Ministry of Education of the Republic of Belarus

EE "Grodno State University named after. Ya. Kupala"

KSRS No. 2 in the discipline “Special Psychology” on the topic: “ Observation method as the main method for studying children with special needs of psychophysical development»

Prepared by student Olga Shakhnyuk,

Faculty of Education,

Oligophrenopedagogy. Speech therapy,

2nd year, 22nd group.

Teacher: Natalya Vladimirovna Flerko

Signature__________

Basic forms and methods of diagnosis.

Today, the role of diagnostics is very great: timely identification of children with developmental disorders is required; determining their optimal educational route; providing individual support in the institution general type; development of individual education programs for children with complex and severe mental development disorders, for whom education in accordance with standard educational programs is not available. All this work can be carried out only on the basis of a deep, comprehensive study of the child. The structure of a psychological and pedagogical examination of a child with special needs of psychophysical development should be distinguished by diversity and a large number of techniques used, which allows for the correct qualification of different disorders and their relationships.

The correct choice of proven diagnostic techniques, a combination of various methods of psychological diagnostics (experiment, test, projective techniques) with specially organized observation and analysis of the products of children’s activities and creativity will help increase the efficiency of the diagnostic process, prevent errors in identifying the causes of difficulties in learning and determining the level of cognitive and personal development of the child.

During the examination, the reasons causing learning difficulties are revealed, ways to compensate for the existing impairment are determined, as well as the conditions necessary for the child to achieve the highest possible level of education and integration into society. An indispensable condition that must be strictly fulfilled is the conduct of a psychological, medical and pedagogical examination of the child with the consent and in the presence of one of his parents or legal representative.

The choice of one or another psychological and pedagogical examination method in each specific case depends on the goals and objectives of the examination, the age of the child and the leading type of activity inherent in him, as well as the child’s developmental disorder, social factor, etc.

A necessary condition for carrying out diagnostics is the creation of a comfortable environment: lighting, sound background, quality of furniture, organization of space, convenient placement of necessary materials. The examination procedure must be adequate to the capabilities of a child with special needs in terms of the nature of the stimulus material and the sequence of its presentation.

The results of the examination are also influenced by the personality of the adult conducting the diagnosis. Creating a benevolent atmosphere, establishing contact with the child, and relieving his anxiety and uncertainty depend on his professionalism and demeanor.

Introductory goal: identification of the initial level, condition of children for drawing up a child development program, work plan.

Intermediate goal: assessment of the effectiveness of pedagogical influences, timely correction of development programs, drawing up a further work plan.

Target: identification of the achieved level of development of abilities, emergency necessary correction for children of graduating classes, comprehensive assessment of teaching activities.

Forms intermediate diagnostics:

Shear control

Test tasks

Keeping a diary of observations of a child

Competitions

Exhibitions of drawings, etc.

Methods of psychological and pedagogical research.

Observation- purposeful perception of facts, processes or phenomena, which can be direct, carried out using the senses, or indirect, based on information received from various instruments and means of observation, as well as other persons who conducted direct observation.

Classification of types of observation:

by time: continuous and discrete;

by volume: broad and highly specialized;

by type of connection between the observer and the observed: not included (open) and included (hidden).

Observation– one of the main methods used in teaching practice. It is a method of long-term and targeted description of mental characteristics manifested in the activities and behavior of students, based on their direct perception, with the obligatory systematization of the data obtained and the formulation of possible conclusions.

In order for an observation to be scientific, it must satisfy the following requirements:

Focus– observation is carried out not on the student in general, but on the manifestations of specific personal characteristics.

Planning– before starting observation, it is necessary to outline certain tasks (what to observe), think over a plan (timing and means). Indicators (what to record), possible miscalculations (errors) and ways to prevent them, expected results.

Independence– observation should be an independent and not an incidental task. For example, not the best way To find out the qualities of the students, there will be a trip to the forest on an excursion, because the information obtained in this way will be random, since the main efforts of attention will be aimed at solving organizational problems.

Naturalness- observation should be carried out in natural conditions for the student.

Systematicity– observation should be carried out not from case to case, but systematically, in accordance with the plan.

Objectivity– the teacher should record not what he “wants to see” to confirm his assumption, but objective facts.

Fixation– data should be recorded during observation or immediately after it.

Observation is a labor-intensive method.

It is almost impossible to exclude the influence of random factors.

It is impossible to record everything, so you can miss the essential and note the unimportant.

Intimate situations cannot be observed.

The method is passive: the teacher observes situations that appear regardless of his plans; he cannot influence the course of events.

Observation provides information that is difficult to quantify.

Survey can be conducted orally (conversation, interview) and in the form of a written or questionnaire survey.

Application conversations and interviews requires the researcher to clearly set goals, main and auxiliary questions, create a favorable moral and psychological climate and trust, the ability to observe the progress of a conversation or interview and direct them in the right direction, and keep records of the information received.

Conversation– a method of establishing, during direct communication, the mental characteristics of a student, which allows one to obtain information of interest using previously prepared questions.

The conversation can be carried out not only with students, but also with teachers or parents. For example, in a conversation with teachers of various subjects, you can not only trace the interests of specific students, but also establish the characteristics of the class as a whole.

A conversation can also be conducted with a group, when the teacher asks questions to the whole group and makes sure that the answers include the opinions of all group members, and not just the most active ones. Typically, such a conversation is used for initial acquaintance with group members or to obtain information about social processes in the group.

The conversation can be both more standardized and freer.

In the first case, the conversation is conducted according to a strictly regulated program, with a strict sequence of presentation, clearly recording the answers and processing the results with relative ease.

In the second case, the content of the question is not planned in advance. Communication flows more freely and wider, but this complicates the organization, conduct of the conversation and processing of the results. This form places very high demands on the teacher.

There are also intermediate forms of conversation that try to combine the positive qualities of both of these types.

When preparing for a conversation, preliminary work is very important.

The person leading the conversation must carefully think through all aspects of the problem he is going to talk about and select the facts that he may need. A clear statement of the purpose of the conversation helps to formulate clear questions and avoid random ones.

He must determine the order in which he will raise topics or ask questions.

It is important to choose the right place and time for conversation. It is necessary that there are no people nearby whose presence could confuse, or, even worse, affect the sincerity of the interlocutor.

When conducting a conversation, especially a free one, you should adhere to the following recommendations:

You should start communicating with a topic that is pleasant to the interlocutor, so that he will willingly start talking.

Questions that may be unpleasant for the interlocutor or cause a feeling of testing should not be concentrated in one place, they should be evenly distributed throughout the conversation.

The question should provoke discussion and development of thought.

Questions should take into account the age and individual characteristics of the interlocutor.

Sincere interest and respect for the opinion of the interlocutor, a friendly attitude in conversation, the desire to convince rather than force an agreement, attention, sympathy and participation are no less important than the ability to speak convincingly and reasonedly. Modest and correct behavior inspires trust.

The teacher should be attentive and flexible in conversation, prefer indirect questions direct, which are sometimes unpleasant to the interlocutor. Reluctance to answer a question should be respected, even if it means that important information for the study is missed. If the question is very important, then during the conversation you can ask it again in a different wording.

From the point of view of the effectiveness of the conversation, it is better to ask several small questions than one large one.

In conversation with students, indirect questions should be widely used. It is with their help that a teacher can obtain the information he is interested in about the hidden aspects of a child’s life, about unconscious motives of behavior, and ideals.

In no case should you express yourself in a drab, banal or incorrect manner, thus trying to get closer to the level of your interlocutor - this is shocking.

For greater reliability of the results of the conversation, the most important questions should be repeated in various forms and thereby control previous answers, supplement, and remove uncertainty.

You should not abuse the patience and time of your interlocutor. The conversation should not last more than 30-40 minutes.

The undoubted advantages of the conversation include:

Having contact with the interlocutor, the ability to take into account his responses, evaluate his behavior, attitude to the content of the conversation, and ask additional, clarifying questions. The conversation can be purely individual, flexible, and maximally adapted to the student.

An oral response takes less time than a written one.

The number of unanswered questions is noticeably reduced (compared to written methods).

Students take questions more seriously.

At the same time, it should be taken into account that in a conversation we do not receive an objective fact, but a person’s opinion. It may happen that he arbitrarily or involuntarily distorts the real state of affairs. In addition, the student, for example, often prefers to say what is expected of him.

A particular problem is recording the conversation. Tape recording made without the consent of the interlocutor is prohibited for ethical and legal reasons. Open recording confuses and depresses the interlocutor in the same way as shorthand. Direct recording of answers during a conversation becomes an even more serious obstacle if the interviewer is interested not so much in facts and events, but rather in a point of view, position on a particular issue. Notes taken immediately after a conversation are fraught with the danger of subjective transformations.

Experimental methods

Experiment– a scientifically conducted experiment associated with the observation of the phenomena under study in conditions created and controlled by the researcher.

Psychological and pedagogical experiment (PE) was created on the basis of a natural experiment. During the PES, the researcher actively influences the course of the phenomena being studied, changes the usual conditions, purposefully introduces new ones, identifies certain trends, evaluates qualitative and quantitative results, establishes and confirms the reliability of the identified patterns.

An experiment is a method of psychological research that allows not only to describe a phenomenon, but also to explain it. The researcher influences what is happening in a planned manner in order to identify patterns and identify a set of the most favorable conditions.

This method is used mainly in scientific work in the field of pedagogy. It can also be used in the daily activities of a teacher to test the effectiveness of new and optimize well-proven working methods.

Laboratory experiment characterized by the fact that the researcher himself causes the phenomenon being studied, repeating it as many times as necessary, and arbitrarily creates and changes the conditions under which this phenomenon occurs. By changing individual conditions, the researcher has the opportunity to identify each of them.

A laboratory experiment is carried out in conditions that are artificial for the student, specially created and precisely taken into account. It is often carried out in a specially equipped room (for example, light and soundproof booths), with the active use of various physical instruments and recording equipment.

The unnaturalness of the experimental situation leads to tension, constraint of the subject, and his constraint due to unusual conditions.

In addition, although a laboratory experiment reflects to a certain extent real life situations, it is often still far from them. Therefore, it is rarely used to solve pedagogical problems in the educational process. Nevertheless, like no other method, it makes it possible to accurately take into account the conditions and maintain strict control of the progress and all stages of the experiment. Quantitative assessment of the results, a high degree of their reliability and validity allows not only to describe, measure, but also explain mental phenomena.

Natural experiment(developed by the Russian psychologist A.F. Lazursky) is carried out in ordinary conditions familiar to the subjects, without special equipment.

A natural experiment is distinguished by the fact that students, who are in the natural conditions of their gaming, educational or work activities, are not aware of the psychological research being conducted.

A natural experiment combines the advantages of observation and laboratory experiment, although it is less precise and its results are more difficult to quantify. But here there is no negative influence of emotional stress, no intentional response.

Simulation experiment represents an explanation of mental phenomena through their modeling. In an experimental situation, the student reproduces (models) one or another activity that is natural to him: emotional or aesthetic experiences, memorizing the necessary information. During this modeling, researchers also try to identify the most favorable conditions for this process.

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-1.jpg" alt="> Methodology and methods of psychological and pedagogical research">!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-2.jpg" alt="> Section 1. Methodological foundations of psychological and pedagogical research Currently the role methodology in"> Раздел 1. Методологические основы психолого-педагогического исследования В настоящее время роль методологии в определении перспектив развития педагогической науки существенно возросла. Это связано с рядом причин: 1. В современной науке заметны тенденции к интеграции знаний, комплексному анализу явлений объективной реальности. Причем в настоящее время интеграция всех гуманитарных наук имеет ясно выраженный объект - человека. Поэтому важную роль в объединении усилий различных наук при его изучении играют психология и педагогика. 2!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-3.jpg" alt=">Psychology and pedagogy are increasingly based on the achievements of various branches of knowledge, strengthening"> Психология и педагогика все больше опираются на достижения различных отраслей знания, усиливаются качественно и количественно, поэтому необходимо сделать так, чтобы этот рост был осознан, скорректирован, управляем, что непосредственно зависит от методологического осмысления данного явления. Методология, таким образом, играет определяющую роль в психолого- педагогических исследованиях, придает им научную целостность, системность, повышает эффективность, профессиональную направленность. 3!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-4.jpg" alt=">2. The sciences themselves of psychology and pedagogy have become more complex: research methods have become more varied, in"> 2. Усложнились сами науки психология и педагогика: методы исследования стали более разнообразными, в предмете исследования открываются новые аспекты. В этой ситуации важно, с одной стороны, не потерять предмет исследования - собственно психолого- педагогические проблемы, а с другой - не утонуть в море эмпирических фактов, направить конкретные исследования на решение фундаментальных проблем психологии и педагогики. 4!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-5.jpg" alt=">3. Currently, the gap between philosophical and methodological problems has become obvious and direct methodology"> 3. В настоящее время стал очевиден разрыв между философско-методологическими проблемами и непосредственной методологией психолого-!} pedagogical research. 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. 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. 5

