Methodology of scientific research specifics of psychological and pedagogical research. Psychological and pedagogical research

Methodology is the science of the most general principles of cognition and transformation of objective reality, the ways and means of this process.

The methodology of pedagogy is a system of knowledge about the starting points of pedagogical theory, about the principles of approach to the consideration of pedagogical phenomena (about the ideological positions of science and the logic of its development) and methods for their study, as well as ways to introduce the acquired knowledge into the practice of upbringing, training and education.

The methodology has a theoretical side, associated with the establishment of basic pedagogical patterns as the initial premises of scientific research and includes a worldview function, i.e. a function that determines on which philosophical, biological and psychological ideas pedagogical research is built, the results obtained are explained and conclusions are drawn. The normative side of the methodology is the study of the general principles of the approach to pedagogical objects, the system of general and particular methods and techniques of scientific pedagogical research.

The purpose of the methodology is to perform regulatory, normative functions. Methodological knowledge can act either in a descriptive (descriptive) or prescriptive (normative) form, i.e. in the form of prescriptions, direct instructions for activity (E.G. Yudin).

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

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

The third level - specifically - scientific methodology, i.e. 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 questions put forward for more high levels methodologies, such as, for example, problems of a systematic approach or modeling in pedagogical research.

The fourth level - technological methodology - is made up of 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 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.

Methodology indicates how to carry out research and practical activities.

The methodological principle is a way to achieve the goal based on taking into account objective patterns and relationships. When conducting scientific and pedagogical research, it is necessary to be guided by the following principles:

Proceed from the objectivity and conditionality of pedagogical phenomena, i.e. comprehensive consideration of the factors, conditions that give rise to the pedagogical phenomenon;

Provide a holistic approach to the study of pedagogical phenomena and processes;

To study phenomena in their development;

To study phenomena in their connection and interaction with other phenomena;

Reliability;

Evidence (validity);

Alternative (the ability to highlight different points of view).

The main methodological approaches in pedagogy:

Systems approach. Essence: relatively independent components are considered as "a set of interrelated components: the goals of education, the subjects of the pedagogical process: a teacher and a student,

The task of the educator: taking into account the relationship of components.

The personal approach recognizes the personality as a product of socio-historical development and a bearer of culture, and does not allow the reduction of personality to nature. Personality as a goal, subject, result and main criterion for the effectiveness of the pedagogical process.

The task of the educator: the creation of conditions for the self-development of inclinations and the creative potential of the individual.

Activity approach. Activity is the basis, means and condition for the development of the personality, it is an expedient transformation of the model of the surrounding reality.

The tasks of the educator: the choice and organization of the child's activities from the position of the subject of knowledge of labor and communication (the activity of the child himself).

Polysubjective (dialogical) approach. The essence of a person is richer than his activity. Personality is a product and result of communication with people and its characteristic relationships, i. not only the objective result of the activity is important, but also the relational one. This fact of the “dialogical” content of a person’s inner world was clearly not taken into account in pedagogy, although it was reflected in proverbs (“tell me who your friend is ...”, “whom you will be with ...”).

The task of the educator: to monitor relationships, promote humane relations, improve the psychological climate in the team.

The dialogic approach, in unity with the personal and activity approach, is the essence of the methodology of humanistic pedagogy.

cultural approach. Reason: axiology - the doctrine of values ​​and the value structure of the world. It is due to the objective connection of a person with culture as a system of values ​​developed by mankind. The assimilation of culture by a person is the development of the person himself and his formation as a creative person.

Ethnopedagogical approach. Education based on national traditions, culture, customs. The child lives in a certain ethnic group.

anthropological approach. Substantiated by Ushinsky. This is the systematic use of data from all human sciences and their consideration in the construction and implementation of the pedagogical process.

In accordance with the logic of scientific research, the development of a research methodology is carried out. It is a set of theoretical and empirical methods, the combination of which makes it possible to explore the educational process with the greatest reliability. The use of a number of methods makes it possible to comprehensively study the problem under study, all its aspects and parameters.

Methods of pedagogical research, in contrast to methodology, are the very ways of studying pedagogical phenomena, obtaining scientific information about them in order to establish regular connections, relationships and build scientific theories. All their diversity can be divided into three groups: methods of studying pedagogical experience, methods of theoretical research and pedagogical experience, mathematical and statistical methods.

Methods for studying pedagogical experience – these are ways of studying the really emerging experience of organizing the educational process. Studied as best practice, i.e. the experience of the best teachers, as well as the experience of ordinary teachers. When studying pedagogical experience, methods such as observation, conversation, interviews, questionnaires, the study of written, graphic and creative works of students, and pedagogical documentation are used. Observation- purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observations are kept. Observation is usually carried out according to a predetermined plan with the allocation of specific objects of observation.

