Characteristics of methods of psychological and pedagogical research. Methodology and methods of psychological and pedagogical research

Lecture 4. methods of psychological and pedagogical research

Lecture questions:

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

2. Experimental method in pedagogical research.

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

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

Empirical knowledge is knowledge about the basic parameters of the facts being studied, about the functional connections between these parameters, and about the behavior of objects. Research methods that allow one to obtain empirical data about psychological and pedagogical processes include those that are directly related to reality and practice. They provide accumulation, fixation, classification and generalization of source material for the creation of psychological and pedagogical theory. These include: scientific observation, various types of psychological and pedagogical experiments, work with scientific facts - description of the results obtained, classification of facts, their systematization, all kinds of methods of analysis and generalization; surveys, conversations, studying the results of the activities of specific individuals, etc.

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

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

A primary acquaintance with literature and other sources should give an idea of the issues and the main content of a particular work. For this It is useful to first read the abstract, introduction, table of contents, conclusion, and skim the contents of the source. After this, the method of working through the publication is determined: careful study with note-taking; selective study accompanied by extracts; general familiarization with annotation, etc.

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

Studying literature and various kinds sources continues throughout the study. Newly discovered facts encourage us to rethink and evaluate the content of books and documents already studied, stimulate attention to issues that were not previously paid due attention, and allow us to reflect on the analytical activity of the researcher himself. A solid documentary base for scientific work is an important condition for its objectivity and depth.

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

Features of observation as a scientific method are:

– direction towards clarity, specific purpose;

– planned and systematic;

– objectivity in the perception of what is being studied and its recording;

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

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

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

– clear definition of the purpose of observation;

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

– detailed recording of observation data;

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

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

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

The conversation can be formalized or informal. Formal conversation involves standardized formulation of questions and registration of answers to them, which allows you to quickly group and analyze the information received. Informal conversation is carried out on questions that are not strictly standardized, which makes it possible to consistently pose additional questions based on the current situation. During a conversation of this type, as a rule, closer contact is achieved between the researcher and the respondent, which contributes to obtaining the most complete and in-depth information.

Practice of psychological pedagogical research has developed certain rules for using the conversation method :

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

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

– select and pose questions in an understandable form that encourages respondents to give detailed answers;

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

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

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

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

Calling a person to be frank and listening to him is a great art. Naturally, people’s frankness must be valued and the information received must be handled with ethical care. The frankness of the conversation increases when the researcher does not take any notes.

Survey methods of psychological and pedagogical research represent written or oral, direct or indirect requests from the researcher to respondents with questions, the content of the answers to which reveals individual aspects of the problem being studied. These methods are used in cases where the source necessary information people become direct participants in the processes and phenomena being studied. Using survey methods, you can obtain information both about events and facts, as well as about the opinions, assessments, and preferences of respondents.

Wide Application survey methods is explained by the fact that the information obtained from respondents is often richer and more detailed than that which can be obtained using other methods. It is easy to process and can be obtained relatively quickly and cheaply.

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

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

The following survey options are available: personal(with direct contact between the researcher and the respondent) or indirect(questionnaires are distributed by handout, and respondents answer them at a convenient time); individual or group; continuous or selective.

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

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

Practice shows that It is advisable to present the following basic requirements for the development of a research questionnaire:

– testing (piloting) of the questionnaire in order to check and evaluate its validity (validity), search for the optimal option and volume of questions;

– an explanation before the start of the survey of its goals and significance for the results of the study;

– correct formulation of questions, presupposing at the same time a respectful attitude towards respondents;

– leaving the possibility of anonymous responses;

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

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

– constructing a questionnaire according to the principle: from simpler questions to more complex ones;

– do not get carried away with verbose, long questions and the proposed answers to them, as this complicates perception and increases the time for filling them out;

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

– provide the ability to quickly process a large number of responses using mathematical statistics methods.

Experience in conducting surveys shows that answers are given more meaningfully and completely when the questionnaire includes a small number of questions (no more than 7-10).

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

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

Closed names the questions to which the questionnaire proposes possible options answers. They are used in cases where the researcher clearly understands what the answers to a question might be, or when it is necessary to evaluate something according to certain characteristics that are important for study, etc. The advantages of closed questions are: the ability to eliminate misunderstandings of the question, compare responses from various groups of respondents, as well as the ease of filling out the questionnaire and processing the data received.

