Make a table of methods of psychological pedagogical research. The general basis, the “core” of the system of methodological knowledge is philosophy as a universal method. Its principles, laws and categories determine the general direction and strategy of research,

Topic 2. Psychological and pedagogical research

1. General characteristics of psychological pedagogical research

1.1. Modern strategy of renewal and development of education

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

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

The crisis of education, like the whole social sphere, is not fatal, rather it iscrisis of renewal,and, renewing itself, the system of education and upbringing strives to overcome the crisis, to get out of it.

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

Above all, there is a major changeeducational goals,and, consequently, the criteria for its effectiveness. Not the quality of knowledge, as such, and even less the amount of acquired knowledge and skills, butpersonal development, the realization of unique human capabilities, preparation for the complexities of life are becoming the leading goal of education,which is not limited to the framework of the school, but goes far beyond its boundaries.

Our educational system is still focused on knowledge, skills and abilities as an end goal, as a result... The level of knowledge serves as the main criterion for graduation from school, for admission to 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: knowledge of the mind does not teach.Our schoolchildren, as evidenced by the latest UNESCO data, occupyon subject knowledgeand skills of a place somewhere in the second ten.We are lagging behind in this respect South Korea, Taiwan, Switzerland, Hungary, a number of other countries, but noticeably ahead of the USA, England, France, Germany and other developed countries. It would seem not so bad.

However, according to development of creative intelligenceexperts assign us a much more modest place.It seems to be a paradox. But in reality, everything is understandable.Knowledge by itself does not yet provide development, even intellectual development. But after all 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, a springboard for developing learning, 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 possibilities inherent in him.From knowledge of centrism, our education should come to human-centrism, to the priority of development, to the “cult of personality” of each pupil.Education in this regard acts as a way to implement educational tasks, as a part of it. The entire educational system should be a wide field for life, the approval and development of a person and include a family, extracurricular institutions, informal contacts, etc.

It should be noted that not so much the content of the goals (guidelines) of education has changed, but their hierarchy and subordination. This is very clearly reflected in Art. 14 of the Law "On Education".Leading nominatedthe task of self-determination and self-realization of the individualand even further - the task of developing civil society, strengthening and improving the rule of law.

Is changing educational content,its culturological base, and this change occurs in several directions:

- significant increase in the culture capacity of education, the basis of which is the entire world and domestic culture, and not an ideologically filtered, "approved" part of it, in other words, the content of education becomes not only the knowledge gained, but also the spheres of human achievement that go far beyond science: art, traditions, creative experience activities, religion, achievement of common sense;

- enhancing the role of humanitarian knowledgeas the basis of development, as a meaningful "core" of the personality;

- movement from obligatory, the same for all content 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).

- approves an approach to the selection and assessment of content from the point of view of its educational and developmental potential, able to provide:

Formation of an adequate scientific picture of the world among students,

Civil consciousness,

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

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

The task is to form a complete picture of the world in the student, to help him, on the basis of universal and national values, to identify personal meanings in the studied material, to convey to the young generation the best traditions, creative abilities, so that these traditions develop b.

The movement fromunified forms of organizationeducation (secondary school, vocational school) toa variety of forms of education and types of educational institutions:gymnasiums, lyceums, colleges, private schools, higher vocational schools, comprehensive educational institutions such as kindergarten-school, lyceum-college, university, etc.Searches in the field of modernization and renovation of a mass school are becoming especially relevant 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-improving and specialized institutions of various profiles.

Begins, albeit very timidly, to overcome the absolutization of the lesson as a form of organizing learning at school.Along with lessons, seminars, lectures, workshops, disputes, educational games are held.

Gradually, the need to move from mass education todifferentiated- not in the sense of rejecting 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 recognizedthe need to move from delayed education to outstripping 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 developmental - education and its institutions have to increasingly take on the functions of cultural continuity and cultural creation, social protection of teachers and pupils, and play the role of a social stabilizer and catalyst of socio-economic development. Finally (as has already been discussed), it plays an increasing role in recent yearssearch and research function.

Gradual beginstransition of education and upbringing to a diagnostic basis, which is facilitated by the formation of psychological services in educational institutions. A new understanding of the standard in education is being 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 academic load.

The upward trend is breaking throughthe role of regional and local (municipal, community) factors in education... As the experience of many civilized countries shows, as well as domestic traditions, community - uniting people at the place of residence (according to the principle of neighborhood) - is the most interested and caring owner of a preschool institution, school, social center of the microdistrict... Of course, a balance of universal, all-Russian (federal), regional and local values ​​and attitudes and interests of the region is always needed, subject to the priority of federal and universal values.

Intensely going on transition from a regulated, authoritarian upbringing destroyed by lifeto humanistic, non-violent, free education based on a voluntary choice of forms of activity, initiative and mutual trust of educators and pupils.Education is reoriented to universal human values, to the ideas and ideals of humanism and mercy. These ideas do not have to be expressed in religious form. The child must be protected from the imposition of any ideology, both communist and religious. In the modern educational system, more and more ideas are making their way and sprouting not of a closed in itself, but of a school open to the social environment, actively participating in the life of the microdistrict and using its pedagogical and material resources. 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, versatility of the pedagogical process in education, very different ones are needed - both in their subject matter and in the subject orientation of the research.

Very important psychological research... Psychological research searches for the most effective mechanisms for a specific situation, mechanisms of mental development, psychological rehabilitation of pupils, multiplying their creative potential, conditions for self-realization, determines the starting positions for individual and personality-oriented approaches, for tracking the results of education and upbringing.

The need forsociological researchto identify the needs of the population, the attitude of parents and the public to certain innovations, assess 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 a historical-pedagogical, philosophical-pedagogical, social-pedagogical, psychological-pedagogical, methodological nature.

Under research in pedagogythe process and result of scientific activity aimed at obtaining new knowledge about the laws of education, its structure and mechanisms, content, principles and technologies is understood.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 iscomplex psychological and pedagogical(often socio-psychological-pedagogical, medical-pedagogical, etc.) character.Even when it came to the knowledge-based concept of teaching, it was impossible to study the educational process without exploring and developing attention, memory, thinking, emotions, abilities for various types of activities of students and pupils. It has always been about the upbringing 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 build a genuine research in the educational sphere without defining its psychological content.

In the last decade, when the tasks of personality 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 education, pedagogical conditions and methods of formation of motivation, attitudes, value orientations, creative thinking, intuition, personal beliefs, the conditions of her healthy mental and physical development.

At the same time, pedagogical research always retains its specificity: it talks about about the pedagogical process, about teaching and upbringing, about the organization and management of the process, in which the teacher and the pupil must participate, pedagogical relations function and develop, pedagogical problems are solved.

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

If there is a search for personality-oriented, individualized or working on the psychology of the collective positions and approaches, more accurate psychological approaches or methods (for example, ways to determine the creative potential of a person and the degree of its realization), thenresearch really becomes psychological and pedagogical.

1.3. The nature and function of educational innovation

Experimental research work seems to be very important tool purposeful search for effective ways of teaching and upbringing. 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 at school, family, micro-society at the moment, pedagogical analysisachievements and shortcomings, the degree of realization of opportunities, the effectiveness of the approaches and means used.This work has always been carried out by specialists in the field of education. The measure of completeness, depth, thoroughness of implementation is determined by the nature of the tasks facing the developers, the level of their qualifications, and available tools. In research work, this level should, in principle, be higher than in mass practice (given that best 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 long-term and current plans, when determining directions and guidelines for practical activity. It is needed in order to impart scientific consistency and validity to the prognostic-design activity. Special mention should be made of advancing pedagogical experimentation. Its essence lies in the fact that it allows you to obtain certain prognostic informationsee the features of a possible future... Such experimentation allows you to create your own development model in the specific conditions of performing activities and implement it, 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 kinds 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 given whole constellations of talented teachers. These are, for example, the school of V.A. Yamburg (secondary school number 109 in Moscow), etc.
3. Development of initiative and creativity of pupils... It is clear that the content and direction of the creative activity of the teacher and the pupil most often do not coincide. The teacher is engaged in pedagogical creativity, the pupil is engaged in subject (artistic, technical, etc.). However, the general spirit of creativity, respect for search, encouragement of initiative and non-standard thought - all this develops best in the seeking teaching staff. Well, where the subject of the search for a teacher and his pupil coincides, which often happens (joint amateur performances, disputes, drafting projects, including pedagogical ones, etc.), the conditions for co-creation, mutual enrichment become even more favorable.
4. Overcoming myths, stereotypes, inertia and dependency... The search contributes to the most effective cleansing from routine, stimulates energy, strengthens faith in oneself.The process of revising many mythical notions and judgments of the type: the ideal student 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 intensive the education.

