What is psychological and pedagogical research? Abstract: Methods of psychological and pedagogical research: their classifications and characteristics

Psychological science has system of research methods , allowing us to identify and evaluate all phenomena of our psyche with a high degree of objectivity and reliability. As basic methods of psychology are used:

• Observation - direct purposeful perception and registration of mental phenomena . The essence of this method is to monitor the implementation of any activity or the development of any fact, notice all the little things, systematize and group facts. You can observe other objects and sa miming oneself (self-observation)
• Survey - a method that requires subjects to answer questions asked by the researcher. Analysis of the products of activity is a method of indirectly studying psychological phenomena based on the results of human labor.
• Testing- a method of psychodiagnostic examination, using which you can obtain an accurate quantitative and qualitative characteristic of the phenomenon being studied.
• Experiment- a method of cognition with the help of which psychological phenomena are studied under controlled and controlled conditions.
• Modeling – a method for studying mental phenomena based on the construction of their artificial models. This method is used when studying the phenomenon of interest using other methods is difficult.

The methods used by modern psychological science were inherited from the researchers who stood at its origins. They allow one to accumulate facts and test hypotheses in the study of diverse psychological phenomena.

The most accessible and widespread research method in pedagogy is observation, which is a direct, purposeful perception of the object under study according to a certain scheme, with recording of the results and processing of the data obtained.

Learning from experience- organized cognitive activity, the purpose of which is to establish historical connections of education, search for patterns, analyze ways to solve specific educational problems.

Associated with this method: method of studying primary sources and school documentation(monuments of ancient writing, reports, reports, laws, educational and educational programs, textbooks, curricula, schedules, etc.); method of studying best teaching practices— represents an analysis and generalization of non-standard, creative systems and methods of individual teachers and entire teaching teams. The purpose of this method is also to introduce the best in innovative pedagogical experience into the daily practice of ordinary teachers; performance analysis— a method of indirect research of pedagogical phenomena based on the results of training and education. When carefully planned, organized, and combined with other methods, the study of student creative products (homework, classwork, essays, etc.) can have a lot to say about research.

Traditional methods of pedagogy include conversation, in which the feelings and intentions of people, their assessments and positions are revealed. It is distinguished by the researcher’s purposeful attempts to penetrate into the inner world of the student or pupil, to understand his motives and attitudes.

Questioning- a method by which the results of teaching practice are studied using questionnaires containing written questions. Testing- a targeted examination, the same for all subjects, which allows you to measure the studied characteristics of the pedagogical process. Experiment is a scientifically organized experience of transforming teaching practice in precisely taken into account conditions.

It is becoming more common in pedagogy modeling method Scientific models are mentally represented or materially embodied systems that adequately reflect the subject of research and are capable of replacing it in such a way that studying the model allows one to discover new knowledge about the object.

Thus, the listed methods are intended for collecting primary information; also in psychology and pedagogy they use various methods and techniques for processing this data and analyzing them to obtain secondary results - certain conclusions and facts. For these purposes, various methods mathematical-statistical analysisfor, as well as methods of qualitative analysis.

One of the most recognized and well-known classifications of methods of psychological and pedagogical research is the classification proposed by B.G. Ananyev. He divided all methods into four groups:
organizational;
empirical;
by the method of data processing;
interpretive.

Observation is understood as a purposeful, organized and in a certain way recorded perception of the object under study. The results of recording observation data are called a description of the object’s behavior.

Observation can be carried out directly or using technical means and methods of data recording (photo, audio and video equipment, surveillance maps, etc.). However, with the help of observation it is possible to detect only phenomena that occur under ordinary, “normal” conditions, and to understand the essential properties of an object it is necessary to create special conditions different from “normal” ones. The main features of the observation method are:
direct connection between the observer and the observed object;
bias (emotional coloring) of observation;
difficulty (sometimes impossibility) of repeated observation. There are several types of observations:

Depending on the position of the observer, open and hidden observation are distinguished.

The first means that the subjects know the fact of their scientific control, and the researcher’s activities are perceived visually.

Covert observation presupposes the fact of covert monitoring of the actions of the subject. The difference between the first and second is the comparison of data on the course of psychological and pedagogical processes and the behavior of participants in educational interaction under conditions of a feeling of supervision and freedom from the eyes of strangers.

The second is a dotted, selective recording of certain phenomena and processes being studied. For example, when studying the labor intensity of teacher and student work in a lesson, the entire learning cycle is observed from its start at the beginning of the lesson to the end of the lesson. And when studying neurogenic situations in teacher-student relationships, the researcher waits, as it were, observing these events from the side, in order to then describe in detail the reasons for their occurrence, the behavior of both conflicting parties, i.e., teacher and student.

The result of a study that uses the observation method largely depends on the researcher himself, on his “culture of observation.” It is necessary to take into account the specific requirements for the procedure for obtaining and interpreting information in observation. Among them, the following stand out:
1. Only external facts that have speech and motor manifestations are accessible to observation. What you can observe is not intelligence, but how a person solves problems; not sociability, but the nature of interaction with other people, etc.
2. It is necessary that the observed phenomenon, behavior, be defined operationally, in terms of real behavior, that is, the recorded characteristics must be as descriptive as possible and as less explanatory as possible.
3. For observation, the most important points behavior (critical cases).
4. The observer must be able to record the behavior of the person being assessed over a long period of time, in many roles and critical situations.
5. The reliability of Observation increases if the testimony of several observers coincides.
6. Role relationships between the observer and the observed must be eliminated. For example, a student's behavior will be different in the presence of parents, teachers, and peers. Therefore, external assessments given to the same person for the same set of qualities by people occupying different positions in relation to him may turn out to be different.
7. Assessments in observation should not be subject to subjective influences (likes and dislikes, transfers of attitudes from parents to the student, from the student’s performance to his behavior, etc.).

A widespread empirical method in educational psychology of obtaining information (information) about a student in communication with him, as a result of his answers to targeted questions. This is a method specific to educational psychology for studying student behavior. A dialogue between two people, during which one person reveals the psychological characteristics of the other, is called the conversation method. Psychologists of various schools and directions widely use it in their research. It is enough to name representatives of his school, humanistic psychologists, founders and followers of “depth” psychology, etc.

In conversations, dialogues, discussions, the attitudes of students, teachers, their feelings and intentions, assessments and positions are revealed. Researchers of all times in conversations received information that was impossible to obtain in any other way.

Psychological and pedagogical conversation as a research method is distinguished by the researcher’s purposeful attempts to penetrate into the inner world of the subjects of the educational process, to identify the reasons for certain actions. Information about the moral, ideological, political and other views of the subjects, their attitude to the problems of interest to the researcher is also obtained through conversations. But conversations are a very complex and not always reliable method. Therefore, it is most often used as an additional method - to obtain the necessary clarifications and clarifications about what was not clear enough during observation or the methods used.

To increase the reliability of the results of the conversation and remove the inevitable shade of subjectivity, special measures should be used. These include:
the presence of a clear conversation plan, thought out taking into account the characteristics of the student’s personality and steadily implemented;
discussion of issues of interest to the researcher from various angles and connections of school life;
varying questions, posing them in a form convenient for the interlocutor;
ability to use the situation, resourcefulness in questions and answers.

Conversation is included as an additional method in the structure of a psychological and pedagogical experiment at the first stage, when the researcher collects primary information about the student, teacher, gives them instructions, motivates, etc., and at the last stage - in the form of a post-experimental interview.

An interview is called a focused survey. An interview is defined as a “pseudo-conversation”: the interviewer must always remember that he is a researcher, do not lose sight of the plan and conduct the conversation in the direction he needs.

Questioning is an empirical socio-psychological method of obtaining information based on answers to specially prepared questions that meet the main objective of the study that make up the questionnaire. Questioning is a method of mass collection of material using specially designed questionnaires called questionnaires. Questioning is based on the assumption that the person answers the questions asked to him frankly. However, as recent studies of the effectiveness of this method show, these expectations are met by approximately half. This circumstance sharply narrows the range of application of the questionnaire and undermines confidence in the objectivity of the results obtained. Teachers and psychologists were attracted to the survey by the possibility of quick mass surveys of students, teachers, and parents, the low cost of the methodology, and the possibility of automated processing of the collected material.

Nowadays, various types of questionnaires are widely used in psychological and pedagogical research:
open, requiring independent construction of an answer;
closed ones, in which students have to choose one of ready-made answers;
personal, requiring the subject's surname to be indicated;
anonymous, without it, etc. When compiling the questionnaire, the following are taken into account:
content of questions;
form of questions - open or closed;
wording of questions (clarity, no prompted answers, etc.);
number and order of questions. In psychological and pedagogical practice, the number of questions usually corresponds to no more than 30-40 minutes of work using the questionnaire method; The order of questions is most often determined by the random number method.

Questioning can be oral, written, individual, group, but in any case it must meet two requirements - representativeness and homogeneity of the sample. The survey material is subjected to quantitative and qualitative processing.

Due to the specifics of the subject of educational psychology, some of the above methods are used to a greater extent, others to a lesser extent. However, the testing method is becoming increasingly widespread in educational psychology.

Test (English test - sample, test, check) - in psychology - a test fixed in time, designed to establish quantitative (and qualitative) individual psychological differences. The test is the main tool of psychodiagnostic examination, with the help of which a psychological diagnosis is made.

Testing differs from other examination methods:
accuracy;
simplicity;
accessibility;
possibility of automation.

Testing is far from a new method of research, but it is underused in educational psychology. Back in the 80-90s. XIX century researchers began to study individual differences in people. This led to the emergence of the so-called test experiment - research using tests (A. Dalton, A. Cattell, etc.). The use of tests served as an impetus for the development of the psychometric method, the foundations of which were laid by B. Henri and A. Binet. Measuring school success, intellectual development, and the degree of formation of many other qualities with the help of tests has become an integral part of broad educational practice. Psychology, having provided pedagogy with a tool for analysis, closely connected with it (it is sometimes impossible to separate pedagogical testing from psychological testing).

If we talk only about the pedagogical aspects of testing, we will point out, first of all, the use of achievement tests. Tests of skills such as reading, writing, simple arithmetic operations, as well as various tests for diagnosing the level of training - identifying the degree of assimilation of knowledge and skills in all academic subjects are widely used.

Typically, testing as a method of psychological and pedagogical research merges with practical testing of current performance, identifying the level of training, and monitoring the quality of learning material.

The most complete and systematized description of the tests is presented in the work of A. Anastasi “Psychological Testing”. Analyzing testing in education, the scientist notes that all types of existing tests are used in this process, however, among all types of standardized tests, achievement tests are numerically superior to all others. They were created to measure the objectivity of training programs and processes. They typically "provide a definitive assessment of an individual's achievements upon completion of training, with the primary focus being on what the individual can do to date."
A.K. Erofeev, analyzing the basic requirements for testing, identifies the following main groups of knowledge that a testologist must have:
basic principles of normative testing;
and areas of their application;
the basics of psychometrics (i.e. in what units are psychological qualities measured in the system);
test quality criteria (methods for determining the validity and reliability of the test);
ethical standards of psychological testing.

One of the main (along with observation) methods of scientific knowledge in general, psychological research in particular. It differs from observation by active intervention in the situation on the part of the researcher, carrying out systematic manipulation of one or more variables (factors) and recording accompanying changes in the behavior of the studied object.

A properly designed experiment allows you to test hypotheses in cause-and-effect causal relationships, without limiting yourself to stating the connection (correlation) between variables. There are traditional and factorial experimental designs.

