Topic 2. Psychological and pedagogical research

1. General characteristics of psychological and pedagogical research

1.1. Modern strategy for the renewal and development of education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Civic consciousness,

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

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

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

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

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

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

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

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

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

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

1.2. The concept of psychological and pedagogical research

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

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

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

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

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

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

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

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

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

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

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

1.3. Nature and functions of educational innovations

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

Let's briefly describethe main components of such work.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Among applied (practical) problemsthe following can be mentioned:

developing capabilities of modern methodological systems;

humanitarian education and the spiritual world of the teacher;

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

health-saving technologies in the educational process;

developing capabilities of new information technologies;

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

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

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

school in the system of social education and training;

pedagogical possibilities of an “open” school;

family in the system of social education;

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

traditions of folk pedagogy in education;

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

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

1.5. Sources and terms of research search

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

It is possible to highlight at leastfive such sources.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

5. The creative potential of a professional teacher.

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

2. Scientific research in education

2.1. Levels of scientific research in education.

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

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

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

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

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

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

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

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

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

2.2 Principles of scientific research.

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

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

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

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

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

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

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

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

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

2.3. Basic characteristics of scientific research.

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

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

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

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

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

Object of study:What is being considered?

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

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

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

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

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

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

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

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

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

2.4. Subjectivity in scientific activity.

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

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

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

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

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

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

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

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

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

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

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

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

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

2.5. Types of scientific research in education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Areas of study in this specialty include:

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

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

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

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

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

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

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

Postgraduate education;

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

In-house training of workers;

Additional professional education;

Retraining and advanced training of workers and specialists;

Continuous professional and multi-level education;

Educational Management and Marketing;

Vocational training for the unemployed and unemployed population;

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

Professional guidance, culture and problems of education;

Professional consulting and advisory services.

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

The area of ​​research includes issues such as:

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

Origin and development of human consciousness and activity in anthropogenesis;

Attention and memory; autobiographical memory;

Psychological problems of speech communication and psycholinguistics;

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

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

Abilities, giftedness, talent and genius, their nature;

Gender differences in cognitive processes and personality;

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

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

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

The area of ​​research includes the following questions:

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

Psychology of the educational environment;

Psychology of educational activities, teaching;

Psychological characteristics of students as subjects of educational activities;

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

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

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

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

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

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

2.6. Choosing a scientific specialty.

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

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

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

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

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

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

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

3. Organization of experimental and research work in educational institutions

3.1. Experience and experiment in research work.

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

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

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

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

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

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

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

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

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

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

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

3.2. Experimental work of an educational institution.

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

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

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

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

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

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

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

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

3.3. Research in educational institutions.

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

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

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

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

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

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

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

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

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

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

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

3.3. Specifics of studying various aspects of education

1. Didactic studies.

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

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

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

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

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

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

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

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

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

2. Research in education.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3.4. Research in the system of continuing education.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

Classifications of methods of psychological and pedagogical research

Conclusion

References

Introduction

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

In the practice of modern schools, psychological services face many practical tasks. These are the tasks of determining the child’s level of readiness for school, identifying especially gifted and developmentally delayed individuals, identifying the causes of school 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, the knowledge of which is necessary for all participants in individual and collective scientific research.

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.

Classifications of methods of psychological and pedagogical research

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

organizational;

empirical;

by the method of data processing;

interpretive.

The scientist classified organizational methods as:

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

longitudinal - as repeated 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 interpretive methods separated from organizational ones?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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, and 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. p. An important source of 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 reveal mainly 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 experimentally tested innovation 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. Recently, technical means have increasingly begun 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 relationships 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, answering which they must indicate the degree or form of assessment selected from among the given assessments, numbered in a certain order (for example, a question about playing sports with a choice of answers: a) I am interested in, b) I do regularly, c) I don’t exercise regularly, d) I don’t 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.

Characteristics of empirical studies

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, and 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.

Continuation
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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.

Observation is based on perception as a 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 of attention on certain aspects of activity, on certain connections and relationships (the level and dynamics of interest in the subject, methods of mutual assistance of students in collective work, 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 being studied, 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. By mentally playing out various options for possible experiments, the researcher selects options that are subject to testing in an actual experiment, and also receives estimated, hypothetical results with which the results obtained in an actual experiment are compared.