Mastering the experimental search work stimulates psychological and pedagogical creativity, which includes teachers and psychologists in the general innovative stream.

The own need to update education and the entire social sphere requires special attention toinnovative processes,

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

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

Of particular importance for understanding and stimulating the renewal of education have categories: new, innovation, innovation, innovation, innovation, innovation process, andopposite categories and concepts:obsolete, routine, conservatism, projection, 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 old with the new, and the ways and possibilities of positively influencing these processes. Of course, one should learn to distinguish genuine innovation from its imitation, from projection (unreasonable 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 the presented form, in such combinations have not yet been put forward, butand that complex of elements or individual elements of training and education, which carry a progressive principle, allowing in changing conditions and situations to effectively (at least more effectively than before) solve the problems of education and training.

Thus, the new contains progressive. Nevertheless, the concept of "new" does not always fully correlate with the concepts of "advanced", "progressive" and even the broader concept of "modern". The innovative, the modern always retains much of the traditional. In pedagogical practice, this is especially evident: faith in a person, orientation to his best sides, the ability to communicate and cooperate, communicative and reproductive teaching methods, dialogue, appeal to the educational capabilities of the collective - these and many other far from new positions remain, get “a second wind »In the latest educational 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 the pedagogical system that allows you to more effectively solve the assigned tasks (and sometimes more accurately set the tasks themselves) that meet the progressive trends in the development of society.

Pedagogical innovation- the introduction of innovations in the practice of work (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 the wide practice of pedagogical innovations.The subject, the bearer of this process, are primarily the educator-innovator (or psychologist, or manager) and innovative teams.

1) In the broad sense of the word, we can call all creative workers who strive to update the arsenal of their means of teachers and educators as innovators. In a stricter interpretation innovator - he is the author of a new pedagogical system, that is, a set of interrelated ideas and related 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. Amo-nashvili, D. B. Elkonin, V. V. Davydov , L.V. Zankove precisely as about educators-innovators.

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

3) Finally, there is an even broader detachmentcraftsmen 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, constitutes 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 broad promotion in practice, crisis and finish, associated, as a rule, with the removal of the 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 relations, or leads to the denial of the innovation itself, its disintegration.

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

In the first version, the innovation processes take place in different versions, the stages commented below.

1. The emergence of a new concept with an eye to use within certain limits and in certain situations... For example, the concept of optimization (Yu.K. Babansky, M.M. Potashnik) arose as a didactic one, and the concept of collective creative activity (I.P. Ivanov, V.A. deeds and moral education. The theory of developmental learning was developed in relation to elementary 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 is meaningful and useful concepts. phased formation mental actions, theory of activity in psychology, problem and programmed teaching in pedagogy. Claims to universality only harm the judicious use of these concepts.
3. Gradual “acceptance” of the concept by practice, and then “enthusiasm” for it and expectation of a “miracle”, an immediate and comprehensive effect.
4. The concept that has entered into practice begins to work, however, of course, the "miracle" does not happen, "cooling" and disappointment begins... This, unfortunately, happened with the theory of optimization, against which, after several years of mastering it, 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 improving, adapting to changing circumstances, there is a need for its transformation, in integration with other theories... In particular, the understanding of the theory and methods of optimization has become firmly established not as a global pedagogical theory, but as a rational management approach, which gives the keys to finding optimal solutions in the specific conditions of education and training. The framework of the understanding of developmental learning and its capabilities, on the contrary, has expanded significantly and included many learning systems, up to the modernized traditional.

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

1. The emergence of new approaches, difficult searches, allowing to formulate new ideas, find ways to implement them in methodological tools.This is how the pedagogical systems of V.F.Shatalov, I.P. Volkov, S.N. Lysenkova and other educators-innovators 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 everyone (adaptive school) ...

1. The struggle, in the recent past most often long and difficult, for the approval and recognition of the innovation.
2. More or less pronounced claims to universality, which is typical, however, not for every innovative system, but only for 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, often relying on innovation as a panacea.
3. Awareness of the scientific ideas underlying the experience, its place in the system of scientific research, contribution to theory... In this regard, the position of a well-known galaxy of educators-innovators is interesting, in their first declarations and speeches they completely disowned pedagogical science, and then admitted 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, specificity of solving pedagogical problems, depending on the stage, form, 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 make up the core of modern psychological and pedagogical concepts.

Among the provisions that undoubtedly have a general pedagogical meaning, and therefore constituting the core of the conceptual platform of any educational programs, most likely, belong the followingthe most important provisions and the corresponding laws and principles.

1. Social conditioning and continuous updating of goals, content and methods of upbringing and education in accordance with the requirements of society. This presupposes preparing the individual for entering modern society, taking into account and implementing the changing social order, both officially formalized in directive documents and unofficial, closer to the true needs of a person and human communities, creating conditions for a decent development and existence of each person.
2. The integrity of the educational process that forms a person's personality both in an officially structured and in an unofficial, specially not organized, open environment... In this environment, the most significant are the influence of the family and the immediate social environment, therefore, it becomes necessary to identify and use its pedagogical potential.
3. Unity, perspective and continuity of goals, content and methods of upbringing and education, ensuring a single educational space and the integrity of the educational system.

A large role in achieving the unity of education in accordance with the Law "On Education" of the Russian Federation is called upon to play unified educational 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 assessment in pedagogical theory and practice is unacceptable and flawed. One-sided orientations toward the collective, toward social values, toward “tomorrow’s,” and not today's joy, have brought us a lot of harm. However, oblivion, ignorance of collective ties, public interests, as well as the prospects for the development of society, the collective and the individual, are detrimental to the pedagogical process. Pedagogy is, to a large extent, the science of achieving a measure, of ways to harmonize opposing forces and tendencies of the pedagogical process: centralization and decentralization, personal and social, 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, the obligatory consideration of the individual orientation of upbringing and its social essence as undoubted priorities of a democratic society and its educational and upbringing subsystem. The degree of satisfaction of needs, the realization of a person's capabilities, his right to self-realization, originality, 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 implementation of strategic educational ideas for both the teacher and the pupils. Of course, both variability and freedom of choice are really limited to one degree or another by social norms, the compulsory volume of education, minimal acceptable standards its quality, the real possibilities of society.
2. Activity approach: it consists in the recognition that the development of the personality occurs in the process of its interaction with the social environment, as well as education and upbringing 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 teaching and upbringing is determined by the nature of the cognitive and practical tasks solved in this process, as well as by the peculiarities of pedagogical management of this process (including the method of presenting information and its structuring - the sequence of presentation of blocks and patterns of action that are holistic in meaning, reflective comprehension and assessment effectiveness). At the same time, it is important that the activities of students are carried out in the form of cooperation with both the teacher and with peers, contribute to the realization of the capabilities of each, be in the "zone of near development" of the student (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, meaningfulness, novelty of diverse attitudes towards the subject of activity, moral values, other people (including parents, teachers, friends, fellow practitioners, neighbors, colleagues), oneself (self-awareness, self-esteem, character and level of aspirations) -all these relationship attributes are assigned by a person and become personal qualities emerging person.The social microenvironment (microgroup, collective) serves in this regard as a means, a factor in the creation and functioning of relations that form a personality.
4. The complexity and integrity of the functioning of educational and upbringing structures are due to the versatility of pedagogical tasks, the internal interconnection of the spheres of the individual and the limited time for training and upbringing.... Hence, it becomes necessary to solve in the process of one activity a whole "fan" of educational and upbringing tasks (Yu.K. Babansky), to integrate for these purposes the educational capabilities of the family, school and micro-society (for example, community and municipal self-government bodies, youth and children's associations, clubs , sections, cultural institutions, sports, law and order, etc.).