With traditional planning, only one independent variable changes, with factorial planning - several. The advantage of the latter is the ability to assess the interaction of factors - changes in the nature of the influence of one of the variables depending on the value of the other. In this case, analysis of variance (R. Fisher) is used to statistically process the experimental results. If the area under study is relatively unknown and there is no system of hypotheses, then they talk about a pilot experiment, the results of which can help clarify the direction of further analysis. When there are two competing hypotheses and an experiment allows us to choose one of them, we speak of a decisive experiment. A control experiment is carried out to check any dependencies. The use of experiment, however, encounters fundamental limitations associated with the impossibility in some cases of arbitrarily changing variables. Thus, in differential psychology and personality psychology, empirical dependencies mostly have the status of correlations (i.e., probabilistic and statistical dependencies) and, as a rule, do not always allow drawing conclusions about cause-and-effect relationships. One of the difficulties of using an experiment in psychology is that the researcher often finds himself involved in a situation of communication with the person being examined (subject) and can unwittingly influence his behavior. Formative, or educational, experiments form a special category of methods of psychological research and influence. They allow you to purposefully form the characteristics of such mental processes as perception, attention, memory, thinking.

The experimental procedure consists of purposefully creating or selecting conditions that ensure reliable isolation of the factor being studied, and recording changes associated with its influence.
Most often in psychological and pedagogical experiments they deal with 2 groups: an experimental one, in which the factor being studied is included, and a control group, in which it is absent.

The experimenter, at his own discretion, can modify the conditions of the experiment and observe the consequences of such a change. This, in particular, makes it possible to find the most rational methods in educational work with students. For example, by changing the conditions for memorizing this or that educational material, you can establish under what conditions memorization will be the fastest, most durable and accurate. By conducting research under the same conditions with different subjects, the experimenter can establish the age and individual characteristics of the course of mental processes in each of them.

Psychological and pedagogical experiments differ:
according to the form of conduct;
number of variables;
goals;
the nature of the research organization.
According to the form of implementation, there are two main ones - laboratory and natural.

A laboratory experiment is carried out in specially organized artificial conditions designed to ensure the purity of the results. To achieve this, the side effects of all simultaneously occurring processes are eliminated. A laboratory experiment allows, with the help of recording instruments, to accurately measure the time of occurrence of mental processes, for example, the speed of a person’s reaction, the speed of formation of educational and work skills. It is used in cases where it is necessary to obtain accurate and reliable indicators under strictly defined conditions. A laboratory experiment has a more limited use when studying manifestations of personality and character. On the one hand, the object of research here is complex and multifaceted, on the other, the well-known artificiality of the laboratory situation presents great difficulties. When examining the manifestations of a personality in artificially created special conditions, in a private, limited situation, we do not always have reason to conclude that similar manifestations will be characteristic of the same personality in natural life circumstances. The artificiality of the experimental setting is a significant drawback of this method. It may lead to disruption of the natural course of the processes under study. For example, by memorizing important and interesting educational material, in natural conditions a student achieves different results than when he is asked to memorize experimental material in unusual conditions that is not directly of interest to the child. Therefore, a laboratory experiment should be carefully organized and, if possible, combined with other, more natural techniques. The data from the laboratory experiment are mainly of theoretical value; conclusions drawn on their basis can be extended to real life practice with known limitations.

Natural experiment. The indicated disadvantages of a laboratory experiment are to some extent eliminated when organizing a natural experiment. This method was first proposed in 1910 by A.F. Lazursky at the 1st All-Russian Congress on Experimental Pedagogy. A natural experiment is carried out under normal conditions as part of an activity that is familiar to the subjects, such as training sessions or games. Often the situation created by the experimenter may remain outside the consciousness of the subjects; in this case, a positive factor for the study is the complete naturalness of their behavior. In other cases (for example, when changing teaching methods, school equipment, daily routine, etc.), the experimental situation is created openly, in such a way that the subjects themselves become participants in its creation.

Such research requires particularly careful planning and preparation. It makes sense to use it when data needs to be obtained in an extremely short time and without interfering with the main activities of the subjects. A significant drawback of a natural experiment is the inevitable presence of uncontrolled interference, that is, factors whose influence has not been established and cannot be measured quantitatively.

A.F. himself Lazursky expressed the essence of a natural experiment as follows: “In the natural experimental study of personality, we do not use artificial methods, do not conduct experiments in artificial laboratory conditions, do not isolate the child from the usual environment of his life, but experiment with natural forms of the external environment. We study the personality through life itself and therefore all the influences of both the personality on the environment and the environment on the personality become available for examination. This is where experimentation comes into play. We do not study individual mental processes, as is usually done (for example, memory is studied by memorizing meaningless syllables, attention by crossing out icons on tables), but we study both mental functions and the personality as a whole. At the same time, we do not use artificial material, and school subjects."

Based on the number of variables studied, univariate and multivariate experiments are distinguished.
A univariate experiment involves identifying one dependent and one independent variable in the study. It is most often implemented in a laboratory experiment.

Multidimensional experiment. A natural experiment affirms the idea of ​​studying phenomena not in isolation, but in their interconnection and interdependence. Therefore, a multidimensional experiment is most often implemented here. It requires the simultaneous measurement of many related characteristics, the independence of which is not known in advance. Analysis of connections between many studied characteristics, identification of the structure of these connections, its dynamics under the influence of training and education are the main goal of a multidimensional experiment.

results experimental research often do not represent an identified pattern, a stable dependence, but a series of more or less fully recorded empirical facts. These are, for example, descriptions of children's play activities obtained as a result of an experiment, experimental data on the influence of such factors as the presence of other people and the associated motive of competition on any activity. These data, which are often descriptive in nature, do not yet reveal the psychological mechanism of the phenomena and represent only more specific material that narrows the further scope of the search. Therefore, the results of experiments in pedagogy and psychology should often be considered as intermediate material and the initial basis for further research work.

Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

2. Classifications of methods of psychological and pedagogical research

3. Characteristics of empirical research

4. Characteristics of theoretical research

5. Ways to implement research results

Conclusion

References

Introduction

Pedagogy is a developing science. She continues to engage in more in-depth development of all major scientific problems, as well as identifying 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 the practice of modern schools, psychological services face many practical tasks. These are the tasks of determining the child’s level of readiness for school, identifying especially gifted and developmentally delayed individuals, identifying the causes of school maladjustment, the task of early warning of unlawful tendencies in personal development, the task of managing the classroom team, taking into account the individual characteristics of students and interpersonal relationships between them, the tasks of in-depth career guidance.

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

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

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

1. Fundamentals of the doctrine of research methods

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

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

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

A system of search methods, or methodology, is a part of the research system that naturally expresses it and allows for research activities. Of course, the connections between methods in a 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 a hypothesis. In turn, all components of research, including methods, are determined by the content of what is being studied, although they themselves determine the possibilities of comprehending the essence of this or that content, the possibility of solving certain scientific problems.

Research methods and methodology are largely determined by the researcher’s initial concept, his general ideas about the essence and structure of what is being studied. The systematic use of methods requires the choice of a “frame of reference” and methods of their classification. In this regard, 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. Ananyev. He divided all methods into four groups:

· organizational;

· empirical;

· by the method of data processing;

· interpretative.

The scientist classified organizational methods as:

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

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

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

To the empirical ones:

· 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 data processing method

· methods of mathematical and statistical data analysis and

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

Towards interpretive

· genetic (phylo- and ontogenetic) method;

· structural method (classification, typology, etc.).

Ananyev described each of the methods in detail, but with all the thoroughness of his argumentation, as V.N. notes. Druzhinin in his book “Experimental Psychology”, many unresolved problems remain: why did modeling turn out to be an empirical method? How do 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 there is an apparently real interaction between the subject and the object of research.

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

Interpretive-descriptive, in which the subject “externally” interacts with the symbolic representation of the object (graphs, tables, diagrams).

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

Result of application 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 highlighted:

· deductive (axiomatic and hypothetico-deductive), otherwise - 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, pattern, classification, systematization;

· modeling - concretization of the method of analogies, “transduction”, inference from particular to particular, when a simpler and/or accessible for research 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 point” of the results of the application of theoretical and experimental methods and the place of their interaction. Data from empirical research, on the one hand, are subjected to primary processing and presentation in accordance with the requirements for the results from the theory, model, and inductive hypothesis that organize the study; on the other hand, the data are interpreted in terms of competing concepts to see if the hypotheses match the results.

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

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

Each of these approaches carries a special meaning, although some of them are also quite conventional. Let's take, for example, the division of methods into pedagogical and methods of other sciences, i.e. non-pedagogical. Methods classified in the first group are, strictly speaking, either general scientific methods (for example, observation, experiment) or general methods of social sciences (for example, surveys, questionnaires, assessments), well mastered by pedagogy. Non-pedagogical methods are 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 actually pedagogical.

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

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

Topic 2. Psychological and pedagogical research

1. General characteristics of psychological and pedagogical research

1.1. Modern strategy for the renewal and development of education

Despite all the difficulties, the system Russian education survived and maintained its high global status. Moreover, our education has not only been preserved, but has also acquired new qualities:has become more mobile, democratic and variable. Appeared a real opportunity to choose the type of educational institution, the level of programs studied, the degree and nature of assistance. It should be emphasized that education survived precisely because it was updated, because there was a persistent and productive search for new options, new content and means of teaching and education.

The education crisis has developed against the backgroundchildhood crisis,which manifests itself in a reduction in the birth rate, a high level of morbidity among children (according to the latest data, in Russia less than 10% of healthy children and 35% are chronically ill), an increase in juvenile delinquency, vagrancy, social orphanhood (with living parents), the emergence of a large group of adolescents and young people people who do not study and do not work.Instead of acceleration in recent years, there has been"deceleration » - slowdown in the growth and development of the younger generation.Sociologists recorddecreased value of childhood, need for children.

The crisis of education, like the rest social sphere, is not fatal, rather it isrenewal crisis,and, by updating itself, the education and training system strives to overcome the crisis and break out of it.

Analysis of the social situation, the practice of transformation, world pedagogical experience from the perspective of modern scientific approaches allows us to outline new guidelines for the development of education,strategy for its renewal.We believe that these strategic guidelines form the core of new pedagogical thinking - the most important condition for the success of transformations.

First of all, a major change is taking place.educational goals,and, consequently, criteria for its effectiveness. Not the quality of knowledge, as such, and especially not the volume of acquired knowledge and skills, butPersonal development, realization of unique human capabilities, preparation for the difficulties of life become the leading goal of education,which is not limited to the school, but goes far beyond it.

Our educational system is still focused on knowledge, skills and abilities as the ultimate goal, as a result. The level of knowledge serves as the main criterion when graduating from school, when entering a university and other educational institutions. The “cult of knowledge” often remains the ideal to which the school strives. This, however, is not entirely true. Even the ancients argued: much knowledge does not teach intelligence.Our schoolchildren, as evidenced by the latest UNESCO data, occupyby subject knowledgeand skills place somewhere in the second ten.In this regard, we lag behind South Korea, Taiwan, Switzerland, Hungary, and a number of other countries, but are noticeably ahead of the USA, England, France, Germany and others the developed countries. It would seem not so bad.

However, according to development of creative intelligenceexperts give us a much more modest place.It seems like a paradox. But in reality everything is understandable.Knowledge in itself does not ensure development, even intellectual development. But modern goals training covers not only the development of intelligence, but also the development of emotions, will, the formation of needs, interests, the formation of ideals, character traits. Knowledge is the basis, the springboard for developmental education, an intermediate, but not its final result. All training should be focused on the development of the personality and individuality of a growing person, on the realization of the potential inherent in him.From knowledge-centrism, our education must come to human-centrism, to the priority of development, to the “cult of personality” of each student.Education in this regard acts as a way to implement educational tasks, as part of it. The entire educational system should be a broad field for human life, affirmation and development and include the family, extracurricular institutions, informal contacts, etc.