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 logical thinking are very widely used, including analysis and synthesis, especially analysis, which consists of decomposing what is being studied into units, allowing one to reveal the internal structure of an 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 makes it possible 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 selected or transformed by a person for cognitive purposes, providing 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. The researcher, having studied the characteristic features of 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 type of modeling 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.

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 education in primary 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).

Continuation
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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;

developing 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 choosing a method, its conventional use without taking into account specific tasks and research conditions; 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.

References

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. student.psi911.com/lektor/pedpsi_035.htm

4. 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

Conclusion

References

Introduction

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

In the practice of modern schools, psychological services face many practical tasks. These are the tasks of determining the child’s level of readiness for school, identifying especially gifted and developmentally delayed individuals, identifying the causes of school 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, 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 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 interpretive methods separated from organizational ones?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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, and 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. p. An important source of 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 reveal mainly 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 experimentally tested innovation 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. Recently, technical means have increasingly begun 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 relationships 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, answering which they must indicate the degree or form of assessment selected from among the given assessments, numbered in a certain order (for example, a question about playing sports with a choice of answers: a) I am interested in, b) I do regularly, c) I don’t exercise regularly, d) I don’t 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, and 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.

Observation is based on perception as a 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 of attention on certain aspects of activity, on certain connections and relationships (the level and dynamics of interest in the subject, methods of mutual assistance of students in collective work, 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 being studied, 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. By mentally playing out various options for possible experiments, the researcher selects options that are subject to testing in an actual experiment, and also receives estimated, hypothetical results with which the results obtained in 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 logical thinking are very widely used, including analysis and synthesis, especially analysis, which consists of decomposing what is being studied into units, allowing one to reveal the internal structure of an 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 makes it possible 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 selected or transformed by a person for cognitive purposes, providing 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. The researcher, having studied the characteristic features of 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 type of modeling 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 education in primary 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.

References

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”).

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• Introduction
• Conclusion
• Bibliography

Introduction

Successful solution to the problem of training future specialists in Russian universities directly depends on reliance on science, including psychology and pedagogy, as the most important branches of human science. The intensive accumulation of new psychological and pedagogical knowledge must be comprehended, subordinated to the needs of the state, and coordinated with other sciences, in accordance with the conclusions of which the named problem is solved. Its solution is impossible without the methodological equipment of psychological and pedagogical science and the development of research in this area. Improving the methodological and methodological equipment of researchers increases the efficiency of research, making it more specific and purposeful. In addition, psychology and pedagogy have recently accumulated many successful, original methodological techniques and means of analyzing scientific facts and psychological and pedagogical phenomena.

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 of development of nature, society and thinking, allows us to identify their qualitative originality and connections with other social phenomena and processes.

The purpose of the abstract: to study methods of psychological and pedagogical research.

In accordance with the goal, it is necessary to solve a number of problems:

· consider the essence, content and main characteristics of the method of scientific knowledge;

· analyze the classification of methods of psychological and pedagogical research;

· reveal the most significant methods of general scientific logical knowledge;

· consider the main empirical methods of psychological and pedagogical research and their essential and substantive characteristics.

1. Method of scientific knowledge: essence, content, main characteristics

Human activity in any form (scientific, practical, etc.) is determined by a number of factors. Its final result depends not only on who acts (subject) or what it is aimed at (object), but also on how this process is carried out, what methods, techniques, means are used. These are the problems of the method.

Method (Greek. - way knowledge) - "path To anything”, way achievements goals, certain way ordered activity subject V any her form.

Main function method- internal organization and regulation of the process of cognition or practical transformation of an object. Hence, method (V that or other his form) comes down to To totality certain rules techniques, ways, normal knowledge And actions. It is a system of instructions, principles, requirements that should guide the researcher in solving a specific problem, achieving a certain result in a particular field of activity. The method disciplines the search for truth, allows (if correct) to save energy and time, and move towards the goal in the shortest way. The true method serves as a kind of compass along which the subject of cognition and action makes his way and allows him to avoid mistakes.

Concept "scientific method" is understood How “purposeful an approach, path, through whom achieved supplied target. This complex various educational approaches And practical operations, aimed on acquisition scientific knowledge". In psychology and pedagogy, the scientific method is a system of approaches and methods that correspond to the subject and objectives of these sciences.

The concept of “method” is used in the broad and narrow senses of the word. IN wide sense words- it denotes a cognitive process that includes several methods. For example, the method of theoretical analysis includes, in addition to the latter, synthesis, abstraction, generalization, etc. IN narrow sense method means the special techniques of a scientific discipline. For example, in psychology and pedagogy - the method of scientific observation, the survey method, the experimental method, etc.