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-6.jpg" alt=">And to prevent this from happening, quantitative analysis must be supplemented with qualitative - methodological .In this"> И чтобы этого не произошло, количественный анализ необходимо дополнять качественным - методологическим. В этом случае методология не дает запутаться в бесчисленных корреляциях, позволяет выбрать для качественного анализа наиболее существенные статистические зависимости и сделать правильные выводы из их анализа. 6!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-7.jpg" alt=">The term methodology is of Greek origin and means “the study of method” or “ theory of method"."> Термин методология греческого происхождения и означает «учение о методе» или «теория метода» . В современной науке методология понимается в узком и широком смысле слова. В широком смысле слова методология - это совокупность наиболее общих, прежде всего мировоззренческих, принципов в их применении к решению сложных теоретических и практических задач, это мировоззренческая позиция исследователя. Вместе с тем это и учение о методах познания, обосновывающее исходные принципы и способы их конкретного применения в познавательной и практической деятельности. Методология в узком смысле слова - это учение о методах научного исследования. 7!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-8.jpg" alt=">In modern scientific literature, methodology is most often understood as the doctrine of principles"> В современной научной литературе под методологией чаще всего понимают учение о принципах построения, формах и способах научно-познавательной деятельности. Методология науки дает характеристику компонентов научного исследования - его объекта, предмета, задач исследования, совокупности исследовательских методов и средств, необходимых для их решения, а также формирует представление о последовательности движения исследователя в процессе решения научной задачи. 8!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-9.jpg" alt="> Pedagogical methodology is most often interpreted as the theory of pedagogical research methods, as well as"> Методология педагогики чаще всего трактуется как теория методов педагогического исследования, а также теория для создания образовательных и воспитательных концепций. По мнению Р. Барроу, существует философия педагогики, которая и разрабатывает методологию исследования. Она включает разработку педагогической теории, логику и смысл педагогической деятельности. 9!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-10.jpg" alt=">From these positions, pedagogy methodology is considered as a philosophy of education, upbringing and development ,"> С этих позиций методология педагогики рассматривается как философия образования, воспитания и развития, а также методы исследования, которые позволяют создавать теорию педагогических процессов и явлений. Исходя из этой предпосылки, чешский педагог-исследователь Яна Скалкова утверждает, что методология педагогики представляет собой систему знаний об основах и структуре педагогической теории. 10!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-11.jpg" alt=">Pedagogical methodology, along with the above, also performs other functions: ¡ it determines"> Методология педагогики наряду со сказанным выполняет и другие функции: ¡ она определяет способы получения научных знаний, которые отражают постоянно меняющуюся педагогическую действительность (М. А. Данилов); ¡ направляет и предопределяет основной путь, с помощью которого достигается конкретная научно- исследовательская цель (П. В. Коппин); ¡ обеспечивает всесторонность получения информации об изучаемом процессе или явлении (М. Н. Скаткин); ¡ помогает введению новой информации в фонд теории педагогики (Ф. Ф. Королев); ¡ обеспечивает уточнение, обогащение, систематизацию терминов и понятий в педагогической науке (В. Е. Гмурман); ¡ создает систему информации, опирающуюся на объективные факты и логико-аналитический инструмент научного познания (М. Н. Скаткин). 11!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-12.jpg" alt=">Thus, generalizing, the methodology of pedagogy is a conceptual statement of the goal, content , methods"> Таким образом, обобщая Методология педагогики - это концептуальное изложение цели, содержания, методов исследования, которые обеспечивают получение максимально объективной, точной, систематизированной информации о педагогических процессах и явлениях. 12!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-13.jpg" alt=">According to V.V. Kraevsky’s definition, “pedagogical methodology is a system of knowledge about the structure of pedagogical"> По определению В. В. Краевского «методология педагогики есть система знаний о структуре педагогической теории, о принципах подхода и способах добывания знаний, отражающих педагогическую действительность, а также система деятельности по получению таких знаний и обоснованию программ, логики, методов и оценке качества исследовательской работы» 13!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-14.jpg" alt=">Thus, we can distinguish 2 functions of pedagogy methodology: ¡ descriptive, i.e. descriptive,"> Таким образом, можно выделить 2 функции методологии педагогики: ¡ дескриптивную, т. е. описательную, предполагающую также и формирование теоретического описания объекта; ¡ прескриптивную - нормативную, создающую ориентиры для работы педагога-исследователя. Эти функции определяют и разделение оснований методологии педагогики на две группы - теоретические и нормативные. 14!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-15.jpg" alt=">Theoretical foundations that perform descriptive functions include: ¡ definition of methodology ;"> К теоретическим основаниям, выполняющим дескриптивные функции, относятся: ¡ определение методологии; ¡ общая характеристика методологии как науки, ее уровней; ¡ методология как система знаний и система деятельности, источники методологического обеспечения исследовательской деятельности в области педагогики; ¡ объект и предмет методологического анализа в области педагогики. 15!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-16.jpg" alt=">Regulatory grounds cover the following issues: ¡ scientific knowledge in pedagogy among"> Нормативные основания охватывают круг следующих вопросов: ¡ научное познание в педагогике среди других форм духовного освоения мира, к которым относятся стихийно-эмпирическое познание и художественно-образное отображение действительности; ¡ определение принадлежности работы в области педагогики к науке: характер целеполагания, выделение специального объекта исследования, применение специальных средств познания, однозначность понятий; ¡ типология педагогических исследований; ¡ характеристики исследований, по которым ученый может сверять и оценивать свою научную работу в области педагогики: проблема, тема, актуальность, объект исследования, его предмет, цель, задачи, гипотеза, защищаемые положения, новизна, значение для науки и практики; ¡ логика педагогического исследования и т. д. 16!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-17.jpg" alt="> Levels of pedagogy methodology 3. Particular methodology of pedagogy (methods"> Уровни методологии педагогики 3. Частная методология педагогики (методы и методики исследова- ния педагогических явлений) 2. Специальная методология педагогики (методологические принципы) 1. Общая методология педагогики 17!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-18.jpg" alt=">The general methodology of psychological and pedagogical research involves taking into account: ¡ the main provisions, principles and categories"> Общая методология психолого- педагогического исследования предполагает учет: ¡ основных положений, принципов и категорий материалистической диалектики; ¡ закона единства и борьбы противоположностей, в соответствии с которым процесс обучения и воспитания людей является сложным, противоречивым и саморазвивающимся; ¡ закона перехода количественных изменений в качественные, согласно которому увеличение педагогических воздействий должно приводить к улучшению их качества; ¡ закона отрицания, в соответствии с проявлением которого формирование в ходе обучения и воспитания !} positive qualities, knowledge, skills and abilities complicate the functioning of negative characteristics if they are characteristic of a person; ¡ ideas about the dependence of the pedagogical process on the socio-economic and political development of society, cultural and ethnic characteristics of people; ¡ ideas about the dependence of the pedagogical process on the level of development of psychological and pedagogical thought, the organization of educational and educational work in society and its educational institutions. 18

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-19.jpg" alt=">Special methodology of psychological and pedagogical research involves taking into account: ¡ stable ideas about consciousness"> Специальная методология психолого- педагогического исследования предполагает учет: ¡ устойчивых представлений о сознании и психике человека и возможностях педагогического воздействия на него (принципы психологии: детерминизма, единства сознания и деятельности, единства внешних воздействий и внутренних условий, развития, личностно- социально-деятельностного подхода); ¡ особенностей развития личности в обществе и группе (коллективе) в процессе общественно- полезной деятельности; ¡ единства воспитания и самовоспитания личности. 19!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-20.jpg" alt=">Private methodology of psychological and pedagogical research involves taking into account: patterns, principles, methods of training and education,"> Частная методология психолого- педагогического исследования предполагает учет: закономерностей, принципов, методов обучения и воспитания, а также методов психолого-педагогического исследования. 20!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-21.jpg" alt="> Classification of methods of psychological research (according to B. G. Ananyev)">!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-22.jpg" alt="> Methodological principles of psychological and pedagogical research General scientific principles: ¡ principle of objectivity;"> Методологические принципы психолого-педагогического исследования Общенаучные принципы: ¡ принцип объективности; ¡ генетический принцип; ¡ принцип концептуального единства исследования; ¡ принцип единства теории и практики; ¡ принцип творческого, конкретно- исторического подхода к исследуемой проблеме; ¡ принцип всесторонности. 22!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-23.jpg" alt=">Principles and approaches related to the specifics of psychological and pedagogical research ¡ Activity approach."> Принципы и подходы, связанные со спецификой психолого- педагогического исследования ¡ Деятельностный подход. ¡ Системный подход. ¡ Личностный подход. ¡ Полисубъектный подход. ¡ Культурологический подход. ¡ Этнопедагогический подход. ¡ Антропологический подход. 23!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-24.jpg" alt="> Activity approach The essence of the activity approach is that the real"> Деятельностный подход Сущность деятельностного подхода в том, что исследуется реальный процесс взаимодействия человека с окружающим миром, который обеспечивает решение определенных жизненно важных задач. Психолого-педагогическое исследование (за исключением сугубо теоретического) обычно включено в реальный процесс обучения и воспитания, поэтому оно должно удовлетворять требованию единства исследовательской и практической учебно-воспитательной работы. Задачи воспитателя с точки зрения деятельностного подхода: выбор и организация деятельности ребенка с позиции субъекта познания, труда и общения (активность самого). Это предполагает: осознание, целеполагание, планирование деятельности, ее организация, оценка результатов и самоанализ (рефлексия). 24!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-25.jpg" alt="> The systems approach is based on the proposition that the specificity of a complex"> Системный подход основан на положении о том, что специфика сложного объекта (системы) не исчерпывается особенностями составляющих ее элементов, а связана, прежде всего, с характером взаимодействия между элементами. В процессе !} system analysis not only the causes of phenomena are clarified, but also the impact of the result on the causes that gave rise to it. The teacher’s task: taking into account the relationship of the components. 25

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-26.jpg" alt="> The personal approach recognizes the individual as a product of socio-historical development and a bearer of culture ,"> Личностный подход признает личность как продукт общественно- исторического развития и носителя культуры, и не допускает сведение личности к натуре. Личность рассматривается как цель, субъект, результат и главный критерий эффективности педагогического процесса. Учитывается уникальность личности, ее интеллектуальная, нравственная свобода, право на уважение. Задача воспитателя: создание условий для саморазвития задатков и !} creative potential personality. 26

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-27.jpg" alt="> Polysubjective (dialogical) approach Personality is the product and result of communication with people"> Полисубъектный (диалогический) подход Личность - продукт и результат общения с людьми и характерных для нее отношений, т. е. важен не только предметный результат деятельности, но и отношенческий. Задача воспитателя: контролировать взаимоотношения, способствовать гуманным отношениям, налаживать психологический климат в коллективе. 27!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-28.jpg" alt="> Culturological approach Foundation: axiology - the doctrine of values ​​and the value structure of the world ."> Культорологический подход Основание: аксиология - учение о ценностях и ценностной структуре мира. Обусловлен объективной связью человека с культурой как системой ценностей, выработанной человечеством. Освоение человеком культуры представляет собой развитие самого человека и становление его как творческой личности. Задача воспитателя: приобщение к культурному потоку, активизации творчества. 28!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-29.jpg" alt="> Ethnopedagogical approach Education based on national traditions, culture, customs. The teacher's task:"> Этнопедагогический подход Воспитание с опорой на национальные традиции, культуру, обычаи. Задача воспитателя: изучение этноса, максимальное использование его воспитательных возможностей. 29!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-30.jpg" alt="> The anthropological approach was substantiated by Ushinsky. This is a systematic use of data from all human sciences"> Антропологический подход Обосновал Ушинский. Это системное использование данных всех наук о человеке и их учет при построении и осуществлении педагогического процесса. Методологические подходы педагогики как отрасли гуманитарного знания позволяют: 1) определить ее действительные проблемы и способы их разрешения; 2) проанализировать всю сумму образовательных проблем и установить их порядок значимости; 3) реализовать гуманистическую парадигму образования. 30!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-31.jpg" alt="> Methodological requirements for conducting psychological and pedagogical research: ¡ explore the processes and"> Методологические требования к проведению психолого-педагогических исследований: ¡ исследовать процессы и явления такими, какие они есть на самом деле, со всеми позитивами и негативами, успехами и трудностями, без приукрашивания и очернения; не описывать явления, а критически анализировать их; ¡ оперативно реагировать на новое в теории и практике психологии и педагогики; ¡ усиливать практическую направленность, весомость и добротность рекомендаций; ¡ обеспечивать надежность научного прогноза, видение перспективы развития исследуемого процесса, явления; ¡ соблюдать строгую логику мысли, чистоту психологического или педагогического эксперимента. 31!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-32.jpg" alt="> Professional and ethical requirements for conducting psychological and pedagogical research ¡ The principle of compliance"> Профессионально-этические требования к проведению психолого- педагогического исследования ¡ Принцип соблюдения тайны ¡ Принцип научной обоснованности ¡ Принцип ненанесения ущерба ¡ Принцип объективности выводов ¡ Принцип эффективности предлагаемых рекомендаций 32!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-33.jpg" alt=">Scientific research as a special form of cognitive activity in the field of pedagogy In the field of pedagogy activities"> Научное исследование как особая форма познавательной деятельности в области педагогики В сфере педагогической деятельности сегодня выделяют следующие формы отражения: ¡ отражение педагогической действительности в стихийно- эмпирическом процессе познания; ¡ художественно-образное отражение педагогической действительности; ¡ отражение педагогической действительности в научном познании. 33!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-34.jpg" alt=">Activities in the field of science - scientific research - a special form of the cognition process, such"> Деятельность в сфере науки - научное исследование - особая форма процесса познания, такое систематическое и целенаправленное изучение объектов, в котором используются средства и методы наук и которое завершается формированием знаний об изучаемых объектах. 34!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-35.jpg" alt="> Differences between scientific and spontaneous-empirical cognition Spontaneous-empirical cognition Scientific cognition"> Отличия научного и стихийно- эмпирического познания Стихийно-эмпирическое познание Научное познание 1. Оно первично. Это такое 1. Познавательную познание, при котором получение деятельность в науке знаний не отделено от осуществляют не все, а общественно-практической специально подготовленные деятельности людей. Знание группы людей - научных такого рода получает и учитель в работников. Формой ее процессе !} practical work. implementation and development 2. The field of pedagogy is scientific research. spontaneous-empirical knowledge 2. Scientific knowledge is recorded in folk pedagogy. Not only in natural language, it reflects certain pedagogical patterns, but also in specially created ones. sign systems and systems Fixation of knowledge does not require symbols (for example, in special terminology, mathematics, chemistry). 3. Is of a spontaneous, arbitrary nature. 3. Is of a systematic and purposeful nature. 4. In science, special means of cognition and methods of scientific research are created and developed.