10. The unity of optimization and creative approaches to the content and organization of the pedagogical process. Optimization approachprovides for the development and use of algorithms for choosing the most economical and effective ways of activities, creativity- going beyond algorithms, rules, instructions, constant search using hypotheses, non-standard ideas and designs, mental anticipation of the desired result.Creative ideas and designs, being implemented, worked out, reach the stage of algorithmic technology, which makes it possible to widely use them.

On the basis of these approaches, 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 designate an approximate problematics 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 pay attention to the fact that at the heart of any problem there is some kind of contradiction, a mismatch that requires a search for a solution, most often harmonious, and the problem itself must be relevant and true (i.e., really not yet resolved).

Among methodological and theoretical research problemscan be attributed to the following:

the ratio of philosophical, social, psychological and pedagogical patterns and approaches in determining the theoretical foundations (concepts) and solving the leading problems of 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 specificity of psychological and pedagogical systems: educational, upbringing, correctional, prophylactic, health-improving, etc .;

the ratio 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;

correlation and interconnection 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 pupils in certain types of educational institutions;

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

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

Among applied (practical) problemsthe following can be named:

developing capabilities of modern methodological systems;

liberal arts 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;

the comparative effectiveness of modern teaching systems for different categories of students;

traditions of education and upbringing in Russia and other states and their use in modern conditions;

the formation of the educational system of the 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 base 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 of teachers with informal structures.

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

1.5. Sources and Terms of Research Search

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

Can be distinguished at leastfive such sources.

1. Universal humanistic ideas and ideals reflected in philosophy, religion, art, folk traditions. Education, active stimulation and support of personality 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, an acute crisis of ideals, is 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 for everyone. “What to believe in? How can you educate if all ideals are overthrown? " - teachers ask. It seems that a constructive answer to this question is

Pedagogical ideals should be associated with enduring humanistic values, with the ideals of philanthropy, with the cult of the individual (not the individual, but the personality of each).Belief in a person, the search for ways to maximize his 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 whole complex of human sciences, as well as recommendations arising from modern scientific approaches, especially recommendations of medicine, valeology (the doctrine of health), psychological and educational 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, if they are used, practice wins significantly, the likelihood of losses and errors decreases. To oppose scientific theory and practice (art) is the same as opposing music theory, musical composition, and ultimately, musical literacy to 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 whole practice of education and training very slowly and incompletely takes into account the advice and recommendations aimed at preserving health, looking for ways of health-preserving education.

3. Advanced experience of the past and present, including innovative.

Innovate experience is the closest and most understandable source of approaches, solutions, methods, organizational forms. Its range is very wide. There is a not unsuccessful revival of the traditions of the past domestic experience. Private schools, lyceums, gymnasiums, governorship, teaching rhetoric, ballroom dancing, 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 system of free education of M. Montessori, S. Frene. All of this is extremely important. A noticeable mark in the domestic practice of renovating schools 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 Uchitelskaya Gazeta, Komsomolskaya Pravda, Central Television and other media. In the same period, books by innovative teachers, their articles and articles about them in pedagogical journals began to appear one after another. In recent years, interest in their experience has declined, and a number of critical publications have appeared, containing accusations and negative assessments of their experience.

Let's try from the standpoint of modernity, 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 have solved, what role they have performed.

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

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

Second. Through their practice, they have establishedhumanistic ideas of cooperation and co-creation with schoolchildren, inner freedom of a developing personality,appropriate assistance to everyone and thus paved the way for radical democratic reforms in education, contributed to the humanization of society.

Third. They created new pedagogical systems, each of which found a solution to certain, very urgent pedagogical problems.VF Shatalov showed how with the help of a system of reference signals one can learn everyone and give each child a “fulcrum” in his life self-affirmation. Sh. A. Amonashvili managed to find means to awaken "silver bells" in the soul of every child, not to discourage him from craving for school, knowledge, teachers, and to ensure his development. M.P.Schetinin created a particularly valuable for the village new form educational institution - a school-complex, not without success, he searched for ways of diversifying personality development through emotional and artistic activities.

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

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

The merits of enthusiasts and innovators of social pedagogy, who have overcome the narrow traditions of social assistance in the delivery of pensions and care for the elderly, have approved an integrated approach to the protection and rehabilitation of children and adolescents, who have created complex socio-pedagogical and socio-rehabilitation institutions (I.I. Ryabov, S. 3. Revzin, V. K. Volkova, N. A. Golikov and others).

And one more touch ... In the galaxy of educators-innovators, oddly enough at first glance, the majority of men. And this proves once againhow the school needs an intelligent and proactive male teacher... Innovative educators, so to speak, have defended the manhood of pedagogy.

Thus, it is necessary to judge innovative educators precisely by that positive contribution, which is very significant, and not by individual failures, failures, or factual mistakes.

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

The creative potential of the 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, interactions of people of different creative style and potential turn out to be either an incentive or a brake for the development of creativity and initiative.

The theory and practice of social education is based on the premise thatonly the organization of the child's life in a real social environment with the participation of many social institutions(family, businesses, clubs, associations, creative associations, law enforcement agencies, physical education institutions, theaters, cinemas, etc.)and masses of non-professional teachers(first of all, these are the parents)allows you to fully conduct training and education.Here, in a non-professional environment, you can glean a lot of ideas, approaches, forms that are successfully applicable both in school and in the extracurricular sphere. Have already received fairly 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 in various fields of science and technology, human practice.

5. The creative potential of a professional pedagogical worker.

Personal creativitythe teacher manifests itself in the 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, i.e..e. in everything that characterizes the creativity (creative essence) of the personality of the teacher-researcher. External factors stimulate the teacher's creativity, supply him with material and provide examples of solutions. But a creative teacher has his own pedagogical thinking, 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 scientific research in education.

Scientific researchis called one of the types of cognitive activity, a distinctive feature of which is the development of new knowledge.In this case, the knowledge received should beobjectively new,those. previously unknown not only to the researcher himself, but also to the professional and scientific community. This knowledge must be obtained by applyingspecial research tools,ensuring its objectivity. It should reveal certain patternsspecially 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 in different ways in different fields of science).

According to 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 empirical laws are formulated on the basis of their generalization.

Empirical levelcharacterized by the predominance of methods for describing experience, 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 one to explain the nature of the observed dependencies, and, consequently, to develop new educational technologies on their basis. 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 revealed 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 - the general laws for a given subject area are put forward and formulated, which make it possible to explain previously discovered facts and empirical laws, as well as predict and foresee future events and facts.

Theoretical levelresearch differs in that it includes modeling, hypothesis development, experiment. In pedagogy, the division of research into fundamental and applied research, widespread in other sciences, seems questionable. 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 any object by inference by analogy.

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

2.2 Principles of Scientific Research.

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

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

- principle of purposefulness- the research is carried out in accordance with the tasks of improving the practice of education, establishing relations of humanity in it;

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

- principle of applied focus -the results of the research should contribute to the explanation, forecasting and improvement of educational practice with a plurality of ways of its development;

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

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

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

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

2.3. Basic characteristics of scientific research.

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

V.V. Kraevsky proposes to present them in a simplified form in the form of questions.

Research problem:what needs to be learned from what has not been previously studied in science?

Topic: what to call the aspect of the consideration of the problem?

Relevance: why exactly this problem needs to be studied at the present time and precisely in the aspect chosen by the author?

Object of study:what is being considered?

Subject of study:how is the object considered, what inherent relationships, aspects and functions does the researcher select for study?

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

Tasks: what needs to be done to achieve the goal?

Hypothesis and defended provisions:what is not obvious in the object, that the researcher sees in it something that others do not notice?

The novelty of the results:what has been done from what others have not done, 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 the development of science and replenishing its content?

Practice value:What specific practice gaps can be corrected by the research findings?

The listed characteristics constitute a system, all elements of which must correspond to each other, mutually 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 generalized indicator of its quality.

2.4 Subjectivity in scientific activity.

S ubject - it is the carrier of activity, "doer", thanks to which the activity is performed... Speaking about the subject of activity, we answer the question "who is doing it?" It would seem that the subject of scientific activity is obvious - it is a researcher.

1) However, the most important characteristic for the subject- the 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. In this process, self-acquisition, self-realization and self-development of the teacher are ensured in interaction with significant “Others”.

2) It is useful to remember the aphorism of K. Bernard: “Art is“ I ”; science is "we" ".Scientific research 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, tools, devices, etc.), so ideal (language, categories of logic, etc.) ".