It is worth noting that it is not so much the content of the goals (guidelines) of education that has changed, but rather their hierarchy and subordination. This is very clearly reflected in Art. 14 of the Law “On Education”.Nominated as presenterthe task of self-determination and self-realization of the individualand further - the task of developing civil society, strengthening and improving the rule of law.

Changes content of education,its cultural basis, and this change occurs in several directions:

- significant increase in the cultural intensity of education, the basis of which becomes the entire world and domestic culture, and not the ideologically filtered, “approved” part of it; in other words, the content of education becomes not only the acquired knowledge, but also the spheres of human achievements that go far beyond the scope of science: art, traditions, creative experience activities, religion, achievements of common sense;

- increasing the role of humanitarian knowledgeas the basis for development, as the meaningful “core” of personality;

- movement from mandatory, identical content for everyone to variable and differentiated, and in the extreme case - individualized; from a single state, officially approved content to original author's programs, courses and textbooks (with the mandatory preservation of a single educational core, determined by the mandatory minimum and state standards).

- an approach to the selection and assessment of content from the point of view of its educational and developmental potential is approved, capable of providing:

Formation of adequate scientific picture peace,

Civic consciousness,

Integration of the individual into the system of world and national cultures,

Promoting understanding and cooperation between people(Article 14 of the Law “On Education”).

The task is set to form in the student a holistic picture of the world, to help him, on the basis of universal and national values, to identify personal meanings in the material being studied, to pass on the best traditions to the younger generation, Creative skills so that these traditions develop b.

The movement fromunified forms of organizationeducation (secondary school, vocational school) tovariety of forms of education and types of educational institutions:gymnasiums, lyceums, colleges, private schools, higher vocational schools, complex educational institutions such as kindergarten-school, lyceum-college university, etc.Particularly relevant are the searches in the field of modernization and renovation of the public school so that it is adapted to the development opportunities and needs of different categories of students, as well as problems associated with the development of rehabilitation, educational, health and specialized institutions of various profiles.

The absolutization of the lesson as a form of organizing teaching at school is beginning to be overcome, albeit very timidly.Along with lessons, seminars, lectures, workshops, debates, and educational games are held.

The need for a transition from mass education todifferentiated- not in the sense of abandoning collective forms of work, but in the sense of individualization and level differentiation of programs and methods, taking into account the needs and capabilities of each student.

It is also realizedthe need for a transition from delayed education to ahead, although this problem cannot be solved within a single school. It is associated with increasingmultifunctionalityeducation as a whole as a social sphere and each of its cells - an educational institution. Along with the leading traditional functions - educational, upbringing and development - education and its institutions have to increasingly take on the functions of cultural continuity and cultural creation, social protection of teachers and students, and play the role of a social stabilizer and catalyst for socio-economic development. Finally (as has already been discussed), in recent years it has played an increasingly important rolesearch and research function.

Begins graduallytransition of education and upbringing to a diagnostic basis, which is facilitated by the development of psychological services in educational institutions. A new understanding of the standard in education is affirmed not as a mandatory unification of requirements, but as a single basis, a mandatory minimum of knowledge, a level of minimum requirements and a limiter of the educational load.

An upward trend is making its waythe role of regional and local (municipal, community) factors in education. As the experience of many civilized countries, and domestic traditions, shows, community - association of people at their place of residence (based on the neighborhood principle) - is the most interested and caring owner of a preschool institution, school, social center of a microdistrict. Of course, a balance of universal, all-Russian (federal), regional and local values ​​and attitudes and interests of the region is always necessary, subject to the priority of federal and universal values.

Happening intensely transition from a regimented, authoritarian upbringing destroyed by lifeto humanistic, non-violent, free education, based on the voluntary choice of forms of activity, initiative and mutual trust of educators and students.Education is reoriented towards universal human values, towards the ideas and ideals of humanism and mercy. These ideas do not necessarily have to be expressed in religious form. The child must be protected from the imposition of any ideology, both communist and religious. In modern educational system The ideas of a school that is not closed in on itself, but open to the social environment, actively participating in the life of the microdistrict and using its pedagogical and material resources, are increasingly making their way and sprouting. The school educational and upbringing system actively interacts with additional (out-of-school) education focused on the family, the individual, and humanitarian values.

1.2. The concept of psychological and pedagogical research

Due to the complexity and versatility of the pedagogical process in education, very different research is required - both in its subject matter and in its subject focus.

Very important psychological research. In psychological research, a search is being made for the most effective mechanisms for mental development, psychological rehabilitation of pupils for a specific situation, increasing their creative potential, conditions for self-realization, and determining the starting positions for individual and personality-oriented approaches, for monitoring the results of training and education.

There is an increasing need forsociological researchin order to identify the needs of the population, the attitude of parents and the public towards certain innovations, assessments of the activities of an educational institution or educational system.

Research valeological and medical natureare aimed at finding educational options that preserve and strengthen the health of students and pupils.

Very versatile and multifunctionalpedagogical research.These are studies of historical-pedagogical, philosophical-pedagogical, social-pedagogical, psychological-pedagogical, methodological nature.

Under research in pedagogyunderstands the process and result of scientific activity aimed at obtaining new knowledge about the laws of education, its structure and mechanisms, content, principles and technologies.Pedagogical research explains and predicts facts and phenomena (V. M. Polonsky).

However, almost all applied research related to the functioning and development of the educational process and educational institutions iscomprehensive psychological and pedagogical(often social-psychological-pedagogical, medical-pedagogical, etc.) nature.Even when it came to the knowledge concept of learning, it was impossible to study the educational process without researching and developing attention, memory, thinking, emotions, and abilities for various types of activities of students and pupils. It was always about the education of a holistic, versatile personality, about the development of will, about the formation of beliefs, about taking into account individual characteristics. It was impossible to construct a genuine study in the educational sphere without determining its psychological content.

In the last decade, when the tasks of personal development have become a priority, any productive research in the educational field should be psychological and pedagogical, reveal and explore the unity of external and internal factors of education, pedagogical conditions and methods of forming motivation, attitudes, value orientations, creative thinking, intuition, personal beliefs, conditions for its healthy mental and physical development.

Wherein educational research always retains its specificity: it talks about about the pedagogical process, about training and education, about the organization and management of the process, in which the teacher and student necessarily participate, pedagogical relationships function and develop, and pedagogical problems are solved.

And one more nuance. Well-known (standard) psychological approaches, methods and techniques can be used to determine positions, diagnose, and interpret results. Then it is more correct to determineresearch as pedagogical using psychological knowledge and methods.

If there is a search for personality-oriented, individualized or group-oriented positions and approaches, more precise psychological approaches or methods (for example, methods for determining the creative potential of an individual and the degree of its realization), thenthe research truly becomes psychological and pedagogical.

1.3. Nature and functions of educational innovations

Carrying out experimental research work seems to be a very important means of purposefully searching for effective ways of training and education. This work is intended to contribute to the solutionthe main practical tasks of education at the modern level.

Let's briefly describethe main components of such work.

1. Diagnostics situations of renewal and development in school, family, microsociety at the moment, pedagogical analysisachievements and shortcomings, the degree of realization of opportunities, the effectiveness of the approaches and means used.Such work has always been carried out by specialists in the field of education. The measure of completeness, depth, and thoroughness of implementation is determined by the nature of the tasks that the developers face, their level of qualifications, and the available tools. In research work, this level, in principle, should be higher than in mass practice (considering that advanced practice itself rises to the level of research search).

1. Forecasting, psychological and pedagogical design and advanced experimentation. Such work is sometimes necessary when drawing up promising and current plans, when determining directions and guidelines for practical activities. It is needed in order to give predictive and design activities scientific consistency and validity. Special mention should be made of advanced pedagogical experimentation. Its essence is that it allows you to obtain certain prognostic information, see the features of a possible future. Such experimentation allows you to create your own development model in specific conditions for performing activities and bring it to life, creating a model for wider practice.
2. Formation of the personality of a creative teacher with a clearly expressed individual style of activity. It is known that the nature and content of jointly performed activities that develop in a group, the nature of interpersonal and other types of relationships ultimately shape the personality. The personality of a creative teacher develops in joint creative activity. This is evidenced by the experience of schools that have produced entire constellations of talented teachers. These are, for example, the school of V. A. Su-khomlinsky (Pavlyshskaya secondary school), the school of S. E. Jose (secondary school No. 345 of Moscow), the school of V. A. Karakovsky (secondary school No. 825 of Moscow), E. A. Yamburg (secondary school No. 109 of Moscow), etc.
3. Development of initiative and creativity of students. It is clear that the content and direction of the creative activity of the teacher and the student most often do not coincide. The teacher is engaged in pedagogical creativity, the student is engaged in subject (artistic, technical, etc.). However, the general spirit of creativity, respect for search, encouragement of initiative and innovative thinking - all this develops best in a searching teaching team. Well, where the subject of the search for a teacher and his student coincides, which often happens (joint amateur artistic activities, debates, drawing up projects, including pedagogical ones, etc.), the conditions for co-creation and mutual enrichment become even more favorable.
4. Overcoming myths, stereotypes, inertia and dependency. Search promotes the most effective cleansing from routine, stimulates energy, and strengthens faith in one’s strength.The process of revising many mythical ideas and judgments such as: the ideal schoolchild is a comfortable, obedient student; the teacher's word is law; good study is an indicator of well-being in personal development; The more educational activities, the more intense the education.

Mastering experimental research work stimulates psychological and pedagogical creativity, including teachers and psychologists in the general innovation flow.

Our own need for updating education and the entire social sphere requires special attention Toinnovation processes,

TO what hinders and what contributes to the emergence and spread of psychological and pedagogical innovations,

To what role pedagogical and psychological sciences play and should play in this process.

Particularly important for understanding and promoting educational renewal have categories: new, innovation, innovation, innovation, innovation, innovation process, as well asopposite categories and concepts:obsolete, routine, conservatism, projectism, etc.

The task, of course, is not to stick labels and stigmatize conservatives, but to understand the dialectic of interaction between the new and the old, the mechanisms and conditions for replacing the obsolete with the new, and the ways and possibilities of positive influence on these processes. Of course, one should learn to distinguish genuine innovation from its imitation, from projectionism (unfounded projects that supposedly solve complex pedagogical problems).

It can be assumed that new in psychology and pedagogy - these are not only ideas, approaches, methods, technologies for working with a person or a team (their study, improvement, transformation), which in their presented form, in such combinations have not yet been put forward, butand that complex of elements or individual elements of training and upbringing that carry within themselves a progressive principle that makes it possible to solve the problems of upbringing and education quite effectively (at least more effectively than before) in changing conditions and situations.

The new, therefore, contains progressive. However, the concept of “new” does not always fully correlate with the concepts of “advanced”, “progressive” and even the broader concept of “modern”. Advanced, modern always retains much of the traditional. In pedagogical practice this is especially evident: faith in a person, focus on his best sides, the ability to communicate and cooperate, informative and reproductive teaching methods, dialogue, appeal to the educational capabilities of the team - these and many other far from new provisions are preserved and are receiving a “second wind.” » in the latest pedagogical systems and technologies.

The specified position determines the content of the conceptspedagogical innovation and pedagogical innovation. Strictly speaking, innovation - this is a system or element of a pedagogical system that allows you to more effectively solve assigned tasks (and sometimes set the tasks themselves more accurately), corresponding to progressive trends in the development of society.

Pedagogical innovation- introducing innovations into work practices (innovative practice).Pedagogical innovation is most often understood as the penetration of innovations into wider practice (the prefix “in” means penetration into a certain environment).

Innovative processes in education- these are the processes of emergence, development, penetration into widespread practice of pedagogical innovations.The subject and carrier of this process are, first of all, the innovative teacher (or psychologist, or manager) and innovative teams.