Stages of observation: definition of tasks and goals (for what, for what purpose the observation is being carried out); selection of an object, subject and situation (what to observe);

choosing the method of observation that has the least effect on the object under study and provides the most necessary information (how to observe);

the choice of ways to register the observed (how to keep records); processing and interpretation of the information received (what is the result).

Distinguish between observation included, when the researcher becomes a member of the group in which the observation is carried out, and non-included observation - "from outside"; open and hidden (incognito); complete and selective.

Observation is a very accessible method, but it has its drawbacks related to the fact that the results of observation are influenced by the personal characteristics (attitudes, interests, mental states) of the researcher.

Survey Methods- conversation, interview, questioning. Conversation - an independent or additional research method used to obtain the necessary information or clarify what was not clear enough during observation. The conversation is conducted according to a predetermined plan, highlighting issues that need to be clarified. When interviewing, the researcher adheres to pre-planned questions asked in a certain sequence. During the interview, responses are recorded openly.

Questionnaire- a method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed give written answers to the questions. A conversation and an interview are called a face-to-face survey, and a questionnaire is called an absentee survey.

The effectiveness of the conversation, interviewing and questioning largely depends on the content and structure of the questions asked.

These methods are also called methods of empirical knowledge of pedagogical phenomena. They serve as a means of collecting scientific and pedagogical facts that are subjected to theoretical analysis. Therefore, a special group methods of theoretical research.

Theoretical analysis- this is the selection and consideration of individual aspects, features, features, properties of pedagogical phenomena. Analyzing individual facts, grouping, systematizing them, we identify in them the general and the special, we establish general principle or a rule. Analysis helps to penetrate into the essence of the studied pedagogical phenomena.

Inductive and deductive methods- these are logical methods of generalization of empirically obtained data. The inductive method involves the movement of thought from private judgments to general conclusion, deductive - from a general judgment to a particular conclusion.

Theoretical methods are needed to identify problems, formulate hypotheses, and evaluate collected facts. Theoretical methods are associated with the study of literature: the works of the classics on the issues of human knowledge in general and pedagogy in particular; general and special works on pedagogy; historical and pedagogical works and documents; periodical pedagogical press; fiction about school, education, teacher; reference pedagogical literature, textbooks and manuals on pedagogy and related sciences.

Valuable material can give studying the products of students' activities: written, graphic, creative and control works, drawings, drawings, details, notebooks in individual disciplines, etc. These works can provide the necessary information about the individuality of the student, about his attitude to work and the level of skills and abilities achieved in a particular area.

Examining school records(personal files of students, medical records, class journals, student diaries, minutes of meetings, sessions) equips the researcher with some objective data characterizing the actual practice of organizing the educational process.

plays an important role in pedagogical research. experiment - a specially organized test of a particular method, acceptance of work to identify its pedagogical effectiveness. Pedagogical experiment - research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena, which involves experimental modeling of a pedagogical phenomenon and the conditions for its occurrence; active influence of the researcher on the pedagogical phenomenon; measurement of response, results of pedagogical influence and interaction; repeated reproducibility of pedagogical phenomena and processes.

There are the following stages of the experiment:

Theoretical (statement of the problem, definition of the goal, object and subject of research, its tasks and hypotheses);

Methodical (development of a research methodology and its plan, program, methods for processing the results obtained);

The actual experiment - conducting a series of experiments (creating experimental situations, observing, managing experience and measuring the reactions of the subjects);

Analytical - quantitative and qualitative analysis, interpretation of the facts obtained, formulation of conclusions and practical recommendations.

A distinction is made between a natural experiment (under the conditions of a normal educational process) and a laboratory experiment - the creation of artificial conditions for testing, for example, a particular teaching method, when individual students are isolated from the rest. The most commonly used natural experiment. It can be long or short term.

A pedagogical experiment can be ascertaining, establishing only the real state of affairs in the process, or transforming (developing), when its purposeful organization is carried out to determine the conditions (methods, forms and content of education) for the development of the personality of a student or children's team.

Mathematical methods in pedagogy are used to process the data obtained by survey methods and experiments, as well as to establish quantitative relationships between the studied phenomena. They help to evaluate the results of the experiment, increase the reliability of the conclusions, and provide grounds for theoretical generalizations. The most common of the mathematical methods used in pedagogy are registration, ranking and scaling.

Statistical Methods are used in the processing of mass material - determining the average values ​​of the obtained indicators: arithmetic mean; calculation of the degree of dispersion around these values ​​- dispersion, i.e. standard deviation, coefficient of variation, etc.