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-36.jpg" alt="> The main features of the scientific process of cognition are: ¡ the nature of goal setting; ¡"> Основными признаками научного процесса познания выступают: ¡ характер целеполагания; ¡ выделение специального объекта исследования; ¡ применение специальных средств познания; ¡ однозначность терминов. Таким образом, научные исследования в области педагогики представляют собой специфический вид познавательной деятельности, в ходе которой с помощью разнообразных методов выявляются новые, прежде не известные стороны, отношения, грани изучаемого объекта. При этом главная задача исследования состоит в выявлении внутренних связей и отношений, раскрытии закономерностей и движущих сил развития педагогических процессов или явлений. 36!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-37.jpg" alt=">Typology of scientific psychological and pedagogical research I. By the nature and content of the research § fundamental §"> Типология научных психолого- педагогических исследований I. По характеру и содержанию исследования § фундаментальные § прикладные § разработки 37!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-38.jpg" alt=">II. R. S. Nemov highlights the following types psychological and pedagogical research: 1. Review and analytical. 2. Review-critical."> II. R. S. Nemov identifies the following types of psychological and pedagogical research: 1. Review-analytical. 2. Review-critical. 3. Theoretical. 4. Empirical descriptive. 5. Empirical explanatory. 6 Methodical 7. Experimental.

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-39.jpg" alt=">Review and analytical research involves the selection and study of literature on the topic followed by systematic"> Обзорно-аналитическое исследование предполагает подбор и изучение литературы по теме с последующим систематическим изложением и анализом проработанного материала, рассчитанного на то, чтобы в полном объеме представить и критически оценить исследования, посвященные избранной теме. Информационный материал, накопленный в результате изучения литературы, представляется в виде научного реферата, где кроме обзора проведенных исследований и краткого изложения их результатов содержится обстоятельный анализ имеющихся данных. 39!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-40.jpg" alt=">If this kind of research is carried out not as an independent study, but as part of a larger"> Если подобного рода исследование выполняется не как самостоятельное, а как часть более сложного исследования, например как начальный этап планируемого эксперимента, то письменный текст, полученный в его результате, может стать отдельной главой в экспериментальной работе. В заключение реферата рекомендуется делать выводы, касающиеся состояния дел по изучаемой проблеме: кратко и точно сформулировать, что уже сделано по избранной проблеме, что предстоит сделать для того, чтобы полностью ответить на все вопросы, связанные с данной проблемой. 40!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-41.jpg" alt=">The following basic requirements are imposed on a review and analytical study: ¡ relevance of content analyzed literature"> К обзорно-аналитическому исследованию предъявляются следующие основные требования: ¡ соотнесенность содержания анализируемой литературы с избранной темой; ¡ полнота списка изученной литературы; ¡ глубина проработки первичных литературных источников в содержании реферата; ¡ систематичность изложения имеющихся литературных данных; ¡ логичность и грамотность текста реферата, аккуратность его оформления и правильность с точки зрения имеющихся на данный день библиографических требований. 41!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-42.jpg" alt=">In a review-critical study, in addition to the mandatory review-analytical part, there must be provided detailed"> В обзорно-критическом исследовании кроме обязательной обзорно- аналитической части, должны быть представлены подробная и аргументированная критика того, что уже сделано по проблеме, и соответствующие выводы. Критический анализ может содержать и собственные размышления автора реферата по поводу того, что описывается в нем, в том числе идеи, касающиеся возможного решения поставленной проблемы. 42!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-43.jpg" alt=">Theoretical is a study in which, in addition to a review and critical analysis of the literature , available"> Теоретическим называется исследование, в котором, кроме обзора и критического анализа литературы, имеются собственные теоретические предложения автора, направленные на решение поставленной проблемы. Это авторский вклад в теорию решаемой проблемы, новое ее видение, оригинальная точка зрения. К исследованию теоретического типа, кроме уже описанных, предъявляются следующие требования: ¡ точность определения используемых понятий, ¡ логичность, непротиворечивость рассуждений. 43!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-44.jpg" alt="> The empirical or experimental research is not based on literary data, not a concept, but"> В основу эмпирического, или опытного, исследования положены не литературные данные, не понятия, а реальные достоверные факты. Такое исследование обычно проводится с использованием определенных методов сбора и анализа фактов, поэтому, как правило, содержит в себе методическую часть. Следует подчеркнуть, что эмпирическое исследование не предполагает создания искусственной, экспериментальной ситуации для выявления и сбора необходимых фактов. В исследовании подобного типа ученый или практик просто наблюдает, фиксирует, описывает, анализирует и делает выводы из того, что происходит в жизни без их личного вмешательства. 44!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-45.jpg" alt=">Empirical research can be descriptive and explanatory. In descriptive research, empirical research"> Эмпирическое исследование может быть описательным и объяснительным. В описательном исследовании опытным путем добываются и описываются некоторые новые факты, касающиеся малоизученных объектов или явлений. Объяснительное эмпирическое исследование включает в себя не только сбор и анализ, но и объяснение полученных фактов, которое содержит в себе выяснение причин и причинно-следственных зависимостей между фактами, при котором неизвестное объясняется через известное. 45!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-46.jpg" alt="> The main goal of methodological research is to develop, justify and check"> Основная цель методического исследования заключается в том, чтобы разработать, обосновать и проверить на практике по критериям валидности, надежности, точности и однозначности некоторую новую психодиагностическую методику или создать методику, формирующую некоторое психологическое качество, черты личности ЗУН и т. п.). Если создаваемая методика тестового типа, то для нее обязательно устанавливаются тестовые нормы, а также точно описываются и выверяются процедура, правила проведения, способы анализа и интерпретации получаемых данных. 46!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-47.jpg" alt=">If the technique being created is of a formative type, then: ¡ must be presented her"> Если же создаваемая методика формирующего типа, то: ¡ должно быть представлено ее развернутое теоретическое обоснование, ¡ дано подробное описание того, что и как с помощью этой методики формируется, ¡ указано, где, как и когда на практике эту методику можно применять. 47!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-48.jpg" alt=">The main distinctive features of fundamental psychological and pedagogical research: ¡ theoretical relevance, expressed in identifying"> Основные отличительные признаки фундаментального психолого- педагогического исследования: ¡ теоретическая актуальность, выражающаяся в выявлении закономерностей, принципов или фактов, имеющих принципиально важное значение; ¡ концептуальность; ¡ историзм; критический анализ научно несостоятельных положений; ¡ использование методик, адекватных природе познаваемых объектов действительности; ¡ новизна и научная достоверность полученных результатов. 48!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-49.jpg" alt=">Fundamental research is designed to solve problems of a strategic nature. The main criterion for fundamental research is"> Фундаментальные исследования призваны разрешать задачи стратегического характера. Главным критерием фундаментального исследования в области педагогики служит решение перспективной задачи: подготовить развитие науки в течение ближайших 10 -15 и более лет, а также сделать теоретические выводы, которые внесут серьезные изменения в логику развития самой науки. 49!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-50.jpg" alt=">The main features of applied psychological and pedagogical research are: ¡ their closeness to current practice needs;"> Основными признаками прикладных психолого-педагогических исследований являются: ¡ приближенность их к актуальным запросам практики; ¡ сравнительная ограниченность выборки исследования; ¡ оперативность в проведении и внедрении результатов и др. Решая оперативные задачи педагогики, прикладные исследования опираются на исследования фундаментальные, которые вооружают их общей ориентацией в частных проблемах, теоретическими и логическими знаниями, помогают определить наиболее рациональную методику исследования. В свою очередь, прикладные исследования дают !} valuable material for basic research. 50

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-51.jpg" alt="> Distinctive Features developments: ¡ target orientation ¡ specificity ¡ "> Distinctive features of developments: ¡ target orientation ¡ specificity ¡ certainty ¡ relatively small volume Developments in pedagogy include, as a rule, methodological recommendations on certain issues of training and education, instructions, methodological tools and benefits. They are based on applied research and best teaching experience 51.

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-52.jpg" alt="> Preparation and conduct of experimental psychological and pedagogical research Experiment is the most complex type"> Подготовка и проведение экспериментального психолого- педагогического исследования Эксперимент - наиболее сложный вид исследования, наиболее трудоемкий, но вместе с тем наиболее точный и полезный в познавательном плане. Экспериментальное исследование - это особый вид исследования, направленный на проверку научных и прикладных гипотез - предложений вероятностного характера, требующих строгой логики доказательства, опирающегося на достоверные факты, установленные в эмпирических исследованиях. 52!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-53.jpg" alt="> Stages of preparing and conducting the experiment: 1. Identification of the topic and preliminary"> Этапы подготовки и проведения эксперимента: 1. Выделение темы и предварительное определение проблемы исследования. 2. Подбор и анализ литературы. 3. Уточнение определения проблемы, формулирование гипотез и задач исследования. 4. Подбор, разработка и опробование психодиагностических и исследовательских методик. 5. Выбор схемы организации и проведения эксперимента. 6. Проведение эксперимента. 7. Обработка и анализ результатов эксперимента. 8. Формулировка выводов и практических рекомендаций, вытекающих из проведенного эксперимента. 53!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-54.jpg" alt="> Basic methodological characteristics of psychological and pedagogical research ¡ problem, ¡ topic,"> Основные методологические характеристики психолого- педагогического исследования ¡ проблема, ¡ тема, ¡ актуальность, ¡ объект, ¡ предмет, ¡ цель, ¡ задачи, ¡ гипотеза, ¡ научная новизна, ¡ теоретическая и практическая значимость, ¡ защищаемые положения. 54!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-55.jpg" alt="> Problem and research topic In fact, the topic itself should contain a problem, hence,"> Проблема и тема исследования По сути, сама тема должна содержать проблему, следовательно, для сознательного определения и тем более уточнения темы необходимо выявление исследовательской проблемы. Проблема понимается или как синоним практической задачи, или как нечто неизвестное в науке. Мы будем использовать это понятие в его втором значении. В этом смысле проблема - переход от известного к неизвестному. 55!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-56.jpg" alt=">In other words, the problem can only be detected by being well oriented in a certain area ,"> Иными словами, проблему можно обнаружить, только хорошо ориентируясь в определенной области, только сопоставляя уже известное и то, что необходимо установить. В отличие от ответа на вопрос решение проблемы не содержится в существующем знании и не может быть получено путем преобразования наличной научной информации. Требуется найти способ получения новой информации и получить ее. 56!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-57.jpg" alt=">The essence of the problem is the contradiction between established facts and their theoretical understanding ,"> Сущность проблемы - это противоречие ¡ между установленными фактами и их теоретическим осмыслением, ¡ между !} different explanations, interpretations of facts. A scientific problem is not put forward arbitrarily, but is the result of an in-depth study of the state of practice and scientific literature. 57

