on certain connections and relationships (the level and dynamics of interest in the subject, ways of mutual assistance of students in collective work, the ratio of informative and developing learning functions, etc.). Planning helps to identify the sequence of observation, the order and method of fixing its results. Types of observations can be distinguished according to various criteria. On the basis of a temporary organization. Distinguish between continuous and discrete observation, in terms of volume - broad and highly specialized, aimed at identifying individual aspects of a phenomenon or individual objects (monographic observation of individual students, for example). Survey. This method is used in two main forms: in the form of an oral survey interview and in the form of a written survey - a questionnaire. Each of these forms has its strengths and weaknesses.

The survey reflects subjective opinions and assessments. Often, the respondents guess what is required of them, and voluntarily or involuntarily tune in to the required answer. The survey method should be considered as a means of collecting primary material subject to verification by other methods.

The survey is always built on the basis of expectations based on a certain understanding of the nature and structure of the phenomena being studied, as well as ideas about the relationships and assessments of the respondents. First of all, the task arises to reveal the objective content in subjective and often inconsistent answers, to identify the leading objective tendencies and causes in them. Inconsistencies in estimates. Then the problem of comparing the expected and received arises and is solved, which can serve as a basis for correcting or changing the initial ideas about the subject.

Evaluation (method of competent judges). In essence, this is a combination of indirect observation and questioning, associated with the involvement of the most competent people in the assessment of the phenomena being studied, whose opinions, complementing and rechecking each other, make it possible to objectively evaluate the studied. This method is very economical. Its use requires a number of conditions. First of all, it is a careful selection of experts - people who know well the area being assessed, the object under study and are capable of an objective and unbiased assessment.

Study and generalization of pedagogical experience. Scientific study and generalization of pedagogical experience serve various research purposes; identifying the current level of functioning of the pedagogical process, bottlenecks and conflicts that arise in practice, studying the effectiveness and availability of scientific recommendations, identifying the Elements of a new, rational, born in the everyday creative search of advanced teachers. In its last function, the method of generalizing pedagogical experience appears in its most common form as a method of generalizing advanced pedagogical experience. Thus, the object of study can be mass experience (to identify leading trends), negative experience (to identify characteristic shortcomings and errors), but of particular importance is the study of best practices, in the process of which valuable grains of the new are identified, generalized, become the property of science and practice. found in mass practice: original techniques and their combinations, interesting methodological systems (techniques).

Experienced teaching work. If we are talking about the generalization of experience, then it is clear that scientific research follows directly from practice, follows it, contributing to the crystallization and growth of the new that is born in it. But such a ratio of science and practice today is not the only possible one. In many cases, science is obliged to stay ahead of practice, even advanced practice, without, however, breaking away from its demands and requirements.

The method of introducing deliberate changes in the educational and educational process, designed to obtain an educational and educational effect, with their subsequent verification and evaluation, is experimental work.

didactic experiment. An experiment in science is a change or reproduction of a phenomenon in order to study it under the most favorable conditions. A characteristic feature of an experiment is a planned human intervention in the phenomenon under study, the possibility of repeatedly reproducing the studied phenomena under varying conditions. This method allows you to decompose holistic pedagogical phenomena into their constituent elements. By changing (varying) the conditions under which these elements function, the experimenter is able to trace the development of individual aspects and connections, and more or less accurately record the results obtained. The experiment serves to test the hypothesis, clarify the individual conclusions of the theory (empirically verifiable consequences), establish and clarify the facts

A real experiment is preceded by a mental one. Playing mentally various options for possible experiments, the researcher selects options that are subject to verification in a real experiment, and also receives expected, hypothetical results, with which the results obtained during the actual experiment are compared.

Characteristics of theoretical studies

Due to the generalizing nature of theoretical research, all its methods have a wide field of application and are of a fairly general nature. These are methods of theoretical analysis and synthesis, abstraction and idealization, modeling and concretization of theoretical knowledge. Let's consider these methods.

Theoretical analysis and synthesis. At the theoretical level of research, many forms of logical thinking are widely used, including analysis and synthesis, especially analysis, which consists in decomposing what is being studied into units, which makes it possible to reveal the internal structure of an object. But the leading role in comparison with analysis in theoretical research is played by synthesis. On the basis of synthesis, the subject is recreated as a subordinated system of connections and interactions with the highlighting of the most significant of them.