Significant contributions to the methodology of scientific knowledge were made by German classical (Hegel) and materialist (Marx) philosophies, which quite deeply developed the dialectical method - respectively, on an idealistic and materialistic basis.

A whole series of fruitful, original (and in many ways still undeveloped) methodological ideas were formulated by representatives of Russian philosophy.

Our famous psychologist L.S. Vygotsky said that methodology, as a set of methods of scientific knowledge, is like “the backbone in the animal’s body” on which this entire organism rests.

V.P. Kokhanovsky argues that “any method will turn out to be ineffective and even useless if it is used not as a “guiding thread” in a scientific or other form of activity, but as a ready-made template for repainting facts. The main purpose of any method is on the basis of relevant principles (requirements, instructions etc.) to ensure the successful solution of certain cognitive and practical problems, the increase in knowledge, the optimal functioning and development of certain objects.”

Due to this necessary have V mind following:

1. The method, as a rule, is not used in isolation, on its own, but in combination, interaction with others. This means that the final result of scientific activity is largely determined by how skillfully and effectively the heuristic potential of each side of a particular method and all of them in interconnection is used “in practice.”

2. The universal basis, the “core” of the system of methodological knowledge is philosophy as a universal method. Its principles, laws and categories determine the general direction and strategy of research, “permeate” all other levels of methodology, being uniquely refracted and embodied in a specific form at each of them.

3. In its application, any method is modified depending on specific conditions, the purpose of the study, the nature of the problems being solved, the characteristics of the object, a particular area of ​​application of the method (nature, society, cognition), the specifics of the patterns being studied, the originality of phenomena and processes (material or spiritual , objective or subjective), etc.

2. Classification of methods of psychological and pedagogical research

At present, some approaches to building a system of methods of psychology and pedagogy have been identified. In the most general form, they are usually divided according to the degree of generality into three groups:

1. General method scientific research- dialectical. At this point, the system of methods of psychology and pedagogy is identical to the methodology and methods of any scientific knowledge. The dialectical method as the basis of all other research methods is immanently present in them.

2. Methods research, applied V psychology And pedagogy And IVdancing general For row sciences. These methods are often called general scientific logical methods of cognition.

3. Private methods psychology And pedagogy, inherent only to these sciences.

This classification of methods finds recognition both in psychology and pedagogy.

Consequently, the degree of generality (general - specific - individual) acts as a criterion for the classification of scientific methods. However, due to the fact that a method is a way of achieving certain results in knowledge and practice and that it always contains two organically related sides - objective and subjective, in psychology and pedagogy private research methods are usually classified on a number of grounds.

IN AND. Zagvyazinsky believes that methods of psychological and pedagogical research can be grouped according to various criteria. In particular, according to their purpose, they distinguish in one case the methods of collecting factual material, its theoretical interpretation, and directed transformation. In another case, there are methods of diagnosis, explanation, forecasting, correction, statistical processing of material, etc. At the same time, according to the level of penetration into the essence of the psychological and pedagogical phenomena being studied, he distinguishes two groups of methods - empirical and theoretical research. The first group of methods is based on experience, practice, experiment, etc., and the second is associated with abstraction from sensory reality, building models, etc.

A similar approach to the classification of methods of psychological and pedagogical research can be found in the works of V.P. Davydova. In particular, he believes that in psychology and pedagogy the division of research methods into empirical and theoretical is very arbitrary. The fact is that in the methodological system of these sciences, general scientific logical methods of research such as analysis and synthesis, induction and deduction, comparison, classification, etc., are organically woven into the method of conversation, experiment, analysis of performance results and other traditional methods of these Sci. In many textbooks on psychology and pedagogy, general scientific logical research methods were not even considered before. And only in recent monographs, textbooks and teaching aids began to focus on the need for meaningful application of these methods in psychological and pedagogical research.

Based on the above, V.P. Davydov conventionally distinguishes groups of empirical and theoretical methods of psychological and pedagogical research. This convention allows us to better understand the essence of the system of methods and improve the culture of research work.

He includes the group of theoretical research methods - theoretical analysis and synthesis, abstraction and concretization, induction and deduction, modeling method, the group of empirical ones - observation, conversation, survey methods (questioning, interviewing, testing, sociometry), experiment and others.