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-58.jpg" alt=">The problem arising from the identified contradictions must be relevant, reflect something new, what's included"> Вытекающая из выявленных противоречий проблема должна быть актуальной, отражать то новое, что входит или должно войти в жизнь. Правильная постановка проблемы - залог успеха научного поиска. «Когда мы сможем сформулировать проблему с полной четкостью, мы будем недалеки от ее решения» У. Р. Эшби «Часто правильно поставленный вопрос означает больше, чем решение проблемы наполовину» В. Гейзенберг 58!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-59.jpg" alt=">To move from a practical problem to a scientific problem, you need to do at least at least two"> Чтобы перейти от практической задачи к научной проблеме, необходимо совершить по крайней мере две процедуры: а) определить, какие научные знания необходимы, чтобы решить данную практическую задачу; б) установить, имеются ли эти знания в науке. Если знания есть и необходимо их только отобрать, систематизировать, использовать, то собственно научной проблематики не возникает. Если необходимых знаний не хватает, если они неполные или неточные, то возникает проблема. 59!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-60.jpg" alt=">To solve significant practical problems, it is often necessary to develop a whole complex of theoretical and"> Для решения значительных практических задач часто необходима разработка целого комплекса теоретических и прикладных проблем, и наоборот, разрешение крупной научной проблемы обычно позволяет решить не одну, а целый ряд практических задач. Заключенное в проблеме противоречие должно прямо или косвенно найти отражение в теме, формулировка которой одновременно фиксирует и определенный этап уточнения и локализации (ограничения рамок) проблемы. 60!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-61.jpg" alt="> Relevance of the study Proposing a problem and formulating a topic involves justifying the relevance of the study, the answer"> Актуальность исследования Выдвижение проблемы и формулирование темы предполагают обоснование актуальности исследования, ответ на вопрос: почему данную проблему нужно в настоящее время изучать? 61!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-62.jpg" alt="> It is necessary to distinguish between the relevance of the scientific field as a whole, on the one hand, and the relevance most"> Следует различать актуальность научного направления в целом с одной стороны, и актуальность самой темы внутри данного направления - с другой. Актуальность направления, как правило, не нуждается в сложной системе доказательств. Иное дело - обоснование актуальности темы. Необходимо достаточно убедительно показать, что именно данная тема должна быть исследована в данный момент, что именно она среди других, некоторые из которых уже исследовались, самая насущная. 62!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-63.jpg" alt="> It is important to distinguish between the practical and scientific relevance of the topic. Any problem"> При этом важно различать практическую и научную актуальность темы. Какая либо проблема может быть уже решена в науке, но не доведена до практики. В этом случае она актуальна для практики, но не актуальна для науки и, следовательно, нужно не предпринимать еще одно исследование, дублирующее предыдущее, а внедрять то, что уже имеется в науке. Исследование можно считать актуальным лишь в том случае, если актуально не только данное научное направление, но и сама тема актуальна в двух отношениях: ее научное решение, ¡ во-первых, отвечает насущной потребности практики, ¡ во-вторых, заполняет пробел в науке, которая в настоящее время не располагает научными средствами для решения этой актуальной научной задачи. 63!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-64.jpg" alt="> Object, subject and hypothesis of research When determining the object of research, you should"> Объект, предмет и гипотеза исследования Определяя объект исследования, следует дать ответ на вопрос: что рассматривается? А предмет обозначает аспект рассмотрения, дает представление о том, как рассматривается объект, какие новые отношения, свойства, аспекты и функции объекта раскрывает данное исследование. 64!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-65.jpg" alt=">The object of research in pedagogy and psychology is a certain process, a certain phenomenon , which exists"> Объект исследования в педагогике и психологии - это некий процесс, некоторое явление, которое существует независимо от субъекта познания и на которое обращено внимание исследователя. Не корректно называть объектом исследования, например, начальную школу или подростковые клубы. Это не объект, а либо конкретная база, либо достаточно широкая сфера, далеко не все элементы которой подлежат изучению в данной работе. 65!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-66.jpg" alt=">The concept of the subject of research is more specific in its content: in the subject of research it is fixed that"> Понятие предмет исследования конкретнее по своему содержанию: в предмете исследования фиксируется то свойство или отношение в объекте, которое в данном случае подлежит глубокому специальному изучению. В одном и том же объекте могут быть выделены различные предметы исследования. В предмет включаются только те элементы, связи и отношения объекта, которые подлежат изучению в данной работе. 66!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-67.jpg" alt=">The subject of research is a kind of perspective, a vantage point that allows you to see specially"> Предмет исследования - это своего рода ракурс, точка обозрения, позволяющая видеть специально выделенные отдельные стороны, связи изучаемого. Иначе говоря, это определенный аспект изучения объекта. Чаще всего выделяют в качестве предмета ¡ целевой, ¡ содержательный, ¡ операционный (технологический), ¡ личностно-мотивационный, ¡ организационный аспекты. 67!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-68.jpg" alt=">The subject of research is formed on an objective basis by the researcher himself, giving it a certain logical form"> Предмет исследования формируется на объективной основе самим исследователем, придающим ему определенную логическую форму выражения. Сделать это можно, только опираясь на определенные исходные положения, на некоторую, пусть приблизи- тельную, гипотетическую концепцию изучаемого. 68!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-69.jpg" alt=">The definition of the subject of research is always much narrower than the detailed description of the object of research in set of all possible"> Определение предмета исследования всегда намного уже, чем детальная характеристика объекта исследования в совокупности всевозможных его свойств. Предмет исследования должен соответствовать его теме и тому, что далее утверждается в гипотезе и проверяется в самом эксперименте. Гипотеза в ее уточненной формулировке является дополнительным определением предмета исследования, поэтому ее конкретизация – один из важнейших этапов в подготовке исследования. Гипотеза выступает формой предвосхищения, предвидения результатов. 69!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-70.jpg" alt=">A hypothesis is a statement of a conjectural nature, a scientific judgment, for putting forward and experimental"> Гипотеза - это утверждение предположительного характера, научное суждение, для выдвижения и экспериментальной проверки которого требуются веские основания научного и практического характера. Для выдвижения гипотезы необходимы не только тщательное изучение состояния дела, научная компетентность, но и осуществление хотя бы части диагностического обследования на основе опросов, анкет, тестирования и других методов, используемых в педагогике и психологии. 70!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-71.jpg" alt=">According to the structure, hypotheses can be divided into simple and complex. 1. Simple according to functional"> По структуре гипотезы можно разделить на простые и сложные. 1. Простые по функциональной направленности можно классифицировать как ¡ описательные - кратко резюмируют изучаемые явления, описывают общие формы их связи, ¡ объяснительные - раскрывают возможные следствия из определенных факторов и условий, т. е. обстоятельства, в результате стечения которых получен !} this result. 2. Complex hypotheses simultaneously include in their structure a description of the phenomena being studied and an explanation of cause-and-effect relationships. 71

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-72.jpg" alt=">The structure of a psychological-pedagogical hypothesis can be three-part, i.e. include: assertion;"> Структура психолого-педагогической гипотезы может быть трехсоставной, т. е. включать: утверждение; предположение; научное обоснование. Например, учебно-!} educational process it will be like this if you do this and that, because the following pedagogical principles exist: Firstly. . . ; secondly. . . ; thirdly. . . However, a psychological and pedagogical hypothesis may look different when the justification is not explicitly formulated. In this case, the structure of the hypothesis becomes two-part: it will be effective if, firstly. . . ; secondly. . . ; thirdly. . . 72

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-73.jpg" alt=">Not all judgments of a probabilistic or conjectural type are scientific hypotheses and can"> Не все суждения вероятностного или предположительного типа являются научными гипотезами и могут быть экспериментально проверены (доказаны). Ими, например, не могут выступать утверждения, справедливость которых очевидна без доказательства, или суждения, которые на данном этапе развития науки ни доказать, ни опровергнуть практически невозможно. 73!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-74.jpg" alt=">The hypothesis will be scientifically valid if it meets the following requirements: 1. Formulation hypotheses should"> Гипотеза будет научно состоятельной, если отвечает следующим требованиям: 1. Формулировка гипотезы должна быть максимально точной и сравнительно простой. В ней не должно содержаться неопределенных, неоднозначно трактуемых терминов и понятий. 2. Гипотеза должна быть принципиально проверяемой, т. е. доказуемой экспериментальным путем. 3. Гипотеза должна объяснять весь круг явлений, на которые распространяются содержащиеся в ней утверждения. 74!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-75.jpg" alt="> Goals and objectives of the study Already at the beginning of the study, it is very important to be as specific as possible"> Цели и задачи исследования Уже в начале исследования очень важно по возможности конкретно представить себе общий результат исследования, его цель. Цель является результатом предвидения, основанного на сопоставлении педагогического идеала и потенциальных резервов преобразования реальных процессов и явлений педагогической действительности. 75!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-76.jpg" alt=">So, the goal is a reasonable idea of ​​the overall final or intermediate results search. Important"> Итак, цель - это обоснованное представление об общих конечных или промежуточных результатах поиска. Важным и необходимым этапом исследования является конкретизация общей цели в системе исследовательских задач. Задача представляет собой звено, шаг, этап достижения цели. Задача - это цель преобразования конкретной ситуации или, иными словами, ситуация, требующая своего преобразования для достижения определенной цели. Задача всегда содержит известное (обозначение условий ситуации) и неизвестное, требуемое, рассчитанное на совершение определенных действий, приложение усилий для продвижения к цели, для разрешения поставленной проблемы. 76!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-77.jpg" alt="> Three groups of tasks must be distinguished: 1. historical and diagnostic - tied"> Обязательно должны быть выделены три группы задач: 1. историко-диагностическая - связана с изучением истории и современного состояния проблемы, определением или уточнением понятий, общенаучных и психолого- педагогических оснований исследования; 2. теоретико-моделирующая - связана с раскрыти -ем структуры, сущности изучаемого, факторов его преобразования, модели структуры и функций изучаемого и способов его преобразования; 3. практически-преобразовательная - связана с разработкой и использованием методов, приемов, средств рациональной организации педагогического процесса, его предполагаемого преобразования и с разработкой практических рекомендаций. 77!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-78.jpg" alt=">Scientific novelty, theoretical and practical significance At the stage of completion of the study, it is necessary to summarize results,"> Научная новизна, теоретическая и практическая значимость На стадии завершения исследования необходимо подвести итоги, четко и конкретно определить, какое новое знание получено и каково его значение для науки и практики. В этом случае в качестве главных критериев оценки результатов научной работы выступают научная новизна, теоретическая и практическая значимость, готовность результатов к использованию и внедрению. 78!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-79.jpg" alt=">The question of the scientific novelty of research results, as a rule, arises at stages"> Вопрос о научной новизне результатов исследования, как правило, возникает еще на стадии определения предмета исследования - необходимо обозначить, относительно чего будет получено такое знание. Новое знание в виде предположения отражается в гипотезе. При осмыслении и оценке промежуточных и окончательных результатов, нужно определить что сделано из того, что другими не было сделано, какие результаты получены впервые? 79!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-80.jpg" alt="> The criterion of scientific novelty characterizes the substantive side of the research results, i.e. new"> Критерий научной новизны характеризует содержательную сторону результатов исследования, т. е. новые теоретические положения и практические рекомендации, которые ранее не были известны и не зафиксированы в психолого-педагогической науке и практике. Обычно выделяют научную новизну теоретических (закономерность, принцип, концепция, гипотеза и т. д.) и практических (правила, рекомендации, средства, методы, требования и т. п.) результатов. 80!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-81.jpg" alt="> The criterion of theoretical significance determines the influence of research results on existing concepts, ideas, theoretical ideas"> Критерий теоретической значимости определяет влияние результатов исследования на имеющиеся концепции, идеи, теоретические представления в области теории и истории педагогики. Необходимо выделить положения, которые ранее отсутствовали в науке и получены исследователем в результате научного поиска, а затем показать их теоретическую значимость для !} further development science. 81

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-82.jpg" alt=">The criterion of practical significance determines changes that have become a reality or can be achieved through implementation"> Критерий практической значимости определяет изменения, которые стали реальностью или могут быть достигнуты посредством внедрения результатов исследования в практику. То есть необходимо дать представления о том, как и для каких практических целей можно применить результаты именно этой научной работы. 82!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-83.jpg" alt="> Protected provisions As a rule, provisions are made that can serve as indicators"> Защищаемые положения На защиту, как правило, выносятся положения, которые могут служить показателями качества исследовательской работы. Они должны представлять собой по отношению к гипотезе тот ее преобразованный фрагмент, который содержит что-то спорное, неочевидное, то, что нуждается в защите и что поэтому нельзя спутать с общепринятыми исходными положениями. 83!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-84.jpg" alt=">Thus, those provisions that define scientific the novelty of the research work,"> Таким образом, на защиту следует выносить те положения, которые определяют научную новизну исследовательской работы, ее теоретическую и практическую значимость и которые ранее не были известны науке или педагогической практике и поэтому нуждаются в публичной защите. 84!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-85.jpg" alt=">The number of provisions submitted for defense is determined by the author himself, but experience shows that for a dissertation"> Количество положений, выносимых на защиту, определяет сам автор, но опыт показывает, что для диссертационной работы их может быть не более 3 -5, а для курсовой и дипломной работ - не более 2 -3. Особенно важно обратить внимание на связь результатов исследования с такими его компонентами, как цель, задачи, гипотеза и положения, выносимые на защиту. 85!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-86.jpg" alt=">Completing the review of the methodological characteristics of the components of psychological and pedagogical research, we emphasize that All"> Завершая обзор методологических характеристик компонентов психолого-педагогического исследования, подчеркнем, что все они взаимосвязаны, дополняют и корректируют друга. Проблема проявляется в теме исследования, которая должна так или иначе отражать движение от достигнутого наукой к новому, содержать момент столкновения старого с новым. 86!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-87.jpg" alt=">In turn, raising a problem and formulating a topic presupposes definition and justification"> В свою очередь, выдвижение проблемы и формулировка темы предполагают определение и обоснование актуальности исследования. Объект исследования обозначает область, избранную для изучения, а предмет - один из аспектов ее изучения. В то же время можно сказать, что предмет - это новое знание, которое намеревается получить исследователь. Он должен найти отражение в гипотезе и научной новизне. 87!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-88.jpg" alt=">After formulating a hypothesis, the next stage of preparing an experimental psychological and pedagogical study is selection and testing"> Следующий после формулирования гипотезы этап подготовки экспериментального психолого- педагогического исследования - подбор и опробование необходимых психодиагностических методик, а также выбор средств статистической обработки результатов, нужных для точного, уверенного доказательства гипотез. 88!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-89.jpg" alt=">The next stage is determining the time, place and procedure for the step-by-step experiment. At the end of the preparatory"> Следующий этап - определение времени, места и процедуры поэтапного проведения эксперимента. В заключение !} preparatory stage of the experiment, its general plan and program are developed. 89