1) In the broadest sense of the word, all creative teachers and educators who work creatively and strive to update their arsenal of tools can be called innovators. In a more strict interpretation innovator - this is the author of a new pedagogical system, that is, a set of interrelated ideas and corresponding technologies.In this sense, we have the right to talk about S.T. Shatsky, A. S. Makarenko, V. A. Sukhomlinsky, I. P. Ivanov, Sh. A. Amonashvili, D. B. Elkonin, V. V. Davydov , L.V. Zankov specifically as innovative teachers.

2) A much wider circle of creative teachers, who can roughly be calledinventors, modernizers. They did not create their own pedagogical systems, but introduced new or seriously improved elements of existing systems, combined them in a new way, achieving positive results on this basis.

3) Finally, there is an even wider squadmasters pedagogical work who quickly perceive and skillfully use both traditional and new approaches and methods. The activities of all these categories of teachers and psychologists, closely related to the development of psychological and pedagogical science, bringing into practice new ideas, new content and updated technology, constitute an innovative pedagogical stream.

Let's trace the so-calledlife cycle of pedagogical innovations.This cycle includes the following stages:start, emergence, rapid growth (in the fight against opponents and skeptics), maturity, saturation associated with more or less widespread advancement into practice, crisis and finish, associated, as a rule, with the removal of innovation, as such, in a new, more effective , often a more general system. In the process of passing through the life cycle, the contradictions of the innovation itself and its interaction with the environment are revealed, the resolution of which either harmonizes the relationship or leads to the denial of the innovation itself and its disintegration.

It is characteristic that the life cycles of new concepts born theoretically and concepts born from practice are somewhat unique.

In the first option, innovation processes take place in different options steps commented below.

1. The emergence of a new concept with an eye to use within a certain framework and in certain situations. For example, the concept of optimization (Yu. K. Babansky, M. M. Potashnik) arose as didactic, and the concept of collective creative activity (I. P. Ivanov, V. A. Karakovsky, etc.) - as applied only in the sphere of socially useful affairs and moral education. The theory of developmental learning was developed in relation to primary school.
2. Expansion of the concept and the field of its application and, in some cases, claims to universality and exclusivity. An example of this would be meaningful and useful concepts gradual formation mental actions, activity theory in psychology, problem-based and programmed learning in pedagogy. Claims to universality only undermine the intelligent use of these concepts.
3. The gradual “acceptance” of a concept by practice, and then “fascination” with it and the expectation of a “miracle”, an immediate and comprehensive effect.
4. The concept that has entered into practice begins to work, but, naturally, a “miracle” does not happen, and “cooling” and disappointment begin. This, unfortunately, happened with the theory of optimization, against which, after several years of its development, completely unfounded reproaches arose that it did not solve all the problems of education and did not prevent its crisis, and with some other theories and concepts.
5. The theory is improved, adapts to changing circumstances, there is a need for its transformation, for integration with other theories. In particular, an understanding of the theory and methodology of optimization has become established not as a global pedagogical theory, but as a rational management approach that provides the keys to finding optimal solutions in specific conditions of education and training. The scope of understanding developmental education and its capabilities, on the contrary, has expanded significantly and included many systems of education, up to the modernized traditional one.

The second option is that approaches and concepts born in practice go through a slightly different cycle in their development..

1. The emergence of new approaches, difficult searches that allow us to formalize new ideas and find ways to implement them in methodological means.This is how the pedagogical systems of V.F. Shatalov, I.P. Volkov, S.N. Lysenkova and other innovative teachers were born, the experience of creating social and pedagogical complexes in Yekaterinburg and Almetyevsk (Tatarstan), the search for a model of a mass school for all (adaptive school) .

1. The struggle, in the recent past most often long and difficult, for the approval and recognition of innovation.
2. More or less pronounced claims to universality, which is characteristic, however, not of every innovative system, but only of some.To a decisive extent, this depends on the general culture of the creator of the system, as well as on the position of mass practice, which often relies on innovation as a panacea.
3. Awareness of the scientific ideas underlying experience, its place in the system of scientific research, contribution to theory. In this regard, the position of a well-known galaxy of innovative teachers is interesting, in their first declarations and speeches they completely disowned pedagogical science, and then recognized their blood relationship with it.
4. Integration with other approaches and searches, awareness of the ideas and approaches found in the system of theory and practice (which, again, does not always happen).

1.4. Theoretical foundations and problems of modern psychological and pedagogical research

The originality and specificity of solving pedagogical problems depending on the stage, form, and regional characteristics of education cannot be fully identified and used without knowledge and consideration of the general. Therefore, we will try to start by clarifying the provisions that form the core of modern psychological and pedagogical concepts.

Among the provisions that undoubtedly have a general pedagogical meaning, and therefore form the core of the conceptual platform of any educational programs, apparently, are the following:the most important provisions and the corresponding laws and principles.

1. Social conditioning and continuous renewal of the goals, content and methods of upbringing and education in accordance with the requirements of society. This involves preparing the individual for entry into modern society, taking into account and implementing the changing social order, both officially formalized in policy documents and unofficially, closer to the genuine needs of the person and human communities, creating conditions for the decent development and existence of each person.
2. The integrity of the educational process that shapes a person’s personality both in an officially structured and in an unofficial, not specially organized, open environment. In this environment, the most significant influences are the family and the immediate social environment, so there is a need to identify and use its pedagogical potential.
3. Unity, prospects and continuity of goals, content and methods of upbringing and education, ensuring a single educational space and the integrity of the educational system.

A major role in achieving the unity of education in accordance with the Law “On Education” Russian Federation are designed to play a role in uniform education standards and educational qualifications established and controlled by the state.

4. Pedagogical multidimensionality, reflection of all the most important aspects of the pedagogical process:any one-dimensional assessments in pedagogical theory and practice are unacceptable and defective. One-sided focus on the collective, on social values, on “tomorrow’s” rather than today’s joy has brought us a lot of harm. However, oblivion, ignoring collective connections, public interests, as well as the prospects for the development of society, the team and the individual, are detrimental to the pedagogical process. Pedagogy, to a large extent, is the science of achieving measure, of ways to harmonize the opposing forces and tendencies of the pedagogical process: centralization and decentralization, personal and public, management and self-government, performance and initiative, algorithmic actions and creativity, normativity and freedom, stability and dynamism of the individual.

5. The unity of socialization and individualization, mandatory consideration of the individual orientation of education and its social essence as undoubted priorities of a democratic society and its educational subsystem. The degree of satisfaction of needs, realization of a person’s capabilities, his right to self-realization, identity, autonomy, free development is the main criterion for success in education and upbringing.

1. Variability and freedom of choice of ways, methods and forms of implementing strategic educational ideas for both the teacher and students. Of course, both variability and freedom of choice are actually limited to one degree or another by social norms, the mandatory volume of education, the minimum acceptable standards of its quality, real opportunities society.
2. Activity approach: it lies in the recognition that the development of personality occurs in the process of its interaction with the social environment, as well as training and education as ways of appropriating socially developed ways of performing actions and their reproduction, that is, in the creative activity of the students themselves. The implementation of the developmental functions of training and education is determined by the nature of the cognitive and practical tasks solved in this process, as well as the peculiarities of the pedagogical management of this process (including the method of presenting information and its structuring - the sequence of presentation of blocks and patterns of actions that are holistic in meaning, reflective comprehension and evaluation effectiveness). At the same time, it is important that the students’ activities are carried out in the form of cooperation both with the teacher and with peers, contribute to the realization of everyone’s capabilities, and be in the student’s “zone of proximal development” (L. S. Vygotsky), in which the student has a basis for further advancement and development, responsive to pedagogical assistance and support.
3. The formative role of relationships in the moral and emotional development of the individual. Emotional coloring, content, novelty of diverse relationships to the subject of activity, moral values, other people (including parents, teachers, friends, classmates, neighbors, colleagues), oneself (self-awareness, self-esteem, character and level of aspirations) -all these attributes of relationships are assigned by a person and become the personal qualities of the emerging person.The social microenvironment (microgroup, collective) serves in this regard as a means, a factor in the creation and functioning of relationships that form the personality.
4. The complexity and integrity of the functioning of educational structures is determined by the versatility of pedagogical tasks, the internal interconnection of personality spheres and the limited time for training and education. Hence the need arises to solve, in the process of one activity, a whole “fan” of educational and educational tasks (Yu. K. Babansky), to integrate for these purposes the educational capabilities of the family, school and microsociety (for example, community and municipal self-government bodies, youth and children’s associations, clubs , sections, cultural institutions, sports, law enforcement, etc.).

10. Unity of optimization and creative approaches to the content and organization of the pedagogical process. Optimization approachinvolves the development and use of algorithms to select the most economical and effective methods of activity, creativity- going beyond algorithms, rules, instructions, constant search using hypotheses, non-standard ideas and plans, mental anticipation of the desired result.Creative ideas and plans, being brought to life and worked out, reach the stage of algorithmic technology, which makes it possible to widely use them.

Based on the above approaches and the provisions set out above, it is necessary in each specific case to develop appropriate recommendations and requirements for the organization of the educational process.

Let us now outline the approximate problems of possible psychological and pedagogical research related to the educational process. Although we are still talking about the problem and the topic of research, let us draw attention to the fact that at the heart of any problem there is some kind of contradiction, a mismatch that requires finding a solution, most often a harmonious one, and the problem itself must be relevant and true (i.e., really not yet resolved).

To the number methodological and theoretical research problemsmay include the following:

the relationship between philosophical, social, psychological and pedagogical patterns and approaches in determining the theoretical foundations (concepts) and solving leading problems pedagogical activity, choosing directions and principles for the development of educational institutions;

methods of selection and integration in psychological and pedagogical research of approaches and methods of specific sciences (sociology, ethics, valeology, etc.);

the specifics of psychological and pedagogical systems: educational, educational, correctional, preventive, therapeutic, etc.;

the correlation of global, all-Russian, regional, local (local) interests and conditions in the design of psychological and pedagogical systems and the design of their development;

the doctrine of harmony and measure in the pedagogical process and practical ways to achieve them;

the relationship and interrelation of the processes of socialization and individualization, innovation and traditions in education;

criteria for the success of educational work, the development of the personality of students in certain types of educational institutions;

methodology and technology of pedagogical design (at the level of subject, educational institution, pedagogical system of the city, district, region, etc.);

methods of correct design and effective implementation of all stages of research search.

Among applied (practical) problemsthe following can be mentioned:

developing capabilities of modern methodological systems;

humanitarian education and the spiritual world of the teacher;

ways and conditions for the integration of humanitarian and natural science education in secondary school;

health-saving technologies in the educational process;

developing capabilities of new information technologies;

comparative effectiveness of modern education systems for various categories of students;

traditions of training and education in Russia and other countries and their use in modern conditions;

formation of an educational system of a school (or other educational institution):

school in the system of social education and training;

pedagogical possibilities of an “open” school;

family in the system of social education;

teenage (youth) club as a basis for the development of extracurricular interests and abilities;

traditions of folk pedagogy in education;

the role of informal structures in the socialization of youth, ways of interaction between teachers and informal structures.

Of course, the above list is far from complete; it presupposes the existence of other serious and pressing problems, and in particular those related to the management of education, the improvement of its infrastructure and its individual components, problems vocational education, problems associated with the implementation of the idea of ​​lifelong education, etc.

1.5. Sources and terms of research search

The desire of teachers for psychological and pedagogical research in our time is supported by all levels of education management. But aspiration alone, even one based on awareness of problems, is not enough. It is necessary to use sources that fuel such a search, springs from which approaches, samples, ideas, methods and technologies can be drawn for creative processing.

It is possible to highlight at leastfive such sources.

