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Method of conversation in psychology. Section III

Teaching methods and their classification

An essential component of pedagogical technologies are teaching methods - methods of orderly interconnected activities of the teacher and students.

In the pedagogical literature there is no consensus on the role and definition of the concept of "teaching method". So, Yu.K. Babansky believes that "a method of teaching is a method of orderly interconnected activity of a teacher and students, aimed at solving the problems of education." T.A. Ilyina understands the teaching method as "a way of organizing the cognitive activity of students."

In the history of didactics, there have been various classifications teaching methods, the most common of which are:

according to external signs of the activity of the teacher and students: lecture; conversation; story; briefing; demonstration; exercises; problem solving; work with the book;

by source of knowledge:

verbal;

visual: demonstration of posters, diagrams, tables, diagrams, models; use of technical means; watching movies and TV programs;

practical: practical tasks; trainings; business games; analysis and decision conflict situations etc.;

according to the degree of activity of students' cognitive activity: explanatory; illustrative; problem;

partial search; research

according to the logic of the approach: inductive; deductive; analytical; synthetic

Close to this classification is the classification of teaching methods, compiled according to the criterion of the degree of independence and creativity in the activities of students. Since the success of training to a decisive extent depends on the orientation and internal activity of the trainees, on the nature of their activity, it is precisely the nature of the activity, the degree of independence and creativity that should serve as an important criterion for choosing a method. In this classification, it is proposed to distinguish five teaching methods:

explanatory and illustrative method;

reproductive method;

method of problem presentation;

partial search, or heuristic, method;

research method

In each of the subsequent methods, the degree of activity and independence in the activities of students increases.

Explanatory-illustrative method of teaching - a method in which students receive knowledge in a lecture, from a training or methodological literature, through the onscreen manual in a "finished" form. Perceiving and comprehending facts, assessments, conclusions, students remain within the framework of reproductive (reproducing) thinking. In high school, this method finds the widest application for transferring a large amount of information.

Reproductive teaching method - a method where the application of what has been learned is carried out on the basis of a pattern or rule. Here, the activity of trainees is algorithmic in nature, i.e. is carried out according to instructions, prescriptions, rules in situations similar to those shown in the sample.

The method of problem presentation in teaching is a method in which, using a variety of sources and means, the teacher, before presenting the material, poses a problem, formulates a cognitive task, and then, revealing the system of evidence, comparing points of view, different approaches, shows a way to solve the problem. tasks. Students seem to become witnesses and accomplices of scientific research. Both in the past and in the present, this approach is widely used.

The partial search, or heuristic, method of learning is to organize active search solving cognitive tasks put forward in training (or independently formulated) either under the guidance of a teacher, or on the basis of heuristic programs and instructions. The process of thinking acquires a productive character, but at the same time it is gradually directed and controlled by the teacher or the students themselves on the basis of work on programs (including computer ones) and teaching aids.

research method training - a method in which, after analyzing the material, setting problems and tasks, and brief oral or written instruction, students independently study literature, sources, conduct observations and measurements, and perform other search activities. Initiative, independence, creative search are manifested in research activities most complete. Methods of educational work directly develop into methods of scientific research.

Conversation as a teaching method

Conversation is a dialogic teaching method in which the teacher, by posing a carefully thought-out system of questions, leads students to understand new material or checks their assimilation of what they have already studied.

The conversation is one of the oldest methods of didactic work. It was skillfully used by Socrates, from whose name the concept of "Socratic conversation" originated.

Depending on the specific tasks, the content of the educational material, the level of creative cognitive activity of students, the place of conversation in the didactic process, allocate different kinds conversations.

Heuristic conversation is widespread (from the word "eureka" - I find, open). In the course of a heuristic conversation, the teacher, relying on the students' knowledge and practical experience, brings them to the understanding and assimilation of new knowledge, the formulation of rules and conclusions.

Communicating conversations are used to communicate new knowledge. If the conversation precedes the study of new material, it is called introductory or introductory. The purpose of such a conversation is to arouse in students a state of readiness for learning new things. Reinforcing conversations are used after learning new material.

During the conversation, questions can be addressed to one student (individual conversation) or by students of the whole class (frontal conversation).

One type of conversation is the interview. It can be carried out both with the class as a whole and with individual groups of students. It is especially useful to organize an interview in high school, when students show more independence in their judgments, they can raise problematic questions, express their opinion on certain topics put by the teacher for discussion.

The success of the interviews largely depends on the correctness of the questions. Questions are asked by the teacher to the whole class so that all students prepare for the answer.

Questions should be short, clear, meaningful, formulated in such a way as to awaken the student's thought. You should not put double, prompting questions or leading to guessing the answer. should not be formulated alternative questions requiring unambiguous answers like "yes" or "no".

In general, the conversation method has the following advantages:

Activates students;

Develops their memory and speech;

Makes students' knowledge open;

Has great educational power;

It is a good diagnostic tool.

Disadvantages of the conversation method:

Requires a lot of time;

Contains an element of risk (a student may give an incorrect answer, which is perceived by other students and recorded in their memory);

A store of knowledge is needed.

Conversation- this is a method of obtaining information orally from a person of interest to the researcher by conducting a thematically directed conversation with him.

The conversation is widely used in medical, age, legal, political and other branches of psychology. As an independent method, it is especially intensively used in practical psychology, in particular in consultative, diagnostic and psycho-corrective work. In the activities of a practical psychologist, conversation often plays the role of not only a professional method of collecting psychological information, but also a means of informing, persuading, and educating.

Conversation as a research method is inextricably linked with conversation as a way of human communication, therefore its qualified application is unthinkable without fundamental socio-psychological knowledge, communication skills, and the communicative competence of a psychologist.