Along with the named groups of methods, V.P. Davydov, like V.I. Zagvyazinsky, considers it possible to separate into a separate group auxiliary methods of psychological and pedagogical research, which include mathematical and statistical methods for interpreting the results of scientific work.

At the same time, the difference between the classification proposed by V.P. Davydov, is to allocate into a separate group comparative-historical methods of psychological and pedagogical research: genetic, historical and comparative. He reasonably believes that pedagogical phenomena and processes can be known in essence and form only if their current state and previous development, general and special features are examined in specific historical conditions.

Further consideration of methods of psychological and pedagogical research will be carried out based on the last of the proposed classifications.

3. General scientific logical methods and techniques of cognition

Due to the fact that general scientific logical methods of cognition are used prior in any psychological and pedagogical research, regardless of whether it is carried out at a theoretical or empirical level, it is necessary to reveal their essence in more detail. Let us recall that these include methods of analysis, synthesis, abstraction, idealization, generalization, induction, deduction and analogy.

Based on the approaches proposed by V.P. Kokhanovsky, we will reveal brief characteristics of each of the general scientific logical methods of cognition.

1. Analysis ( Greek. - decomposition, dismemberment) - separation object on composite parts With purpose their independent studying. The pedagogical encyclopedia gives the following definition of analysis: analesis - the study of each element or aspect of a phenomenon as part of the whole, the division of the subject or phenomenon being studied into its component elements, the identification of individual aspects in it. In the Russian language dictionary S.I. Ozhegova “analysis is understood as a method of scientific research by considering individual aspects, properties, and components of something.” As can be seen from these definitions, analysis can be characterized as a process of dismemberment, dividing objects and phenomena into separate aspects (parts) for the purpose of studying them. However, this approach does not involve the disclosure, discovery and study of the basis of the whole, which connects all sides, parts of an object, a phenomenon into a whole. The task of analysis is to draw from various types of data, sometimes disparate, reflecting individual phenomena and facts, to create an overall holistic picture of the process, to identify its inherent patterns and trends.

In pedagogy, analysis acts as a method or way of understanding pedagogical reality.

2. Synthesis ( Greek. - compound, combination, compilation) - Union real or mental various sides, parts subject V unified tseloe. In the Russian language dictionary S.I. Ozhegov’s synthesis is interpreted “as a method of studying a phenomenon in its unity and interconnection of parts, generalization, bringing together data obtained by analysis into a single whole.” Thus, synthesis should be considered as a process of practical or mental reunification of a whole from parts or the combination of various elements, aspects of an object into a single whole, a necessary stage of cognition. It should be borne in mind that synthesis is not an arbitrary, eclectic combination of “pulled out” parts, “pieces” of the whole, but a dialectical whole with the isolation of the essence. The result of the synthesis is a completely new formation, the properties of which are not only an external combination of the properties of the components, but also the result of their internal relationship and interdependence.

Analysis and synthesis are dialectically interconnected. They play an important role in the cognitive process and are carried out at all its stages.

3. Abstraction as a method of scientific knowledge. “ Abstraction (lat. - abstraction) - A) side, moment, Part the whole fragment validbness, something undeveloped, one-sided, fragmentary (abstractTnew); b) process mental distractions from row properties And relations fromatexpected subject or phenomena With simultaneous highlighting of interest PoznanYugood subject V the moment properties (abstraction); V) Reresult abstractorYucabbage soup activities thinking (abstraction V narrow sense) ". With the help of abstraction, all logical concepts arose. These are various kinds of “abstract objects”, which are both individual concepts and categories (“development”, “thinking”, etc.), and their systems (the most developed of them are mathematics, logic and philosophy).

In the dictionary of S.I. Ozhegov “abstraction is understood as mental distraction, isolation from certain aspects or connections of objects and phenomena in order to highlight their essential features.”

4. Idealization as a method of scientific knowledge is most often considered as a specific type of abstraction. Idealization - This mental design concepts about objects, Not existing And Not realizedAndwe are X V reality, But such For which available prototypes V Realny world.

In the process of idealization, there is an extreme abstraction from all the real properties of an object with the simultaneous introduction into the content of the concepts being formed of features that are not realized in reality. As a result, a so-called “idealized object” is formed, with which theoretical thinking can operate when reflecting real objects.