It is essential preliminary testing of the questionnaire. External signs answers (stereotypicality, monosyllabicity, alternativeness, a significant number of answers like “I don’t know”, “I find it difficult to answer” or gaps, white stripes; “guessing” the answer desired by the researcher, etc.) indicate that the wording of the questions is complex and inaccurate , to a certain extent duplicate each other, are similar in content, the respondents did not realize the significance of the survey being conducted, the importance of truthful answers for the researcher.

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

Interview – a type of survey method, a special type of targeted communication with a person or group of people. The interview is based on casual conversation. However, in contrast to it, the roles of the interlocutors are fixed, standardized, and the goals are determined by the design and objectives of the research being conducted.

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

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

In this case, the following are clearly revealed: benefits of interview: firstly, in the course of working with respondents, it is possible to take into account his level of training, determine his attitude to the topic of the survey, individual problems, and record his intonation and facial expressions. Secondly, it becomes possible to flexibly change the wording of questions, taking into account the personality of the respondent and the content of previous answers. Thirdly, you can ask additional (clarifying, control, guiding, explanatory, etc.) questions. Fourthly, the proximity of the interview to everyday conversation contributes to the emergence of relaxed atmosphere communication and increasing the sincerity of responses. Fifthly, the interviewer can monitor the psychological reactions of the interlocutor and, if necessary, adjust the conversation.

As main drawback This method should highlight the high labor intensity of the work with a small number of respondents surveyed.

According to the goal that the researcher strives to achieve, they distinguish opinion interview, elucidating assessments of phenomena, events, and documentary interview related to the establishment of facts. 1

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

One of them is - testing method, that is, the subject performs tasks of a certain kind with precise methods for assessing the results and their numerical expression. This method makes it possible to identify the level of knowledge, skills, abilities and other personality qualities, as well as their compliance with certain standards, by analyzing the way the subject performs a number of special tasks. Such tasks are usually called tests.

"Test- this is a standardized task or tasks related in a special way that allow the researcher to diagnose the degree of expression of the property being studied in the subject, his psychological characteristics, as well as attitudes towards certain objects. As a result of testing, they usually obtain some characteristic that shows the degree of severity of the trait under study in the individual. It must be correlated with the standards established for this category of subjects.” Consequently, with the help of testing, it is possible to determine the current level of development of a certain property in the object of study and compare it with the standard or with the development of this quality in the subject in an earlier period.

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

Focus tests are divided into achievement, ability and personality tests:

A) achievement tests– mainly didactic, determining the level of mastery of educational material, the formation of students’ knowledge, skills and abilities. Didactic test should be understood as a system of tasks of a specific form and specific content, arranged in order of increasing difficulty, created for the purpose of objectively assessing the structure and measuring the level of preparedness of students. Thus, it is advisable to consider a didactic test not as an ordinary set or set of tasks, but as a system that has two main system factors: the content composition of test tasks that form the best integrity, and an increase in difficulty from task to task;

b) aptitude tests(allowing one to judge not only the results in mastering a certain educational material, but also about the respondent’s prerequisites for completing tasks of a given type or class). Such tests are most often associated with the diagnosis of the cognitive sphere of the individual, the characteristics of thinking and are usually called intellectual. These include, for example, the Raven test, the Amthauer test, Wechsler subtests, etc.;

V) personality tests, making it possible to judge, by reaction to test tasks, the characteristics of personality traits - orientation, temperament, character traits. Manifestations of personality traits are evoked through the presentation of projective material (unfinished sentences, images - stimulating associative reactions in respondents).

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

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

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

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

Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

2. Classifications of methods of psychological and pedagogical research

3. Characteristics of empirical research

4. Characteristics of theoretical research

5. Ways to implement research results

Conclusion

References

Introduction

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

In the practice of modern schools, psychological services face many practical tasks. These are the tasks of determining the child’s level of readiness for school, identifying especially gifted and developmentally delayed children, and finding out the reasons school maladjustment, tasks of early warning of illegal tendencies in personality development, tasks of class management taking into account individual characteristics students and interpersonal relationships between them, the tasks of in-depth career guidance.

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

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

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

1. Fundamentals of the doctrine of research methods

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

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

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

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

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

2. Classification of methods of psychological and pedagogical research

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

· organizational;

· empirical;

· by the method of data processing;

· interpretative.

The scientist classified organizational methods as:

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

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

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

To the empirical ones:

· observational methods (observation and self-observation);

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

· psychodiagnostic method;

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

· modeling;

· biographical method.