In the process of communication, people perceive each other, understand others and their “I”, therefore the method of conversation is closely connected with the method of observation (both external and internal). Non-verbal information obtained during an interview is often no less important and significant than verbal information. The inextricable link between conversation and observation is one of its characteristic features. At the same time, a conversation aimed at obtaining psychological information and having a psychological impact on a person can be attributed, along with self-observation, to the most specific methods for psychology.

Distinctive feature conversation in a number of other verbal and communicative methods is the free, relaxed manner of the researcher, the desire to liberate the interlocutor, to win him over. In such an atmosphere, the sincerity of the interlocutor increases significantly. At the same time, the adequacy of the data on the problem under study obtained during the conversation increases.

The researcher must take into account the most common causes of insincerity. This is, in particular, the fear of a person to show himself from a bad or funny side; unwillingness to mention third parties and give them characteristics; refusal to disclose those aspects of life that the respondent considers intimate; fear that unfavorable conclusions will be drawn from the conversation; antipathy to the interlocutor; misunderstanding the purpose of the conversation.

For a successful conversation, the beginning of the conversation is very important. To establish and maintain good contact with the interlocutor, the researcher is recommended to demonstrate his interest in his personality, his problems, his opinions. At the same time, open agreement or disagreement with the interlocutor should be avoided. The researcher can express his participation in the conversation, interest in it by facial expressions, postures, gestures, intonation, additional questions, specific comments. The conversation is always accompanied by observation of the appearance and behavior of the subject, which provides additional, and sometimes basic information about him, his attitude to the subject of the conversation, to the researcher and the surrounding environment, about his responsibility and sincerity.

In psychology, the following types of conversation are distinguished: clinical (psychotherapeutic), introductory, experimental, autobiographical. During a clinical interview, the main goal is to help the client, however, it can be used to collect anamnesis. An introductory conversation, as a rule, precedes the experiment and is aimed at attracting the subjects to cooperation. An experimental conversation is conducted to test experimental hypotheses. Autobiographical conversation reveals life path person and is applied within the framework of the biographical method.

Distinguish between managed and unmanaged conversation. A guided conversation is conducted on the initiative of a psychologist, he determines and maintains the main topic of the conversation. An uncontrolled conversation often occurs at the initiative of the respondent, and the psychologist only uses the information received for research purposes.

In a controlled conversation, which serves to collect information, the inequality of the positions of the interlocutors is clearly manifested. The psychologist has the initiative in conducting the conversation, he determines the topic and asks the first questions. The respondent usually answers them. The asymmetry of communication in this situation can reduce the confidence of the conversation. The respondent begins to "close", deliberately distort the information he reports, simplify and schematize answers down to monosyllabic statements like "yes-no".

Guided conversation is not always effective. Sometimes an unmanaged form of conversation is more productive. Here the initiative passes to the respondent, and the conversation can take on the character of a confession. This type of conversation is typical for psychotherapeutic and counseling practice, when the client needs to “talk out”. In this case, such a specific ability of the psychologist as the ability to listen acquires special significance. The problem of listening is given special attention in the manuals on psychological counseling by I. Atvater, K.R. Rogers and others.

Hearing- an active process that requires attention and to what in question and to the person they are talking to. Listening has two levels. The first level of listening is external, organizational, it ensures the correct perception and understanding of the meaning of the interlocutor's speech, but is not sufficient for the emotional understanding of the interlocutor himself. The second level is internal, empathic, it is penetration into inner world another person, sympathy, empathy.

These aspects of the hearing must be taken into account professional psychologist when conducting a conversation. In some cases, the first level of listening is sufficient, and the transition to the level of empathy may even be undesirable. In other cases, emotional empathy is indispensable. This or that level of listening is determined by the objectives of the study, the current situation and the personal characteristics of the interlocutor.

A conversation in any form is always an exchange of remarks. They can be both narrative and interrogative. The replies of the researcher direct the conversation, determine its strategy, and the replies of the respondent supply the required information. And then the replicas of the researcher can be considered questions, even if they are not expressed in an interrogative form, and the replicas of his interlocutor can be considered answers, even if they are expressed in an interrogative form.

When conducting a conversation, it is very important to consider that some types of remarks, behind which there are certain psychological features of a person and his attitude towards the interlocutor, can disrupt the course of communication up to its termination. Extremely undesirable on the part of a psychologist conducting a conversation in order to obtain information for research are replicas in the form of: orders, instructions; warnings, threats; promises - trade; teachings, moralizing; direct advice, recommendations; disagreement, condemnation, accusations; consent, praise; humiliation; scolding; reassurance, consolation; interrogation; withdrawal from the problem, distraction. Such remarks often disrupt the respondent's train of thought, force him to resort to protection, and can cause irritation. Therefore, it is the duty of a psychologist to reduce the likelihood of their appearance in a conversation to a minimum.

When conducting a conversation, the techniques of reflective and non-reflective listening are distinguished. Technique reflective listening is to manage the conversation with the help of active speech intervention of the researcher in the communication process. Reflective listening is used to control the unambiguity and accuracy of the researcher's understanding of what he heard. I. Atvater distinguishes the following main methods of reflective listening: clarification, paraphrasing, reflection of feelings and summarizing.

Clarification is an appeal to the respondent for clarifications, helping to make his statement more understandable. In these appeals, the researcher receives additional information or clarifies the meaning of the statement.