To carry out these calculations, there are appropriate formulas, reference tables are used. The results processed using these methods make it possible to show quantitative dependence in the form of graphs, charts, tables.

The volume and duration of scientific and practical research are determined by the nature of the problem. The final and main stage of scientific and practical research is the implementation of its results in the educational process.

New pedagogical knowledge is disseminated through the oral presentations of researchers at conferences, through the publication of scientific articles, brochures, books, methodological recommendations and program and methodological documents, through textbooks and teaching aids in pedagogy.

Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

2. Classification of methods of psychological and pedagogical research

3. Characterization of empirical research

4. Characteristics of theoretical studies

5. Ways to implement the research results

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 are used, the knowledge of which is necessary for all those involved in individual and collective scientific research.

1. 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 common system 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 techniques and procedures, i.e., research methods. Methodological propositions and principles receive their effective, instrumental expression precisely in methods.

The widely used term "method scientific research» is to a large extent 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, 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 to carry out research activities. 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.

2. 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;

by the method of data processing;

interpretive.

TO organizational methods the scientist said:

· 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 the 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 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.

Finally, interpretive-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. Methods belonging to the first group are, strictly speaking, either general scientific (for example, observation, experiment) or general methods. social sciences(for example, survey, questioning, assessment), 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 movement from common methods(analysis of experience) to specific (observation, modeling, etc.), and then back to general, from qualitative methods to quantitative ones and from them again to qualitative ones.

Lecture 4. methods of psychological and pedagogical research

Lecture questions:

1. Empirical methods of psychological and pedagogical research: a method of studying scientific and methodical literature; observation method; conversation method; survey methods.

2. Method of experiment in pedagogical research.

3. Theoretical and comparative-historical methods of psychological and pedagogical research.

4. Methods of mathematical statistics in psychological and pedagogical research.

Empirical knowledge is knowledge about the main parameters of the facts under study, about the functional relationships between these parameters, about the behavior of objects. TO research methods, allowing to obtain empirical data on psychological and pedagogical processes, can be attributed to those that are directly related to reality, to practice. They ensure the accumulation, fixation, classification and generalization of the source material for the creation of a psychological and pedagogical theory. These include: scientific observation, different types psychological and pedagogical experiments, work with scientific facts- description of the obtained results, classification of facts, their systematization, various methods of analysis and generalization; surveys, conversations, studying the results of the activities of specific individuals, etc.

The study of psychological and pedagogical scientific and methodological literature, manuscripts, archival materials, materials on magnetic and other media containing facts characterizing the history and state of the art of the object under study, serves as a way to create initial ideas and an initial concept about the subject of research, its aspects and connections, to detect gaps, ambiguities in the development of the problem chosen for study. A thorough study of the literature helps to separate the known from the unknown, fix the already developed concepts, established facts, accumulated pedagogical experience, and clearly outline the boundaries of the subject of research.

Work on literature begins with the compilation of a bibliography - a list of works to be studied, their list, a scientific description, and the necessary indexes. The bibliography usually includes books, textbooks, educational and teaching aids, journals, articles in collections of scientific and methodological works, abstracts on different levels conferences, monographs, abstract reviews, abstracts of dissertations, etc.

Primary acquaintance with the literature and other sources should give an idea of ​​the problems, the main content of a particular work. For this it is useful to first read the annotation, introduction, table of contents, conclusion, and skim the content of the source. After that, the method of working out the publication is determined: careful study with notes; selective study, accompanied by extracts; general introduction to annotation, etc.

The results of working with the literature on each issue under study should preferably be presented in the form of thematic reviews, abstracts, reviews and other sources that outline the main interests of the researcher. scientific statements. At the same time, it is important to reveal the existing contradictions in the approaches to the problem under study, to identify coinciding and non-coinciding points of view on the subject of research, developed provisions, and unclear and debatable issues that exist in them. It should be emphasized what the author of each work brings to the study of the problem, what original approaches and solutions he offers, what is their scientific novelty, theoretical and practical significance. At the same stage, it is advisable to express and fix your attitude to the author's positions, to the conclusions obtained by the researchers.

The study of literature and various kinds of sources continues throughout the study. Newly discovered facts encourage rethinking and evaluating the content of already studied books and documents, stimulate attention to issues that have not previously been given due attention, and allow reflecting on the analytical activity of the researcher himself. A solid documentary base of scientific work is an important condition for its objectivity and depth.

One of the empirical methods of psychological and pedagogical research, which receives much attention, is observation. This method involves purposeful, systematic and systematic perception and fixation of the manifestations of psychological and pedagogical phenomena and processes.