By data processing method

· methods of mathematical and statistical data analysis and

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

Towards interpretive

· genetic (phylo- and ontogenetic) method;

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

Ananyev described each of the methods in detail, but with all the thoroughness of his argumentation, as V.N. notes. Druzhinin in his book "Experimental Psychology", there remains a lot unresolved problems: Why did modeling turn out to be an empirical method? How do practical methods differ from field experiment and instrumental observation? Why is the group of interpretive methods separated from organizational ones?

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

Empirical, in which there is an apparently real interaction between the subject and the object of research.

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

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

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

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

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

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

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

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

Finally, interpretive-descriptive methods are the “meeting point” of the results of the application of theoretical and experimental methods and the place of their interaction. Data from empirical research, on the one hand, are subject to primary processing and presentation in accordance with the requirements for the results from the theory, model, and inductive hypothesis that organize the study; on the other hand, these data are interpreted in terms of competing concepts to determine whether the hypotheses match the results.

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

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

Each of these approaches carries with it special meaning, although some of them are also quite arbitrary. Let's take, for example, the division of methods into pedagogical and methods of other sciences, i.e. non-pedagogical. Methods classified in the first group are, strictly speaking, either general scientific methods (for example, observation, experiment) or general methods of social sciences (for example, surveys, questionnaires, assessments), well mastered by pedagogy. Non-pedagogical methods are methods of psychology, mathematics, cybernetics and other sciences used by pedagogy, but not yet so adapted by it and other sciences as to acquire the status of actually pedagogical.

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

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

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

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

The methodology has a theoretical side associated with the establishment of basic pedagogical principles as the starting premises of scientific research and including a worldview 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 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 and normative functions. Methodological knowledge can appear either in descriptive (descriptive) or prescriptive (normative) form, i.e. in the form of instructions, direct instructions for activities (E.G. Yudin).

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

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

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

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 array scientific knowledge. At this level, methodological knowledge has a clearly defined normative character.

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 ideological approaches to the process of cognition and transformation of reality.

The methodology indicates how research and practical activities should be carried out.

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

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

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

Study 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).

Main methodological approaches in pedagogy:

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

The teacher’s task: taking into account the relationship of the components.

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

The task of the educator is to create conditions for the self-development of 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: selection and organization of the child’s activities from the position of the subject of knowledge of work and communication (the activity of the child himself).

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

The task of the educator is to monitor relationships, promote humane relationships, and establish a psychological climate in the team.

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

Cultural approach. Basis: axiology - the doctrine of values and the value structure of the world. It is determined by the objective connection of a person with culture as a system of values developed by humanity. A person’s mastery of culture represents the development of the person himself and his formation as a creative personality.

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 represents a complex of theoretical and empirical methods, the combination of which makes it possible to study the educational process with the greatest reliability. The use of a number of methods allows for a comprehensive study of the problem under study, all its aspects and parameters.

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

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

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

choosing an observation method that has the least impact on the object under study and most ensures the collection of the necessary information (how to observe);

choosing methods for recording what is observed (how to keep records); processing and interpreting the information received (what is the result).

A distinction is made between included observation, when the researcher becomes a member of the group in which the observation is being conducted, and non-involved observation - “from the outside”; open and hidden (incognito); continuous 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 personal characteristics (attitudes, interests, mental states) of the researcher.

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

Questioning- a method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed provide written answers to the questions. Conversations and interviews are called face-to-face surveys, while questionnaires are called correspondence surveys.

The effectiveness of conversations, interviews and questionnaires 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 subject to theoretical analysis. Therefore, a special group is allocated methods of theoretical research.

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

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

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

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

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

Plays a special role in pedagogical research experiment - a specially organized test of a particular method or method of work to identify its pedagogical effectiveness. A pedagogical experiment is a research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena, which involves experimental modeling of a pedagogical phenomenon and the conditions for its occurrence; active influence of the researcher on the pedagogical phenomenon; measuring 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);

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

The experiment itself is 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 the 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 others. The most commonly used experiment is a natural experiment. 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 transformative (developing), when it is purposefully organized to determine the conditions (methods, forms and content of education) for the development of the personality of a schoolchild or children's group.

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

Statistical methods are used when processing mass material - determining the average values of the obtained indicators: arithmetic average; calculating the degree of dispersion around these values - dispersion, i.e. standard deviation, coefficient of variation, etc.