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

4) Subjectivity implies subjectivity in the perception and assessment of the observed phenomena and processes, which is due to the past experience of the researcher, his information needs, 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, style of scientific research of the researcher who received them. Moreover, this fact cannot be unequivocally regarded as a disadvantage. Indeed, in this way, a variety of pedagogical knowledge is ensured, and, consequently, the need for comparison, comparison, 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 was able to abandon his own desires, fears and hopes, as well as exclude the alleged impact of God's providence. This, of course, was a huge step forward, it was thanks to him that modern science took place. However, we must not forget that such a view of objectivity is possible only if we are dealing with the 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 does not 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.

A mother, fascinated by her baby, fascinatedly examines centimeter by centimeter of his tiny body, and she undoubtedly knows about her baby - knows in the most literal sense - much more 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, getting to know each other. With an unloved person, this is hardly possible - 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 deeper into the essence of the changes taking place 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, swings open to meet another, he throws off all protective masks, he allows himself to be naked, not only physically, but also psychologically and spiritually, allows himself to become understandable;

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

We are, of course, not talking about subjectivism as bias and denial of objective facts obtained in the process of research. 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, there is an awareness of the professional position of the researcher, its registration, verification of the optimality.Within the framework of the selected methodological approaches, the researcher develops individual style scientific search, approves it in situations of presentation and protection of research results.

2.5. Types of 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 awarding academic degrees and titles, planning scientific research, opening dissertation councils. It can also serve as a guideline for the researcher to determine the direction of his own search, if he hopes to receive further recognition, to find an application to the results obtained.

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

The code	Name
13.00.00	Pedagogical Sciences
13.00.01	General pedagogy, history of pedagogy and education
13.00.02	Theory and methodology of teaching and upbringing (by areas and levels of education)

The code	Name
13.00.03	Correctional pedagogy (surdopedagogy and typhlopedagogy, oligophrenopedagogy and speech therapy) -; 4
13.00.04	Theory and methodology of physical education, sports training, health-improving and adaptive physical culture
13.00.05	Theory, methodology and organization of social and 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	Labor 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 of the specialties, a passport has been approved, which determines the specifics of the relevant studies. The passport of the scientific specialty includes the code and name, specialty formula, 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 belongs to the branch of pedagogical sciences, according to the passport, is the study of the problems of philosophy of education, pedagogical anthropology, methodology of pedagogy, theory of pedagogy, history of pedagogy and education, ethnopedagogy, comparative pedagogy and pedagogical forecasting. The research area includes:

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

Pedagogical anthropology (study of the anthropological foundations of education - upbringing and training - of 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 substantiation and implementation of pedagogical concepts, systems; creation of conditions for the development of personality);

History of pedagogy and education (research historical development institutionalized and non-institutionalized practice of education, policy in the field of education, 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, peculiarities of interaction, development prospects and possibilities of using ethnic traditions of education);

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

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

Content of the specialty13.00.02 - "Theory and methodology of teaching and upbringing (by areas and levels of education)":development of theoretical and methodological foundations of the theory, methodology and technology of subject education (training, upbringing, development) in different educational areas, 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 methodology of subject education", determine the prospects for its development, are focused on solving urgent problems of subject education. Fields of knowledge: mathematics, physics, chemistry, literature, biology, sociology, political science, Russian language, native language, Russian as a foreign language, foreign languages, Informatics, art, 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.

The area of ​​study for this specialty includes:

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

Goals and values ​​of subject education: development of goals for subject education in accordance with changes in the modern socio-cultural and economic situation in the development of society; developmental and educational opportunities of academic disciplines; problems of forming a positive motivation for learning, worldview, scientific picture of the world, relationships 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 the assessment of the quality of education in various subjects; theoretical foundations for the creation and use of new pedagogical technologies and methodological systems of education, .- ensuring the development of students at different levels of education; assessment of professional competence and various approaches to the development of postgraduate education of a subject teacher; development of the content of subject education, etc .;

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

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

The research areas are determined taking into account the differentiation by industry and type of professional activity and include, in particular, such issues as:

Genesis and theoretical and methodological foundations of vocational education pedagogy;

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;

Continuing professional and multilevel 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 orientation, culture and problems of upbringing;

Professional consulting and consulting services.

Content of the specialty19.00.01 - "General psychology, personality psychology, history of psychology":research of fundamental psychological mechanisms and laws of origin, development and functioning of the psyche of humans and animals, human consciousness, self-awareness and personality in the processes of activity, cognition and communication; application of these patterns to solve practical problems of diagnostics, consultation, examination, prevention psychological problems, possible anomalies and support for personal development; historical, theoretical and methodological analysis psychological theories, concepts and views; development of research and applied methodology, creation of methods of psychological research and practical work.

The research area includes questions such as:

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

The origin and development of consciousness and human 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.

Content of the specialty19.00.07- "Educational Psychology":study of psychological facts, mechanisms, patterns learning activities and the actions of its individual or collective subjects (students, group, class, audience), the pedagogical activity itself and the actions of its subject - the teacher, the multilevel interaction of the subjects of pedagogical and educational activity in the educational process; study of the influence of the educational process, educational environment on mental neoplasms 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 research area includes the following questions:

Psychology of a student at different levels of education (preschool, school, university), his personal and psychological development;

Psychology of the educational environment;

Psychology of educational activity, teaching;

Psychological characteristics of students as subjects of educational activity;

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

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

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

Since specifically human development and the functioning of the psyche do not occur outside the processes of communication and organizational structures(starting from parent-child relationships and ending with business interactions in a team of surgeons or in public service), social phenomena naturally find themselves in the area of ​​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, but very significant (sometimes irreparable) contributions to the formation of an adult. And the period of adulthood is significant for the existence of society. Acmeology (Greek. act - "blooming power", "peak").

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

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 proposes to proceed from the following main criteria:

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

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

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

Postgraduate studies, within the framework of which training is carried out, should have the right to teach in this scientific specialty;

The dissertation must correspond to the specialty and the requirements of the dissertation council in which it is supposed to be defended.

A situation is possible when, starting work on a dissertation within the framework of one scientific specialty, the researcher discovers that it corresponds to another specialty. Natural way in this case - to act in accordance with the new scientific specialty, but keep in mind the above criteria. You can consider the issue of defending a dissertation at the junction 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 a new specialty (or the use of doctors of sciences available in the dissertation council, who are in this new scientific specialty in another dissertation council). If necessary, a second supervisor of the dissertation or a scientific consultant can be involved. Passing the second candidate exam in a new specialty is not required, since only three candidate exams are passed.

3. Organization of experimental and research work in educational institutions

3.1. Experience and experiment in research work.

Many issues of organizing experimental and research work in educational institutions are associated withthe problem of the difference between scientific (theoretical) and empirical (experimental) knowledge in pedagogy.

Kraevsky V.V. said:“Often in pedagogy, these two types of cognition are not clearly distinguished. It is believed that a teacher-practitioner, without setting himself 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 obtain scientific knowledge in the process of practical pedagogical activity, without bothering himself with working on a theory that almost "grows" by itself from practice. Far from it.The process of scientific knowledge is special.It consists of the cognitive activity of people, the means of cognition, its objects and knowledge.<...>

Spontaneous empirical knowledge lives in folk pedagogy, which has left us a lot of pedagogical advice that has withstood the test of experience in the form of proverbs and sayings, the rules of education. They reflect certain pedagogical patterns. This kind of knowledge is acquired by the teacher himself in the process of practical work with children. He learns how best to act in a certain kind of situation, what results are given by this or that specific pedagogical influence 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 - not strength or weakness, but difference from theoretical, scientific knowledge.

And now one can still hear complaints that "scientific works suffer from abstractness." Butabstraction - theoretical generalization of experience... This definition contains the whole answer: there can be no theory without previous experience, and the essence of the theory is made up of the most general laws, i.e. abstraction. It is in situations where you need to "fly over the bustle", to turn to proven truths,there is a need for scientific knowledge.The help of a scientist is needed either to generalize the experience, or to comprehend the conclusions from the experience of colleagues.

