Methodology and methods of psychological and pedagogical research. Abstract: Methods of psychological and pedagogical research: their classifications and characteristics

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

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

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

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

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

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

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

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

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

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

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FSBEI HPE "Kuban State University"

Faculty of Pedagogy, Psychology and Communication Studies

Department of Defectology and Special Psychology

TEST

discipline: Introduction to psychological and pedagogical research

The work was carried out by a student: Potemkina A.V.

course of the Western Federal District branch

Specialty: Speech therapy (defectology)

Krasnodar 2013

Task 1

Pedagogy is the science of educational relationships that arise in the process of interconnection between upbringing, education and training with self-education, self-education and self-training and aimed at human development. Pedagogy can be defined as the science of translating the experience of one generation into the experience of another.

Subject of pedagogy? This is education as a real holistic pedagogical process, purposefully organized in special social institutions (family, educational and cultural institutions).

Object of pedagogy. A.S. Makarenko, a scientist and practitioner who can hardly be accused of promoting “childless” pedagogy, in 1922 formulated an idea about the specificity of the object of pedagogical science. He wrote that many consider the child to be the object of pedagogical research, but this is incorrect. The object of research in scientific pedagogy is a “pedagogical fact (phenomenon).” At the same time, the child and the person are not excluded from the researcher’s attention. On the contrary, being one of the sciences about man, pedagogy studies purposeful activities for the development and formation of his personality.

Psychology is the science of the soul (psyche - soul, logos - concept, doctrine), thus psychology is the science of the psyche and mental phenomena.

The subject of psychology changed during its formation as a separate science. At first, the subject of its study was the soul, then consciousness, then human behavior and his unconscious, etc., depending on the general approaches that psychologists adhered to at certain stages of the development of science. Currently, there are two views on the subject of psychology. According to the first of them, the subject of study of psychology is mental processes, mental states and mental properties of the individual. According to the second, the subject of this science is the facts of mental life, psychological laws and mechanisms of mental activity.

The object of psychology in its definition we encounter certain difficulties. It is usually believed that the object of science is the carriers of the phenomena and processes that this science studies. Thus, the object of psychology must be recognized as a person. However, according to the ethical standards of Russian methodology, a person cannot be an object, since he is a subject of knowledge. To get out of this terminological contradiction, we can designate the object of general psychology as a process of interaction between a person and the surrounding world. Developmental psychology as a more or less isolated branch of psychological science that arose at the end of the 19th century. is aimed at identifying age-related characteristics and dynamics of the process of mental development of the individual throughout life.

The subject of developmental psychology as a scientific discipline is the study of the facts and patterns of human mental development in ontogenesis.

Educational psychology is a branch of psychology that studies the patterns of human development in the conditions of training and education. It is closely related to pedagogy, child and differential psychology, psychophysiology.

The object of educational psychology is the activity processes of transfer and assimilation of social experience in a person.

The subject of educational psychology is the normative structure of joint activity, in which the student learns, and the teacher conveys social experience to him and creates favorable conditions for assimilation.

Social psychology is a science that studies the mechanisms and patterns of behavior and activity of people, determined by their inclusion in social groups and communities, as well as the psychological characteristics of these groups and communities

Three main approaches have emerged on the subject of social psychology. According to the first of them, the subject of social psychology is mass phenomena of the psyche. This approach is being developed by sociologists; it studies: the psychology of classes, large social communities, various aspects of the social psychology of groups (traditions, mores, customs). According to this approach, social psychology is defined as the science of social psychology. According to the second approach, the subject of social psychology is personality. This approach has become widespread among psychologists. Within the framework of this approach, the question of in what context to study personality is discussed. It is possible to analyze a personality from the point of view of its position in the group; consideration of personality in the context of interpersonal relationships or in the communication system.

The third approach represents an attempt to synthesize the first two. Social psychology is considered as a science that studies both mass mental processes and the position of the individual in a group. It should be noted that this understanding of the subject of social psychology is most consistent with the actual practice of research. Currently, the most generally accepted definition of the subject of social psychology is the following: the study of patterns of behavior and activity of people determined by their inclusion in social groups, as well as the study of the psychological characteristics of these groups themselves. The object of study of social psychology can be: an individual, a social group (both small, consisting of two or three people, and large, including representatives of the entire ethnic group). In addition, the object of social psychology includes the study of the development processes of the individual and a specific group, the processes of interpersonal and intergroup interaction.