To carry out these calculations, there are appropriate formulas and reference tables are used. The results processed using these methods make it possible to show a quantitative relationship in the form of graphs, diagrams, and 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 by researchers at conferences, through the publication of scientific articles, brochures, books, methodological recommendations and program and methodological documents, through textbooks and teaching aids on pedagogy.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Private Educational Institution of Higher Professional Education "Institute of Management Economics and Law (Kazan)"

BUGULMA BRANCH

Faculty of Psychology

IndividualJob

Discipline: “Methodology of Psychology”

On the topic: “Methodology and methodology of psychological and pedagogical research”

Completed by: student of group 1 SP d932u

Zaineeva Razide Atnagulovna

Checked:

Antonova Olga Alexandrovna

Bugulma - 2014

Introduction

1. Definition of the concept “methodology of psychology”

1.1 Methodology of psychology as an independent field 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

Radical changes in society have created real preconditions for updating the entire system Russian education and put into action the school’s self-development mechanism. Identification of the source of self-development of educational institutions - the creative research activity of the teacher - was reflected in the creation of a new type of schools, in the development and implementation of new educational content, new educational technologies, strengthening the school’s connections with pedagogical science and appealing to global pedagogical experience.

The teacher as a subject of the pedagogical process is the main character of any changes in the education system. The processes of radical transformations in modern schools require the teacher to reorient his activities towards 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 a teacher’s research culture.

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

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

· between the modern needs of the school and society for a teacher-researcher and the recognition of the need to improve it in this regard vocational training and insufficient methodological, theoretical and technological development of the foundations for the formation and development of a teacher’s research culture during his professional development;

· between the level of experience in research activities and the degree of its implementation by the majority of teachers;

Between those arising in professional activity teachers' needs and aspirations in the study of pedagogical reality and the level of mastery of the means that satisfy these needs, an objective need arises for future teachers to master the fundamentals of the methodology and methods 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. Study the concept of “psychology methodology”.

2. 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 field of scientific knowledge

Methodology is a system of principles and methods of constructing (organizing) theoretical and practical activities, as well as the doctrine of this system. This is a special subject of rational cognition - a system of socially proven rules and standards of cognition and action that correlate with the properties and laws of reality.

K.K. Platonov defines the methodology of psychology as a branch of psychology lying 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 (the tree of psychological science) to the principles of dialectical materialism.

IN " Brief dictionary systems 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 as a whole, as well as the doctrine of this system. This teaching is the “root” of the tree of psychological science.

The methodology was very succinctly defined by P. Kopkin and S. Spirkin: “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, relationships) of a person on the world and himself. A worldview is formed as a result of the generalization of individual and social knowledge and experience in all spheres of life under the influence living conditions(natural and social, macro- and micro-environmental). Worldview determines a person’s position in relation to all phenomena of reality in the form of his value orientations and principles of activity.

The most important thing in the methodology of psychology is the scientific principle of cognition, based on a scientific approach to research. The scientific approach is understood primarily as the methodological content of the study, going back to ideological principles and at the same time as a methodological form, specified in certain methods and procedures.

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

Anthropic principle (science recognizes the knowability of the surrounding world and the possibility of changing it by the subject of knowledge);

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

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

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

The principle of objectivity (recognition of the existence of an 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 relationship with another object, and its characteristics depend on other objects);

The principle of systematicity (a methodological direction in the study of reality that considers any fragment of it as a system) and a number of others.

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

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

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

Methodology in a broad sense involves instructions on how a particular subject will be studied. On the other hand, methodology is distinguished in the narrow sense as a set of special provisions, rules, and norms used in conducting research. Methodology in

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

methodology psychology pedagogical descriptive

2. Methodological basis psychologically-pedagogical research

2. 1 Main functionsmethodologyin psychologyogo-pedagogical research

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

From philosophy we know that methodology is the science of the most general principles of knowledge 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 this connected with?

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

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

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

Third , At present, the gap between philosophical and methodological problems and the direct methodology of psychological and pedagogical research has become obvious: on the one hand, problems of the philosophy of psychology and pedagogy, and on the other, special methodological issues of psychological and pedagogical research. In 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 by modern philosophy. And the need to solve these problems is enormous. Because of this, it is necessary to fill the created vacuum with methodological concepts and provisions in order to further improve the direct methodology of psychological and pedagogical research.