Paraphrasing is the formulation of the respondent's statement in a different form. The purpose of paraphrasing is to check the accuracy of the interlocutor's understanding. The psychologist, if possible, should avoid exact, verbatim repetition of the statement, since in this case the interlocutor may get the impression that he is being inattentively listened to. With skillful paraphrasing, the respondent, on the contrary, has the conviction that they are listening carefully and trying to understand.

Reflection of feelings is a verbal expression by the listener of the current experiences and states of the speaker. Such statements help the respondent to feel the interest of the researcher and attention to the interlocutor.

Summarizing is a summary by the hearer of the thoughts and feelings of the speaker. It helps to end the conversation, to bring the individual statements of the respondent into a single whole.

At the same time, the psychologist gains confidence that he adequately understood the respondent, and the respondent realizes how much he managed to convey his views to the researcher.

At non-reflexive listening psychologist manages the conversation with the help of silence. Here a significant role is played non-verbal means communication - eye contact, facial expressions, gestures, pantomime, choice and change of distance, etc. I. Atvater identifies the following situations when the use of non-reflective listening can be productive:

1) the interlocutor seeks to express his point of view or express his attitude to something;

2) the interlocutor wants to discuss urgent problems, he needs to “speak out”;

3) the interlocutor experiences difficulties in expressing his problems, experiences (he should not be interfered with);

4) the interlocutor experiences uncertainty at the beginning of the conversation (it is necessary to give him the opportunity to calm down).

Non-reflective listening is a rather subtle technique, it must be used carefully so as not to destroy the communication process by excessive silence.

Question fixing the results conversation is solved in different ways depending on the purpose of the study and the individual preferences of the psychologist. In most cases, deferred recording is used. It is believed that the written recording of data during the conversation prevents the emancipation of the interlocutors, at the same time, it is more preferable than the use of audio and video equipment.

Summarizing the above, it is possible to formulate professionally important qualities psychologists who determine the effectiveness of using conversation as a method psychological research:

- possession of techniques of reflective and active listening;

- the ability to accurately perceive information: to listen and observe effectively, to adequately understand verbal and non-verbal signals, to distinguish between mixed and masked messages, to see the discrepancy between verbal and non-verbal information, to remember what was said without distortion;

- the ability to critically evaluate information, taking into account the quality of the respondent's answers, their consistency, the correspondence of the verbal and non-verbal context;

The ability to correctly formulate and ask a question in time, to detect and correct questions that are incomprehensible to the respondent in a timely manner, to be flexible when formulating questions;

The ability to see and take into account the factors that cause a defensive reaction of the respondent, preventing his involvement in the interaction process;

Stress resistance, the ability to withstand the receipt of large amounts of information for a long time;

Attentiveness to the level of fatigue and anxiety of the respondent.

Using a conversation as a method of psychological research, a psychologist can flexibly combine its various forms and conduct techniques.

The method of conversation can be used at almost all stages of psychological research: both for primary orientation and for clarifying the conclusions obtained by other methods, such as the method of observation.

Conversation- a method of obtaining the necessary information based on verbal communication. It is widely used in various spheres of human activity, being the main way to introduce a subject into a specific situation. Conversation- one of the methods of psychology, which involves obtaining information about the studied mental phenomenon in a verbal logical form, both from the person under study, members of the group under study, and from the people around.

This research method is specific to psychology, because in other sciences, communication (communication) between the subject and the object of research is impossible. Conversation- a dialogue between two people, during which one person reveals the mental characteristics of the other.

Stages of a conversation

Drawing up a plan for the upcoming communication (collect information about the profession, communicative qualities of the interlocutor; find out the attitude of the interlocutor to the issues that will be raised; the topic should be clearly defined and acceptable to the interlocutor; for the experimenter himself, it is necessary to clearly find out what he wants to achieve during the conversation, what pursues the goal; the questions of the conversation should be thought out, but not strictly defined).

Creating external conditions to facilitate contact, (think about where you and your interlocutor are sitting).

Establishing contact.

Adaptation. In the process of adaptation, the following points are distinguished: a) personal adaptation (to the one with whom the conversation is being conducted, knowledge and addiction); b) situational adaptation (getting used to the conditions, subject and purpose of communication); c) social adaptation (awareness and getting used to a new social role in communication).

Control of the interlocutor's mental state and his attitude to the beginning of communication (how he behaves).

Actions to eliminate obstacles that arise in communication (incomplete psychological adaptation; negative attitude of the interlocutor to contact; the presence of mental states that make communication difficult (anger, grief, excitement).

Analysis after the interview.

Types of conversation

Researchers distinguish clinical conversation and targeted face-to-face survey - interview.

clinical conversation not necessarily carried out with a clinic patient. This type of conversation is a way of studying a holistic personality, in which, in the course of a dialogue with the subject, the researcher seeks to get the most full information about his individual personality traits, life path, the content of his consciousness and subconsciousness, etc. Usually, a clinical conversation is held in a specially equipped room, in the process of psychological consultation or psychological training.

Different schools and areas of psychology apply their own strategies for conducting a clinical conversation. During the conversation, the researcher puts forward and tests hypotheses about the features and causes of personality behavior. To test these particular hypotheses, he can give the subject tasks, tests. Then the clinical conversation turns into a clinical experiment.

The data obtained in the course of a clinical conversation is recorded either by the experimenter himself or by an assistant. The researcher can also record information after the conversation from memory. However, both methods of recording information have their drawbacks. If a recording is made during a conversation, confidential contact with the interlocutor may be broken. In these cases, hidden audio and video recording helps, but this raises ethical problems. Recording from memory leads to the loss of part of the information due to incompleteness and memorization errors caused by fluctuations in attention, interference and other reasons. Part of the information is lost or distorted due to the fact that the researcher may evaluate some of the subject's messages as more significant, and neglect others. If the conversation is recorded manually, then it is advisable to encode speech information.