Practical example... While working out the program for the development of the gymnasium, the administration and teachers turned to a whole group of scientists-teachers with a request to help formulate the central problem, the solution of which had already been worked on by the teaching staff. Teachers could talk for a long time about the problems that worried them, about the ways to solve them, which were supposed to be tested in experimental work. But they could not formulate all this briefly, which means they did not understand the tasks facing them structurally.

In joint work 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 "the formation of a culture of life self-determination of the student."

As a result, the activities of the gymnasium and its subdivisions became clearer. It became easier to plan work, analyze its results, and carry out current management.

Researchers and practicing educators often do not distinguish experience from experiment... Both are types of search activity, implying finding ways to improve the existing practice of education.

However, experience is an empirical knowledge of reality based on sensory cognition, a experiment is cognition carried out in controlled and controlled conditions, reproducible by means of their controlled change.An experiment differs from observation by the active operation of the object under study, it is carried out on the basis of a theory that determines the formulation of problems and the interpretation of the results. Often, the main task of an experiment is to test the hypotheses and predictions of a theory.

An experiment differs from experience in the presence of a theoretical model for achieving a result, which is verified in the course of the experiment.

3.2. Experimental work of an educational institution.

In the work of modern schools, a phenomenon is observed that at first glance seems paradoxical:more and more scientists are invited to cooperate... This is happening despite the fact that education authorities do not force such actions, on the contrary - they call to save wages. With the current overload of school administrators, with an acute shortage of material and financial resources, there are probablyserious reasonsthat encourage practicing educators to invite scholars 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, its own development strategy. Moreover, this activity has long ceased to be exotic and has become a legalized norm for every school.Innovative activityrequires a theoretical search, scientific comprehension of experience, special training, which the administrative-methodological and pedagogical workers do not have. And for scientists, the solution of these problems is the essence of their activities.

Even if the school does not claim to be a scientific experiment, everyday problems naturally lead to the need for search, 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 exercise these rights? Why are the "innovations" created by them often only troubles - for students, their parents, 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 in this activity.

In many cases, the main flaw in school-developed curricula and programs is the lack of concepts, i.e. ... systems of basic views, approaches.It is the task of the teaching staff of the school to develop such a concept and the curricula and programs that implement it. And only a specialist who is ready for research activities can help. Often for these and other purposes (lecturing on the latest achievements of science, postgraduate education, special training of certain categories of teachers, assistance in resolving conflict situations, etc.), scientists are invited to school.

Lecture by prof. GI Shkolnik on trends in modern pedagogy abroad has activated the work of many creative groups of teachers and helped to improve the program for the development of the gymnasium. When subject teaching was introduced in elementary school, the administration of the gymnasium turned to university specialists with a request to conduct special workshops with teachers. When introducing the position of a class teacher (vacated class teacher) also conducted special training of teachers according to a jointly developed program. Thanks to the participation of university specialists in the commission, the problems of admitting children to the gymnasium were reasonably solved.

The meaning of experimental work will differ depending on the situation and the role that it is assigned to. Research, as a rule, is carried out not to develop specific recipes, but to identify patterns and ways of mastering the methods of theoretical knowledge.

3.3. Research in educational institutions.

By conducting research, educators in most cases hope to solve specific problems of a particular school. But the research activity of teachers also has its own purpose: it helps to comprehend the situation, on the basis of the revealed patterns to optimize their work. Solution problems of teaching and 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 tools, regulationsand the sequence * of their use(new heuristics)or to solve new pedagogical problems that have not yet been mastered either in theory or in practice (innovations-discoveries). In this case, the actual well-known expression: "No matter how you improve the kerosene lamp, it will not become electric."

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

Experimental search activity is regulated by the local regulatory documents of the educational institution. In most cases, for their development, they use the approved order of the USSR State Committee on Public Education "Temporary Regulations on the Experimental Pedagogical Site in the Public Education System" (see Appendix 2).It lost its legalforce, but it is an organizationally well-developed document that can serve as the basis for modern management documents in the field of experimental search work.

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

- first, preparatory, stage- development of the concept of 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 assessment of their effectiveness, rallying the project team of teachers;

Third stage - improvement of individual components of the system, areas of work, the use of new techniques, technologies;

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

Fifth stage - development of a new system and identification of the conditions for its successful functioning;

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

3.3. Specificity of studying various aspects of education

1. Didactic research.

The purpose of diagnostics and scientific research in the implementation of training tasks seems obvious and traditional. Each teacher diagnoses and evaluates the success of students in mastering the curriculum in order, based on the results of diagnostics, to make informed adjustments to teaching methods.Accordingly, teachers understand the recommendations of scientists in this area. However, the ease of understanding of didactic research is only apparent. Consider someproblems directly related to the improvement of diagnostics in education.

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

The evidence of the low diagnostic reliability of traditional methods of control is the very fact of the introduction and the ongoing discussions around such a fundamentally new system of assessing knowledge as the unified state examination (USE). As the head of the Federal Service for Supervision in Education and Science V.A. Bolotov notes, “... the longer the region participates in the experiment, the more actively parents, school graduates, and teachers of the vocational education system support the USE there.” “Obviously , this is due to the greater objectivity (diagnostic value) of the form of the final control based on the test method.

The experiment on the introduction of the USE showed that every fifth graduate does not master the school mathematics course. True, the overwhelming majority of the respondents believe that the USE will not solve the problems of the quality of education. He often provokes "coaching" on the intended questions, which has nothing to do with the normal educational process. This means that any form of diagnostics and control should be introduced systematically, in combination with other ways to improve the educational process.

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

Thirdly , identifying the degree of preparedness of a student, researchers sometimes pay attention only toon the assimilation of the content of education(knowledge, abilities, skills), without being interested in the development of cognitive abilities, mental operations, attitude to educational and cognitive activities, etc.This approach makes learning research superficial, unproductive, and useless for improving educational outcomes.

M. Zelman ", a specialist of the educational testing service from Princeton (USA), sees the problem of the USE in the fact that the essential characteristics of the similarity and differences between the exam results, which serve as the basis for the certification of school graduates based on the results of their training, have not been identified.("Test of the assimilated content" - a test of the quality of the work of a student and a teacher),and a test that gives information to predict the success of an applicant's education in a specific or in any university("Readiness test" or "ability test").

Control and measuring materials for tests based on the results of training are quite easily constructed both in the form of tasks with multiple choice, and in the form of tasks (tasks) with a fixed answer. They assess the degree of awareness or the formation of the skills of graduates and, in principle, do not require ingenuity or creativity from the subject and are arranged according to the principle of checking the reproduction of information or checking the mastery of standard algorithms.

Readiness tests (or tests of ability) are more designed to evaluate a person's work "here and now" in a certain cognitive or psychomotor area.They are created in such a way as to find outthe potential ability of a person in specialized activities, his readiness for a certain type of training and in conditions of limited information... The purpose of such tests is not to assess his past successes, but to form a picture of the possibilities of his learning in this area.

2. Research in education.

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

Due to the specifics of upbringing as an activity addressed to an integral person in the dynamics of his self-development,diagnostics and research of educational phenomena and processes also have a number of features.Their reasons are that the results of upbringing are distant 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 causal relationship "stimulus - response".The mechanistic approach does not give any significant results for pedagogical practice.

For example, the authors of one of the approaches to assessing the results of upbringing offer, as a diagnostic criterion, the assimilation of three groups of concepts: socio-moral, general intellectual and general cultural (see: Methodological recommendations for attestation and accreditation assessment of educational activities of educational institutions that implement general educational programs of various levels and focus // Bulletin of Education. - 2004. - No. 5. - P. 39 - 57). Thus, an attempt is being made to reduce upbringing to training: it is obvious that the "assimilation of concepts" is not an indicator of the effectiveness of upbringing; an orientation towards it leads to a pedagogy and, in fact, to the destruction of not only educational work, but also educational relations as a whole. It is this logic that leads the authors, when identifying diagnostic indicators, to highlight education as a separate special direction, that is, to reductionism.

Secondly , there is no standard in education.For a democratic society, it is simply illogical. The absence leads to the impossibility of comparison (by analogy with exams). In upbringing, the assessment can be made either in relation to the possibilities (individual and personal potential of the pupil or the conditions of educational work), or according to the dynamics of results. But here, too, there are no unambiguous criteria.