Features of observation scientific method are:

- focus on a clear, specific goal;

- planned and systematic;

- objectivity in the perception of the studied and its fixation;

– preservation of the natural course of psychological and pedagogical processes.

observation can be: purposeful and random; continuous and selective; direct and indirect; long and short term; open and hidden (“incognito”); ascertaining and evaluating; continuous and selective; uncontrolled and controlled (registration of observed events according to a previously worked out procedure); causal and experimental; field (observation in natural conditions) and laboratory (in an experimental situation).

In this regard, observation as a research method requires the researcher to follow the following rules:

– a clear definition of the purpose of observation;

- drawing up, depending on the purpose, an observation program;

– detailed recording of observation data;

The observation program must accurately determine the sequence of work, highlight the most important objects of observation, methods for fixing the results (protocol records, diaries of observations, etc.).

Like any method, observation has its own strengths and weaknesses. TO strengths should include the possibility of studying the subject in its integrity, natural functioning, living multifaceted connections and manifestations. At the same time, this method does not allow one to actively intervene in the process being studied, change it, or deliberately create certain situations, or make accurate measurements. Consequently, the results of observation must necessarily be supported by data obtained using other methods of psychological and pedagogical research.

Conversation- one of the main methods of psychology and pedagogy, which involves obtaining information about the phenomenon under study in logical form, both from the studied person, members of the studied group, and from the surrounding people. In the latter case, the conversation acts as an element of the method of generalization of independent characteristics. The scientific value of the method lies in establishing personal contact with the object of study, the ability to obtain data promptly, clarify them in the form of an interview.

The conversation can be formalized and non-formalized. formalized conversation involves a standardized formulation of questions and registration of answers to them, which allows you to quickly group and analyze the information received. informal conversation is conducted on non-rigidly standardized questions, which makes it possible to consistently raise additional questions based on the current situation. During a conversation of this type, as a rule, closer contact is achieved between the researcher and the respondent, which contributes to obtaining the most complete and in-depth information.

The practice of psychological and pedagogical research has developed certain rules for using the conversation method :

- talk only on issues directly related to the problem under study;

- formulate questions clearly and clearly, taking into account the degree of competence of the interlocutor in them;

- select and ask questions understandable form that encourages respondents to give detailed answers to them;

- avoid incorrect questions, take into account the mood, subjective state of the interlocutor;

- to conduct a conversation in such a way that the interlocutor sees in the researcher not a leader, but a comrade who shows genuine interest in his life, thoughts, aspirations;

- do not conduct a conversation in a hurry, in an excited state;

- choose a place and time for the conversation so that no one interferes with its course, maintains a friendly attitude.

Call a person to frankness and listen to him - great art. Naturally, the frankness of people should be valued and ethically carefully handle the information received. The frankness of the conversation increases when the researcher does not take any notes.

Interrogation methods of psychological and pedagogical research are written or oral, direct or indirect appeals of the researcher to respondents with questions, the content of the answers to which reveals certain aspects of the problem under study. These methods are used in cases where the source of the necessary information is people - direct participants in the processes and phenomena being studied. With the help of survey methods, one can obtain information both about events and facts, and about the opinions, assessments, and preferences of the respondents.

The widespread use of survey methods is explained by the fact that the information received from respondents is often richer and more detailed than that which can be obtained using other methods. It is easy to process, it can be obtained relatively quickly and cheaply.

Survey methods in psychological and pedagogical research are used in the following forms: in the form of an interview (oral survey), questionnaire (written survey), expert survey, testing (with standardized forms for evaluating survey results), as well as using sociometry, which allows, based on the survey, to identify interpersonal relationships in a group of people. Let us briefly characterize each of these methods.

Questionnaire– a method of empirical research based on a survey of a significant number of respondents and used to obtain information about the typicality of certain psychological and pedagogical phenomena. This method makes it possible to establish common views, opinions of people on certain issues; identify the motivation of their activities, the system of relations.

There are the following types of surveys - personal(with direct contact between the researcher and the respondent) or indirect(questionnaires are distributed by handout, and respondents answer them at a convenient time); individual or group; continuous or selective.

As in a conversation, the questionnaire is based on a special questionnaire - a questionnaire. . Based on the fact that questionnaire- this is a research document developed in accordance with established rules, containing a series of questions and statements ordered in content and form, often with options for answers to them, its development requires special attention and thoughtfulness.

It is advisable that the questionnaire includes three semantic parts: introductory containing the purpose and motivation of the survey, the significance of the respondent's participation in it, the guarantee of the secrecy of answers and a clear statement of the rules for filling out the questionnaire; main, consisting of a list of questions to be answered; socio-demographic, designed to reveal the main biographical data and social status of the respondent.