Targeted survey is called interview . The interview method has become widespread in social psychology, personality psychology, and labor psychology, but its main area of application is sociology. Therefore, according to tradition, it is referred to sociological and socio-psychological methods.

An interview is defined as a "pseudo-conversation": the interviewer must remember all the time that he is a researcher, not lose sight of the plan and lead the conversation in the direction he needs. Establishing a trusting relationship between the interviewer and the interviewee is crucial. Methods for constructing an interview and recommendations for conducting it will be discussed in the next chapter of this manual. We only note that in social psychology, interviews are referred to as one of the types of the survey method.

Another type is a remote survey, questioning. Questionnaires are intended for self-completion by the subjects, without the participation of the researcher. This method is also given attention in the manual.

I would like to note that any individual conversation should not be reduced to pointless conversation. It is a purposeful form of personality study and requires compliance with certainconditionsholding.

One of the first conditions for the high effectiveness of the conversation is a thorough preparation for its conduct. Before the conversation begins, it is required to clearly define the main goal, think over the sequence of asking questions, study all available information, including the results of a psychodiagnostic examination.

Another requirement of the conversation is its ease. Care must be taken that the interview takes place in a calm and confidential atmosphere, in the absence of unauthorized persons and is not interrupted. All questions should be simple and understandable, they should be posed in such a way that they contribute to the development of a single holistic story of the respondent about himself, his life.

The conversation should not turn into a simple survey. Preliminarily planned questions cannot limit the content of the conversation - they are only the main guidelines for its general direction. At the same time, it is advisable to adhere to a certain plan, especially for a novice psychologist.

All the information received about the characteristics of the personality of the subject, their conclusions should be recorded only after the conversation. It should be remembered that as a result of the conversation, it is important not only to obtain the necessary information about the individual, but also to have a positive psychological and pedagogical impact. At the end of the conversation, it is advisable to express wishes, give useful advice, recommendations.

Abstract on the topic "Conversation as a method of psychological and pedagogical research". The essence of the conversation method, the types of conversations, as well as the preparation and conduct of the conversation are considered. Attached is the material of the conversation with parents "Tell me about your child".

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Introduction…………………………………………………………………………...3

1. Method of conversation: its meaning and place among other methods…………………4

2.Types of conversations…………………………………………………………………………6

3.Preparing and conducting a conversation……………………………………………...8

Conclusion………………………………………………………………………… 11

Literature………………………………………………………………………….12

Application…………………………………………………………………………13

Introduction

The topic of the abstract is relevant, because with all the variety of methods of psychological and pedagogical research, scientists of all times in conversations received such information that it is impossible to obtain in any other way. In conversations, dialogues, discussions, people's attitudes, their feelings and intentions, assessments and positions are revealed. Pedagogical conversation as a research method is distinguished by purposeful attempts of the researcher to penetrate into the inner world of the interlocutor, to identify the reasons for one or another of his actions. Information about the moral, ideological, political and other views of the subjects, their attitudeto problems of interest to the researcher are also obtained through conversations.
The object is the methods of scientific research, the subject is conversation, as a method of scientific - pedagogical research.
The work has the following goals and objectives:
1. analyze the scientific literature on the topic of research and define the concept of "conversation";
2. to identify the main types of conversations in the study of personality, to consider the structure of preparing and conducting a conversation.

The conversation method: its meaning and place among other methods

A conversation is a question-and-answer method of active interaction between a teacher and students, which is used at all stages of the educational process: to communicate new knowledge, to consolidate, repeat, test and evaluate knowledge

Conversation is a method of collecting information based on verbal communication. It is a kind of survey and is a relatively free dialogue between the researcher and the subject on a specific topic.

Conversation is one of the most well-known methods creative learning. It was masterfully used by Socrates. Therefore, the conversation, with the help of which the student independently discovers new knowledge for himself, is called Socratic. Leading function this method- encouraging, but with no less success it performs other functions. There is no method so versatile and effective in all respects.

Conversation is an active, motivating method. With the help of targeted and skillfully posed questions, the teacher encourages students to recall the knowledge they already know, generalizing and developing them, quietly achieving the assimilation of new knowledge through independent reflection, conclusions and generalizations.

Conversation is a dialogue: teacher's questions and students' answers. It makes the student's thought follow the teacher's thought, as a result of which the students move step by step in mastering new knowledge. The advantages of conversation are that it activates thinking as much as possible, serves excellent remedy diagnostics of acquired knowledge and skills, contributes to the development of cognitive forces of students, creates conditions for the operational management of the process of cognition. The educational role of conversation is also great.

It is important to emphasize that in conversation, as in other teaching methods, cognition can develop in a deductive or inductive way. A deductive conversation is based on the general rules, principles, concepts already known to schoolchildren, through the analysis of which they come to particular conclusions. In the inductive form, conversations proceed from individual facts, concepts and, based on their analysis, come to general conclusions.

IN primary school conversation is most effective for:

Preparing students for work in the classroom;

Familiarize them with new material;

Systematization and consolidation of knowledge;

Current control and diagnostics of mastering knowledge.

Compliance with all the necessary conditions for conducting a conversation, including the collection of preliminary information about the subjects, makes this method very effective tool psychological and pedagogical research. Therefore, it is desirable that the interview be conducted taking into account the data obtained using methods such as observation and questionnaires. In this case, its purpose may include verification of preliminary conclusions arising from the results of psychological analysis and obtained using these methods of primary orientation in the studied characteristics of the subjects.