1. Universal humanistic ideas and ideals reflected in philosophy, religion, art, folk traditions. Education, active stimulation and support for personal development are impossible without the formation of a moral ideal. Meanwhile, after the collapse of the official communist ideology and communist ideals, an ideological vacuum and an acute crisis of ideals are felt in society and among teachers. It is compensated to a certain extent by religious ideology and religious consciousness. However, this solution is not acceptable to everyone. “What to believe in? How can you educate if all ideals have been overthrown?” - teachers ask. I think there is a constructive answer to this question

Pedagogical ideals must be associated with enduring humanistic values, with the ideals of philanthropy, with the cult of the individual (not the individual, but the personality of everyone).Faith in man, the search for ways of his maximum realization, respect for the growing personality of the child, for his originality and individuality, for his right to free development and happiness - this is the core of any progressive pedagogical concepts of the past and present.

2. Achievements of the entire complex of human sciences, as well as recommendations arising from modern scientific approaches, especially recommendations from medicine, valeology (the study of health), psychological and pedagogical sciences, including social pedagogy, social, educational and developmental psychology.

There is an argument thatscientific pedagogical knowledge is not so important, since pedagogy is not so much a science as an art, and the teacher compensates for the lack of knowledge with experience. Practical pedagogy, of course, is a great art, where a lot depends on the Master, but this art is based on scientific principles, approaches, systems. If they are identified and used, the practice benefits significantly and the likelihood of losses and errors is reduced. Contrasting scientific theory and practice (art) is the same as contrasting music theory, musical composition, and, ultimately, musical literacy with the art of performance. And a few words about medicine and valeology (health sciences). Few doubt the usefulness of the recommendations of these sciences. However, the entire practice of education and training very slowly and incompletely takes into account advice and recommendations aimed at preserving health, and is looking for ways of health-saving education.

3. Best practices of the past and present, including innovative ones.

Innovate experience is the closest and most understandable source of approaches, solutions, methods, organizational forms. Its range is very wide. There is an unsuccessful revival of the traditions of past domestic experience. Private schools, lyceums, gymnasiums, governing, teaching rhetoric, ballroom dancing, and the traditions of Russian mercy and charity are being restored. The treasures of world experience are gradually opening up for us, for example, the achievements of the Waldorf school and pedagogy, the free education systems of M. Montessori, S. Frenet. All this is extremely important. A noticeable mark on the domestic practice of school renewal was left by innovative teachers or, as they call themselves, experimental teachers, whose experience was widely promoted at the turn of the 80s and 90s by the Teacher’s Newspaper, Komsomolskaya Pravda, Central Television and by other means mass media. During the same period, books by innovative teachers, their articles and articles about them in pedagogical journals began to be published one after another. In recent years, interest in their experience has decreased, and a number of critical publications have appeared containing accusations and negative assessments of their experience.

Let’s try from the perspective of modern times, when passions around innovators have somewhat subsided, to give an objective assessment of their experience, its significance for the renewal of schools and the development of psychological and pedagogical sciences.

To assess the movement of innovators, it is necessary to determine what specific tasks they solved and what role they performed.

What is the specific contribution of innovators, their real services to national education?

First. Very different in creative style (S.A. Amonashvili - a unique humanist philosopher, psychologist and teacher-practitioner, E.N. Ilyin - a bright improviser, V.F. Shatalov - an algorithmic analyst. M.P. Shchetinin - a romantic, R. G. Khazankin - polymath and taxonomist, etc.),In opposition to formalism, bureaucratic restrictions and unification, they defended the teacher’s right to creative independence, to search, to authorial originality.

Second. Through their practice they have establishedhumanistic ideas of cooperation and co-creation with schoolchildren, internal freedom of the emerging personality,expedient assistance to everyone and thereby paved the way for radical democratic changes in education and contributed to the humanization of society.

Third. They created new pedagogical systems, each of which found a solution to certain, very pressing pedagogical problems.V.F. Shatalov showed how, with the help of a system of reference signals, you can teach everyone and give each child a “support point” in his life self-affirmation. Sh. A. Amonashvili managed to find the means to awaken the “silver bells” in the soul of every child, not to discourage his desire for school, knowledge, a teacher, and to ensure his development. M.P. Shchetinin created a particularly valuable for the village new uniform educational institution - a school-complex, not without success, searched for ways to diversify personality development through emotional and artistic activity.

The life feat of the director of the Sakhnovskaya secondary school A. A. Zakharenko was that he created a rural cultural and educational complex and proved that the school can revive the village. A. A. Katolikov showed how to really brighten up orphanhood and provide boarding school students with a full life, development, and continued education. I.P. Volkov managed to awaken the creativity of every schoolchild. S. N. Lysenkova created a system of early pedagogical propaedeutics through advanced teaching in the primary grades.

Propaedeutics - (from the Greek propaideuo - pre-teach), an introduction to any science, a preliminary introductory course, systematically presented in a concise and elementary form

Particular attention should be paid to the merits of enthusiasts and innovators of social pedagogy, who overcame the narrow traditions of social assistance in the framework of the provision of pensions and care for the elderly, who approved an integrated approach to the protection and rehabilitation of children and adolescents, who created comprehensive social-pedagogical and social-rehabilitation institutions (I.I. Ryabov, S. 3. Revzin, V.K. Volkova, N.A. Golikov, etc.).

And one more touch . In the galaxy of innovative teachers, strange as it may seem at first glance, the majority are men. And this once again suggests thathow the school needs an intelligent and proactive male teacher. Innovative teachers, so to speak, defended the male dignity of pedagogy.

It is therefore necessary to judge innovative teachers precisely by that positive contribution, which is very significant, and not by individual breakdowns, failures or factual errors.

4. The pedagogical potential of the team of teachers and students, the surrounding social environment, manufacturing enterprises, cultural and medical institutions, law enforcement, parents, people of various professions, life destinies and hobbies.

The creative potential of a team, of course, is created by creative individuals.It develops its own traditions, its own attitude to values, to pedagogical search. The psychological climate, collective attitudes and assessments, and the interactions of people with different creative styles and potential turn out to be either a stimulus or a brake on the development of creativity and initiative.

The theory and practice of social education is based on the premise thatonly the organization of a child’s life in a real social environment with the participation of many social institutions(family, enterprises, clubs, associations, creative associations, law enforcement agencies, physical education institutions, theaters, cinemas, etc.)and masses of unprofessional teachers(primarily parents)allows for full training and education.Here, in a non-professional environment, you can glean many ideas, approaches, and forms that can be successfully applied both at school and in the extracurricular sphere. Already received quite widespreadscientific societies of students led by scientists, sports sections led by athletes or coaches, art studios, etc. The ideas of cybernetics, valeology, hermeneutics (the science of understanding) “work” in education; it needs new approaches from various fields of science and technology, human practice.

5. The creative potential of a professional teacher.

Creative potential of the individualThe teacher is manifested in internal sources of creative search:imagination, fantasy, the ability to predict, combining known methods or elements, the ability to see an object in its unusual functions and connections, make non-standard decisions, etc..e. in everything that characterizes the creativity (creative essence) of the very personality of the teacher-researcher. External factors stimulate the teacher’s creativity, supply him with material and provide him with sample solutions. But a creative teacher has his own pedagogical thinking and is able to produce new ideas and methods (more on this in the last section of the manual).

2. Scientific research in education

2.1. Levels of scientific research in education.

Scientific researchis one of the types of cognitive activity, the distinctive feature of which is the development of new knowledge.In this case, the knowledge obtained must beobjectively new,those. previously unknown not only to the researcher himself, but also to the professional and scientific community. This knowledge must be obtained usingspecial research tools,ensuring its objectivity. It should reveal certain patternsa specially selected object of reality.Finally it must be expressedin terms and categoriesrelevant branch of knowledge and activity.

Scientific researchin education they call systematic cognitive activity aimed at obtaining new knowledge about educational phenomena and processes.

Scientific research is characterized by reproducibility, evidence, accuracy (understood differently in different fields of science).

Based on the method of obtaining knowledge and the nature of information, research is divided into two levels - empirical and theoretical.

On the first new facts of science are established and, based on their generalization, empirical laws are formulated.

Empirical levelcharacterized by the predominance of methods for describing experience and detecting systematically repeating patterns in it. The results obtained at this level of knowledge are directly applicable in the practice of education. However, they do not allow us to explain the nature of the observed dependencies, and therefore, to develop new educational technologies based on them. These results largely depend on the nature of the conditions in which the educational process takes place and on the teacher who organizes it. This explains the subjectivity in assessing the nature of the identified patterns and, as a rule, the irreproducibility of the methods proposed on their basis. The empirical level of scientific research is optimal for collecting primary information that requires further analysis, interpretation, and evaluation.

On the second - patterns common to a given subject area are put forward and formulated, making it possible to explain previously discovered facts and empirical patterns, as well as to predict and foresee future events and facts.

Theoretical levelResearch is different in that it includes modeling, developing hypotheses, and experimenting. In pedagogy, the division of research into fundamental and applied, widespread in other sciences, seems doubtful. However, at the theoretical level, the researcher works not so much with the educational process itself or other processes, but with their models, which systematically reproduce the essential properties of the original. The modeling method allows you to obtain new knowledge about an object through inference by analogy.

The results of scientific research in education are presented in the form of an article, report, dissertation for the scientific degree of master, candidate or doctor of science. Each of them has its own qualitative differences in the research problems solved, the depth of penetration into the subject of research, and the generality of the conclusions.

2.2 Principles of scientific research.

As already mentioned, the principles of any activity are based on identified objective patterns and are designed to increase its effectiveness and ensure a high-quality result.

The quality of scientific research is achieved by observing the following principles:

- principle of purposefulness- the research is carried out in accordance with the objectives of improving educational practice and establishing humane relations in it;

- principle of objectivity -theoretical models in the study should reflect real pedagogical objects and processes in their multidimensionality and diversity;

- applied principle -the results of the study should contribute to the explanation, prediction and improvement of educational practice with multiple paths of its development;

- principle of consistency -the results of the research are included in the system of scientific knowledge, supplementing the existing information with new information;

- principle of integrity -components of an educational object are studied in the dynamics of a multidimensional picture of their relationships and interdependencies;

- principle of dynamism- the patterns of formation and development of the educational objects being studied, the objective nature of their multidimensionality and multivariance are revealed.

These principles are based on the laws of cognitive activity, scientific research and the specifics of educational practice.

2.3. Basic characteristics of scientific research.

Scientific research, regardless of its type, must include general characteristics, such as: the problem and its relevance, topic, object, subject, purpose, objectives, hypothesis, protected provisions, assessment of scientific novelty, theoretical significance and practical value of the results obtained.

V.V. Kraevsky suggests presenting them in a simplified form in the form of questions.

Research problem:What needs to be studied that has not been studied previously in science?

Subject: what to call the aspect of considering the problem?

Relevance: Why exactly does this problem need to be studied at this time and in the aspect chosen by the author?

Object of study:What is being considered?

Subject of study:How is the object viewed, what inherent relationships, aspects and functions does the researcher highlight for study?

Purpose of the study:What knowledge is expected to be obtained as a result of the research, what is this result in general terms even before it is obtained?

Tasks: what needs to be done for the goal to be achieved?

Hypothesis and protected provisions:What is not obvious about the object, what does the researcher see in it that others do not notice?

Novelty of the results:What has been done that has not been done by others, what results have been obtained for the first time?

Significance for science:In what problems, concepts, branches of science are changes being made aimed at developing science and replenishing its content?

Value for practice:What specific shortcomings of practice can be corrected using the research findings?

The listed characteristics constitute a system, all elements of which must correspond to each other and complement each other. By the degree of their consistency one can judge the quality of the scientific work itself.

The system of methodological characteristics of scientific research acts as a general indicator of its quality.

2.4. Subjectivity in scientific activity.

With subject - is the carrier of activity, the “doer”, thanks to which activity is carried out. Speaking about the subject of the activity, we answer the question “who performs it?” It would seem that the subject of scientific activity is obvious - this is the researcher.