Social pedagogy? branch of pedagogy that studies the impact of social environment for education and personality formation; developing a system of measures to optimize the education of the individual, taking into account specific social conditions. environment. P.S. studies problems of the sociology of education, socio-pedagogical philosophy, theory, psychology and methodology of social sciences. education. The term was introduced in German. teacher A. Disterweg in the 19th century. In our country, leading specialists in the field of P. s. believe A.S. Makarenko, S.T. Shatsky.

The object of socio-pedagogical theory and practice is society at the social level as a relatively stable community of people, and the organizer and conductor of pedagogical actions is the state, various political and public organizations and movements interested in socializing members of society in a certain direction.

The object of socio-pedagogical theory and practice in the second sense is the social sphere of society, the microenvironment, groups of people, etc. Typical means of implementation: cultural and educational, physical culture and health, social and educational work, etc. The object of social pedagogy in the third sense is an individual at various stages and levels of socialization, in relation to whom various socio-pedagogical techniques and means are applied in accordance with the stable-level state of his development. The subject of social pedagogy is the socio-pedagogical process that determines the content, principles, forms and methods of research (practical activity) and the conditions for its implementation. The immediate content component of the subject is determined by the section of social pedagogy.

Special pedagogy is the theory and practice of special (special) education of persons with disabilities in physical and mental development, for whom education in ordinary pedagogical conditions determined by the existing culture, using general pedagogical methods and means, is difficult or impossible.

The object of special pedagogy is the special education of persons with special educational needs as a sociocultural, pedagogical phenomenon.

The subject of special pedagogy is the theory and practice of special education. Includes the study of the developmental and educational characteristics of a person with limited opportunities life activity, features of his formation and socialization as an individual, as well as the use of this knowledge to find the best ways, means, conditions that will ensure the correction of physical or mental disabilities, compensation for the activity of impaired organs and systems of the body and the education of such a person for the purpose of his social adaptation and integration into society and providing him with the opportunity to live as independently as possible.

pedagogy psychology observation expert

Task 2

Process - 1) a consistent change of state in the development of something; development of any phenomenon; 2) a set of sequential actions aimed at achieving results.

Science is a form of social consciousness in which knowledge about the essence, connections and dependencies, objective laws of development of nature, society and thinking is reflected and accumulated.

Methodology - 1) the most general system of principles for organizing scientific research, methods of achieving and constructing scientific knowledge; 2) the doctrine of the scientific method of knowledge; a set of methods used in any science; a system of principles and methods of organizing and constructing theoretical and practical activities. In pedagogy, methodology is defined as the doctrine of the principles, methods, forms and procedures for cognition of the transformation of pedagogical reality. Methods of pedagogical research - techniques, procedures and operations of empirical and theoretical knowledge and study of the phenomena of reality.

Basic general scientific principles of psychological and pedagogical research and requirements for the process;

) The principle of objectivity - fundamental principle, expressed in a comprehensive consideration of the factors and conditions in which phenomena arise and develop, dictates the requirements of evidence, the validity of the initial premises, the logic of the study and its conclusion. Stereoscopic requirement;

) The principle of determinism. Their impact on psychological and pedagogical processes requires the identification of the main factors that determine the results of the process, the establishment of a hierarchy, the relationship between the main and the secondary in the phenomenon being studied;

) The principle of essential analysis is associated with the correlation of the general and the particular in the things being studied, the disclosure of the laws of their existence and functioning, the conditions and factors of their development, the possibilities of their purposeful change;

) The genetic principle (principle of development) requires the analysis of all mental (pedagogical) phenomena exclusively in a dynamic sense, based on an analysis of the conditions of their origin, subsequent development and formation;

) The principle of causing damage.

The main types of empirical methods in psychological and pedagogical research.

)Experiment is one of the main methods of scientific knowledge in general, and in psychology - pedagogical research in particular. This is a research method, which consists in creating a research situation, gaining the opportunity to change it, vary the conditions, making it possible and accessible to study mental processes or pedagogical phenomena. Experiments are: laboratory, natural and formative.

)Observation, as a purposeful perception of the object being studied, is one of the leading methods in the study of children with developmental disabilities. It is of particular importance since the focus on qualitative analysis of experimental data necessarily involves their addition with observational data.