Conversation types

Several methods for classifying conversations have been proposed. By appointment, conversations are distinguished: 1) introductory, or organizing; 2) communication of new knowledge; 3) synthesizing, or fixing; 4) control and correction.

According to the level of cognitive independence of students, reproductive and heuristic conversations are distinguished.

Reproductive conversation involves the reproducing activity of students (familiar ways of operating with familiar educational material). Heuristic conversation is aimed at organizing the search activities of students, element-by-element training in creative search in solving problematic problems. Its main function is that the teacher, with the help of specially selected questions, leads students to certain conclusions through reasoning. Students, at the same time, reproduce previously acquired knowledge, compare, contrast, etc. In a heuristic conversation, the teacher poses a problem and divides it with the help of questions in such a way that each question follows from the previous one, and together they lead to a solution to the problem.

In psychology, the following main types of conversations are distinguished:

- standardized conversation– persistent program, strategy and tactics;

- partially standardized- persistent program and strategy, tactics are much freer;

Free - the program and strategy are not determined in advance, or only in basic terms, the tactics are completely free.

During the conversation, questions can be addressed to one student ( individual conversation) or students of the whole class ( frontal conversation).

Let us dwell in more detail on the classification of conversations by purpose:

1. Introductory (preparatory)The interview is usually held before the start of the study. Its purpose is to find out whether the students correctly understood the meaning of the upcoming work, whether they have a good idea of what and how to do. Before the tour, practical exercises, learning new material, such conversations have a significant effect.

2. Conversation-message (explanatory) happens: catechetical (question-answer, not allowing objections, with memorizing answers); Socratic (soft, respectful on the part of the student, but allowing doubts and objections); heuristic (putting the student in front of problems and requiring his own answers to the questions posed by the teacher). Any conversation forms an interest in knowledge, cultivates a taste for cognitive activity. In elementary school, all kinds of conversations are used. Teachers are increasingly introducing complex heuristic (opening) conversations that encourage children to think on their own, to go to the discovery of truth. Therefore, in the course of a heuristic conversation, they acquire knowledge through their own efforts, reflections.

3. Synthesizing, final, or reinforcingconversations serve to generalize and systematize the knowledge already available to schoolchildren.

4. Control and correction (test)conversation is used for diagnostic purposes, as well as when it is necessary to develop, clarify, supplement with new facts or provisions the knowledge that students have.

3. Preparing and conducting a conversation

In order to successfully conduct a conversation, serious preparation for it by the teacher is necessary. It is necessary to determine the topic of the conversation, its purpose, draw up a plan-outline, select visual aids, formulate the main and auxiliary questions that may arise during the conversation, think over the methodology for organizing and conducting it.

It is very important to correctly formulate and ask questions. They should have a logical connection with each other, reveal in the aggregate the essence of the issue under study, and contribute to the assimilation of knowledge in the system. In terms of content and form, questions should correspond to the level of development of students. Easy questions do not stimulate active cognitive activity, a serious attitude to knowledge. You should also not ask "prompting" questions containing ready-made answers.

The technique of question-answer training is very important. Each question is asked to the entire audience. And only after a short pause for reflection, the student is called to answer. Trainees should not be encouraged to "shout out" answers. The weak should be asked more often, giving everyone else the opportunity to correct inaccurate answers. Long or "double" questions are not asked.

If none of the students can answer the question, you need to reformulate it, split it into parts, ask a leading question. One should not achieve the imaginary independence of the trainees by suggesting suggestive words, syllables or initial letters that can be used to give an answer, especially without thinking.

The success of the conversation depends on the contact with the audience. It is necessary to ensure that all trainees take an active part in the conversation, listen carefully to questions, consider answers, analyze the answers of their comrades, and strive to express their own opinion.

Each response is carefully listened to. Correct answers are approved, erroneous or incomplete ones are commented, clarified. The student who answered incorrectly is invited to discover the inaccuracy, the mistake himself, and only after he fails to do this, comrades are called for help. With the permission of the teacher, students can ask questions to each other, but as soon as the teacher is convinced that their questions have no cognitive value and are asked for imaginary activation, this lesson should be stopped.

The teacher should be aware that conversation is an uneconomical and difficult method of teaching. It requires time, effort, appropriate conditions, and high level pedagogical skill. When choosing a conversation, it is necessary to weigh your capabilities, the capabilities of the trainees, in order to prevent the “failure” of the conversation, the consequences of which will be difficult to eliminate.

To increase the reliability of the results of the conversation and remove the inevitable shade of subjectivity, special measures are used. These include: 1. The presence of a clear, well-thought-out, taking into account the characteristics of the personality of the interlocutor and a steadily implemented conversation plan; 2. Discussion of issues of interest to the researcher in various perspectives and connections; 3. Variation of questions, posing them in a form convenient for the interlocutor; 4. Ability to use the situation, resourcefulness in questions and answers. The art of conversation needs to be learned long and patiently.

The course of the conversation with the consent of the interlocutor can be recorded. Modern technical means make it possible to do this unnoticed by the subjects.

In conclusion, it should be noted the advantages and disadvantages of the conversation as a method of psychological and pedagogical research.

Advantages of the conversation method:

Activates students;

Develops their memory and speech;

Makes students' knowledge open;

Has great educational power;

It is a good diagnostic tool.

Disadvantages of the conversation method:

Requires a lot of time;

Contains an element of risk (a student may give an incorrect answer, which is perceived by other students and recorded in their memory);

A store of knowledge is needed.

Conclusion

I believe that this essay has fully achieved the goals and objectives of the study. Has been analyzed scientific literature, the concepts of conversation are considered from the points of view of various authors, the main types of conversations in the study of personality are identified, the structure of preparing and conducting a conversation, as well as its advantages and disadvantages, is considered.