1) However, the most important characteristic for the subject- ability to self-change.In the process of any activity (including research), the teacher, ensuring his subjectivity, interacts with other people (colleagues, children, their parents), changes in the process of this interaction, thereby making interaction partners the subjects of his changes and providing them with conditions for self-improvement. This process ensures self-acquisition, self-realization and self-development of the teacher in interaction with significant “Others”.

2) It is useful to remember the aphorism of C. Bernard: “Art is “I”; science is “we”.”Scientific inquiry requires constant exchange of information and ideas, as well as discussion: the cognizing subject is not an individual isolated from other people(the so-called “epistemological Robinson” of metaphysical philosophy), anda person involved in social life, using socially developed forms of cognitive activity as material(tools, instruments, devices, etc.), so perfect (language, categories of logic, etc.)".

3) Scientific research, among other things, is alsoa way of creative self-realization, self-expression and self-affirmation of a researcher, and therefore a way of his self-development.

4) Subjectivity presupposes subjectivity in the perception and assessment of observed phenomena and processes, which is determined by the researcher’s past experience, his information needs, and individual differences. In this regard, the results of psychological and pedagogical research can never be completely objective and impartial; they always bear the imprint of the views, worldview, and style of scientific research of the researcher who received them. Moreover, this fact cannot be clearly regarded as a disadvantage. After all, in this way the diversity of pedagogical knowledge is ensured, and, consequently, the need for comparison, comparison, and complementarity of various research data.

The classical concept of objectivity originates from the earliest attempts at scientific knowledge of objects and phenomena of the inanimate world. An observer could consider himself objective if he managed to renounce his own desires, fears and hopes, as well as excluding the supposed influence of God's providence. This, of course, was a huge step forward, and it was thanks to it that modern science took place. However, we must not forget that such a view of objectivity is only possible if we are dealing with phenomena of the inanimate world. This kind of objectivity and impartiality works great here. They also work quite well when we are dealing with lower organisms, from which we are sufficiently alienated to continue to remain impartial observers. After all, we really doesn't matter, how and where the amoeba moves or what the hydra feeds on. But the higher we climb the phylogenetic ladder, the more difficult it is for us to maintain this detachment.

The mother, captivated by her baby, explores its tiny body inch by inch with fascination, and she undoubtedly knows - in the most literal sense - much more about her baby than anyone who is not interested in this particular child. Something similar happens between lovers. They are so fascinated by each other that they are ready to spend hours looking at, listening to, getting to know each other. This is hardly possible with an unloved person - boredom will overcome too quickly."

Partiality towards the object of research (and, in fact, interest in the development of education) not only does not interfere, but helps the researcher to penetrate more deeply into the essence of the ongoing changes in the child and the processes of pedagogical reality.

A. Maslow reveals two advantages of “loving knowledge”:

1) a person who knows that he is loved opens up, opens up to meet another, he throws off all his protective masks, he allows himself to be naked, not necessarily only physically, but also psychologically and spiritually, he allows himself to become understandable;

2) when we love, or are fascinated, or are interested in someone, we are less inclined than usual to dominate, to control, to change, to improve the object of our love and manipulate it.

We are, of course, not talking about subjectivism as bias and denial of objective facts obtained during the research process. To prevent this, there are statistical methods, peer review methods, and other means of increasing the reliability of research results, which will be discussed in the following chapters.

5) In research activities, the professional position of the researcher is realized, formalized, and optimality is checked.Within the framework of the chosen methodological approaches, the researcher develops an individual style of scientific research and approves it in situations of presenting and defending research results.

2.5. Types of scientific research in education

The structure of psychological and pedagogical research is determinednomenclature of scientific specialties, which is periodically reviewed and approved by the government. This nomenclature is the basis for conferring academic degrees and titles, planning scientific research, and opening dissertation councils. It can also serve as a guide for the researcher to determine the direction of his own search, if he hopes to gain further recognition and find an application for the results obtained.

The current nomenclature for pedagogical and psychological sciences includes the following scientific specialties:

Code	Name
13.00.00	Pedagogical Sciences
13.00.01	General pedagogy, history of pedagogy and education
13.00.02	Theory and methodology of training and education (by areas and levels of education)

Code	Name
13.00.03	Correctional pedagogy (deaf pedagogy and typhlopedagogy, oligophrenopedagogy and speech therapy) -; 4
13.00.04	Theory and methodology physical education, sports training, health and adaptive physical education
13.00.05	Theory, methodology and organization of socio-cultural activities
13.00.07	Theory and methodology of preschool education
13.00.08	Theory and methodology of vocational education
19.00.00	Psychological Sciences
19.00.01	General psychology, personality psychology, history of psychology
19.00.02	Psychophysiology
19.00.03	Occupational psychology, engineering psychology, ergonomics
19.00.04	Medical psychology
19.00.05	Social Psychology
19.00.06	Legal psychology
19.00.07	Pedagogical psychology
19.00.10	Correctional psychology
19.00.12	Political psychology
19.00.13	Developmental psychology, acmeology

For each specialty, a passport has been approved that defines the specifics of the relevant research. The passport of a scientific specialty includes a code and name, a specialty formula, a description of the field of study and an indication of the branch of science to which this specialty belongs.

So, the content of the specialty13.00.01 - “General pedagogy, history of pedagogy and education”,which is classified as a branch of pedagogical sciences, according to the passport, is the study of problems of philosophy of education, educational anthropology, methodology of pedagogy, theory of pedagogy, history of pedagogy and education, ethnopedagogy, comparative pedagogy and pedagogical forecasting. The areas of research include:

Philosophy of education (study of ideological and paradigmatic foundations of the theory and practice of education);

Pedagogical anthropology (study of the anthropological foundations of education - upbringing and teaching - a person as a subject of education);

Methodology of pedagogy (study of the place and role of pedagogy in the system of spiritual life of society and scientific knowledge; objects and subjects of pedagogy; methods of pedagogical research);

Theory of pedagogy (research of approaches and directions for the justification and implementation of pedagogical concepts, systems; creation of conditions for personal development);

History of pedagogy and education (study of the historical development of institutionalized and non-institutionalized educational practices, educational policies, pedagogical thought at the levels of social and theoretical consciousness in various spheres of the spiritual life of society);

Ethnopedagogy (study of the formation, current state, features of interaction, development prospects and opportunities for using ethnic traditions of education);

Comparative pedagogy (the study of the origins and comparative analysis the current state of pedagogy and education in foreign countries, various regions of the world, as well as prospects for their development);

Pedagogical forecasting (study of methodology, methodology, theory of forecasting the development of pedagogy and education, determining on this basis the prospects for their evolution in our country and abroad).

Contents of the specialty13.00.02 - “Theory and methodology of training and education (by areas and levels of education)”:development of theoretical and methodological foundations of the theory, methodology and technology of subject education (teaching, education, development) in various educational fields, at all levels of the education system in the context of domestic and foreign educational practice. The areas of research and development reflect the main structural components of the scientific field “Theory and Methods of Subject Education”, determine the prospects for its development, and are focused on solving current problems of subject education. Areas of knowledge: mathematics, physics, chemistry, literature, biology, sociology, political science, Russian language, native language, Russian as a foreign language, foreign languages, computer science, fine arts, history, social studies, cultural studies, ecology, geography, music, humanities and social sciences (primary education level), natural and mathematical sciences (primary education level), management. Levels of education: general education, vocational education.

Areas of study in this specialty include:

Methodology of subject education: history of the formation and development of the theory and methodology of teaching and education in areas of knowledge and levels of education; issues of interaction between the theory, methodology and practice of training and education with the branches of science, culture, and production; trends in the development of various methodological approaches to the construction of subject education, etc.;

Goals and values ​​of subject education: development of the goals of subject education in accordance with changes in the modern sociocultural and economic situation in the development of society; developmental and educational opportunities academic disciplines; problems of forming positive motivation for learning, worldview, scientific picture of the world, correlations between scientific and religious pictures of the world among subjects of the educational process, etc.;

Technologies for assessing the quality of subject education: problems of monitoring assessment of the quality of education in various subjects; theoretical foundations for the creation and use of new pedagogical technologies and methodological teaching systems that ensure the development of students at different levels of education; assessment of professional competence and various approaches to the development of postgraduate education for subject teachers; development of subject education content, etc.;

The theory and methodology of extracurricular, extracurricular, out-of-school educational and educational work in subjects, including additional education in the subject.

Contents of the specialty 13.00.08- “Theory and methodology of vocational education":a field of pedagogical science that considers issues of professional education, training, retraining and advanced training in all types and levels of educational institutions, subject and sectoral areas, including issues of management and organization of the educational process, forecasting and determining the structure of personnel training, taking into account the needs of the individual and labor market, society and state.

Areas of research are defined taking into account differentiation by industry and type professional activity and include, in particular, issues such as:

Genesis and theoretical and methodological foundations of pedagogy of vocational education;

Postgraduate education;

Training of specialists in higher educational institutions, institutions of secondary and primary vocational education;

In-house training of workers;

Additional professional education;

Retraining and advanced training of workers and specialists;

Continuous professional and multi-level education;

Educational Management and Marketing;

Vocational training for the unemployed and unemployed population;

Interaction of vocational education with the labor market and social partners;

Professional guidance, culture and problems of education;

Professional consulting and advisory services.

Contents of the specialty19.00.01 - “General psychology, personality psychology, history of psychology”:study of fundamental psychological mechanisms and patterns of origin, development and functioning of the human and animal psyche, human consciousness, self-awareness and personality in the processes of activity, cognition and communication; application of these patterns to solve practical problems of diagnosis, counseling, examination, prevention of psychological problems, possible anomalies and support of personal development; historical, theoretical and methodological analysis of psychological theories, concepts and views; development of research and applied methodology, creation of methods of psychological research and practical work.

The area of ​​research includes issues such as:

Development and analysis of the foundations of general psychological and historical psychological research;

Origin and development of human consciousness and activity in anthropogenesis;

Attention and memory; autobiographical memory;

Psychological problems of speech communication and psycholinguistics;

Consciousness, worldview, reflexive processes, states of consciousness, altered states of consciousness;

Activity, its structure, dynamics and regulation, psychology of activity;

Abilities, giftedness, talent and genius, their nature;

Gender differences in cognitive processes and personality;

Individual, personality, individuality; personality structure; the problem of the subject in psychology;

Life path, its structure and periodization; life creation, etc.

Contents of the specialty19.00.07- “Educational psychology”:study of psychological facts, mechanisms, patterns of educational activity and the actions of its individual or collective subjects (students, groups, classes, audiences), the pedagogical activity itself and the actions of its subject - the teacher, multi-level interaction of subjects of pedagogical and educational activities in the educational process; study of the influence of the educational process, the educational environment on the mental development of students, their personal development at different levels of education; study of the development of educational psychology in historical retrospect and the current state.

The area of ​​research includes the following questions:

Psychology of students at different levels of education (preschool, school, university), their personal and psychological development;

Psychology of the educational environment;

Psychology of educational activities, teaching;

Psychological characteristics of students as subjects of educational activities;

Pedagogical activity, professional and pedagogical characteristics of teachers (style, abilities, competence, control);

The educational process as a unity of teaching and upbringing, etc.

Contents of the specialty 19.00.13 - "Developmental psychology, acmeology"in the field of psychological, pedagogical sciences: study of the processes of development and formation of the psyche of people at different stages of their life cycle (from the prenatal period, newborn age to maturity, aging and old age). This development occurs under certain external and internal conditions (environmental conditions, heredity, accumulated experience, targeted or random influences, etc.).

Since specifically human development and functioning of the psyche do not occur outside the processes of communication and organizational structures (from child-parent relationships to business interactions in a surgical team or in public service), social phenomena naturally come into the attention of researchers.