)Survey methods are divided into oral (conversation, interview) and written (questionnaire).

)Analysis of products of activity is a research method that allows you to indirectly study the intensity of knowledge, skills, interests, and abilities of a person based on the analysis of the products of his activity

)Evaluation (or the method of expert assessments, or the method of competent judges) is a research method associated with the involvement of the assessment of the phenomena being studied by the most competent people, whose opinions, complementing and cross-checking each other, make it possible to objectively characterize what is being studied.

Types of observation method, advantages and disadvantages:

) standardized (structural, controlled) observation - observation in which a number of pre-distributed categories are used, in accordance with which certain reactions of individuals are recorded. Used as the main method of collecting primary information.

) non-standardized (non-structured, uncontrolled) observation - observation in which the researcher is guided only by the most general plan.

The main task of such observation is to obtain a certain impression about a particular situation as a whole. It is used at the initial stages of research to clarify the topic, put forward hypotheses, and determine possible types of behavioral reactions for their subsequent standardization.

) observation in the natural environment (field) - observation of objects engaged in their daily activities and unaware of the manifestation of research attention to them (observation of a film crew, circus performers, etc.).

) observation in significant situations (for example, observation in a team of reactions to the arrival of a new leader, etc.).

) participant observation - observation is carried out by a researcher who is included incognito in a group of persons of interest as an equal member (for example, in a group of tramps, psychiatric patients, etc.).

Disadvantages of participant observation:

) required certain art(artistry and special skills) from the observer who must naturally without arousing any suspicion, enter the circle of people he studies;

) there is a danger of involuntary identification of the observer with the positions of the population being studied, that is, the observer can become so accustomed to the role of a member of the group being studied that he risks becoming its supporter rather than an impartial researcher;

) moral and ethical problems;

) limitations of the method, which is due to the inability to monitor in large groups persons; 5) requires a lot of time.

The advantage of the participant observation method is that it allows you to obtain data about the actual behavior of people at the very moment when this behavior is carried out.

Theoretical methods of pedagogical research.

Analysis is a method of mentally dividing an object (phenomenon, process), properties of an object 9objects) or the relationship between objects (phenomena, processes) into parts (features, properties, relationships). The analysis procedure is an integral part of psychological and pedagogical research and usually forms its first stage, when the researcher moves from general description object of study or from a general idea of it to identifying its structure, properties, functions. Thus, when constructing a correctional pedagogical process, it is possible for analysis to isolate separately its goals, content, technology, organization, and system of relationships between its subjects. Or, when analyzing the process of development of a certain quality in a student, the researcher identifies the stages of this process, “crisis points” in the development of personality, and then examines in detail the content of each stage. But at other stages of research, analysis retains its importance, although here it acts in unity with other methods.

Synthesis is the combination of various elements, sides of an object into a single whole (system). In this sense, synthesis as a method of scientific research is opposite to analysis, although in practice it is inextricably linked with it.

Comparison - comparison of objects in order to identify similarities and differences between them. Comparison involves two operations - comparison (identifying similarities) and contrasting (identifying differences). The researcher must, first of all, determine the basis of comparison - the criterion. Only such concepts that reflect homogeneous objects and phenomena of objective reality are subject to comparison. Comparing the subject being studied with others according to accepted parameters helps to highlight and limit the object and subject of research. By means of comparison, the general and specific aspects of the pedagogical phenomenon under study are identified, and the most effective methods of correction, training and education are selected.

Abstraction is the mental abstraction of any property or feature of an object or phenomenon from its other properties and features. This is necessary in order to study the subject more deeply, and in its “pure” form, to penetrate into its essence, to dissociate itself from side influences, connections, and relationships. The opposite of abstraction is the method of concretization. It is aimed at reconstruction and mental re-creation of the subject being studied on the basis of previously isolated abstractions. Psychological and pedagogical knowledge, by its very essence, must be concretized in order to recreate the diverse connections of society with education and personality, to recreate the personality itself as an integrity.

Induction is a research method that makes it possible to generalize and establish general principles and laws based on particular facts and phenomena. Thus, the analysis of a certain number of particular pedagogical facts makes it possible to derive common patterns for them, known and unknown in science. Induction occurs through abstraction.