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-90.jpg" alt="> Conducting an experiment An experiment begins with a pilot, or trial, study. His"> Проведение эксперимента Эксперимент начинается с проведения пилотажного, или пробного, исследования. Его задача - проверить насколько хорошо продуман и подготовлен эксперимент, правильно ли определена его тема, точно ли сформулированы гипотезы, хорошо ли подобраны !} psychological techniques, statistical processing tools and methods for interpreting the results obtained. 90

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-91.jpg" alt=">If the pilot experiment gave positive results, then after eliminating the noticed shortcomings start to"> Если проведенный пилотажный эксперимент дал положительные результаты, то после устранения замеченных недостатков приступают к проведению основного эксперимента. Если же в процессе пилотажного исследования в замысле основного эксперимента обнаруживаются серьезные недостатки, то его перерабатывают и проверяют заново в ходе повторного пилотажного исследования. 91!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-92.jpg" alt=">In the main experiment, primary data necessary to prove the proposed hypotheses is collected. Their"> В основном эксперименте собирают первичные данные, необходимые для доказательства предложенных гипотез. Их далее систематизируют и представляют в виде таблиц, графиков, вводят, если в этом есть необходимость, в память компьютера и обрабатывают. Если результаты эксперимента имеют не количественный, а качественный характер, то их также систематизируют, обобщают и логически обрабатывают. 92!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-93.jpg" alt="> The logic of evidence in a psychological and pedagogical experiment The proof of an experimental hypothesis consists of three"> Логика доказательства в психолого- педагогическом эксперименте Доказательство экспериментальной гипотезы состоит из трех основных компонентов: фактов, аргументов и демонстрации справедливости предложенной гипотезы, вытекающей из этих аргументов и фактов. Факты и аргументы, как правило, представляют собой идеи, истинность которых уже проверена или доказана. В силу этого они могут без специального доказательства их справедливости приводиться в обоснование истинности или ложности гипотезы. Демонстрация - это совокупность логических рассуждений, в процессе которых из аргументов и фактов выводится справедливость гипотезы. 93!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-94.jpg" alt=">Hypothesis, arguments and facts must be judgments, clearly and precisely defined . Facts and"> Гипотеза, аргументы и факты должны быть суждениями, ясно и точно определенными. Факты и аргументы, приводимые в процессе доказательства гипотезы, не должны противоречить другу, так как это также сводит доказательство на нет. Необходимо строго следить за тем, чтобы соблюдалось следующее правило: аргументы и факты, приводимые в подтверждение гипотезы, сами должны быть истинными и не подлежать сомнению. 94!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-95.jpg" alt=">The main logical scheme that allows you to establish cause-and-effect relationships between the studied enough variables"> Основная логическая схема, позволяющая добиться установления причинно-следственных зависимостей между изучаемыми переменными, довольно простая. Она включает в себя проведение исследования не на одной, а на двух и более группах испытуемых, одна из которых является экспериментальной, а другие - контрольными. 95!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-96.jpg" alt=">In this case, the experimental group is intended to establish reliable statistical relationships between the studied variables , A"> При этом экспериментальная группа предназначается для установления достоверных статистических зависимостей между изучаемыми переменными, а контрольные группы - для того, чтобы, сравнивая получаемые в них результаты с теми, которые установлены на экспериментальной группе, отклонять альтернативные причинно-следственному объяснения выявленной статистической зависимости. 96!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-97.jpg" alt=">In the simplest case of implementing this scheme, one experimental and one"> В простейшем случае реализации этой схемы берутся одна экспериментальная и одна контрольная группы. В экспериментальной группе выделяется и целенаправленно изменяется переменная, которая рассматривается как вероятная причина объясняемого явления, а в контрольной группе ничего этого не происходит. 97!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-98.jpg" alt=">At the end of the experiment, changes that in the experimental and control"> По завершению эксперимента оцениваются и сравниваются между собой изменения, которые в экспериментальной и контрольной группах произошли в другой переменной - зависимой, и если окажется, что в экспериментальной группе эти изменения больше, чем в контрольной, то делается вывод о том, что подлинной их причиной являются именно те вариации независимой переменной, которые имели место в экспериментальной группе. 98!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-99.jpg" alt=">There are several options for the practical implementation of this general scheme. 1. Single method differences. A, B,"> Существует несколько вариантов практической реализации этой общей схемы. 1. Метод единственного различия. А, Б, В, Г, Д, Е А, Б, В, Г+ Д, Е+ В данном случае фиксируется единственное различие между экспериментальной и контрольной группами по признаку Г, которое по завершению эксперимента должно привести к появлению единственного различия по признаку Е. На этом основании делается вывод о том, что изменение Г и есть причина замеченных изменений в Е. 99!}

Src="https://present5.com/presentation/3/384905097_453670157.pdf-img/384905097_453670157.pdf-100.jpg" alt=">2. The method of accompanying changes (a generalized version of the single difference method). A, B,"> 2. Метод сопутствующих изменений (обобщенный вариант метода единственного различия). А, Б, В, Г Д, Е А, Б, В, Г+ Д, Е+ А, Б, В, Г++ Д, Е++ А, Б, В, Г+++ Д, Е+++ Если, варьируя величину признака Г, мы неизменно получаем изменения только одного признака Е, то Г можно рассматривать в качестве наиболее вероятной причины Е. 100!}

Methodological foundations of psychological and pedagogical research

1. Methodology of psychology (pedagogy): definition, tasks, levels and functions

Methodological problems of psychology and pedagogy have always been among the most pressing, pressing issues in the development of psychological and pedagogical thought. The study of psychological and pedagogical phenomena from the perspective of dialectics, i.e. science about the most general laws development of nature, society and thinking,allows us 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 the specific conditions of social life and professional activities. 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 cognition and transformation of objective reality, the ways and means of this process.

Currently, the role of methodology in determining the prospects for the development of psychological and pedagogical science has increased significantly. What is this connected with?

Firstly , Vmodern science notices trends towards the integration of knowledge, a comprehensive analysis of certain phenomena of objective reality. At present, for example, in the social sciences, data from cybernetics, mathematics], probability theory and other sciences that previously did not claim to perform methodological functions in specific social research are widely used. The connections between the sciences themselves and scientific directions have noticeably strengthened. Thus, the boundaries between pedagogical theory and the general psychological concept of personality are becoming more and more conventional; between economic analysissocial problems and psychological and pedagogical research of personality; between pedagogy and genetics, pedagogy and physiology, etc. Moreover, at present, the integration of all 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, strengthened qualitatively and quantitatively, constantly enriching and expanding their item,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 situationsit is important, on the one hand, not to lose the subject of research - the actual psychological and pedagogical problems, and on the other hand, not to drown in a sea of ​​empirical facts, to direct specific research to solve fundamental problems of psychology And pedagogy.

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 side-problems of philosophy of psychology and pedagogy, and on the other hand- 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, i.e. methodological, not yet 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 methodologicalsystems of data sciences inevitably include elements of the absolutization of quantitative research methods to the detriment of qualitative analysis. 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 by social reasons: qualitative analysis in psychological and pedagogical research often leads to conclusions that are unacceptable for certain power structures, and quantitative analysis, allowing one to achieve specific practical results, provides ample opportunity for ideological manipulation in the sphere of these sciences and beyond.

However, due to epistemological reasons, mathematical methods can, as is known, not bring one closer to the truth, but move 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 you from getting confused in countless correlations, allows you to select the most significant statistical dependencies for qualitative analysis and draw the right conclusions from them 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 provision follows from general sociologicalthe 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 drawn 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 in psychological-pedagogical and Andat the philosophical and 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 it performs.

Term methodologyof Greek origin and means “the doctrine of method” or “theory of method”. In modern science, methodology is understood in the narrow and broad sense of the word.

In the broad sense of the word methodology - this is a set of the most general, primarily ideological, principles in their application to solving complex theoretical and practical problems; this is the ideological position of the researcher. At the same time, this is also a doctrine of methods of cognition, 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, 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 tasks.

V.V. Kraevsky in his work “Methodology of Pedagogical Research” 1gives 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 a centipede position from
parables, since understanding one’s own activities only with
positions of one’s own experience turns out to be unproductive for activity 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 is necessary. Figuratively speaking, there is a need for a centipede that itself would not participate in the movement, but would only observe the movement of many of its fellows and developedgeneralized performanceabout 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 doctrineabout the structure, logical organization, methods and means of activity in the field of theory and practice, i.e. methodology in the first, broadest sense of this words. However, with the development of science, its emergence as a real productive force, the nature of the relationship between scientific activity and practical activity becomes clearer, which is increasingly based on 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 the principles, structure, forms and methods of scientific and cognitive activity.

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

Most often, pedagogy methodology is interpreted as a theory of pedagogical research methods, as well as a theory for creating educational and educational concepts. According to R. Barrow, there is a philosophy of pedagogy, which develops research methodology. It includes the development of pedagogical theory, logic and meaning of pedagogical activity. From these positions, the methodology of pedagogy 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 the methodology of pedagogy, along with what has been said, also fulfills other functions:

1. it determines the ways of obtaining scientific knowledge that reflect the constantly changing pedagogical reality (M.A. Danilov);
2. directs and predetermines the main path by which specificresearch goal (P.V. Koppin);
3. ensures comprehensiveness of obtaining information about the process or phenomenon being studied (M.N. Skatkin);
4. helps introduce new information into the fund of pedagogical theory (F.F. Korolev);
5. provides clarification, enrichment, systematization of terms and concepts in pedagogical science (V.E. Gmurman);
6. creates an information system, restingon objective facts and the 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 What methodology of pedagogy- this is a conceptual statement of the purpose, content, research methods that provide receivingthe most objective, accurate, systematized information about pedagogical processes and phenomena.

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

1. determining the purpose of the research, taking into account the level of development of science, the needs of practice, social relevanceand the real capabilities of the scientific team or scientist;
2. the 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.;
3. 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;
4. orientation towards a systematic approach in research (structure, relationship of elements and phenomena, their subordination, dynamics of development, trends, essence and features, factors and conditions);
5. identification and resolution of contradictions in the process of training and education, in the development of a team or individual;
6. 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, i.e. methodology of scientific knowledge in the specified subject area.

However, broader definitions should not be overlooked, since Today we need a methodology that would guide pedagogical research into practice, 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, “pedagogical methodology is a system of knowledge about the structure of pedagogical theory, the principles of 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 assessing the quality of research work”1 .

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

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

Pedagogical methodology as a branch scientificknowledge acts in two aspects: as a system of knowledge and as a system of scientific research activities. This means two types of activities - methodological researchAnd 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 of the study - means the use of existing methodological knowledge to justify the research program Andassessing its quality while it is underway or has already been completed.

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

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

TO theoretical foundations , performing descriptive functions include:

Definition of methodology;

1. general characteristics of methodology as a science, its levels;
2. methodology as a system of knowledge and system of activity, sources methodologicalensuring research activities in the field of pedagogy;
3. object and subject of methodological analysis in the field of pedagogy.

Regulatory grounds cover 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;

1. determining 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;
2. typology of pedagogical research;
3. 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;
4. logic of pedagogical research, etc.

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 structure methodological knowledgeE.G. Yudin highlights four levels: philosophical, general scientific, specific scientific and technological.

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

Third level - concrete scientific methodology , those. 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, for example, problems of a systems approach or modeling in pedagogical research.

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

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

pedagogical psychological thinking dialectics

2. Methodological principles of scientific research

When considering this issue, we will proceed from the fact that methodology is nothing more than the application of general principles and theories in solving research problems, problems of a specific science. It should be noted that the degree of generality of the principles themselves varies. We can only talk about the most general - the so-called universal - principles, laws and categories. All of them are philosophical in nature, and in this case dialectics acts as a general methodology of scientific knowledge.

What are the main methodological principlespsychological and pedagogical research?