5. Generalization - How method scientific knowledge, Firstly, logical process transition from single To in general, from less general To more general knowledge establishing general properties And signs objects, Secondly, - result this process: generalized concept, judgment, law, theory. Obtaining generalized knowledge means a deeper reflection of reality, penetration into its essence. According to S.I. Ozhegov, generalize - draw a conclusion, express the main results in a general position, give a general meaning to something. Generalization is closely related to abstraction.

6. Induction ( lat. - guidance) - logical method (reception) researchOvania, connected With generalization results observations And expertAndcops And movement thoughts from single To general. In induction, the data of experience “point” to the general, induce it. Since experience is always infinite and incomplete, inductive conclusions always have a problematic (probabilistic) nature. Inductive generalizations are usually regarded as empirical truths or empirical laws. In the Russian language dictionary, induction is understood as a method of reasoning from particular facts and provisions to general conclusions.

7. Deduction ( lat. - excretion): - Firstly, transition V process POknowledge from general To single (private), excretion single from generallyeth; Secondly, process logical output, those. transition By those or others rules logic from some data proposals - parcels To their traceTViyam (conclusions). As one of the methods (techniques) of scientific knowledge, it is closely related to induction. These are, as it were, dialectically interconnected ways of moving thought. V.P. Kokhanovsky believes that great discoveries and leaps forward in scientific thought are created by induction, a risky but truly creative method. This, of course, does not imply that the rigor of deductive reasoning has no value. In fact, only it prevents the imagination from falling into error; only it allows, after establishing new starting points by induction, to draw consequences and compare conclusions with facts. Deduction alone can provide testing of hypotheses and serve as a valuable antidote to over-extended imagination.

8. Analogy ( Greek. - correspondence, similarity) - method scientific POknowledge at which is installed similarity V some sides, ToAqualities And relationships between non-identical objects. Inference by analogy - conclusions that are drawn based on such similarities. Thus, when inferring by analogy, the knowledge obtained from the consideration of an object (“model”) is transferred to another, less studied and less accessible object for research. Conclusions by analogy are plausible: for example, when, based on the similarity of two objects in some certain parameters, a conclusion is made about their similarity in other parameters. Analogy diagram: if “c” has the characteristics “P, Q, S, T”, and “d” has the characteristics “P, Q, S”, then, apparently, “d” has the characteristic T.

Analogy does not provide reliable knowledge: if the premises of reasoning by analogy are true, this does not mean that its conclusion will be true.

9. “Modeling” How method scientific knowledge is yourself playback characteristics some object on friend object, specially created For their studying. The latter is called a model. Thus, under model should understand - an object, which It has similarity V some relationships With prototype And serves means opAndsania and/or explanations, explanations and/or forecasting behavior prototype. The need for modeling arises when researching the object itself is impossible, difficult, expensive, takes too long, etc.

There must be a certain similarity (relationship of similarity) between the model and the original: physical characteristics, functions; behavior of the object being studied and its mathematical description; structures, etc. It is this similarity that allows the information obtained as a result of studying the model to be transferred to the original.

4. Empirical methods of psychological and pedagogical research

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

1 . Studying literature. Any research must begin with a study of literature, documents and results of activities. Studying literature helps to separate the known from the unknown, use accumulated experience, and clearly outline the problem being studied.

Acquaintance with the literature is carried out according to the following scheme: familiarization with the abstract, introduction, table of contents, conclusion, quick review of the contents. After this, the method of working through the publication is determined: careful study with note-taking, selective study accompanied by extracts, general familiarization with the annotation.

psychological pedagogical research method

The results of studying the literature on each issue must be presented in the form of thematic reviews, abstracts, reviews, which set out the most important provisions, identify the main points of view, and identify poorly developed, unclear and debatable provisions. It is important to emphasize what new and original the author of each work brings, to express your attitude to the author’s positions and the conclusions he received.

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

Features observations How scientific method are:

focus on a clear, specific goal;

planfulness and systematicity;

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

preservation of the natural course of psychological and pedagogical processes.

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

Observation is a complex process: you can look, but not see; or look together and see different things; look at what many have seen and see, but, unlike them, see something new, etc. In psychology and pedagogy, observation turns into a real art: the timbre of the voice, eye movement, dilation or contraction of the pupils, subtle changes in communication with others and other reactions of the individual and the team can serve as the basis for psychological and pedagogical conclusions. The more experienced the observer, the more accurately he assesses the progress of the pedagogical process based on specific, sometimes barely noticeable manifestations. The researcher develops a special system, a mechanism for “reading” psychological and pedagogical phenomena by their external manifestations. The means of observation are different: observation schemes, its duration, recording techniques, data collection methods, observation protocols, systems of categories and scales. All these tools increase the accuracy of observation , the possibility of recording and monitoring its results. Thus, serious attention should be paid to the form of maintaining the protocol, which depends on the subject, objectives and hypothesis of the study that determine the observation criterion.