It is only through analysis and synthesis that one can isolate the objective content, objective tendencies in the activity of students and teachers, which is subjective in form, "grasp" inconsistencies, "catch" real contradictions in development. The pedagogical process, to "see" such forms and stages of the process that are designed, but do not yet really exist.

Abstraction - concretization and idealization. The processes of abstraction and concretization are closely connected with analysis and synthesis.

Under abstraction (abstracting) is usually understood the process of mental abstraction of any property or attribute of an object from the object itself, from its other properties. This is done in order to study the subject more deeply, to isolate it from other subjects and from other properties, signs. Abstraction is especially valuable for those sciences in which experiment is impossible, the use of such means of knowledge as a microscope, chemical reagents, etc.

There are two types of abstraction: generalizing and isolating. The first type of abstraction is formed by highlighting common identical features in many objects. Isolating abstraction does not involve the presence of many objects, it can be done with only one object. Here, in an analytical way, the property we need is singled out with fixing our attention on it. For example, a teacher singles out one of the variety of features of the educational process - the availability of educational material - and considers it independently, determining what accessibility is, what causes it, how it is achieved, what is its role in the assimilation of the material.

Modeling. Comparison is widely used in theoretical studies, and especially analogy - a specific type of comparison that allows you to establish the similarity of phenomena.

Analogy provides a basis for conclusions about the equivalence in certain respects of one object to another. Then an object that is simpler in structure and accessible to study becomes a model of a more complex object, called a prototype (original). It opens up the possibility of transferring information by analogy from model to prototype. This is the essence of one of the specific methods of the theoretical level - the modeling method. At the same time, a complete liberation of the thinking subject from the empirical assumptions of the conclusion is possible, when the conclusions themselves from the model to the prototype take the form of mathematical correspondences (isomorphism, homomorphism of isofunctionalism), and thinking begins to operate not with real, but with mental models, which are then embodied in the form of schematic sign models (graphs). , schemes, formulas, etc.).

A model is an auxiliary object selected or transformed by a person for cognitive purposes, giving new information about the main object. In didactics, attempts have been made to create a model of the educational process as a whole at a qualitative level. The model representation of individual aspects or structures of learning is already practiced quite widely.

Modeling in theoretical research also serves the task of constructing something new that does not yet exist in practice. The researcher, having studied the characteristic features of real processes and their tendencies, searches for their new combinations on the basis of the key idea, makes their mental layout, i.e., models the required state of the system under study. A thought experiment can be considered a special kind of modeling based on idealization. In such an experiment, a person, on the basis of theoretical knowledge about the objective world and empirical data, creates ideal objects, correlates them in a certain dynamic model, mentally imitating the movement and those situations that could take place in real experimentation.

Concretization of theoretical knowledge. The higher the degree of abstraction, the removal from the empirical foundation, the more responsible and more complex the procedures required in order to. The results of the theoretical search have acquired the form of knowledge ready for use in science and practice.

There arises, first of all, the task “to enter the acquired knowledge into the system of existing theoretical concepts. This knowledge can deepen, develop, clarify existing theories, clarify their insufficiency and even "blow up" them.

Concretization - logical forms a, which is the opposite of abstraction. Concretization is the mental process of recreating an object from previously isolated abstractions. When concretizing concepts, they are enriched with new features.

Concretization, aimed at reproducing the development of an object as an integral system, becomes a special research method. The unity of diversity, the combination of many properties and qualities of an object, is called concrete here; abstract, on the contrary, its one-sided property, isolated from other aspects.

The method of concretization of theoretical knowledge, which includes many logical techniques and operations used at all stages of the study, thus makes it possible to translate abstract knowledge into mentally concrete and concretely effective knowledge, gives scientific results an outlet for practice.

Ways to implement research results

The most important thing in a completed pedagogical research is the implementation of its results in practice. The implementation of the results is understood as a whole range of activities implemented in a certain sequence, including informing the pedagogical community about the findings or patterns identified that give rise to any changes in practice (through the pedagogical press, in oral presentations, etc.); creation of new teaching and methodological aids based on the data obtained from the pilot study (for example, when restructuring education in primary school); development of methodological instructions and recommendations, etc. At the same time, if the effectiveness and efficiency of any pedagogical findings of practicing teachers are confirmed and they receive scientific understanding, interpretation and justification, propaganda of their experience is organized, the possibility of transferring it to other conditions is shown (for example, the propaganda of the experience of Lipetsk teachers who improved the methodology was organized in this way). lesson organization).