Deduction is a research method that allows particular provisions, in the process of concretization, to be derived from general patterns and to be subsumed under a concept. Thus, on the basis of theoretical knowledge about the structure and specifics of the learning process in a special (correctional) school, a study of the process of studying specific educational material in a particular academic subject (mathematics, geography, Russian language, etc.) is built. Specification allows you to better understand the general.

Modeling method. Modeling is closely related to idealization. It is a process associated with the formation of certain abstract objects that are fundamentally impossible to realize in experience and reality. Idealized objects serve as a means of scientific analysis of real objects. Modeling also serves the task of constructing something new that does not yet exist in practice. This is, for example, the model of a regional system of early speech therapy assistance or the model of an inclusive school where children with different educational needs are taught.

Method of expert assessments. The essence of the expert assessment method is that experts carry out an intuitive-logical analysis of the problem with a quantitative assessment of judgments and formal processing of the results. The generalized expert opinion obtained as a result of processing is accepted as a solution to the problem. The integrated use of intuition (unconscious thinking), logical thinking and quantitative assessments with their formal processing allows us to obtain an effective solution to the problem.

When fulfilling their role in the management process, experts perform two main functions: they form objects (alternative situations, goals, decisions, etc.) and measure their characteristics (probabilities of events occurring, coefficients of significance of goals, preferences for solutions, etc.) . The formation of objects is carried out by experts based on logical thinking and intuition. In this case, the knowledge and experience of the expert play a big role. Measuring the characteristics of objects requires experts to know the measurement theory. The characteristic features of the expert assessment method as a scientific tool for solving complex non-formalized problems are, firstly, the scientifically based organization of all stages of the examination, ensuring the greatest efficiency of work at each stage, and secondly, the use of quantitative methods both in organizing the examination and and when assessing expert judgments and formal group processing of results. These two features distinguish the method of expert assessments from the usual long-known examination, widely used in various fields human activity.

Expert collective assessments were widely used on a national scale to solve complex problems of managing the national economy already in the first years of Soviet power. In 1918, under the Supreme Council national economy A Council of Experts was created, whose task was to solve the most difficult problems of reorganizing the country's national economy. When drawing up five-year plans for the development of the country's national economy, expert assessments from a wide range of specialists were systematically used. Currently, in our country and abroad, the method of expert assessments is widely used to solve important issues of various nature. In various industries, associations and enterprises there are permanent or temporary expert commissions that formulate decisions on various complex non-formalized problems.

The entire set of poorly formalized problems can be divided into two classes. The first class includes problems for which there is sufficient information potential to successfully solve these problems. The main difficulties in solving first-class problems during expert assessment lie in realizing the existing information potential by selecting experts, constructing rational survey procedures and applying optimal methods for processing its results. In this case, the survey and processing methods are based on the use of the principle of a “good” meter. This principle means that the following hypotheses are satisfied: 1) the expert is a repository of a large amount of rationally processed information, and therefore he can be considered as a high-quality source of information; 2) the group opinion of experts is close to the true solution to the problem.

If these hypotheses are correct, then the results of measurement theory and mathematical statistics can be used to construct survey procedures and processing algorithms.

The second class includes problems in relation to which the information potential of knowledge is insufficient to ensure confidence in the validity of these hypotheses. When solving problems from this class, experts can no longer be considered “good measurers.” Therefore, it is necessary to process the examination results very carefully. The use of averaging methods that are valid for “good meters” in this case can lead to large errors. For example, the opinion of one expert, which is very different from the opinions of other experts, may turn out to be correct. In this regard, for problems of the second class, qualitative processing should mainly be used.

The scope of application of the expert assessment method is very wide. Let's list typical tasks, solved by the method of expert assessments:

) compiling a list of possible events in various areas over a certain period of time;

) determination of the most probable time intervals for the occurrence of a set of events;

) determination of management goals and objectives, ordering them by degree of importance;

) identification of alternatives (options for solving a problem with an assessment of their preferences;

) alternative distribution of resources for solving problems with an assessment of their preference;

) alternative options making decisions in a certain situation with an assessment of their preference.

To solve the listed typical problems, various types of expert assessment methods are currently used. The main types include: questionnaires and interviews; brainstorming; discussion; meeting; operative game; scenario.

Each of these types of expert assessment has its own advantages and disadvantages that determine a rational scope of application. In many cases, the greatest effect is achieved by the integrated use of several types of examination.