Practice shows that When developing a research questionnaire, it is advisable to present the following basic requirements:

- approbation (pilot) of the questionnaire in order to check and evaluate its validity (validity), search for the best option and the volume of questions;

- clarification before the start of the survey of its goals and implications for the results of the study;

- the correct formulation of questions, involving at the same time respectful attitude to the respondents;

– leaving the possibility of anonymous responses;

– exclusion of the possibility of ambiguous interpretation of questions and the use of special terms and foreign words, which may not be clear to the respondents;

- make sure that the question does not ask you to evaluate several facts at once or express an opinion about several events at the same time.

- building a questionnaire according to the principle: from more simple questions to more complex

- do not get carried away with verbose, long questions and the proposed answers to them, as this makes it difficult to perceive and increases the time to fill them out;

- posing questions in linear (each subsequent question develops, specifies the previous one) and cross (the answer to one question checks the reliability of the answer to another question) ways creates a favorable psychological attitude among the respondents and the desire to give sincere answers;

– provide for the possibility of quickly processing a large number of responses using the methods of mathematical statistics.

The experience of conducting surveys shows that the answers are given more meaningful and complete when the questionnaire includes a small number of questions (no more than 7-10).

When compiling the questionnaire, several options for constructing questions are used. These are open, closed and semi-closed questions, as well as filter questions.

open call questions to which respondents must independently give answers and enter them in specially designated places in the questionnaire or in a special form. Such questions are used in cases where the researcher seeks to involve the respondent in active work on the formation of proposals, advice on a problem, or when the set of alternatives for the question being asked is not entirely clear.

Closed are the questions to which the questionnaire offers possible options answers. They are used in cases where the researcher clearly imagines what the answers to the question may be, or when it is necessary to evaluate something according to certain features important for study, etc. The advantages of closed questions are: the ability to exclude misunderstanding of the question, compare responses from various groups of respondents, as well as the ease of filling out the questionnaire and processing the data received.

Of significant importance preliminary testing of the questionnaire. External signs of responses (stereotyping, monosyllabicity, alternativeness, a significant number of responses such as “I don’t know”, “Difficult to answer” or omissions, white stripes; “guessing” the answer desired by the researcher, etc.) indicate that the wording of the questions is complex , inaccurate, to a certain extent duplicate one another, similar in content, the respondents did not realize the significance of the survey, the importance of truthful answers for the researcher.

When used correctly, surveys can provide reliable and objective information.

Interview – a kind of survey method, a special type of purposeful communication with a person or group of people. The basis of the interview is a simple conversation. However, unlike it, the roles of the interlocutors are fixed, normalized, and the goals are determined by the design and objectives of the study.

The specifics of the interview are that the researcher determines in advance only the topic of the forthcoming research and the main questions to which he would like to receive answers. All necessary information, as a rule, are drawn from the information obtained in the process of communication of the person taking the interview (interviewer) with the person giving it. The success of the interview, the completeness and quality of the information received largely depend on the nature of this communication, on the closeness of contact and the degree of mutual understanding of the parties.

The interview has its advantages and disadvantages compared to the questionnaire. The main difference between them is in the form of contact. When questioning, the communication between the researcher and the respondent is mediated by the questionnaire. The questions contained in it, their meaning, the respondent interprets independently within the limits of his knowledge. He forms the answer and fixes it in the questionnaire in the way indicated in the text of the questionnaire, or announced by the person conducting the survey. During the interview, the contact between the researcher and the person - the source of information is carried out with the help of a specialist (interviewer), who asks the questions provided for by the research program, organizes and directs the conversation with the respondents, and also records the answers received according to the instructions.

In this case, the following are clearly revealed benefits of an interview: firstly, in the course of working with respondents, it is possible to take into account their level of preparation, determine their attitude to the topic of the survey, individual problems, fix their intonation and facial expressions. Secondly, it becomes possible to flexibly change the wording of questions, taking into account the personality of the respondent and the content of previous answers. Thirdly, you can put additional (clarifying, control, suggestive, explanatory, etc.) questions. Fourth, the proximity of the interview to an ordinary conversation contributes to the emergence of a relaxed atmosphere of communication and an increase in the sincerity of answers. Fifthly, the interviewer can monitor the psychological reactions of the interlocutor and, if necessary, correct the conversation.

As main disadvantage This method should highlight the high complexity of the work with a small number of respondents.

According to the goal that the researcher strives to achieve, they distinguish opinion interview, clarifying the assessment of phenomena, events, and documentary interview associated with the establishment of facts. 1

The individual and the group are specific objects of psychological and pedagogical research, which have significant features that predetermine the use of a number of special methods for studying the productivity of the system of influence on these objects.