Fourth , Currently, 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 methodological system In these sciences, elements of absolutization of quantitative research methods are inevitable to the detriment of qualitative analysis. This is especially noticeable in foreign psychology and pedagogy, where math statistics seems almost a panacea for all ills. This fact is explained primarily social reasons: qualitative analysis in psychological and pedagogical research often leads to unacceptable for certain power structures conclusions, and quantitative, allowing to achieve specific practical results, provides ample 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 you closer to the truth, but move you away from it. And to prevent this from happening, quantitative analysis must be supplemented with qualitative - methodological. In this case, the methodology plays the role of Ariadne’s thread, eliminates misconceptions, prevents one from getting confused in countless correlations, allows one to select the most significant statistical dependencies for qualitative analysis and draw the right conclusions from their analysis. And if modern psychological and pedagogical research cannot do without a good quantitative analysis, then to an even greater extent they need methodological justification.

Fifthly , man is the 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 as social progress progresses. But it also happens that, accepting this position at the level of abstraction, some researchers deny it in a particular situation or specific study. Increasingly (though sometimes scientifically) the conclusion is being made that the least reliable link in a particular “man-machine” system is the personality of the specialist. This often leads to a one-sided interpretation of the relationship between man and technology in work. In such subtle issues, the truth must be found both at the psychological-pedagogical and philosophical-sociological levels. The methodological equipment of researchers helps to correctly solve these and other complex issues.

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

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

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

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

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

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

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

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

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

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

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

¦ it determines the ways 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 process or phenomenon being studied (M. N. Skatkin);

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

Consequently, the following can be identified as the main objectives of methodology in any pedagogical research:

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

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

¦ consideration of educational and educational problems from the perspective of all human sciences: sociology, psychology, anthropology, physiology, genetics, etc. This follows from the fact that pedagogy is a science that unites all modern human knowledge and uses all scientific information about man 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, trends, essence and features, factors and conditions);

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

¦ the connection between theory and practice, the development of ideas and their implementation, the orientation of teachers towards 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 talk about pedagogical research, and from this point of view we will consider methodology in the 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 to practice, to its study and transformation. However, this must be done meaningfully, based on a deep analysis of the state of pedagogical science and practice, as well as the main provisions of the methodology of science. Simply “imposing” certain definitions on the field of pedagogy cannot give the necessary results. So, for example, the question arises: if the principles and methods of organizing practical pedagogical activity are studied by methodology, what remains for pedagogy itself? The answer may be an obvious fact: the study of practical activities in the field of education (the practice of teaching and upbringing), if we consider this activity from the standpoint of a specific science, is not done by methodology, but by pedagogy itself.

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

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

Currently, it has become extremely important not to new problem improving the quality of educational research. The focus of the methodology is increasing on helping the teacher-researcher, on developing his special skills in the field of research work. Thus, the methodology acquires a normative orientation, and its important task is the methodological support of research work.

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

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

These functions also determine the division of the foundations of pedagogy methodology 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 exploration of the world, which include spontaneous-empirical knowledge and artistic and figurative reflection of reality;

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

¦ typology of pedagogical research;

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

¦ logic of pedagogical research, etc. d.

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

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

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

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

The fourth level - technological methodology - consists of research methodology and technology, i.e. a set of procedures that ensure the receipt of reliable empirical material and its primary processing, after which it can be included in the body of scientific knowledge. At this level, methodological knowledge has a clearly defined normative character.

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

Conclusion

The term “methodology” is of Greek origin meaning “the study of method” or “theory of method”. Methodology (from method and logic) is the study of structure, logical organization, methods and means of activity. Methodology - this 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, training and rationalization. Methodological knowledge appears in the form of both prescriptions and norms, which fix the content and sequence of certain types of activities (normative methodology), and descriptions of actually performed activities (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, as the methodology of scientific knowledge, i.e., the doctrine of the principles of construction, forms and methods of scientific cognitive activity.

The methodology determines the characteristics of the components of scientific research (problem, goal, object, subject, research objectives, 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 - research hypothesis). The most important aspect of methodology is the formulation of the problem (this is where methodological errors are most often made, leading to the formulation 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 obtained result from the point of view of its truth, i.e. correspondence to the object of study.

Bibliography

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

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

3. Nikandrov V.V. Methodological foundations of psychology [Text] textbook S.Pb: “Speech”, 2008. - 234 p.

4. Obraztsov P. I. Methods and methodology of psychological and pedagogical research. - St. Petersburg: Peter, 2004. - 268 p.: ill. -- (Short Course Series).

5. Tyutyunnik V.I. Fundamentals of 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]//Vest. Moscow un-ta. Ser. 14. Psychology. 1990, no. 2, p. 39-56.

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

Posted on Allbest.ru

...