One of the aspects of this specialization is the study of the cultural and historical development of the psyche, the comparative study of the development of the psyche in different cultures, the development of the psyche in anthropogenesis and the comparative study of the biological and historical development of the psyche. Mental development in childhood makes, although not obvious, very significant (sometimes irreparable) contributions to the development of an adult. And the period of adulthood is significant for the existence of society. Acmeology (Greek. act - “blooming power”, “peak”).

If a research approach is dominated by a stating approach (establishing facts, patterns), it can be classified as a psychological science; if a normative-value, design, formative approach is expressed - to the pedagogical sciences. This distinction is left to the discretion of the dissertation committees.

2.6. Choosing a scientific specialty.

The choice of the scientific specialty in which the research is carried out is a responsible and important moment in relation to the expected results, especially if the research is carried out as a dissertation. V. G. Domrachev 1 when choosing a scientific specialty, he suggests proceeding from the following main criteria:

The scientific results of the dissertation must correspond to the passport of the scientific specialty;

The professional training of the dissertation candidate, as well as his scientific interests, must correspond to the list of tasks regulated by the passport of the scientific specialty;

The scientific supervisor must be competent in the issues covered by the scientific specialty;

The graduate school within which the training is carried out must have the right to teach in this scientific specialty;

The dissertation must comply with the specialty and the requirements of the dissertation council in which it is expected to be defended.

A situation is possible when, starting work on a dissertation within one scientific specialty, a researcher discovers that it corresponds to another specialty. Natural way in this case, act in accordance with the new scientific specialty, but keep in mind the criteria listed above. You can consider defending a dissertation at the intersection of two specialties - the one on which the work began, and a new one, corresponding to several (or one) scientific results submitted for defense. In this case, during the defense, it will be necessary to co-opt additional members to the dissertation council - doctors of sciences who are competent in the results of the dissertation related to new specialty(or the use of doctors of science available on the dissertation council who are members of another dissertation council in this new scientific specialty). If necessary, a second dissertation supervisor or scientific consultant may be involved. Passing the second candidate exam in a new specialty is not required, since only three candidate exams are taken.

3. Organization of experimental and research work in educational institutions

3.1. Experience and experiment in research work.

Many issues related to the organization of experimental and research work in educational institutions are related tothe problem of the difference between scientific (theoretical) and empirical (experimental) knowledge in pedagogy.

Kraevsky V.V. said:“Often in pedagogy these two types of knowledge are not distinguished clearly enough. It is believed that a practicing teacher, without setting special scientific goals and without using the means of scientific knowledge, can be in the position of a researcher. The idea is expressed or implied that he can acquire scientific knowledge in the process of practical pedagogical activity, without bothering himself with work on theory, which almost “grows” by itself from practice. This is far from true.The process of scientific knowledge is special.It consists of the cognitive activity of people, means of knowledge, its objects and knowledge.<...>

Spontaneous-empirical knowledge lives in folk pedagogy, which has left us a lot of pedagogical advice that has stood the test of experience in the form of proverbs and sayings, rules of education. They reflect certain pedagogical patterns. The teacher himself gains this kind of knowledge in the process of practical work with children. He learns how best to act in a certain kind of situation, what results this or that specific pedagogical influence produces on specific students.” 1 .

Techniques, methods, forms of work that have proven effective in the experience of one teacher may not give the desired result in the work of another teacher or in another class, in another school,because empirical knowledge is concrete. This is its peculiarity - neither strength nor weakness, but difference from theoretical, scientific knowledge.

And now one can still hear complaints that “scientific works suffer from abstraction.” Butabstraction - theoretical generalization of experience. This definition contains the whole answer: there cannot be a theory without previous experience, and the essence of the theory consists of the most general laws, i.e. abstraction. It is in situations where you need to “fly above the bustle”, turn to proven truths,there is a need for scientific knowledge.The help of a scientist is needed either to generalize experience or to draw conclusions from the experience of colleagues.

Case Study. When developing a program for the development of the gymnasium, the administration and teachers turned to a whole group of teaching scientists with a request to help formulate the central problem, the solution to which the teaching staff was already working on. Teachers could talk for a long time about the problems that worried them, about ways to solve them, which they intended to test in experimental work. But they could not formulate all this briefly, which means they did not structurally represent the tasks facing them.

Working together with scientists, teachers divided the tasks into theoretical (search) and practical (organizational and pedagogical). In each group of tasks, in turn, central, leading problems were identified. The main task was defined as “forming a culture of student self-determination in life.”

As a result, the activities of the gymnasium and its departments became clearer. It has become easier to plan work, analyze its results, and carry out ongoing management.

Researchers and teaching practitioners often do not distinguish experience from experiment. Both are types of search activities that involve finding ways to improve existing educational practices.

However, experience - this is empirical knowledge of reality based on sensory knowledge, and experiment - this is cognition carried out in controlled and controlled conditions, reproduced through their controlled change.An experiment differs from observation by actively operating the object being studied; it is carried out on the basis of a theory that determines the formulation of problems and the interpretation of results. Often the main task of an experiment is to test hypotheses and predictions of a theory.

An experiment differs from an experiment in the presence of a theoretical model of achieving a result, which is tested during the experiment.

3.2. Experimental work of an educational institution.

In the work of modern schools there is a phenomenon that at first glance seems paradoxical:scientists are increasingly and more persistently invited to cooperate. This happens despite the fact that education authorities do not force people to take such actions; on the contrary, they urge them to save wages. Given the current overload of school administrators, with an acute lack of material and financial resources, there is probablyserious reasons, which encourage practicing teachers to invite scientists to schools.

The main one is probably -departure from uniformity. Now every school, gymnasium, lyceum is looking for its own “image”, its own concept of education, developing its own curricula, programs, methods, and its own development strategy. Moreover, this activity has long ceased to be exotic and has become a legal norm for every school.Innovation activityrequires theoretical research, scientific understanding of experience, and special training, which administrative, methodological and pedagogical workers do not have. And for scientists, solving these problems is the essence of their activity.

Even if the school does not pretend to be a scientific experiment, everyday problems naturally lead to the need for search and research activities.

In accordance with paragraph 2 of Art. 32 of the Law of the Russian Federation “On Education” the development and approval of educational programs and curricula are transferred to the competence of the educational institution.

But why are schools so reluctant to take advantage of these rights? Why do the “innovations” they create often result in nothing but trouble for students, their parents, and teachers? Teachers have the right to develop curricula, programs, manuals, but no one taught them this work, and, therefore, they do not have special training for this activity.

In many cases, the main shortcoming of the curricula and programs developed by schools is the lack of concepts, i.e. . systems of basic views and approaches.To develop such a concept and curriculum and programs that implement it is the task of the school’s teaching staff. And only a specialist ready for research can help. Often, for these and other purposes (giving lectures on the latest achievements of science, postgraduate education, special training for certain categories of teaching staff, providing assistance in resolving conflict situations, etc.) scientists are invited to the school.

Lecture by Prof. G.I. Shkolnik on trends in modern pedagogy abroad intensified the work of many creative groups of teachers and helped in improving the gymnasium development program. When subject teaching was introduced in primary schools, the gymnasium administration turned to university specialists with a request to conduct special workshops with teachers. When the position of class teacher (released class teacher) was introduced, special training was also carried out for teachers according to a jointly developed program. Thanks to the participation of university specialists in the commission, problems in admitting children to the gymnasium were reasonably resolved.

Meaning experimental work will vary depending on the situation and the role assigned to it. Research, as a rule, is carried out not to develop specific recipes, but with the aim of identifying patterns and methods of mastering methods of theoretical knowledge.

3.3. Research in educational settings.

When conducting research, teachers in most cases hope to solve specific problems in a particular school. But the research activities of teachers also have their own purpose: it helps to understand the situation and optimize their work based on the identified patterns. Solution problems of educational work of the school- the first (and most common) reason for teachers to turn to research activities.

Another reason - the desire to find new, previously unknown pedagogical means, rulesand sequence* of their use(innovations-heuristics)or solve new pedagogical problems that have not yet been mastered either in theory or in practice (innovations-discoveries). In this case it is relevant famous expression: “No matter how much you improve a kerosene lamp, it will not become electric.”

The trial and error method, characteristic of empirical research, does not give the desired result - modeling, creation of theories, hypotheses, experimentation are required, i.e. means of scientific knowledge.

Experimental search activities are regulated by local regulatory documents of the educational institution. In most cases, an approved order is used to develop them. State Committee USSR on Public Education “Temporary Regulations on an Experimental Pedagogical Site in the Public Education System” (see Appendix 2).It has lost its legalstrength, but is a well-developed document from an organizational point of view, which can serve as the basis for modern management documents in the field of experimental research work.

As a rule, there are six stages in the experimental work of an educational institution:

- first, preparatory, stage- development of a plan for search work, analysis of the state of affairs, determination of targets, selection of research methods;

Second phase - partial changes in the work of the institution, analysis and evaluation of their effectiveness, consolidation of the project team of teachers;

Third stage - improvement of individual components of the system, areas of work, application of new methods and technologies;

Fourth stage - improving the system of work of the institution as a whole, developing a new logic of education;

Fifth stage - working off new system and identifying the conditions for its successful functioning;

Sixth stage - analysis and presentation of achieved results, determination of prospects for further research.

3.3. Specifics of studying various aspects of education

1. Didactic studies.

The purpose of diagnostics and scientific research in the implementation of educational objectives seems obvious and traditional. Each teacher diagnoses and evaluates students' success in mastering the curriculum in order to make informed adjustments to teaching methods based on the diagnostic results.Accordingly, teachers treat the recommendations of scientists in this area with understanding. However, the ease of understanding didactic research is only apparent. Let's look at someproblems directly related to improving diagnostics in education.

Firstly , diagnostics in teaching most often means control (current, periodic, thematic, final, etc.).And control can be carried out outside of diagnostic activities on the basis of empirical signs that are presented to the teacher as “self-evident”. This is what explains thatThe same grades given by different teachers, as a rule, cannot be correlated with the same level of training.

Evidence of the low diagnostic reliability of traditional control methods is the very fact of the introduction and ongoing discussions around such a fundamentally new knowledge assessment system as the Unified State Exam (USE). As the head of the Federal Service for Supervision in Education and Science V.A. Bolotov notes, “... the longer a region participates in the experiment, the more actively parents, school graduates, and teachers of the vocational education system support the Unified State Exam.” Obviously , this is explained by the greater objectivity (diagnostic value) of the final control form based on the test methodology.

The experiment on introducing the Unified State Exam showed that every fifth graduate does not master the school mathematics course. True, the overwhelming majority of respondents believe that the Unified State Exam will not solve the problems of the quality of education. Often he provokes “coaching” on supposed issues, which has nothing to do with the normal educational process. This means that any forms of diagnostics and control must be introduced systematically, in combination with other methods of improving the educational process.

Secondly , traditionally, even in control, “gaps” in training are revealed, rather than the student’s strengths. Of course, these shortcomings are sought out based on “good intentions” in order to make the student stronger. But the technocratic strategy, traditional for teaching practice, encourages the teacher to actually expose the student to his shortcomings, and then correct his preparation, depriving the student of independence. Sometimes researchers studying the problems of didactics follow a similar strategy. This approach reduces theoretical research only to quantitative dependencies and presupposes a search not for humanitarian, but for technocratic knowledge.

Third When identifying the degree of preparedness of a student, researchers sometimes pay attention onlyto master the content of education(knowledge, abilities, skills), without being interested in the development of cognitive abilities, mental operations, attitude to educational and cognitive activity, etc.This approach makes research in the field of learning superficial, unproductive, and useless for improving educational results.