One of them is - test method, that is, the performance by the test subjects of tasks of a certain kind with precise ways of evaluating the results and their numerical expression. This method allows you to identify the level of knowledge, skills, abilities and other personality traits, as well as their compliance with certain standards by analyzing how the subjects perform a number of special tasks. Such tasks are called tests.

"Test- this is a standardized task or tasks that are specifically interconnected, which allow the researcher to diagnose the degree of severity of the studied property in the subject, his psychological characteristics, as well as his attitude to certain objects. As a result of testing, some characteristic is usually obtained, showing the degree of severity of the studied feature in a person. It should be comparable with the norms established for this category of subjects. Therefore, with the help of testing, it is possible to determine the existing level of development of a certain property in the object of research and compare it with the standard or with the development of this quality in the subject in an earlier period.

Tests are characterized by the following features: objectivity (exclusion of the influence of random factors on the subject), model (expressiveness in the task of any complex, complex whole phenomenon), standardization (establishment of the same requirements and norms when analyzing the properties of the subjects, or processes and results).

Orientation tests are divided into tests of achievement, abilities and personality:

A) achievement tests- mainly didactic, determining the level of mastering the educational material, the formation of students' knowledge, skills and abilities. Didactic test should be understood as a task system specific shape and a certain content, arranged in order of increasing difficulty, created in order to objectively assess the structure and measure the level of preparedness of students. Thus, it is advisable to consider a didactic test not as an ordinary set or set of tasks, but as a system that has two main system factors: the content composition test items, forming the best integrity, and increasing difficulty from task to task;

b) ability tests(making it possible to judge not only the results in the assimilation of a certain educational material, but also about the respondent's prerequisites for completing tasks of this type, class). Such tests are most often associated with the diagnosis of the cognitive sphere of the personality, the characteristics of thinking, and are usually called intellectual. These include, for example, Raven's test, Amthauer's test, Wexler's subtests, etc.;

V) personality tests, which make it possible, by reaction to the test tasks, to judge the features of personality properties - orientation, temperament, character traits. Manifestations of personality traits are evoked by presenting projective material (unfinished sentences, images - stimulating associative reactions in respondents).

The testing method is the most controversial and at the same time widespread in the study of personality.

Currently, there are well-established, high-quality, fairly effective tests, which are characterized primarily by high validity and reliability of use.

Test validity- the suitability of the test to measure the property, quality, phenomenon that they want to measure.

The possibilities of the testing method cannot be overestimated. They must be used in conjunction with all other methods.

Ministry of Education of the Republic of Belarus

Educational Establishment "Grodno State University. Ya.Kupala»

CSRS No. 2 in the discipline "Special Psychology" on the topic: " The method of observation as the main method of studying children with special needs of psychophysical development»

Prepared by student Shakhnyuk Olga,

Faculty of Education,

Oligophrenopedagogy. speech therapy,

2 course, 22 group.

Lecturer: Flerko Natalya Vladimirovna

Signature __________

Basic forms and methods of diagnostics.

Today, the role of diagnostics is very great: timely identification of children with developmental disorders is required; determination of their optimal educational route; providing individual support in the institution general type; software development individual training for children with complex and severe mental developmental disorders, for whom education in accordance with standard educational programs is not available. All this work can be carried out only on the basis of a deep and comprehensive study of the child. The construction of a psychological and pedagogical examination of a child with special needs of psychophysical development should be distinguished by a variety and a large number of methods used, which makes it possible to correctly qualify various disorders and their correlations.

The right choice of proven diagnostic techniques, a combination of various methods of psychological diagnostics (experiment, test, projective techniques) with specially organized observation and analysis of the products of children's activities and creativity will help increase the efficiency of the diagnostic process, prevent errors in identifying the causes of learning difficulties and determining the level of cognitive and personal development of the child.

In the course of the survey, the causes that cause difficulties in learning are revealed, ways to compensate for the existing violation are determined, as well as the conditions necessary for the child to achieve the highest possible level of education, integration into society. An indispensable condition that must be strictly observed is the conduct of a psychological, medical and pedagogical examination of the child with the consent and in the presence of one of his parents or legal representative.

The choice of one or another psychological and pedagogical examination technique in each specific case depends on the goals and objectives of the examination, the age of the child and the leading type of activity inherent in him, as well as the developmental disorder that the child has, social factor and etc.

A prerequisite for the implementation of diagnostics is the creation of a comfortable environment: lighting, sound background, furniture quality, space organization, convenient placement of necessary materials. The examination procedure should be adequate to the capabilities of a child with special needs in terms of the nature of the stimulus material and the sequence of its presentation.