The most widespread conversations received in educational practice. With all the richness and diversity of ideologically - thematic content conversations have the main purpose of involving the students themselves in the assessment of events, actions, phenomena public life and on this basis to form in them an adequate attitude to the surrounding reality, to their civil, political and moral duties.

The appendix contains a protocol of a conversation with parents on the topic: "Tell me about your child."

Literature

Andreev, I.D. On the methods of scientific knowledge [Text] / I.D. Andreev. – M.: Nauka, 1964. – 184 p.
Ailamazyan, A.M. Method of conversation in psychology [Text] / A.M. Ailamazyan.- M.: Sense, 1999.-122 p.
Bryzgalova S.I. Introduction to scientific and pedagogical research [Text]: tutorial. 3rd ed., rev. and additional / S.I. Bryzgalova. - Kaliningrad: Publishing House of KGU, 2003. - 151 p.
Pidkasty, P.I. Pedagogy [Text]: textbook for students of pedagogical universities and colleges / P.I. Piggy. - M .: Russian Pedagogical Agency, 1996. - 455 p.
Podlasy I.P. Pedagogy [Text]: textbook for students of higher pedagogical educational institutions / I.P. Sneaky. - M .: Education, 1996. - 432 p.
Slastenin, V.A. Pedagogy [Text]: Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov. - M.: Publishing center "Academy", 2002. - 576 p.

Application

CONVERSATION WITH PARENTS

Subject: Tell us about your child

diagnostic possibilities.

Conversations will provide a first impression of the child.

Material : protocol with a list of questions, a pen.

The course of the conversation

The psychologist in an individual conversation with the parents of the future first-grader solves the problem of a comprehensive and detailed (detailed) acquaintance with the atmosphere in which the child was, with the characteristics of his development and the level of pre-school preparation.

Based on the results of the conversation, a protocol is drawn up with fairly complete, meaningful, significant answers from parents to the psychologist's questions.

questionnaire

FULL NAME. _______________________________________________

Date of birth ________ Gender_____ Date of examination _______

Place of diagnosis _________________________________

1. What is the last name, first name and patronymic of your child.

2. What is the composition of your family? Does the child have older siblings who are in school?

3. Who is mainly involved in raising a child?

4. Did the child attend kindergarten (if yes, at what age, did he go there willingly)?

5. Are there any differences in the views of family members on education?

6. What methods of education (encouragement and punishment) are used in the family and how does the child react to them?

7. What kind of games does he prefer - mobile or board (such as construction), individual or collective, with the participation of other children or adults?

8. How independent is he - does he know how to occupy himself or constantly requires the attention of adults?

9. Does he perform any household chores?

10. How does the child communicate with peers - does he have friends and do they come to visit him?

11. Does he take the initiative in communication or waits to be spoken to, and maybe avoids communication altogether?

12. Do children willingly accept it in the game, are there frequent conflicts?

13. How does the child communicate with adults - with family members and with strangers?

14. Does the child have a desire to go to school, is he in a hurry
with the purchase of school supplies or does not remember it?

15. Does the child ask you to show him the letters or even teach him anything related to schooling?

16. How did the parents prepare the child for school?

17. Does he know letters (all or some)?

19. Does the child have a desire to go to school?

20. Tell about the child what you yourself consider important, characteristic for him.

Conduct procedure.

The interview is conducted without the child. It is advisable to talk to both parents. The conversation should be as confidential and informal as possible so that parents do not have the desire to present their child "in the best light."

Questions should not be read from paper. Recordings are best done not during a conversation, but after the parents leave.

If it is not possible to conduct a detailed conversation, you can limit yourself to a questionnaire that parents fill out in writing.

Individual conversation- a diagnostic method that allows you to establish direct contact with the subject, to obtain information about his subjective world, about the motives of his activities and behavior.

The conversation method is used with other methods such as questionnaires, observation and experiment. However, in practical work a number of leading psychologists of the world used conversation as an independent method of research (“clinical conversation” by J. Piaget, “psychoanalytic conversation” by Z. Freud). The possibilities that this method provides, in terms of the depth of penetration into the essence of the issue under study, have not yet been fully used in research. Unlike the questionnaire method, this method is still relatively little used.

A conversation is a method of obtaining information based on the interlocutor's answers to questions posed by a psychologist in direct contact. During the conversation, the researcher reveals the characteristics of the behavior and mental state of the interlocutor. The condition for the success of the conversation is the subject's trust in the researcher, the creation of a favorable psychological atmosphere. Useful information during the conversation is given by the external behavior of the subjects, their facial expressions, gestures, intonation of speech.

The purpose of the conversation method Usually, verification and clarification in direct communication with the interlocutor of a number of questions that are incomprehensible to the psychologist that have arisen in the course of studying the socio-psychological and individual psychological qualities of his personality are usually put. In addition, the purpose of the conversation is to clarify the structure of the motivational sphere, since behavior and activities are usually determined not by one, but by several motives, which can most likely be identified in communication with the interlocutor. The conversation allows you to mentally simulate any situation that the psychologist needs. It goes without saying that intentions are best judged by actions, not words. However, the interlocutor's subjective states may not find expression in his behavior in given circumstances, but they manifest themselves in other conditions and situations. Successful use of conversation as a research method is possible with the appropriate qualifications of a psychologist, which implies the ability to establish contact with the subject, to give him the opportunity to express his opinion as freely as possible. The art of using the conversation method is to know what to ask and how to ask. Subject to the requirements and proper precautions, the conversation allows you to get no less reliable than in observation or in the psychological analysis of documents, information about the events of the past, present or planned future. However, during the conversation, it is necessary to separate personal relationships from the content of the conversation.