M. Zelman, a specialist in the educational testing service from Princeton (USA), sees the problem of the Unified State Examination in the fact that the essential characteristics of similarities and differences between the exam results that serve as the basis for certification of school graduates based on the results of their studies have not been identified(“test of mastered content” - test of the quality of work of the student and teacher),and a test that provides information to predict the success of an applicant’s studies at a specific or any university(“readiness test” or “aptitude test”).

Test materials for tests based on the results of training are quite easily constructed both in the form of multiple-choice tasks and in the form of tasks (tasks) with a fixed answer. They assess the degree of awareness or development of graduates’ skills and, in principle, do not require intelligence or creativity from the test taker and are designed on the principle of testing the reproduction of information or testing mastery of standard algorithms.

Readiness tests (or ability tests) are more designed to assess a person’s performance “here and now” in a specific cognitive or psychomotor area.They are created in such a way as to find outa person’s potential ability in specialized activities, his readiness for a certain type of learning and in conditions of limited information. The purpose of such tests is not to evaluate his past successes, but to create a picture of his learning capabilities in a given area.

2. Research in education.

In the design and implementation of research, it is necessary to take into account not only general patterns, but also the specifics of the object being studied. Without this, diagnostics will not give any reliable results, but can become a destructive factor for pedagogical phenomena and processes.

In connection with the specifics of education as an activity addressed to the whole person in the dynamics of his self-development,diagnostics and research of educational phenomena and processes also have a number of features.The reasons for this are that the results of education are remote in nature and depend on a large number ofinternal factors and external conditions.

Firstly , the effectiveness of education (“educational effects”), as a rule, cannot be established on the basis of a linear cause-effect relationship “stimulus-response”.The mechanistic approach does not provide any significant results for teaching practice.

For example, the authors of one of the approaches to assessing the results of education propose as a diagnostic criterion the assimilation of three groups of concepts: socio-moral, general intellectual and general cultural (see: Methodological recommendations for certification and accreditation assessment of educational activities of educational institutions implementing general education programs of various levels and orientations // Bulletin of Education. - 2004. - No. 5. - P. 39 - 57). In this way, an attempt is being made to reduce upbringing to teaching: it is obvious that “mastery of concepts” is not an indicator of the effectiveness of upbringing; Orientation towards it leads to scolding and, in fact, to the destruction of not only educational work, but also educational relations in general. It is this logic that leads the authors, when identifying diagnostic indicators, to highlight education as a separate special area, i.e., to reductionism.

Secondly , there is no standard in education.For a democratic society it is simply illogical. Absence leads to the impossibility of comparison (similar to exams). In education, assessment can be made either in relation to the capabilities (individual-personal potential of the pupil or the conditions of educational work), or according to the dynamics of results. But here there are no clear criteria.

How to evaluate, for example, such an indicator: the number of registered offenders has been halved - there were two (smoking in a public place), now there is one (robbery)?

Third , in contrast to training as functional training, education is addressed to the holistic personality of a person and can only be assessed in the logic of qualitative changes. At the same time, the quality of an object from the point of view of philosophy is not reduced to its individual properties. It embraces the subject completely and is inseparable from it. The effectiveness of education cannot be reduced to quantitative indicators (how many concepts are learned, how many activities are carried out, etc.) - they can only be auxiliary, and they can only be assessed in the context of a certain quality of the result.

The school works according to the method of V.A. Karakovsky: the central activity of the month (or quarter) is preceded by a whole system of preparatory activities, and its results are consolidated by subsequent activities. How to count the number of activities carried out: as one comprehensive one or should each be assessed separately? In the second case, is a telephone conversation between the class teacher and the student’s mother, who does not let her son go to rehearsal, a separate event? And the most important question: what will these calculations give us in assessing the educational work of the school?

Fourth , education is fundamentally different from other objects of research in that subjectivity in it does not relate to undesirable phenomena. How a student perceives himself, other people and the world around him, how he feels about his capabilities, actions, prospects - these and many other subjective characteristics are necessary both for assessing the results achieved (the effectiveness of the teacher’s previous actions), and for predicting development prospects, and for selecting optimal means of education.

The main educational resultmany modern researchers admitpupil's positionas a system of his dominant value-semantic relations to himself, other people, and the world.The position is realized in the appropriate nature of social behavior and human activity. In this regard, the position of synergetics is applicable that the formation of a person as a complexly organized system depends to a greater extent not on the past, but on the future. This involves assessing the student’s actions in his own cultural and psychological coordinates, and most importantly, in the context of the subjunctive mood and analysis of alternative scenarios (including unrealized ones) of the student’s development and the process of his interaction with the teacher. In other words, the understanding of what a student “thinks about himself” determines the teacher’s prognosis and goals, and the nature of his activities.

Fifthly , three aspects of education should be taken into account:

Social (acceptance of environmental values, formation of a sense of belonging),

Individual (isolating oneself from the environment through self-determination, self-formation, self-realization and other “selfs” that determine a person’s self-worth in life and activity)

- communicative(interaction with the environment through the exchange of influences, acceptance of the values ​​of the environment and, most importantly, affirmation of one’s views and meaning in it).

These aspects of education correspond to three aspects of human existence (personal, individual and subjective) and can only be considered in unity, interdependence, and interpenetration. A “three-dimensional” vision of a person is impossible without simultaneously taking into account all three of its dimensions. And this requires multifactorial diagnostics and a comprehensive analysis of its results.

At sixth, the study of educational effects is possible only in the unity of aspects of the process and results of education, qualitative assessment and analysis of quantitative relationships.

When researching in the field of education, non-quantitative indicators should be considered(events carried out, knowledge transferred, skills developed, attitudes, etc.), andobtaining a different quality of the pedagogical process, which is realized simultaneously in its subjects(teacher and student) andsubject of their joint activities(pedagogical interaction).

Here it is very important to evaluate not only knowledge or activity - a much more important indicator is relationships, the emotional atmosphere of the educational process, what is called the “spirit of the school.” And in this matter, special correctness and trust are required in diagnostic and assessment procedures, concern for the dignity of those whom we evaluate.

3.4. Research in the system of continuing education.

Based on the nonlinearity of the process of human subject formation, in lifelong education we can distinguishfive main stages - “turning points” in the life of every person, his five “transitional ages”:

First - the child’s transition from preschool education to systematic education;

Second - the transition from general education to specialized training (it is increasingly becoming widespread in schools) and choice of profession;

Third - transition from choosing a profession and romantic dreams about it to professional training;

Fourth - leaving the artificially imitative conditions of activity at a university and entering a complex professional reality;

Fifth - transition from reactive professional activity, from self-affirmation in the profession to professional creativity.

Each of these crisis moments intentionally turns a person to reflection, conditionsqualitative change in his self-esteem and self-awareness. However, in everyday practice this happens spontaneously and often leads to the destruction of the integrity of the subject position and the loss of meaning. A person loses his subjectivity, sees himself as a performer, an instrument for implementing programs, plans, instructions and directions - he ceases to be a creator.

The study of the real difficulties of a person at each stage of his development, and especially in moments of crisis, should become the basis for a system of assistance in the continuous self-development of a person. Only then does a person become a subject of activity, behavior and relationships.

Therefore, traditional forms of diagnostics in the form of input control of readiness to master programs, translated andfinal exams are becoming more frequentare supplemented various forms studying the processes of adaptation of students to changes in learning conditions, opportunities for creative development, and state of psychological comfortetc. A system of such diagnostics will improve the efficiency of continuing education and ensure the continuous self-development of the student.

Lecture questions:

1.1. Pedagogical methodology: definition, tasks, levels and functions.

1.2. Methodological principles of scientific research.

1.1. Pedagogical methodology: definition, tasks, levels and functions

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

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

Currently the role of methodology in determining the prospects for the development of pedagogical sciencehas increased significantly. What is this connected with?

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

Considering the fact that psychology and pedagogy are increasingly absorbing the achievements various industries knowledge is strengthened qualitatively and quantitatively, constantly enriching and expanding its subject, the question arises of ensuring that this growth is realized, corrected, and managed, which directly depends on the methodological understanding of this phenomenon. Methodology, thus, plays a decisive role in psychological and pedagogical research, gives it scientific integrity, consistency, increases efficiency, and professional orientation.

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

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

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

However, due to epistemological reasons, using mathematical methods, as is known, it is possible not to get closer to the truth, but to move away from it. And to prevent this from happening, quantitative analysis must be supplemented with qualitative – methodological. In this case, the methodology acts as an Ariadne thread, eliminates misconceptions, does not allow one to get confused in countless correlations, allows one to select the most significant statistical dependencies for qualitative analysis and draw correct conclusions from their analysis. And if modern psychological and pedagogical research cannot do without good quantitative analysis, then to an even greater extent they need methodological justification.

Fifthly, a person is a decisive force in professional activity. This position seems to follow from the general sociological law of the increasing role of the subjective factor in history, in the development of society as social progress progresses. But it also happens that, accepting this position at the level of abstraction, some researchers deny it in a particular situation or specific study. More and more often (albeit sometimes scientifically substantiated) the conclusion is found that the less reliable link in a particular “man-machine” system is the personality of the specialist. This often leads to a one-sided interpretation of the relationship between man and technology in work. In such subtle issues, the truth must be found both at the psychological-pedagogical and philosophical-sociological levels. The methodological equipment of researchers helps to correctly solve these and other complex issues.

From the above, we can draw a well-founded conclusion that the importance of methodology in psychological and pedagogical research is currently increasing immeasurably.

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

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

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

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

The first methodologist, such a “methodological Adam,” was a man who, in the midst of his activity, stopped and asked himself: “What is it that I am doing?!” Unfortunately, introspection, reflection on one’s own activities, and individual reflection become in this case no longer sufficient.

Our “Adam” increasingly finds himself in the position of the centipede from the parable, since understanding one’s own activities only from the standpoint of one’s own experience turns out to be unproductive for activities in other situations.

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

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

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

What is pedagogy methodology? Let's look at this in more detail.

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

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

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

– thirdly, it ensures comprehensiveness of obtaining information about the process or phenomenon being studied (M.N. Skatkin);

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

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

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

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

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

– firstly, determining the purpose of the research, taking into account the level of development of science, the needs of practice, social relevance and the real capabilities of the scientific team or scientist;

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

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

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

– fifthly, identifying and resolving contradictions in the process of training and education, in the development of a team or individual;

– and, finally, sixthly, the development of connections between theory and practice, ideas and their implementation, the orientation of teachers towards new scientific concepts, new pedagogical thinking while eliminating the old, obsolete, overcoming rigidity and conservatism in pedagogy.

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

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

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

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

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

The methodology of pedagogy as a branch of scientific knowledge acts in two aspects: as a system of knowledge and as a system of research activity. This means two types of activities - methodological research and methodological support. The task of the former is to identify patterns and trends in the development of pedagogical science in its connection with practice, principles for improving the quality of pedagogical research, and analysis of their conceptual composition and methods. To provide research methodologically means to use existing methodological knowledge to justify the research program and evaluate its quality when it is underway or has already been completed.

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

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

TO theoretical foundations that perform descriptive functions include the following:

– definition of methodology;

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

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

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

Regulatory grounds cover the following range of issues:

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

– determination of whether work in the field of pedagogy belongs to science: the nature of goal setting, the identification of a special object of research, the use of special means of cognition, the unambiguity of concepts;

– typology of pedagogical research;

– characteristics of research by which a scientist can verify and evaluate his scientific work in the field of pedagogy: problem, topic, relevance, object of research, its subject, purpose, objectives, hypothesis, protected provisions, novelty, significance for science and practice;

– logic of pedagogical research, etc.

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

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

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

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

Fourth level – technological methodology– constitute a research methodology and technique, 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 body of scientific knowledge. At this level, methodological knowledge has a clearly defined normative character.

All levels of pedagogy methodology form 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 ideological approaches to the process of cognition and transformation of reality.