Plays a major role in the successful implementation of psychological and pedagogical research principle of unity of theory and practice . Practice is a criterion for the truth of a particular theoretical position. A theory that is not based on practice turns out to be speculative and fruitless. Theory is intended to illuminate the path to practice. Unguided practice scientific theory, suffers from spontaneity, lack of proper determination, and ineffectiveness. Therefore, when organizing psychological and pedagogical research, it is very important to proceed not only from the achievements of psychological and pedagogical theory, but also from the development of practice. Without a deep and comprehensive scientific analysis of the practical activities of future specialists, it is impossible to outline effective ways to improve the educational process in universities. Any psychological and pedagogical research is not an end in itself. It should reflect, be tested by, and promote successful solution of educationaland educational tasks, the formation of comprehensively and harmoniously developed professionals.

Another methodological principle is a specific historical approach to the problem under study , but it is unthinkable without creativity. The whole spirit of dialectics demands this. Experience convinces us that it is impossible to deeply investigate this or that problem of training future specialists, following only well-trodden paths, following developed templates Andwithout trying to creatively transform them. If a researcher seeks to truly help a rapidly developing pedagogical practice, he must solve emerging problems in a new way.

During the research, you should look for your own reasoned explanation for new facts, phenomena, supplement Andclarify existing views, be bold in your assumptions. However, this courage must be combined Withscientific validity and foresight, since psychological and pedagogical research is connected with living people, and every communication with a person should enrich him spiritually. Creativity is inseparable from a specific historical approach to the assessment of psychological and pedagogical phenomena: what is considered progressive at a certain historical stage may be reactionary in other conditions. In other words, it is impossible to evaluate the psychological and pedagogical theories of the past from the standpoint of modernity.

A creative approach to solving the problem under study is closely related to the principle of objectivity consideration of psychological and pedagogical phenomena in themselves. The art of the researcher is to find ways and means of insight into the essence of a phenomenon without introducing anything external or subjective. For example, in the history of science for a long time There was an opinion that objective reality, including the inner world of man, is unknowable and that, at best, this reality can be known and grasped only with the help of introspection, introspection (this method is called introspection). Naturally, this method did not correspond to the principle of objectivity in considering the phenomena under study.

When studying individuals and groups of people, the objectivity of ways to influence them becomes one of the cornerstones of modern psychology and pedagogy. The methodological basis for the specific implementation of the principle of objectivity in the study of personality is the practical actions of people, which are social facts.

The success of psychological and pedagogical research largely depends on the implementation principle of comprehensiveness studying psychological and pedagogical processes and phenomena. Any pedagogical phenomenon is connected by many threads with other phenomena, and its isolated, one-sided consideration inevitably leads to a distorted, erroneous conclusion. For example, the educational process at a university is complex, dynamic and inextricably linked to many factors. Consequently, it must be studied as a specific phenomenon, relatively isolated from the external environment Andat the same time being in close contact with her. This approach makes it possible to model the phenomena being studied and study them in a state of development and in different conditions. It allows for a multi-level and multi-faceted study of a particular psychological and pedagogical process, during which not one, but a number of models are built that reflect this phenomenon on different levels and sections. At the same time, it is possible to synthesize these models into a new holistic generalizing model and, ultimately, into a holistic theory that reveals the essence of the problem under study.

The methodological principle of comprehensiveness assumes integrated approach to the study of pedagogical processes and phenomena. One of the most important requirements of an integrated approach is to establish all the interrelations of the phenomenon under study, take into account all external influences that influence it, and eliminate all random factors that distort the picture of the problem being studied. Another essential requirement is the use of various methods in their various combinations during the research. Experience convinces us that it is impossible to successfully study a particular problem using any one universal method.

An integrated approach to research in the field of psychology and pedagogy involves relying on the achievements other sciences, primarily such as sociology, philosophy, cultural studies, etc.

A very fruitful approach to the study of psychological and pedagogical phenomena from the perspective of cybernetics, when the process of learning, education and development is considered as a special type of managing the cognitive activity of students, the formation of their professional and ethical qualities. This reveals the specificity of direct and feedback in the pedagogical process, the conditions for the successful functioning of educational information, means are being studied to improve the efficiency of managing the training of future specialists.

Another methodological principle of psychological and pedagogical research is unity of the historical and logical. The logic of cognition of an object or phenomenon reproduces the logic of its development, i.e. his story. The history of personality development, for example, serves as a kind of key to understanding a particular person and making practical decisions on his upbringing and training. The history of the development of a personality affects its essence, since a person is a personality only insofar as he has his own history, life path, biography.”

The methodological principles of the study include consistency , those. systematic approach to the objects being studied. It involves considering the object of study as a system: identifying a certain set of its elements (it is impossible to single out and take into account all of them, and this is not required), establishing a classification and ordering of connections between these elements, identifying system-forming ones from the set of connections, i.e. ensuring the connection of different elements into a system.

The systems approach reveals the structure (expressing relative vitality) and organization (quantitative characteristics and direction) of the system; basic principles of its management. In the process of implementing a systems approach, it is necessary to keep in mind that the object of psychological and pedagogical research and the system are not the same thing (several systems can be distinguished in an object, depending on the purpose of the research); When isolating a system, the phenomenon under study is artificially separated from the environment, i.e. abstracts himself from it; When identifying a system of an object of study, its elements and elements of its environment, system-forming relationships between elements of the system, and essential relationships of the system itself to the environment are established. In complex processes, each element of the system can be an independent system, and its quality is determined not only by the quality of individual elements, but also by the relationship of the elements with the environment.

An important methodological role in psychological and pedagogical research is played by categories of dialectics- essence and phenomenon; cause and effect; necessity and chance; possibility and reality; content and form; individual, special and general, etc. . They serve as a reliable methodological tool in the hands of the teacher, which gives him the opportunity not only to deeply penetrate into complex problems of training and education of future specialists, but also to creatively solve them.

Thus, the category of essence is a stable set of all necessary connections, relationships, aspects characteristic of the process or object under consideration. The phenomenon is the highlighting of the indicated aspects of the process, the relationships between people on the surface through a mass of specifics. The thesis about the multi-order nature of essence - a gradual transition from a phenomenon to the essence of the first, then the second, etc. order - has important methodological significance. In relation to psychology and pedagogy, this means that:

1. even unique psychological and pedagogical experience contains
   moments characteristic of any experience in organizing the educational process at a university;
2. all general provisions must be confirmed by experience and find a nutrient medium in it;
3. There are no and cannot be recommendations that are suitable for all occasions.

On the basis of accumulated facts, empirical knowledge rises to the level of theoretical generalization. This process is characterized by a movement from one-sided knowledge to more and more versatile knowledge; development on the basis of primary generalizations of certain models and ideas; a combination of the sensory and the rational, during which sensory impressions and practical experience are freed from everything random and rise to the theoretical level characteristic of a number of similar phenomena. Of course, it is important to consider the facts in a historically specific situation, in general, in their interrelation. Under this condition, they will be evidentiary.

Specific ways and methods of collecting, processing, generalizing and analyzing factual material are determined by the laws of scientific logic, which is a synthesis of dialectical and formal logic. Learning to think scientifically is the most important thing for any researcher.

It should be emphasized that scientific thinking presupposes, first of all, the researcher’s solid knowledge of scientific concepts and categories, especially those related to the topic of research. Without this, it is impossible to successfully conduct scientific research and understand the scientific literature.

Important methodological requirements for the study of psychological and pedagogical problems stem from the basic laws of dialectics, the core of which is the law of unity and struggle of opposites,manifested through the action of contradictions. There are different types of contradictions: internaland external, basic and derivative, major and minor. For example, the basis for classifying contradictions in personality development are internal and external contradictions.

To the first group of contradictions , predeterminingpersonality development of a future specialist is usually attributed to contradictions between external factors. Respect for the individual is a real requirement for the work of any professional. Therefore, when encountering elements of rudeness, inattention, and bureaucratic behavior on the part of individual managers, young specialists often deeply experience these facts, which significantly influence the development of their personality. In most cases, the contradictions between external factors that predetermine the development of personality become driving force its harmonious formation, social maturation.

To the second group of contradictions , as a rule, include contradictions between external and internal factors. The most important of them are the following: contradictions between the requirements for the individual and her preparedness to fulfill these requirements; between new requirements and habitual views and behavior; between external requirements and the individual’s demands on himself; between the level of preparedness of an individual and the ability to apply their knowledge, skills and abilities in practice.

The third group of contradictions make upcontradictions between internal factors . The basis of these contradictions is the uneven development of individual aspects, properties, and structural components of the personality. This group of contradictions includes contradictions between the rational component of consciousness and the sensory, the claims of the individual and its real capabilities, new needs and old behavioral patterns, new and old experiences, etc. However, the main and main system of internal contradictions are the contradictions between the motives of activity, which constitute the real basis of a particular personality and become a direct expression of the system of social relations that determine the essence of this personality. The study of this system of contradictions is an important task of any psychological and pedagogical research.

The development of any process and phenomenon is contradictory. And it is impossible to understand with sufficient depth this or that phenomenon, its development, without a specific analysis of the system of contradictions that predetermine this development.

Law of Transition quantitative changes into qualitativerequires the study of any psychological and pedagogical phenomena in unity theirqualitative and quantitative characteristics.

Each person has an inexhaustible number of diverse properties (qualities), which allow them to be compared with the properties of other people. As a holistic qualitative certainty, a person is social creature.

The human psyche has its own qualitative certainty. However, the psyche itself is of different quality. One can give a lot of examples of, so to speak, “pure”, visual action of the law of the transition of quantitative changes into qualitative ones. Thus, receptor stimuli do not lead to sensations in a person until they exceed a certain level - minimumthreshold of sensations. Only then are these stimuli perceived consciously, subjectively, and they are reflected at a qualitatively different level.

Law of Negation of Negationhow the elimination of the old and the establishment of the new in the process of progressive development, or in which individual aspects, elements of the previous phenomenon, process are preserved “in a removed form”, is constantly revealed in life people. Each new stage in the development of an individual or a group is, in a strictly philosophical sense, a negation of the old, but a negation as a moment of progressive development. An important role in such denial is played by the self-education of the individual himself, the active work of the teacher in shaping the personality of the future specialist.

The methodological role of the considered principles and laws of dialectics is manifested in specific psychological and pedagogical research, primarily through dialectical logic. In a concentrated form, the requirements of dialectical logic, all the considered and other principles and categories of dialectics come down to studying the subject of research comprehensively, in its development, using practice as a criterion of truth, bearing in mind that the latter is always concrete.

These are the most general methodological requirements for specific psychological and pedagogical research. Dialectics, its laws, and categories are taken into account in a specific study primarily as universal principles.

On the basis of general principles, particular fundamental requirements have developed that researchers in the field of psychology and pedagogy must certainly take into account: the principle of determinism; unity of external influences and internal conditions of development; vigorous activity; development principle, etc. What is the essence of these principles?

The principle of determinismobliges the researcher to take into account the influence of various factors and reasonson the development of psychological and pedagogical phenomena. When studying a personality, it is necessary to take into account three subsystems of determination of its behavior: past, present and future, objectively reflected by it.

A person’s past is reflected in her life path, biography, as well as in her personal qualities and moral character. The influence of the past, the history of personality development on its behavior is indirect. A direct influence on behavior and actions is exerted by consciousness and the motives of an individual’s activity. The internal conditions of personality development, along with activity and communication, constitute a real system that determines its improvement. In addition, external conditions also have a determining influence on personality.

The influence of the goals of its activities, which are largely aimed at the future, on the development of the individual is extremely great. In this sense, we can talk about the future as a subsystem of determination of personality development. At the same time, a conscious goal as a law predetermines the method and nature of an individual’s activity and therefore has a significant impact on its development.

All three subsystems (past, present and future) are interconnected and mutually condition each other.

According to the principle of unity of external influences and internal conditionscognition of the internal content of a person occurs as a result of assessing external behavior, deeds and actions.

The connection between internal conditions and external ones is mediated by the history of personality development. On this occasion S.L. Rubinstein wrote:

Since the internal conditions through which external influences on the personality are refracted at any given moment were, in turn, formed depending on previous external interactions, the position on the refraction of external influences through internalconditions means at the same time that the psychological effect every external(including pedagogical) impact on the individual is determined by the history of its development1 .

As social development of a person, his internal nature becomes more and more complex and the proportion of internal conditions of development in relation to external ones increases. The ratio of internal and external in the development of personality changes both historically and at different stages of a person’s life path: the more developed he is, the more the progress of his personality is associated with the actualization of internal factors.

The principle of active personal activityfocuses the researcher's attention on the fact that not only the environment shapes the personality, but also the personality actively cognizes and transforms the world around him. This principle involves considering all changes in a person through the prism of his activities. The influence of activity on personality is enormous. There is no person outside of activity, but the essence of man is not exhausted by it and cannot be reduced to it and completely identified with it. Psychological and pedagogical influences on the individual must take into account the nature of his activity, and Often the most effective impact is to change, correct one or another human activity.