The advantage of the conversation method is that it is based on personal communication, which eliminates some of the negative points that arise when using the questionnaire. The conversation also gives greater confidence in the correct understanding of the issues, since the researcher has the opportunity to explain the issue in detail. Greater reliability of the answers is also assumed, because the oral form of the conversation, which is conducted by only two persons, creates the prerequisites for the fact that the answers to the questions will not be announced.

Disadvantage of the conversation method compared to the questionnaire is the lengthiness, rather slow accumulation of data in surveys of a mass nature. That is why, in practice, they are more willing to resort to a questionnaire, since it saves time.

In psychology, the method of conversation is widespread, although most often it is used in a complex of research methods (for example, to obtain indicative data in socio-psychological research or psychological examination, etc.). It should be borne in mind that non-any conversation is a special scientific method. A conversation conducted by a specialist differs from ordinary communication and conversation in its purposefulness, planning, and accuracy of wording. The conversation can take place on free themes and on a specific topic, purposefully with observance of certain rules and without rules. The difference between them lies in the fact that a purposeful, so-called controlled, conversation is built in strict accordance with the given conditions, which must be strictly observed. Such conditions include, for example, the posing of questions, their order, the duration of the conversation. Conversation as a method of obtaining data by a psychologist directly from the subject implies compliance with a number of requirements and conditions, and also imposes a special responsibility on the psychologist. It is not only a matter of preparing for a conversation at a good level, knowing the essence of the matter, but also the ability to establish contacts with representatives of different social and age groups, nationalities, beliefs, etc. No less important is the ability to classify and realistically assess facts, to penetrate to the core of the problem. Since the conversation is conducted for the purpose of collecting certain information, it is important to write down the responses. In many studies, it is necessary to take notes directly during the conversation, which implies the presence of pre-prepared sheets, diagrams. However, during conversations of an individual plan, when a psychologist is asked for advice on a particular issue, it is not recommended to make notes during the conversation. It is better to write down the course of the conversation after it is over. And although in this case the accuracy of the information may deteriorate, the very fact of taking notes during an intimate conversation can cause a negative reaction in the subject and unwillingness to give truthful answers. This is precisely the reason for the complexity of the conversation method for the psychologist, who must thoroughly analyze the answers in order to discard unreliable and insignificant, but focus on the facts that are in this case carriers of the required information.

Obtaining information in a conversation is based on verbal communication between the researcher and the subject, on direct social interaction, which determines the great possibilities of this method. Personal contact helps to better understand the motives of the interlocutor, his position. The flexibility of this method ensures good adaptation to various situations, contributes to an in-depth understanding of the entire context, as well as the motives of individual interlocutor answers. The researcher not only receives information, as when using other methods, but, taking into account the reaction of the respondent, can, in accordance with it, direct the conversation in the right direction. The direct contact of the subject and the researcher requires from the latter certain personality traits, such as the flexibility of the mind, sociability, the ability to win the trust of the person with whom he is talking. Flexibility of mind- the ability to navigate the situation well, to quickly take optimal solutions. Sociability- the ability to get in touch, overcome prejudices, gain trust, the location of the interlocutor.

An individual conversation takes place in conditions of direct communication, which increases the role of psychological skill, versatility of knowledge, quickness of thinking, and observation of a psychologist. Observation- the ability to identify, evaluate individual signs of events.

If the psychologist manages to create an atmosphere of trust and sincerity, the method of conversation will allow him to receive information that cannot be obtained by any other method. At the same time, it is necessary to strictly ensure that the interlocutor's answers are free from the influence of personal relationships established between the respondent and the interviewer, from the way the question is posed.

In accordance with how many people take part in the conversation, there are conversations individual(the researcher is talking to one person) and group(simultaneous work of the researcher with several people).

According to the structure of questions, standardized (structured, formalized), non-standardized (unstructured, non-formalized) and partially standardized conversations are distinguished.

involves the preliminary formulation of questions and the determination of their order. The information received in this case can be relatively easily processed, but the depth of knowledge decreases. With this form of conversation, the danger of obtaining inaccurate and incomplete data is not excluded. Standardized conversation is used most often when it is necessary to find out certain trends in the phenomena being studied, while covering a large number of people.

Non-standardized (unstructured, non-formalized) conversation passes in a focused or free manner. Of course, the researcher prepares in advance the questions to be posed, but their content, sequence and wording are determined by the situation of the conversation, depend on the questioner, who adheres to a predetermined scheme. The disadvantage of this form of work is the complexity of processing the information received. Non-standardized conversation is often used in cases where the researcher is first introduced to the problem under study.

However, it is usually considered the most convenient partially standardized conversation. Like other methods, the conversation method can have various transitional options that correspond to the subject and objectives of the study. In cases where the researcher is already oriented in existing relationships and is studying a certain aspect of the problem, he can successfully apply the method of partially standardized conversation. The main condition for effectiveness in this case is clearly defined goals and a detailed development of a research plan.

By organizational form Distinguish the following types of conversation: a conversation at the place of work, a conversation at the place of residence, a conversation in the office of a psychologist. Depending on the organizational form the features of the conversation are manifested in different ways.

Conversation at the place of work or occupation is usually carried out at the workplace or in the office. It is most appropriate when production or educational teams are being studied, and the subject of research is related to production or educational problems. For example, if the conversation with the subject takes place in the usual conditions, where he usually works or studies, then all the circumstances related to the subject of the conversation are more quickly updated in his mind.