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

Thirdly , unlike teaching as a functional training, education is addressed to the integral personality of a person and can be assessed only in the logic of qualitative changes... At the same time, the quality of an object from the point of view of philosophy is not limited to its individual properties. It covers the subject completely and is inseparable from it. The effectiveness of education cannot be reduced to quantitative indicators (how many concepts have been mastered, how many activities have been carried out, etc.) - they can only be auxiliary, and they can be evaluated only in the context of a certain quality of the result.

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

Fourth , upbringing is fundamentally different from other objects of study in that subjectivity in it does not belong to undesirable phenomena... How the pupil perceives himself, other people and the world around him, how he relates to 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 the optimal means of education.

The main educational resultmany modern researchers recognizepupil's positionas a system of his dominant value-semantic relations to himself, other people, and the world.The position is realized in the corresponding character 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 presupposes an assessment of the pupil's actions in his own cultural and psychological coordinates, and most importantly - in the context of the subjunctive mood and the analysis of alternative scenarios (including unrealized ones) of the pupil's development and the process of his interaction with the teacher. In other words, the understanding of what the pupil "imagines about himself" determines the prognosis and goals of the educator, the nature of his activities.

Fifth , there are three aspects of parenting to consider:

Social (acceptance of the values ​​of the environment, the formation of a sense of belonging),

Individual (separating oneself from the environment through self-determination, self-determination, self-realization and other “selves” that determine the self-worth of a person in life and work)

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

These aspects of upbringing correspond to three aspects of a person's being (personal, individual and subjective) and can be considered only in unity, interdependence, and interpenetration. "Volumetric" vision of a person is impossible without the simultaneous consideration of all three of his 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 the aspects of the process and results of education, qualitative assessment and analysis of quantitative relations.

In educational research, non-quantitative indicators should be considered.(activities carried out, knowledge transferred, skills formed, attitudes, etc.), andobtaining a different quality of the pedagogical process, which is realized simultaneously in its subjects(teacher and pupil) andthe subject of their joint activities(pedagogical interaction).

It is very important to evaluate not only knowledge or activity - a much more important indicator is the relationship, the emotional atmosphere of the educational process, what is called the "spirit of the school." And in this matter, special correctness and trust in the procedures of diagnostics and assessment are required, care for the dignity of those whom we value.

3.4. Research in the system of continuing education.

Based on the nonlinearity of the process of a person's subjective formation, in lifelong education one 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 spreading in schools) and the choice of a profession;

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

Fourth - exit from the artificially imitative conditions of activity at the university and entry into a complex professional reality;

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

Each of these crisis moments intentionally draws a person to reflection, conditionsa qualitative 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, to the loss of meaning. A person loses subjectivity, sees himself as an executor, an instrument for the implementation of programs, plans, instructions and instructions - he ceases to be a creator.

The study of the real difficulties of a person at every stage of his development, and especially in times 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, the traditional forms of diagnostics in the form of input control of readiness for mastering programs, translation andgraduation examssupplemented by various forms of studying the processes of adaptation of students to changes in learning conditions, opportunities for creative development, the state of psychological comfortetc. The system of such diagnostics will make it possible to increase the efficiency of lifelong education, to ensure the continuous self-development of the student.

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

• Observation - direct targeted perception and registration of mental phenomena . The essence of this method is to monitor the implementation of any activity or the development of a fact, to notice all the little things, to systematize and group facts. You can observe other objects and sa mime (self-observation)
• Survey - a method involving the answers of the subjects to the 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- the method of psychodiagnostic examination, using which you can get an accurate quantitative and qualitative characteristics of the phenomenon under study.
• Experiment- a method of cognition, with the help of which psychological phenomena are investigated in controlled and controlled conditions.
• Modeling - a method of studying mental phenomena based on the construction of their artificial models. This method is used when the study of the phenomenon of interest by other methods is difficult.

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

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

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

Associated with this method: method of studying primary sources and school documents(monuments of ancient writing, reports, reports, laws, educational and educational programs, textbooks, curricula, timetables, etc.); method of learning advanced teaching experience- is an analysis and generalization of non-standard, creative systems and methods of individual teachers and entire pedagogical 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- the 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 the products of student creativity (home and classwork, essays, etc.) can tell a lot 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 purposeful attempts of the researcher to penetrate into the inner world of the student or pupil, to understand his motives and attitudes.

Questionnaire- the method by which the results of pedagogical practice are investigated using questionnaires containing written questions. Testing- purposeful, the same for all subjects examination, which allows you to measure the studied characteristics of the pedagogical process. Experiment Is a scientifically organized experience of transforming pedagogical practice in precisely considered conditions.

Widespread in pedagogy is receiving modeling method Scientific models are mentally presented or materially embodied systems that adequately reflect the subject of research and are able to replace it in such a way that the study of the model allows you to reveal new knowledge about the object.

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

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ChOU VPO "Institute of Economics, Management and Law (Kazan)"

BUGULMIN BRANCH

Faculty of Psychology

IndividualWork

By discipline: "Methodology of Psychology"

On the topic: "Methodology and methods of psychological and pedagogical research"

Completed: student of group 1 SP d932u

Zayneeva Razide Atnagulovna

Checked:

Antonova Olga Alexandrovna

Bugulma - 2014

Introduction

1.Definition of the concept of "methodology of psychology"

1.1 Methodology of psychology as an independent area of ​​scientific knowledge

2. Methodological foundations of psychological and pedagogical research

2.1 The main functions of methodology in psychological and pedagogical research

Conclusion

Bibliography

Introduction

Fundamental transformations in society created real prerequisites for the renewal of the entire system of Russian education and set in motion the mechanism of self-development of the school. The identification of the source of self-development of educational institutions - the creative research activity of the teacher - was reflected in the creation of schools of a new type, in the development and implementation of new educational content, new educational technologies, strengthening the school's ties with pedagogical science and turning to the world pedagogical experience.

The teacher, as a subject of the pedagogical process, is the main actor in any changes in the educational system. The processes of fundamental transformations in the modern school require the teacher to reorient his activities to new pedagogical values ​​that are adequate to the nature of scientific creativity, which, in turn, highlights one of the main problems of higher education - the formation of the teacher's research culture.

The modern situation is characterized by the following system of social, theoretical, praxeological and personal contradictions:

· Between the awareness of society of the urgent need for constant reproduction of the pedagogical elite through the development of research culture and the lack of adequate social and pedagogical conditions for its formation;

Between the modern needs of the school and society in the teacher-researcher and the recognition of the need to improve in this regard his professional training and insufficient methodological, theoretical and technological development of the foundations for the formation and development of the scientific research culture of the teacher in the course of his professional development;

· Between the level of proficiency in research experience and the degree of its implementation by the majority of teachers;

Between the needs and aspirations arising in the teacher's professional activity in the study of pedagogical reality and the level of her mastery of the means that satisfy these needs, an objective need arises for future teachers to master the foundations of the methodology and methodology of psychological and pedagogical research.

Object of study... Methodology.

Subject of study... The main functions of methodology in psychological and pedagogical research

Target - theoretically explore the main functions of methodology in psychological and pedagogical research.

Tasks:

1. To study the concept of "methodology of psychology".

2. To reveal and analyze the content of the main functions of the methodology.

Work structure: Individual work consists of an introduction, two sections, a conclusion and a list of references.

1. Definition concept"Methodology of psychology"

1.1 Methodology of psychology as an independent area of ​​scientific knowledge

Methodology is a system of principles and methods of constructing (organizing) theoretical and practical activities, as well as teaching about this system. This is a special item rational knowledge- a system of socially approved rules and norms of cognition and action, which correlate with the properties and laws of reality.

KK Platonov defines the methodology of psychology as a branch of psychology that lies at its intersection with philosophy, the subject of which is the correspondence of the language of psychological science, the principles of psychology, its methods and structure (tree of psychological science) to the principles of dialectical materialism.

In the "Brief Dictionary of the System of Psychological Concepts", the methodology of psychology is defined as a system of principles and methods of organizing and constructing the theory and practice of individual psychological sciences, their branches and all of them in general, as well as the doctrine of this system. This teaching is the "root" of the psychological science tree.

The methodology of P. Kopkin and S. Spirkin is very succinctly defined: "Methodology is the application of the principles of worldview to the process of cognition."