The results of the examination are also influenced by the personality of the adult conducting the diagnosis. The creation of a benevolent atmosphere, establishing contact with the child, removing his anxiety and uncertainty depends on his professionalism, demeanor.

The purpose of the introductory: identification of the initial level, the state of children for drawing up a program for the development of children, a work plan.

The purpose of the interim: evaluation of the effectiveness of pedagogical influences, timely correction of development programs, drawing up a further work plan.

Target: identification of the achieved level of development of abilities, urgent necessary correction for children of graduation groups, a comprehensive assessment pedagogical activity.

Forms intermediate diagnosis:

Slice control

Test tasks

Keeping a child diary

Contests

Exhibitions of drawings, etc.

Methods of psychological and pedagogical research.

Observation- purposeful perception of facts, processes or phenomena, which can be direct, carried out with the help of the senses, or indirect, based on information received from various instruments and means of observation, as well as other persons who conducted direct observation.

Classification of types of observation:

by time: continuous and discrete;

by volume: wide and highly specialized;

according to the type of connection between the observer and the observed: not included (open) and included (hidden).

Observation- one of the main methods used in pedagogical practice. It is a method of long-term and purposeful description of mental characteristics that are manifested in the activities and behavior of students, based on their direct perception with the obligatory systematization of the data obtained and the formulation of possible conclusions.

In order for an observation to be scientific, it must meet the following requirements:

Purposefulness- observation is carried out not for the student in general, but for the manifestations of specific personality traits.

Planning- before the start of observation, it is necessary to outline certain tasks (what to observe), to think over a plan (terms and means). Indicators (what to record), possible miscalculations (mistakes) and ways to prevent them, expected results.

Independence– observation should be an independent, not a passing task. For example, not the best way to find out the qualities of the students, there will be a trip to the forest on an excursion, because the information obtained in this way will be random, since the main efforts of attention will be directed to solving organizational problems.

Naturalness- observation should be carried out in natural conditions for the student.

Systematic- observation should not be carried out on a case-by-case basis, but systematically, in accordance with a plan.

Objectivity- the teacher should record not what he "wants to see" in support of his assumption, but objective facts.

Fixation– data should be recorded during the observation or immediately after it.

Observation is a laborious method.

It is almost impossible to exclude the influence of random factors.

It is impossible to fix everything, so you can miss the essential and note the insignificant.

Intimate situations do not lend themselves to observation.

The method is passive: the teacher observes situations that appear regardless of his plans, he cannot influence the course of events.

Observation provides information that is difficult to quantify.

Survey can be conducted orally (conversation, interview) and in the form of a written or questionnaire survey.

Application conversations and interviews requires the researcher to clearly set goals, basic and auxiliary questions, create a favorable moral and psychological climate and trust, the ability to observe the course of a conversation or interview and direct them in the right direction, keep records of the information received.

Conversation- a method of establishing in the course of direct communication the mental characteristics of the student, which allows you to obtain information of interest with the help of pre-prepared questions.

The conversation can be carried out not only with students, but also with teachers or parents. For example, in conversations with teachers various items it is possible not only to trace the interests of specific students, but also to establish the characteristics of the class as a whole.

A conversation can also be conducted with a group, when the teacher asks questions to the whole group and ensures that the answers include the opinion of all members of the group, and not just the most active ones. Usually such a conversation is used for initial acquaintance with the members of the group or for obtaining information about the social processes in the group.

The conversation can be both more standardized and more free.

In the first case, the conversation is conducted according to a strictly regulated program, with a strict sequence of presentation, clearly fixing the answers and relatively easy to process the results.

In the second case, the content of the question is not planned in advance. Communication flows more freely, wider, but this complicates the organization, conduct of the conversation and processing of the results. This form places very high demands on the teacher.

There are also intermediate forms of conversation that try to combine the positive qualities of both of these types.

Preliminary work is very important in preparing for a conversation.

The leader of the conversation should carefully consider all aspects of the problem that he is going to talk about, pick up those facts that he may need. A clear statement of the purpose of the conversation helps to formulate clear questions and avoid random ones.

He must determine in what order he will raise topics or ask questions.

It is important to choose the right place and time for the conversation. It is necessary that there are no people nearby whose presence could confuse, or, even worse, affect the sincerity of the interlocutor.

When conducting a conversation, especially a free one, you should adhere to the following recommendations:

Communication should begin with topics that are pleasant to the interlocutor, so that he willingly begins to speak.

Questions that may be unpleasant for the interlocutor or cause a feeling of verification should not be concentrated in one place, they should be evenly distributed throughout the conversation.