The observer records in the protocol only what directly or indirectly contributes to the solution of the problem being studied. These are genuine facts that most accurately represent a specific situation.

In addition to protocols, other forms of recording are possible, for example, a diary, kept chronologically without interruption whenever possible. Diaries are usually used for long-term observation. Technical means are of great assistance in observation: tape recorder, hidden television camera, etc.

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

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

Usually the conversation process is not accompanied by recording. However, the researcher can, if necessary, make some notes for himself, which allow him, after finishing his work, to completely reconstruct the entire course of the conversation. A protocol or diary, as a form of recording the results of the study, is best filled out after the end of the conversation. In some cases, technical means of recording it can be used - a tape recorder or a voice recorder. But at the same time, the respondent must be informed that the conversation will be recorded using appropriate technology. In case of refusal, the use of these funds is not recommended.

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

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

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

Questionnaire - method empirical research, founded on survey significant numbers respondents And used For receiving Andnformations O typicality those or other psychological and pedagogical phenomena. This method makes it possible to establish common views and opinions of people on certain issues; identify the motivation of their activities, the system of relationships.

The following survey options are available: personal ( with direct contact between the researcher and the respondent) or mediateObathroom ( questionnaires are distributed in a handout manner, and respondents answer them at a convenient time); individual or group; solid or selectOfatal.

As in a conversation, the questionnaire is based on a special questionnaire - a questionnaire . Based on the fact that questionnaire - This developed V compliance With established rules document research, containing orderOhonored By content And form row questions And statements, often With varAndantami answers on them, development her requires special attention, thoughtfulAndnews.

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

A questionnaire survey is an accessible, but also the most defenseless research method from all kinds of subjectivist “reefs”. It cannot be absolutized or carried away by “questioning mania.” It is advisable for a researcher to resort to it only in cases where there is a need to identify the opinions of a large number of people unfamiliar to him. In other words, one cannot replace the study of real facts with the study of opinions about them. When used correctly, questionnaires can provide reliable and objective information.

Interview - variety method survey, special view wholeAcorrected communication With person or group of people. The interview is based on casual conversation. However, in contrast to it, the roles of the interlocutors are fixed, standardized, and the goals are determined by the design and objectives of the research being conducted.

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

One of the most effective methods of collecting information in psychological and pedagogical research is expert survey, pre-sexAbarking receiving data With with help knowledge competent persons. They do not mean ordinary respondents, but highly qualified, experienced specialists who give an opinion when considering any issue. The results of surveys based on the judgment of specialists are called expert assessments. Therefore, this method is often called the method of expert assessments.

Practice shows that the more experts evaluate, the more accurate the overall assessment result is, the more accurately the level of development of a person’s personality or a group of respondents is diagnosed. Taking into account the opinions of all experts on all parameters being assessed is a difficult task. In order to optimize the generalization of expert opinions, quantitative assessments are usually used. Experts are asked to express their opinion on a five-point (sometimes three, four-point) discrete scale.

The method of expert assessments is also called the GOL (group personality assessment) method. Abroad, it is often called the “method of competent judges” or “rating”.

Sociometric method (method sociometry) allows identify interpersonal relationship V group of people With with help their preliminary survey.

The relationships between people are predetermined by the objective need for joint activity (it gives rise to the official structure of groups) and the emotional factor - likes and dislikes (this factor gives rise to informal relationships in the group). You can find out the informal relationships of people, the structure of their relationships, likes and dislikes with the help of simple questions like “Who would you like to spend your free time with? ”, “Who would you like to work with? " and so on. These questions are the criteria for sociometric choice. They can be very diverse.

Thus, sociometry allows us to quickly reveal the structure of interpersonal relationships in a group, the system of likes and dislikes, but it does not always allow us to reliably diagnose the meaningful characteristics of communication and relationships.

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

One of them is - method testing, That There is execution subjects tasks certain sort of With accurate ways assessments RezultAcomrade And their numerical expressions. This method makes it possible to identify the level of knowledge, skills, abilities and other personality qualities, as well as their compliance with certain standards, by analyzing the way the subject performs a number of special tasks. Such tasks are usually called tests.