Worldview is the highest level of awareness of reality, representing a fairly stable system of views (knowledge, skills, attitudes) of a person on the world and himself. A worldview is formed as a result of generalization of individual and social knowledge and experience in all spheres of life under the influence of living conditions (natural and social, macro- and micro-environmental). The worldview determines the position of a person in relation to all phenomena of reality in the form of his value orientations and principles of activity.

The most important in the methodology of psychology is the scientific principle of knowledge, based on a scientific approach to research. The scientific approach is understood primarily as the methodological content of the study, which goes back to worldview attitudes and, at the same time, as a methodological form that is concretized in certain methods and procedures.

In accordance with the methodology, psychological science in the process of its development has adopted a number of principles of a general scientific nature:

Anthropic principle (science recognizes the cognizability of the surrounding world and the possibility of its change by the subject of cognition);

The principle of determination (the cause determines the effect);

The principle of complementarity (complementarity) (the complexity of the organization of the object of knowledge requires its comprehensive study);

The principle of methodical atheism (prohibition of reference to God as a causal factor);

The principle of objectivity (recognition of the presence objective reality that does not depend on the level of its perception by a person);

The principle of relativity (any object of reality is always in relation to another object, and its characteristics depend on other objects);

The principle of consistency (methodological direction in the study of reality, considering any of its fragments as a system) and a number of others.

There are also a number of specific scientific and psychological principles, such as the principle of a personal approach (means recognition of the integrity of the main object of study of psychology - a person, both from the side of his mental organization and from the side of his interaction with the outside world). ...

The methodology performs two global functions: it serves as a theoretical -

worldview (ideological) basis of scientific knowledge and acts as a teaching about the method of cognition. As a teaching about the method of cognition, the methodology solves a number of specific problems: 5 analysis of principles, concepts, theories and approaches; elaboration of the conceptual apparatus and the corresponding terminology, the language of research; description and analysis of the research process, its stages and phases; study of the areas of applicability of various methods, procedures, technologies; development of individual methods (from private to general). It is necessary to distinguish between methodology in the broad and narrow sense of the word. ...

Methodology in the broadest sense implies an indication of how a particular subject will be researched. On the other hand, methodology is distinguished in the narrow sense as a set of special provisions, rules, norms used in the study. Methodology in

in the narrow sense is a conceptualization of the research process, when the object of analysis is the research process itself.

methodology psychology pedagogical descriptive

2. Methodological foundations psychological-pedagogical research

2. 1 Main functionsmethodologyto psycholhoo-pedagogical research

Methodological problems of psychology and pedagogy have always been among the most pressing, acute issues of the development of psychological and pedagogical thought. The study of psychological and pedagogical phenomena from the standpoint of dialectics, that is, the science of the most general laws development of nature, society and thinking, allows you to identify their qualitative originality, connections with other social phenomena and processes. In accordance with the principles of this theory, the training, education and development of future specialists are studied in close connection with 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.

We know from philosophy that methodology 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 science has increased significantly. What is the reason for this?

Firstly , in modern science, tendencies towards the integration of knowledge, a comprehensive analysis of certain phenomena of objective reality are noticeable. At present, for example, in the social sciences, data from cybernetics, mathematics, probability theory and other sciences are widely used, which previously did not pretend to perform methodological functions in a specific social research. The ties 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 the humanities has a clearly expressed object - a person. Therefore, psychology and pedagogy play an important role in uniting the efforts of various sciences in its study.

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

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

Thirdly , at present, the gap between philosophical and methodological problems and the direct methodology of psychological and pedagogical research has become obvious: on the one hand, the problems of the philosophy of psychology and pedagogy, and on the other, special methodological issues of psychological and pedagogical research. In other words, psychologists and educators are increasingly faced with problems that go beyond the scope of a specific study, that is, methodological ones that have not yet been resolved. modern philosophy... And the need to solve these problems is enormous. By virtue 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, improvement of the methodological system of these sciences, elements of the absolutization of quantitative research methods are inevitable to the detriment of qualitative analysis. This is especially noticeable in foreign psychology and pedagogy, where mathematical statistics seem to be almost a panacea for all ills. This fact is explained primarily by social reasons: a qualitative analysis in psychological and pedagogical research often leads to conclusions that are unacceptable for certain power structures, and a quantitative one, allowing to achieve specific practical results, provides a wide opportunity for ideological manipulation in the field of these sciences and beyond.

However, due to epistemological reasons mathematical methods can, as you know, not bring one closer to the truth, but remove from it. And to prevent this from happening, the quantitative analysis must be supplemented with a qualitative - methodological one. In this case, the methodology plays the role of Ariadne's thread, eliminates delusion, does not allow one to get confused in countless correlations, makes it possible 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 sound quantitative analysis, then even more they need methodological substantiation.

Fifth , man is a decisive force in professional activity. This position follows from the general sociological law of the increasing role of the subjective factor in history, in the development of society in proportion to social progress. But it also happens that, accepting this position at the level of abstraction, some researchers deny it in a particular situation, a particular study. More and more often (though sometimes scientifically justified) it is concluded that the least reliable link in a specific "man-machine" system is the personality of a specialist. This often leads to a one-sided interpretation of the relationship between man and technology in labor. In such subtle questions, the truth must be found both at the psychological-pedagogical and at the philosophical-sociological levels. The methodological equipment of researchers helps to solve these and other complex issues correctly.

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

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

Thus, in modern scientific literature, methodology is most often understood as the doctrine of the principles of construction, forms and methods of scientific and cognitive activity. The methodology of science characterizes the components of a scientific research - its object, subject, research tasks, a set of research methods, means and methods necessary for their solution, 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, the movement stopped, as the automatism of walking was disturbed.

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

Our "Adam" more and more often falls into the position of the centipede from the parable, since the comprehension of our own activities only from the standpoint of our own experience turns out to be unproductive for activities in other situations.

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

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

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

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

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

¦ it determines the methods of obtaining scientific knowledge that reflect the constantly changing pedagogical reality (M. A. Danilov);

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

¦ provides comprehensive information about the studied process or phenomenon (M. N. Skatkin);

¦ helps to introduce new information into the fund of the theory of pedagogy (F. F. Korolev);

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

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

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

Consequently, the following can be singled out as the main tasks of methodology in any pedagogical research:

¦ determination of the purpose of the study, taking into account the level of development of science, the needs of practice, social relevance and real opportunities research team or scientist;

¦ study of all processes in the study from the standpoint of their internal and external conditioning, development and self-development. With this approach, upbringing, for example, is a developing phenomenon conditioned by the development of society, school, family and the 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 a teacher is a constantly improving specialist who changes his activities in accordance with the goals set, etc .;

¦ consideration of educational and upbringing 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;

¦ orientation towards a systematic approach in research (structure, interrelation of elements and phenomena, their subordination, dynamics of development, tendencies, essence and characteristics, factors and conditions);

¦ identification and resolution of contradictions in the process of education and upbringing, in the development of a team or personality;

¦ the connection between theory and practice, the development of ideas and their implementation, the orientation of teachers to new scientific concepts, new pedagogical thinking while simultaneously excluding the old, obsolete.

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

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

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

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

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

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

The named tasks determine the allocation of two functions of pedagogical methodology - descriptive, that is, descriptive, which also presupposes the formation of a theoretical description of the object, and prescriptive - normative, which creates guidelines for the work of a teacher-researcher.

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

The theoretical foundations that perform descriptive functions include: ¦ definition of methodology;

¦ general characteristics methodology as a 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.

The regulatory framework covers the following issues:

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

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

¦ typology of pedagogical research;

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

¦ logic of pedagogical research it. etc.

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

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

The second level, general scientific methodology, is theoretical concepts applied to all or most scientific disciplines.

The third level is a specific scientific methodology, that is, a set of methods, research principles and procedures used in a particular special scientific discipline. The methodology of a particular science includes both problems specific to scientific knowledge in this area, and questions put forward for more high levels methodologies, such as systems approach problems or modeling in educational research.

The fourth level - technological methodology - consists of the 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 is clearly normative.

All levels of pedagogical 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 worldview approaches to the process of cognition and transformation of reality.

Conclusion

The term “methodology” is of Greek origin, meaning “doctrine of method” or “theory of method”. Methodology (from method and logic) - the doctrine of structure, logical organization, methods and means of activity. Methodology - it is the science of the most general principles of cognition and transformation of objective reality, the ways and means of this process.