The questionnaire and scenario require individual work by an expert. Interviewing can be carried out either individually or with a group of experts. Other types of examination require the collective participation of experts in the work. Regardless of individual or group participation of experts in the work, it is advisable to obtain information from many experts. This makes it possible to obtain, based on data processing, more reliable results, as well as new information about the dependence of phenomena, events, facts, and expert judgments, which is not explicitly contained in the statements of experts.

When using the method of expert assessments, problems arise. The main ones are: selection of experts, conducting a survey of experts, processing survey results, organizing examination procedures.

Basic interpretive research methods The interpretative methods of psychological and pedagogical research include genetic and structural. The genetic method involves analyzing the material in terms of the origin, development and transformation of certain mental (pedagogical) phenomena, highlighting individual phases, stages, etc. The structural method is aimed at establishing structural connections between the parameters (characteristics) of the object being studied.

Task 3

How do methodological principles and requirements correlate in psychological and pedagogical research?

Answer: Requirements follow from one principle or another, but their use is largely dictated by the specifics of the situation, and individual exceptions to the general rules are allowed.

What type of results processing (qualitative or quantitative) prevails in psychological and pedagogical research?

Answer: the quantitative type of processing of results prevails in psychological and pedagogical research. Statistical methods today have become an integral part of pedagogical research; without them it is impossible to give an objective interpretation of measurement results.

What approaches are implemented in modern pedagogical research?

Answer: System approach and activity approach.

List of sources used

1. Beshelev S.D., Gurvich F.G. Expert assessments in making planning decisions. M.: Economics, 1976.

Bruner D.S. Psychology of cognition: beyond immediate information [Text] / D.S. Bruner. - M.: Higher. school, 1987.

Vasilkova Yu.V. Social pedagogy / Yu.V. Vasilkova, T.A. Vasilkova. - M., 2001.

Gamezo M.V., Petrova E.A., Orlova L.M.

Developmental and educational psychology: Proc. a manual for students of all specialties of pedagogical universities. - M.: Pedagogical Society of Russia, 2003.

Zagvyazinsky V.I. Methodology and methods of psychological and pedagogical research / V.I. Zagvyazinsky., R. Atakhanov. - M., 2005.

Kapterev P.F. Child and educational psychology. - M.: Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 1999 (Series "Psychologists of the Fatherland")

Kon I.S. Psychology of adolescence. M: Enlightenment, 1979.

Kodzhaspirova G.M., Kodzhaspirov A.Yu. K 57 Pedagogical dictionary: For students higher and Wednesday ped. textbook establishments. - M.: Publishing Center "Academy", 2003.

Nazarova N.M. Special pedagogy Moscow ACADEMA 2000

Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002.

Smirnova L.V., Gutkovskaya E.L., Lavrentieva I.V. Organization of research work of defectologists students: a methodological manual for students Krasnodar, 2013

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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

References

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. Identifying the source of self-development educational institutions- creative research activities of the teacher - 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.

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 activities teachers' needs and aspirations in the study of pedagogical reality and the level of proficiency in 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 research. 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 the “Concise Dictionary of the System 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 of life 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 research, 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 Basic 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 standpoint of dialectics, that is, the science of the most general laws of development of nature, society and thinking, makes it possible to identify their qualitative originality and 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 specific conditions public life and professional activities. All psychological and pedagogical phenomena are studied in their constant change and development, identification of 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 , in modern science there are noticeable trends towards the integration of knowledge, comprehensive analysis 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 a specific field are widely used. social research. 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 the economic analysis of social problems and the psychological and pedagogical study 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.

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, 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. 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 and improvement of the methodological system of these sciences, elements of the absolutization of quantitative research methods to the detriment of qualitative analysis are inevitable. This is especially noticeable in foreign psychology and pedagogy, where mathematical statistics seems to be 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 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, substantiating 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 of the centipede, we can say that the knowledge it received as a result of self-analysis about methods of movement, for example, on a flat field, is not enough to move over rough terrain, to cross a water barrier, etc. In other words, a 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 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 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 to introduce new information into the fund of pedagogical theory (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; child -- developing system capable of self-knowledge and self-development, changing oneself in accordance with external influences and internal needs or abilities; and the teacher is a constantly improving specialist, changing 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 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, 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, and 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 of 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 compare 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 questions put forward to more high levels methodologies, for example problems of a systems approach or modeling in educational 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, that is, 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.

References

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