Continuation
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The key to the successful implementation and dissemination of the results of pedagogical research and the studied and scientifically based best practices is the creative community of teachers and workers in pedagogical science, the interest of teachers in reading scientific, pedagogical and methodological literature, the desire to personally, directly participate in experimental and experimental work, especially at that stage when a mass verification of new educational and methodological materials is organized, in which new ideas are laid down and the results of scientific and pedagogical research are reflected.

Knowledge of the basic methods of conducting pedagogical research is necessary for every creative teacher, who must know and be able to apply these methods, both to study the experience of other teachers, and to organize the verification on a scientific basis of their own pedagogical discoveries and discoveries applied in other conditions.

In the most general view the system of actions for the study of a particular pedagogical problem can be reduced to the following:

identifying the problem, determining the origins of its occurrence, understanding its essence and manifestations in the practice of the school;

assessment of the degree of its development in pedagogical science, the study of theoretical concepts and provisions related to the field of study;

formulation of a specific research problem, tasks set by the researcher, research hypotheses;

development of their proposals for solving this problem; experimental-experimental verification of their effectiveness and effectiveness;

analysis of data indicating the degree of efficiency and effectiveness of the proposed innovations;

conclusions about the significance of the results of a particular study for the development of the relevant field of pedagogical science.

Conclusion

So, we have considered the main methods of pedagogical research. How, then, from these separate methods, can a substantiated research methodology be combined, using which it is possible to solve the tasks set?

First of all, it is necessary to proceed from the position that the essence of the method is determined not by a set of techniques, but by their general focus, by the logic of the movement of a searching thought following the objective movement of an object, by the general concept of research. A method is, first of all, a scheme, a model of research actions and techniques, and only then a system of actually carried out actions and techniques that serve to prove and test a hypothesis in terms of a certain pedagogical concept.

The essence of the methodology is that it is a targeted system of methods that provides a fairly complete and reliable solution to the problem. This or that set of methods combined into a methodology always expresses the planned methods for detecting inconsistencies, gaps in scientific knowledge, and then serves as a means of eliminating gaps, resolving the identified contradictions.

Naturally, the choice of methods is largely determined by the level at which the work is carried out (empirical or theoretical), the nature of the study (methodological, theoretical applied) and the content of its final and intermediate tasks.

You can point out a number of characteristic errors when choosing methods:

a template approach to the choice of method, its stereotyped use without taking into account the specific tasks and conditions of the study; universalization of individual methods or techniques, for example, questionnaires and sociometry;

ignoring or insufficient use of theoretical methods, especially idealization, ascent from the abstract to the concrete;

the inability of separate methods to compose a holistic methodology that optimally ensures the solution of problems of scientific research.

Any method in itself is a semi-finished product, a blank that needs to be modified, specified in relation to the tasks, subject and specifically to the conditions of search work.

Finally, it is necessary to think about such a combination of research methods that they successfully complement each other, revealing the subject of research more fully and deeply, so that it is possible to double-check the results obtained by one method using another. For example, it is useful to clarify, deepen, and verify the results of preliminary observations and conversations with students by analyzing the results of tests or the behavior of students in specially created situations.

The foregoing allows us to formulate some criteria for the correct choice of the research method:

2. Compliance with modern principles of scientific research.

3. Scientific perspective, i.e. reasonable assumption that the chosen method will give new and reliable results.

4. Compliance with the logical structure (stage) of the study.

5. Perhaps a more complete focus on the comprehensive and harmonious development of the personality of the trainees, because the research method in many cases becomes a method of education and upbringing, that is, "a tool for touching the personality."

6. Harmonic relationship with other methods in a single methodological system.

All the constituent elements of the methodology and the methodology as a whole must be checked for compliance with the objectives of the study, sufficient evidence, and full compliance with the principles of pedagogical research.

References

1. Zagvyazinsky V.P. Methodology and methodology of didactic research. - M .: Pedagogy, 1982. - 147 p.

2. Pedagogy: textbook. allowance for students ped. in-tov/P 24 Ed. Yu.K. Babansky. - m.: Enlightenment, 1983. - 608 p.

Internet resources

3. student.psi911.com/lektor/pedpsi_035.htm

4. www.ido.edu.ru/psychology/pedagogical_psychology/2.html

5. (http://www.voppsy.ru/journals_all/issues/1998/985/985126.htm; see the article by Borisova E.M. “Fundamentals of Psychodiagnostics”).