The question should cause discussion, development of thought.

Questions should take into account the age and individual characteristics of the interlocutor.

Sincere interest and respect for the opinion of the interlocutor, a benevolent attitude in conversation, the desire to convince, and not force an agreement, attention, sympathy and participation are no less important than the ability to speak convincingly and reasonably. Modest and correct behavior inspires confidence.

The teacher should be attentive and flexible in conversation, prefer indirect questions to direct ones, which are sometimes unpleasant to the interlocutor. Reluctance to answer a question should be respected, even if it misses important research information. If the question is very important, then during the conversation you can ask it again in a different wording.

From the point of view of the effectiveness of the conversation, it is better to ask several small questions than one large one.

In a conversation with students, indirect questions should be widely used. It is with their help that the teacher can obtain information of interest to him about the hidden aspects of the child's life, about the unconscious motives of behavior, ideals.

In no case should you express yourself in a gray, banal or incorrect way, trying in this way to approach the level of your interlocutor - this is shocking.

For greater reliability of the results of the conversation, the most important questions should be in various forms repeat and thereby control previous answers, supplement, remove uncertainty.

Do not abuse the patience and time of the interlocutor. The conversation should not last more than 30-40 minutes.

The undoubted advantages of the conversation include:

The presence of contact with the interlocutor, the ability to take into account his responses, evaluate his behavior, attitude to the content of the conversation, ask additional, clarifying questions. The conversation can be purely individual in nature, be flexible, maximally adapted to the student.

Oral responses take less time than written responses.

The number of unanswered questions is markedly reduced (compared to written methods).

Students take questions more seriously.

At the same time, it should be borne in mind that in a conversation we receive not an objective fact, but a person's opinion. It may happen that he arbitrarily or involuntarily distorts the real state of affairs. In addition, a student, for example, often prefers to say what is expected of him.

A particular problem is fixing the conversation. Tape recording made without the consent of the interlocutor is prohibited for ethical and legal reasons. Open recording confuses and depresses the interlocutor in the same way as shorthand. Direct recording of answers during a conversation becomes an even more serious hindrance if the interviewer is interested not so much in facts and events as in a point of view, a position on a particular issue. Recordings made immediately after the conversation are fraught with the danger of subjective transformations.

Experimental Methods

Experiment- a scientifically set experiment associated with the observation of the phenomena under study in conditions created and controlled by the researcher.

Psychological and pedagogical experiment (PES) is created on the basis of a natural experiment. During PES, the researcher actively influences the course of the studied phenomena, changes the usual conditions, purposefully introduces new ones, identifies certain trends, evaluates the qualitative and quantitative results, establishes and confirms the reliability of the identified patterns.

An experiment is a method of psychological research that allows not only to describe a phenomenon, but also to explain it. The researcher deliberately influences what is happening in order to identify patterns, isolate a set of the most favorable conditions.

This method is used mainly in scientific work in the field of pedagogy. It can also be used in the daily activities of the teacher to test the effectiveness of new and optimize well-established methods of work.

Laboratory experiment characterized by the fact that the researcher himself causes the phenomenon under study, repeating it as many times as necessary, arbitrarily creates and changes the conditions under which this phenomenon occurs. By changing individual conditions, the researcher has the opportunity to identify each of them.

The laboratory experiment is carried out in artificial for the student, specially created and precisely taken into account conditions. Often it is carried out in a specially equipped room (for example, light and soundproof booths), with the active use of various physical devices and recording equipment.

The unnaturalness of the experimental situation leads to tension, stiffness of the subject, his constraint due to unusual conditions.

In addition, although the laboratory experiment reflects, to a certain extent, real life situations, but often still far from them. Therefore, it is rarely used to solve pedagogical problems of the educational process. Nevertheless, like no other method, it makes it possible to accurately take into account the conditions, to maintain strict control over the course and all stages of the experiment. Quantification of results, high degree their reliability and reliability allows not only to describe, measure, but also to explain mental phenomena.

natural experiment(developed by the Russian psychologist A.F. Lazursky) is carried out in the usual, familiar conditions for the subjects, without special equipment.

A natural experiment is distinguished by the fact that students who are in their natural conditions of play, learning or work activity are not aware of the ongoing psychological research.

A natural experiment combines the advantages of observation and laboratory experiment, although it is less accurate, its results are more difficult to quantify. But here there is no negative influence of emotional stress, the intentionality of the response.

Simulation experiment is an explanation of mental phenomena through their modeling. In an experimental situation, the student reproduces (models) one or another activity that is natural for him: emotional or aesthetic experiences, memorization of the necessary information. During this simulation, the researchers also try to identify the most favorable conditions for this process.