Development principledictates the consideration of psychological and pedagogical phenomena in constant change, movement, in the constant resolution of contradictions under the influence of a system of internal and external determinants. The principle of development in psychology and pedagogy is usually considered in two aspects: the historical development of personality from its inception to the modern state - phylogenesis , and the development of the personality of a particular person - ontogenesis . In addition, it is possible and necessary to consider the development of various components of personality - orientation, character, and other personal qualities. Naturally, the effectiveness of psychological and pedagogical influences depends to a decisive extent on how fully and accurately the development of the future specialist who is influenced is taken into account, and how accurately the development of the pedagogical system is taken into account.

Specific implementationall these principles are carried out in accordance with the principle personal-social-activity approach. This principle orients the researcher towards a holistic study of personality in the unity of the basic social factors all development - the social environment, education, the activities of the individual, his internal activity.

The principles act as a direct methodology scientific psychological and pedagogicalresearch, predetermining their methodology, initial theoretical concepts, hypotheses.

Based on the principles considered, we formulate methodological requirementsto conduct psychological and pedagogical research:

1. explore processes and phenomena as they really are, with all the positives and negatives, successes and difficulties, without embellishment and denigration; not to describe phenomena, but to critically analyze them;
2. quickly respond to new things in the theory and practice of psychology and pedagogy;
3. strengthen the practical focus, weight and quality of recommendations;
4. ensure the reliability of a scientific forecast, a vision of the prospects for the development of the process or phenomenon under study;
5. observe the strict logic of thought, the purity of psychological or pedagogical experiment.

Summarizing these requirements, it is possible to determine the methodological requirements for the results of psychological and pedagogical research, which they conditioned. These include objectivity, credibility, reliability and evidence. We will dwell on this in more detail in the chapter, which will be devoted to the problem of developing a methodology for psychological and pedagogical research.

Literature

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2.Ilyin E.P.: Psychology of individual differences. - St. Petersburg: Peter, 2011

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.Yu.A. Alexandrova: Psychophysiology. - St. Petersburg: Peter, 2011, ed.: I.B. Khanina, D.A. Leontyev; rec.: A.A. Bodalev, A.N. Gusev: Psychology of subjective semantics: origins and development. - M.: Smysl, 2011

.R. Nisbert et al.; lane from English M.S. Zhamkochyan; edited by V.S. Maguna; Liberal Mission Foundation: Culture and systems of thought: a comparison of holistic and analytical cognition. - M.: Liberal Mission Foundation, 2011

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.edited by Yu.A. Alexandrova: Psychophysiology. - St. Petersburg: Peter, 2010

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Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

2. Classifications of methods of psychological and pedagogical research

Conclusion

Literature used

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 training and education.

In the practice of modern schools, psychological services face many practical tasks. These are the tasks of determining the child’s level of readiness for school, identifying especially gifted and developmentally delayed individuals, identifying the causes of school maladjustment, the task of early warning of unlawful tendencies in personal development, the task of managing the classroom team, taking into account individual characteristics students and interpersonal relationships between them, 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 scientific basis choosing methods and their combinations, identifying the conditions for their effective use, giving recommendations for designing 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 “scientific research method” is a largely conditional category that combines forms of scientific thinking, general models of research procedures, and methods (techniques) of performing research activities.

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

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

Research methods and methodology are largely determined by the 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”, many unresolved problems remain: why did modeling turn out to be an empirical method? How do practical methods differ from field experiment and instrumental observation? Why is the group of interpretative methods separated from organizational ones?

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

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

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

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

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

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 subjected to primary processing and presentation in accordance with the requirements for the results from the theory, model, and inductive hypothesis that organize the study; on the other hand, 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.

There is also another classification. All the various methods used in pedagogical research can be divided into general, general scientific and special.

General scientific methods of cognition are methods that are of a general scientific nature and are used in all or a number of areas. These include experiment, mathematical methods and a number of others.

General scientific methods used by various sciences are refracted in accordance with the specifics of each given science using these methods. They are closely related to a group of specific scientific methods that are used only in a certain area and do not go beyond its boundaries, and are used in each science in various combinations. Of great importance for solving most pedagogical problems is the study of the actually developing educational process, theoretical understanding and processing of the creative findings of teachers and other practical workers, i.e. generalization and promotion of advanced experience. The most common methods used to study experience include observation, conversation, questioning, familiarization with the products of students’ activities, educational documentation. Observation is a purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material or data characterizing the characteristics of the course of any phenomenon. In order for the researcher’s attention not to be scattered and to be fixed primarily on the aspects of the observed phenomenon that particularly interest him, an observation program is developed in advance, objects of observation are identified, and methods for identifying certain points are provided. The conversation is used as an independent or as an additional research method in order to obtain the necessary clarifications about what was not clear enough during observation. The conversation is conducted according to a pre-planned plan, highlighting issues that require clarification. The conversation is conducted in a free form without recording the interlocutor's answers, in contrast to interviewing - a type of conversation method transferred to pedagogy from sociology. When interviewing, the researcher adheres to pre-planned questions asked in a certain sequence. The responses may be recorded openly. When surveying - a method of mass collection of material using questionnaires - answers to questions are written by those to whom the questionnaires are addressed (students, teachers, school employees, in some cases - parents). Questioning is used to obtain data that the researcher cannot obtain in any other way (for example, to identify the attitude of respondents to the pedagogical phenomenon being studied). The effectiveness of a conversation, interviewing, questioning largely depends on the content and form of the questions asked, a tactful explanation of their purpose and purpose in particular, it is recommended that the questions be feasible, unambiguous, concise, clear, objective, do not contain hidden suggestions, provoke interest and desire to respond, etc. An important source obtaining factual data is the study of pedagogical documentation characterizing the educational process in a particular educational institution (grades and attendance records, personal files and medical records of students, student diaries, minutes of meetings and meetings, etc.). These documents reflect many objective data that help establish a number of causal relationships and identify certain dependencies (for example, between health status and academic performance).

The study of written, graphic and creative works of students is a method that equips the researcher with data reflecting the individuality of each student, showing his attitude to work, the presence of certain abilities.

However, in order to judge the effectiveness of certain pedagogical influences or the value of methodological discoveries made by practitioners, and even more so in order to give any recommendations regarding the use of certain innovations in mass practice, the methods considered are not enough, since how they mainly reveal only purely external connections between individual aspects of the pedagogical phenomenon being studied. To gain a deeper insight into these connections and dependencies, a pedagogical experiment is used - a specially organized test of a particular method or method of work in order to identify its effectiveness and efficiency. In contrast to the study of actual experience using methods that record only the fact that an existing experiment always involves the creation of a new experience in which the researcher plays an active role. The main condition for the use of a pedagogical experiment in a Soviet school is to carry it out without disrupting the normal course of the educational process, when there is sufficient reason to believe that the innovation being tested can help improve the effectiveness of teaching and education, or at least will not cause undesirable consequences. This experiment is called a natural experiment. If an experiment is carried out in order to test a particular issue or if, in order to obtain the necessary data, it is necessary to ensure particularly careful observation of individual students (sometimes using special equipment), it is allowed to artificially isolate one or more students and place them in special conditions specially created by the researcher . In this case, a laboratory experiment is used, which is used quite rarely in pedagogical research.

A scientifically based assumption about the possible effectiveness of a particular innovation being tested experimentally is called a scientific hypothesis.

An essential part of the experiment is observation, carried out according to a specially developed program, as well as the collection of certain data, for which tests, questionnaires, and interviews are used. IN lately Increasingly, technical means are beginning to be used for these purposes: sound recording, filming, photographing at certain moments, surveillance using a hidden television camera. It is promising to use video recorders that make it possible to record observed phenomena and then play them back for analysis.

The most important stage in working with these methods is the analysis and scientific interpretation of the collected data, the researcher’s ability to move from specific facts to theoretical generalizations.

During theoretical analysis, the researcher thinks about the cause-and-effect relationship between the applied methods or techniques of influence and the results obtained, and also looks for reasons that explain the appearance of some unexpected unforeseen results, determines the conditions under which this or that phenomenon occurred, strives to separate the accidental from the necessary, deduces certain pedagogical patterns.

Theoretical methods can also be used in the analysis of data collected from various scientific and pedagogical sources, when comprehending the best practices studied.

In pedagogical research, mathematical methods are also used to help not only identify qualitative changes, but also establish quantitative dependencies between pedagogical phenomena.

The most common mathematical methods used in pedagogy are the following.

Registration is a method of identifying the presence of a certain quality in each group member and a general count of the number of those who have or do not have this quality (for example, the number of successful and unsuccessful students who attended classes without skipping and allowed absences, etc.).

Ranking - (or the method of ranking assessment) involves arranging the collected data in a certain sequence, usually in descending or increasing order of some indicators and, accordingly, determining the place in this series of each of the studied (for example, compiling a list of students depending on the number of students admitted to test errors, number of missed classes, etc.).

Scaling as a quantitative research method makes it possible to introduce digital indicators into the assessment of individual aspects of pedagogical phenomena. For this purpose, subjects are asked questions in response to which they must indicate the degree or form of assessment selected from among the given assessments numbered in in a certain order(for example, a question about playing sports with a choice of answers: a) I am fond of, b) I do regularly, c) I do not regularly, d) I do not do any sports).

Correlating the results obtained with the norm (for given indicators) involves identifying deviations from the norm and correlating these deviations with acceptable intervals (for example, with programmed training, 85-90% of correct answers is often considered the norm; if there are fewer correct answers, this means that the program is too difficult , if more, it means it is too light).

The determination of the average values ​​of the obtained indicators is also used - the arithmetic mean (for example, the average number of errors for a test work identified in two classes), the median, defined as the indicator of the middle of the series (for example, if there are fifteen students in a group, this will be an assessment of the results of the eighth student in the list , in which all students are distributed according to the rank of their grades).

When analyzing and mathematically processing mass material, statistical methods are used, which include the calculation of average values, as well as the calculation of the degrees of dispersion around these values ​​- dispersion, standard deviation, coefficient of variation, etc.

3. Characteristics of empirical research

Methods of empirical research include: literature study of documents and performance results, observation, survey, assessment (method of experts or competent judges), testing. More general methods at this level include generalization of teaching experience, experimental pedagogical work, experiment. They essentially represent complex techniques, including particular methods correlated in a certain way.

Study of literature, documents and results of activities. The study of literature serves as a method of becoming familiar with the facts, history and current state of problems, a way of creating initial ideas, the initial concept of the subject, identifying “blank spots” and ambiguities in the development of the issue.

The study of literature and documentary materials continues throughout the study. The accumulated facts encourage us to rethink and evaluate the content of the studied sources and stimulate interest in issues that have not previously received sufficient attention. A thorough documentary basis for research is an important condition for its objectivity and depth.

Observation. A very widely used method, used both independently and as a component of more complex methods. Observation consists of the direct perception of phenomena using the senses or their indirect Perception through description by other directly observing people.

The basis of observation is the perception of how mental process, but this does not exhaust observation as a research method. Observation can be aimed at studying delayed learning results, at studying changes in an object over a certain time. In this case, the results of the perception of phenomena at different times are compared, analyzed, compared, and only after that the results of the observation are determined. When organizing observation, its objects must be identified in advance, goals must be set, and an observation plan must be drawn up. The object of observation is most often the process of activity of the teacher and student, the progress and results of which are judged by words, actions, deeds, and results of completing tasks. The purpose of observation determines the primary focus on certain aspects of activity, on certain connections and relationships (the level and dynamics of interest in the subject, methods of mutual assistance among students in teamwork, the ratio of informative and developmental functions of teaching, etc.). Planning helps to highlight the sequence of observation, the order and method of recording its results. Types of observations can be distinguished according to various criteria. Based on temporary organization. A distinction is made between continuous and discrete observation, and in scope - broad and highly specialized, aimed at identifying individual aspects of a phenomenon or individual objects (monographic observation of individual students, for example). Survey. This method is used in two main forms: in the form of an oral survey (interview) and in the form of a written survey (questionnaire). Each of these forms has its own strengths and weaknesses.

The survey reflects subjective opinions and assessments. Often, respondents guess what is required of them, and voluntarily or unwittingly tune in to the required answer. The survey method should be considered as a means of collecting primary material that is subject to cross-checking by other methods.

A survey is always based on expectations based on a certain understanding of the nature and structure of the phenomena being studied, as well as ideas about the attitudes and assessments of the respondents. The task that arises, first of all, is to identify the objective content in subjective and often discrepant answers, to identify the leading objective tendencies and reasons in them. Discrepancies in ratings. Then the problem of comparing what was expected and what was received arises and is solved, which can serve as the basis for adjusting or changing the initial ideas about the subject.

Evaluation (method of competent judges). Essentially, this is a combination of indirect observation and questioning, associated with the involvement of the most competent people in the assessment of the phenomena under study, whose opinions, complementing and cross-checking each other, make it possible to objectively assess what is being studied. This method is very economical. Its use requires a number of conditions. First of all, this is a careful selection of experts - people who know the area being assessed, the object being studied well, and are capable of an objective and unbiased assessment.