Methodology in this broad sense forms a necessary component of any activity, since the latter becomes the subject of awareness, learning and rationalization. Methodological knowledge takes the form of both prescriptions and norms, which fix the content and sequence of certain types of activity (normative methodology), and descriptions of the actually performed activity (descriptive methodology). In both cases, the main function of this knowledge is internal organization and regulation of the process of cognition or practical transformation of an object. In modern literature, methodology is usually understood, first of all, the methodology of scientific knowledge, that is, the doctrine of the principles of construction, forms and methods of scientific and cognitive activity.

The methodology determines the characteristics of the components of scientific research (problem, goal, object, subject, research tasks, a set of research tools that are necessary to solve a problem of this type, and also forms an idea of ​​the sequence of movement of the researcher in the process of solving the problem - the research hypothesis). The most important aspect of the methodology is the statement of the problem (it is here that methodological mistakes are most often made, leading to the advancement of pseudo-problems or significantly complicating the obtaining of a result), the construction of the subject of research and the construction of a scientific theory, as well as verification of the result obtained from the point of view of its truth, i.e. compliance with the object of study.

Bibliography

1. Antsyferova L.I. The principle of connection between the psyche and activity and the methodology of psychology // Methodological and theoretical problems psychology. [Text] Moscow: Nauka, 1969.

2. Gormin A.S. Methodology and methods of psychology [Text] teaching aid, NovGU named after Yaroslav the Wise, 2010. - 23 p.

3. Nikandrov V.V. Methodological foundations of psychology [Text] textbook SPb:, "Rech", 2008. - 234 p.

4. Obraztsov PI Methods and methodology of psychological and pedagogical research. - SPb .: Peter, 2004 .-- 268 p: ill. - (Series "Short Course").

5. Tyutyunnik V.I. The basics psychological research... [Text] M., 2002.-206 p.

6. Ponomarev Ya.A. Methodological introduction to psychology. [Text] M., 1983.-203 p.

7. Stetsenko A.P. On the role and status of methodological knowledge in modern Soviet psychology[Text] // West. Moscow un-that. Ser. 14. Psychology. 1990, no. 2, p. 39-56.

8. Fedotova G.A. Methodology and methodology of psychological and pedagogical research: Textbook. allowance; NovSU them. Yaroslav the Wise / author-comp. G.A. Fedotova: - Veliky Novgorod, 2006 .-- 112 p.

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Methods of psychological and pedagogical research: their classification and characteristics

Introduction

2. Classification of methods of psychological and pedagogical research

3. Characteristics of empirical research

4. Characteristics of theoretical studies

5. Ways of implementing the research results

Conclusion

References

Introduction

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

In the practice of the modern school, many practical problems arise before the psychological service. These are the tasks of clarifying the level of a child's readiness for school, identifying the especially gifted and lagging behind in development, clarifying the reasons for school maladjustment, the tasks of early warning of illegal tendencies in personality development, the tasks of managing the classroom, 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 of a teacher and a psychologist at school can be divided into psychological, pedagogical and psychological.

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

To conduct pedagogical research, special scientific methods are used, the knowledge of which is necessary for everyone involved in individual and collective scientific research.

1. Fundamentals of the doctrine of research methods

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

The widely used concept "method of scientific research" is to a large extent a conditional category that unites both forms of scientific thinking, and general models of research procedures, and methods (techniques) of performing research actions.

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

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

Research methods and techniques are largely determined by the initial concept of the researcher, his general ideas about the essence and structure of the studied. The systematic use of methods requires the choice of a "frame of reference", methods of their classification. Let us consider in this connection the classification of methods of pedagogical research 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;

· Interpretive.

The scientist attributed to the organizational methods:

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

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

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

To empirical:

· Observational methods (observation and self-observation);

· Experiment (laboratory, field, natural, etc.);

· Psychodiagnostic method;

· Analysis of processes and products of activity (praxeometric methods);

· Modeling;

· Biographical method.

By the method of data processing

Methods of mathematical and statistical analysis of data and

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

To interpretive

· Genetic (phylo- and ontogenetic) method;

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

Ananiev described each of the methods in detail, but with all the thoroughness of his argumentation, as noted by V.N. Druzhinin in his book "Experimental Psychology", there are many unsolved problems: why did modeling turn out to be an empirical method? How are practical methods different from field experiment and instrumental observation? Why is the group of interpretive methods separate from the organizational ones?

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

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

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

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

The result of the application of empirical methods is the data that fix the state of the object by the readings of the instruments; reflecting the results of activities, etc.

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

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

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

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

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

Finally, interpretive-descriptive methods are the "meeting place" of the results of the application of theoretical and experimental methods and the place of their interaction. The data of empirical research, on the one hand, are subjected to primary processing and presentation in accordance with the requirements for the results on the part of the organizing research theory, model, inductive hypothesis; on the other hand, this data is interpreted in terms of competing concepts in terms of hypothesis consistency with the results.

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

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

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

The plurality of classifications and classification characteristics of methods should not be considered a disadvantage. This is a reflection of the multidimensionality of methods, their 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 actually used sets of research procedures, there is a movement from description to explanation and forecast, from statement to transformation, from empirical to theoretical methods. When using some classifications, the tendencies of 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 particular ones (observation, modeling, etc.), and then again to general ones, from qualitative methods to quantitative ones and from them again to qualitative ones.

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

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

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

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

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

The second level, general scientific methodology, is theoretical concepts applied to all or most scientific disciplines.

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

The fourth level - technological methodology - consists of research methods and techniques, 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 is clearly normative.

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

The methodology indicates how to carry out research and practical activities.

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

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

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

Study the phenomena in their development;

Study phenomena in their connection and interaction with other phenomena;

Credibility;

Evidence (validity);

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

The main methodological approaches in pedagogy:

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

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

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

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

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

Tasks of the educator: the choice and organization of the child's activities from the perspective of the subject of cognition of labor and communication (the activity of himself).

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

The task of the educator: to keep track of relationships, to promote humane relations, to establish the psychological climate in the team.

The dialogical approach in unity with the personal and activity-based is the essence of the methodology of humanistic pedagogy.

Cultological approach. Basis: axiology - the doctrine of the values ​​and value structure of the world. It is conditioned by the objective connection of a person with culture as a system of values ​​developed by humanity. Man's assimilation of culture is the development of the person himself and his formation as a creative person.

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

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

In accordance with the logic of scientific research, a research methodology is being developed. It is a complex of theoretical and empirical methods, the combination of which makes it possible to investigate the educational process with the greatest reliability. The use of a number of methods allows you to comprehensively study the problem under study, all its aspects and parameters.

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

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

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

the choice of the observation method, the least affecting the object under study and the most ensuring the collection of the necessary information (how to observe);

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

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

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

Polling methods- conversation, interview, questioning. Conversation - an independent or additional research method used in order to obtain the necessary information or clarify what was not clear enough during observation. The conversation is carried out according to a pre-planned plan with the allocation of issues requiring clarification. When interviewing, the researcher adheres to pre-planned questions, asked in a certain sequence. During the interview, the answers are recorded openly.

Questionnaire- the method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed give written answers to questions. Conversation and interviews are called face-to-face polls, and questionnaires are called absentee polls.

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

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

Theoretical analysis- This is the allocation and consideration of individual sides, signs, features, properties of pedagogical phenomena. Analyzing individual facts, grouping them, systematizing them, we reveal the general and special in them, we establish a general principle or rule. The analysis helps to penetrate into the essence of the studied pedagogical phenomena.

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

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

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

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

A special role in pedagogical research is played by experiment - specially organized testing of one method or another, work acceptance to identify its pedagogical effectiveness. Pedagogical experiment - research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena, which involves the experimental modeling of a pedagogical phenomenon and the conditions for its course; active influence of the researcher on a pedagogical phenomenon; measurement of response, results of pedagogical influence and interaction; repeated reproducibility of pedagogical phenomena and processes.

The following stages of the experiment are distinguished:

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

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

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

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

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

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

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

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

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

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

New pedagogical knowledge is disseminated through oral presentations of researchers at conferences, through the publication of scientific articles, brochures, books, guidelines and programmatic documents, through textbooks and teaching aids on pedagogy.