Conversation at the place of residence is carried out at home, where a person has a lot of time and freedom. It becomes preferable if the subject of the conversation concerns such problems that it is more convenient to talk about in an informal setting, free from the influence of official or educational relations. Under familiar conditions, the interlocutor is more willing to answer questions that require the disclosure of confidential information.

Conversation in the psychologist's office, as a rule, completes a comprehensive examination of the psychological qualities of a person and allows you to obtain information that is difficult to provide in questionnaires and tests. The conversation becomes less formal than in the office.

Regardless of the place of the conversation, it is worth taking care of eliminating or at least reducing the influence of "third" parties. Experience shows that even the silent presence of a “third” person (colleague, family member, guest, neighbor) during a conversation affects the psychological context of the conversation and can cause a shift in the content of the subject’s answers.

Standardized (structured, formalized) conversation- a type of conversation in which communication between the researcher and the subject is strictly regulated by a detailed questionnaire and instructions. Standardized conversation is usually dominated by closed questions. When using this type of conversation, the researcher must strictly adhere to the wording of the questions and their sequence.

The wording of the questions should be designed not for reading, but for the situation of the conversation. The conversation plan is developed not in a “written”, but in a colloquial, oral style. For example, a question might be formulated like this: “I will list you different types activities in free time. Please tell me which ones you usually do when you have free time?”.

The subject must carefully listen to the question and choose the most suitable answer for him from a pre-thought-out set. If during the conversation there is a need to explain to the subject an unclear word or the meaning of the question, the researcher should not allow arbitrary interpretation, deviation from the meaning of the original wording of the question.

The advantages of this type of conversation are that the maximum Full description facts, since the researcher “rigidly” leads the subject according to the conversation plan, without missing a single important detail. At the same time, it is precisely with this circumstance that the possible influence of the prestige factor is connected: the desire of the subject to comply with regulatory requirements in his answers, regardless of the actual state of affairs.

Thus, in a situation of a standardized (formalized) conversation, the researcher is given primarily a performing role. In this form of conversation, the researcher's influence on data quality can be minimized.

Partially Standardized Conversation- a type of conversation in which communication between the researcher and the subject takes place using open questions and provides for a lesser degree of standardization of the behavior of the researcher and the subject. Researcher develops detailed plan conversation, providing for a strictly mandatory sequence of questions and their wording in an open form, that is, without answer options. The researcher reproduces the questions without any deviation from the given wording, and the subject gives answers in free form. The task of the researcher is to register them completely and clearly. The method of fixing answers is also standard and provided for by the instructions. This may be a literal recording with the preservation of the subject's vocabulary (including shorthand or tape recording). Sometimes a direct encoding of answers during a conversation is used. In this case, after each question, a scheme for classifying answers is given, in which the researcher marks the necessary positions. For example, after the question: “What newspapers do you read?” - the questionnaire contains a list of newspapers of interest to the researcher, as well as a position - “other newspapers”.

This type of conversation requires somewhat more time and labor: the subject takes longer to think and formulate answers, and the researcher spends more time registering them. The time spent on coding and subsequent analysis of the content of the answers is growing. It is for these reasons that partially standardized conversation with open questions is used less frequently than standardized conversation. At the same time, not all tasks require formalized, unified information. In a number of cases, it is of particular value to take into account the widest possible range of differences in the behavior, opinions, and assessments of the subjects, and such information can be obtained only by reducing the standardization of the conversation, giving the researcher greater freedom in recording the statements of the subjects.

The statements of the subjects can vary significantly in form, content, volume, composition, completeness, level of awareness, analytical insight into the essence of the proposed question. All these features of the received answers become the subject of analysis. A kind of “payment” for this clarification of information is the additional time spent on collecting and processing data. Similar interdependencies of research tasks, quality and content of information, as well as time and labor costs are also characteristic of other types of conversation.

Focused Conversation is the next step leading to a decrease in the standardization of the behavior of the researcher and the interlocutor. It aims to collect opinions, assessments about a specific situation, phenomenon, its consequences or causes. The subjects in this type of conversation are introduced to the subject of the conversation in advance: they read a book or an article, participate in a seminar, the methodology and content of which will then be discussed, etc. Questions for such a conversation are also prepared in advance, and their list is mandatory for the researcher: he can change their sequence and wording, but he must receive information on each issue.

free conversation characterized by minimal standardization of the behavior of the researcher and the subject. This type of conversation is used in cases where the researcher is just starting to define the research problem, clarifies its specific content in specific conditions.

A free conversation is conducted without a pre-prepared questionnaire or a developed conversation plan. Only the topic of the conversation is determined, which is offered to the interlocutor for discussion. The direction of the conversation, its logical structure, the sequence of questions, their wording - everything depends on the individual characteristics of the one who conducts the conversation, on his ideas about the subject of discussion, on the specific situation.

The information obtained in this case does not need to be unified for statistical processing. It is valuable and interesting precisely for its uniqueness, breadth of associations, analysis of the specifics of the problem under study in specific conditions. Answers are recorded with maximum accuracy (preferably shorthand or tape). To summarize the answers, traditional methods of content analysis of texts are used.

List of used literature

1. Gusev A., Izmailov Ch., Mikhalevskaya M. Measurement in psychology. General psychological practice. - M .: UMK Psychology, 2005 (Grift of the Educational and Methodological Association of the Ministry of Education and Science of the Russian Federation).

2. Ramendik D.M. Psychological workshop. Series: higher professional education. - M.: Academia, 2006 (Vulture of the Educational and Methodological Association of the Ministry of Education and Science of the Russian Federation).

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