Study and generalization of teaching experience. The scientific study and generalization of pedagogical experience serves various research purposes; identifying the existing level of functioning of the pedagogical process, bottlenecks and conflicts that arise in practice, studying the effectiveness and accessibility of scientific recommendations, identifying elements of the new, rational, born in the everyday creative search of advanced teachers. In its last function, the method of generalizing pedagogical experience appears in its most common form as a method of generalizing advanced pedagogical experience. Thus, the object of study can be mass experience (to identify leading trends), negative experience (to identify characteristic shortcomings and errors), but the study of advanced experience is of particular importance, in the process of which valuable grains of new things are identified, generalized, and become the property of science and practice. , found in mass practice: original techniques and their combinations, interesting methodological systems (techniques).

Experienced teaching experience. If we are talking about generalizing experience, then it is clear that scientific research directly follows from practice, follows it, contributing to the crystallization and growth of the new that is born in it. But such a relationship between science and practice today is not the only possible one. In many cases, science is obliged to stay ahead of practice, even advanced practice, without, however, breaking away from its needs and requirements.

The method of making deliberate changes in the educational and educational process, designed to obtain an educational effect, with their subsequent testing and evaluation is experimental work.

Didactic experiment. An experiment in science is a change or reproduction of a phenomenon for the purpose of studying it under the most favorable conditions. A characteristic feature of an experiment is planned human intervention in the phenomenon being studied, the possibility of repeated reproduction of the studied phenomena under varying conditions. This method allows us to decompose holistic pedagogical phenomena into their component elements. By changing (variing) the conditions in which these elements function, the experimenter gets the opportunity to trace the development of individual aspects and connections, and more or less accurately record the results obtained. The experiment serves to test a hypothesis, clarify individual conclusions of the theory (empirically verifiable consequences), establish and clarify facts

The real experiment is preceded by a thought experiment. Losing in my mind various options possible experiments, the researcher selects options that are subject to testing in an actual experiment, and also obtains estimated, hypothetical results with which the results obtained during an actual experiment are compared.

4. Characteristics of theoretical research

Due to the generalizing nature of theoretical research, all its methods have a wide field of application and are quite general in nature. These are methods of theoretical analysis and synthesis, abstraction and idealization, modeling and concretization of theoretical knowledge. Let's look at these methods.

Theoretical analysis and synthesis. At the theoretical level of research, many forms of research are widely used. logical thinking, including analysis and synthesis, especially analysis, which consists of decomposing what is being studied into units, allowing one to reveal the internal structure of the object. But compared to analysis in theoretical research, synthesis plays a leading role. Based on synthesis, the subject is recreated as a subordinated system of connections and interactions, highlighting the most significant of them.

Through analysis and synthesis, it is only possible to isolate the objective content, objective trends in the subjective activity of students and teachers, to “grab” inconsistencies, to “catch” real contradictions in development. The pedagogical process, to “see” such forms and stages of the process that are designed, but do not yet really exist.

Abstraction - concretization and idealization. The processes of abstraction and concretization are closely related to analysis and synthesis.

Abstraction (abstraction) is usually understood as the process of mental abstraction of any property or feature of an object from the object itself, from its other properties. This is done in order to study the object more deeply, to isolate it from other objects and from other properties and characteristics. Abstraction is especially valuable for those sciences in which experimentation and the use of such means of knowledge as a microscope, chemical reagents, etc. are impossible.

There are two types of abstraction: generalizing and isolating. The first type of abstraction is formed by identifying common identical characteristics among many objects. Isolating abstraction does not require the presence of many objects; it can be accomplished with just one object. Here, analytically, the property we need is isolated and our attention is fixed on it. Let's say a teacher singles out one from the whole variety of features of the educational process - accessibility of educational material - and considers it independently, determining what accessibility is, what causes it, how it is achieved, what its role is in mastering the material.

Modeling. The technique of comparison and, especially, analogy - a specific type of comparison that allows one to establish the similarity of phenomena - is widely used in theoretical research.

Analogy provides the basis for conclusions about the equivalence in certain respects of one object to another. Then an object that is simpler in structure and accessible to study becomes a model of a more complex object called a prototype (original). This opens up the possibility of transferring information by analogy from model to prototype. This is the essence of one of the specific methods of the theoretical level - the modeling method. In this case, it is possible to completely liberate the thinking subject from the empirical premises of the conclusion, when the conclusions themselves from model to prototype take the form of mathematical correspondences (isomorphism, homomorphism of isofunctionalism), and thinking begins to operate not with real, but with mental models, which are then embodied in the form of schematic sign models (graphs) , diagrams, formulas, etc.).

Model is an auxiliary object chosen or transformed by a person for cognitive purposes, giving new information about the main object. In didactics, attempts have been made to create, at a qualitative level, a model of the educational process as a whole. Model representation of individual aspects or structures of learning is already practiced quite widely.

Modeling in theoretical research also serves the task of constructing something new that does not yet exist in practice. Researcher having studied characteristic features real processes and their trends, searches for their new combinations based on the key idea, makes their mental arrangement, i.e. models the required state of the system being studied. A special kind A simulation based on idealization can be considered a thought experiment. In such an experiment, a person, on the basis of theoretical knowledge about the objective world and empirical data, creates ideal objects, correlates them in a certain dynamic model, mentally simulating the movement and those situations that could take place in real experimentation.

Concretization of theoretical knowledge. The higher the degree of abstraction, removal from the empirical basis, the more responsible and complex the procedures required in order to. The results of the theoretical search took the form of knowledge ready for use in science and practice.

First of all, the task arises of “incorporating the acquired knowledge into the system of existing theoretical concepts. This knowledge can deepen, develop, clarify existing theories, clarify their insufficiency and even “explode” them.

Concretization is a logical form, which is the opposite of abstraction. Concretization is the mental process of recreating an object from previously isolated abstractions. When concepts are specified, they are enriched with new features.

Concretization, aimed at reproducing the development of a subject as an integral system, becomes a special method of research. What is called concrete here is the unity of diversity, the combination of many properties and qualities of an object; abstract, on the contrary, is a one-sided property of it, isolated from other aspects.

The method of concretizing theoretical knowledge, which incorporates many logical techniques and operations used at all stages of research, thus allows us to translate abstract knowledge into mental-concrete and concrete-action knowledge, and gives scientific results an outlet for practice.

5. Ways to implement research results

The most important thing in completed pedagogical research is the implementation of its results in practice. The implementation of results is understood as a whole complex of activities implemented in a certain sequence, including informing the pedagogical community about the conclusions obtained or patterns identified that provide the basis for making any changes in practice (through the pedagogical press, in oral presentations, etc.); creation of new educational and methodological aids based on the data obtained from experimental research (for example, when restructuring training in elementary school); development of methodological instructions and recommendations, etc. Moreover, if the effectiveness and efficiency of any pedagogical findings of practicing teachers is confirmed and they receive scientific understanding, interpretation and justification, propaganda of their experience is organized, the possibility of transferring it to other conditions is shown (for example, this is how the propaganda of the experience of Lipetsk teachers who improved the methodology was organized lesson organization).

The key to the successful implementation and dissemination of the results of pedagogical research and studied and scientifically substantiated best practices is the creative collaboration of teachers and pedagogical science workers, the interest of teachers in reading scientific, pedagogical and methodological literature, the desire to personally and directly participate in experimental and experimental work, especially at that stage , when a mass testing of new educational and methodological materials is organized, which contains new ideas and reflects the results of scientific and pedagogical research.

Knowledge of the basic methods of conducting pedagogical research is necessary for every creative teacher, who must know and be able to apply these methods, both to study the experience of other teachers, and to organize testing on a scientific basis of their own pedagogical findings and discoveries used in other conditions.

In the most general form, the system of actions for studying a particular pedagogical problem can be reduced to the following:

· identifying the problem, determining the origins of its occurrence, understanding its essence and manifestations in the practice of the school;

· assessment of the degree of its development in pedagogical science, study of theoretical concepts and provisions related to the field of research;

· formulation of a specific research problem, tasks that the researcher sets for himself, research hypotheses;

· development of your proposals to solve this problem; pilot testing of their effectiveness and efficiency;

· analysis of data indicating the degree of efficiency and effectiveness of the proposed innovations;

· conclusions about the significance of the results of a particular study for the development of the corresponding field of pedagogical science.

Conclusion

So, we have examined the main methods of pedagogical research. How can we combine these individual methods into a well-founded research methodology, using which we can solve the assigned problems?

First of all, it is necessary to proceed from the position that the essence of the method is determined not by a set of techniques, but by their general focus, the logic of the movement of the searching thought following the objective movement of the subject, and the general concept of research. A method is, first of all, a scheme, a model of research actions and techniques, and only then a system of actually implemented actions and techniques that serve to prove and test a hypothesis in terms of a specific pedagogical concept.

The essence of the methodology is that it is a targeted system of methods that provides a fairly complete and reliable solution to the problem. This or that set of methods combined into a methodology always expresses planned ways of detecting inconsistencies and gaps in scientific knowledge, and then serves as a means of eliminating gaps and resolving identified contradictions.

Naturally, the choice of methods is largely determined by the level at which the work is carried out (empirical or theoretical), the nature of the research (methodological, applied theoretical) and the content of its final and intermediate tasks.

You can point out a number of characteristic errors when choosing methods:

· a template approach to the choice of method, its conventional use without taking into account the specific tasks and conditions of the study; universalization of individual methods or techniques, for example, questionnaires and sociometry;

· ignoring or insufficient use of theoretical methods, especially idealization, ascent from the abstract to the concrete;

· inability to create a holistic methodology from individual methods that optimally provides solutions to scientific research problems.

Any method in itself represents a semi-finished product, a blank that needs to be modified and specified in relation to the tasks, the subject, and specifically the conditions of the search work.

Finally, you need to think about such a combination of research methods so that they successfully complement each other, revealing the subject of research more fully and deeply, so that it is possible to double-check the results obtained by one method using another. For example, it is useful to clarify, deepen, and verify the results of preliminary observations and conversations with students by analyzing the results of tests or students’ behavior in specially created situations.

The above allows us to formulate some criteria for the correct choice of research method:

2. Compliance with modern principles of scientific research.

H. Scientific promise, i.e. a reasonable assumption that the chosen method will give new and reliable results.

4. Compliance with the logical structure (stage) of the study.

5. A more complete focus on the comprehensive and harmonious development of the personality of students is possible, because the research method in many cases becomes a method of education and upbringing, i.e., a “tool for touching the personality.”

6. Harmonic relationship with other methods in a single methodological system.

All components of the methodology and the methodology as a whole must be checked for compliance with the objectives of the study, sufficient evidence, and full compliance with the principles of pedagogical research.

Literature used

1. Zagvyazinsky V.P. Methodology and techniques of didactic research. – M.: Pedagogy, 1982. – 147 p.

2. Pedagogy: textbook. manual for pedagogical students. in-tov/P 24 Ed. Yu.K. Babansky. – Moscow: Education, 1983. – 608 p.

Internet resources

3. http://student.psi911.com/lektor/pedpsi_035.htm

4. http://www.ido.edu.ru/psychology/pedagogical_psychology/2.html

5. (http://www.vopsy.ru/journals_all/issues/1998/985/985126.htm; see article by Borisova E.M. “Fundamentals of psychodiagnostics”).

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

Literature used

Introduction

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

In the practice of modern schools, psychological services face many practical tasks. These are the tasks of determining the child’s level of readiness for school, identifying especially gifted and developmentally delayed individuals, identifying the causes of school maladaptation, the task of early warning of illegal tendencies in personality development, the task of managing the classroom team, taking into account the individual characteristics of students and interpersonal relationships between them, and the task 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 are used, 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 intended to reveal their essence, purpose, place in the general system of scientific research, to provide the scientific basis for the choice of methods and their combinations, to identify the conditions for their effective use, to provide recommendations for the design of optimal systems of research techniques and procedures, i.e. research methods. Methodological provisions and principles receive their effective, instrumental expression precisely in methods.

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

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

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

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

2. Classification of methods of psychological and pedagogical research

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

· organizational;

· empirical;

· by the method of data processing;

· interpretative.

The scientist classified organizational methods as:

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

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

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

To the empirical ones:

· observational methods (observation and self-observation);

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

· psychodiagnostic method;

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

· modeling;

· biographical method.

By data processing method

· methods of mathematical and statistical data analysis and

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

Towards interpretive

· genetic (phylo- and ontogenetic) method;

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

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

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

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

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

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

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

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 subjected to primary processing and presentation in accordance with the requirements for the results from the theory, model, and inductive hypothesis that organize the study; on the other hand, 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 a special meaning, although some of them are also quite conventional. Let's take, for example, the division of methods into pedagogical and methods of other sciences, i.e. non-pedagogical. Methods classified in the first group are, strictly speaking, either general scientific methods (for example, observation, experiment) or general methods of social sciences (for example, surveys, questionnaires, assessments), well mastered by pedagogy. Non-pedagogical methods are methods of psychology, mathematics, cybernetics and other sciences used by pedagogy, but not yet so adapted by it and other sciences as to acquire the status of actually pedagogical.

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

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