Test- this is a standardized task or tasks related in a special way that allow the researcher to diagnose the degree of expression of the studied property in the subject, his psychological characteristics, as well as attitudes towards certain objects.

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

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

Reliability test- its fundamental characteristic, showing to what extent the answers of the same person coincide when repeatedly tested with a given test.

Validity test- the suitability of the test for measuring the property, quality, phenomenon that they want to measure.

The capabilities of the testing method cannot be overestimated. They must be used in conjunction with all other methods. Moreover, it is advisable to use not a single test, but a combination of them, that is, a battery of tests, to achieve their high reliability and validity, and to improve the qualifications of researchers. All this creates the prerequisites for the widespread use of test methods in psychological and pedagogical research.

5 . Psychological and pedagogical experiment - complex method research, which provides scientifically objective And evidentiary check correctness justified V beginning research hypotheses. It makes it possible, more deeply than other methods, to check the effectiveness of certain innovations in the field of training and education, to compare the importance of various factors in the structure of the pedagogical process and to choose the best (optimal) combination of them for the relevant situations, to identify the necessary conditions for the implementation of certain pedagogical tasks. The experiment makes it possible to detect repeating, stable, necessary, significant connections between phenomena, i.e. study the patterns characteristic of the pedagogical process.

A pedagogical experiment requires a high methodological culture from the researcher, careful development of its program and a reliable criterial apparatus that allows recording the effectiveness of the educational process.

Thus, the essence of the experiment lies in the active intervention of the researcher in the psychological and pedagogical process in order to study it in pre-planned parameters and conditions. The experiment combines methods of observation, conversation, surveys, etc. During the experiment, the researcher at his own will causes or shapes certain psychological and pedagogical phenomena in various, predetermined conditions (which in most cases are also under his influence). An experiment allows you to vary the factors that affect the processes and phenomena being studied and reproduce them repeatedly. Its strength is that it makes it possible to create new experiences under precisely defined conditions.

Carrying out psychological and pedagogical experiment assumes three main stage work.

First stage - preparatory. It includes solving the following problems: formulating a hypothesis, that is, a position whose conclusions about the correctness should be verified, choosing the required number of experimental objects (number of subjects, study groups, educational institutions, etc.); determining the required duration of the experiment; development of a methodology for its implementation; selection of specific scientific methods for studying the initial state of the experimental object - questionnaire, interview, expert assessment, etc.; checking the availability and effectiveness of the developed experimental methodology on a small number of subjects; determination of signs by which one can judge changes in the experimental object under the influence of appropriate pedagogical influences.

Second stage - direct carrying out experiment. This stage should answer questions about the effectiveness of new ways, means and methods introduced by the experimenter into psychological and pedagogical practice. Here an experimental situation is created, the essence of which lies in such internal and external experimental conditions when the studied dependence, pattern manifests itself most purely, “without the admixture” of the influence of random, uncontrolled factors.

At this stage, the researcher consistently solves the following problems: studying the initial state of the conditions in which the experiment is carried out; assessment of the state of the participants of pedagogical influences themselves; formulating criteria for the effectiveness of the proposed system of measures; instructing experiment participants on the procedure and conditions for its effective implementation (if the experiment is carried out by more than one person); implementation of the system of measures proposed by the author to solve a certain experimental problem (formation of knowledge, skills or education of certain qualities of an individual, team, etc.); recording data on the progress of the experiment on the basis of intermediate sections characterizing the changes occurring in the object under the influence of the experimental system of measures; an indication of difficulties and possible typical shortcomings during the experiment; assessment of current costs of time, money and effort.

Final stage - summing up results experiment: description of the results of the implementation of the experimental system of measures (the final state of the level of knowledge, abilities, skills, level of education, etc.); characterization of the conditions under which the experiment gave favorable results (educational and material, hygienic, moral and psychological, etc.); description of the characteristics of the subjects of experimental influence (teachers, educators, etc.); data on the costs of time, effort and money; indication of the limits of application of the system of measures tested during the experiment.

The results of pedagogical experiments in psychological and pedagogical research should not be absolute. They definitely need reinforcement and verification using other scientific methods of pedagogy and psychology. The effectiveness of experimental work depends critically on the skill of the researcher, his methodological and methodological equipment.

Conclusion

Method (Greek - way of cognition) - “the path to something”, a way to achieve a goal, a certain way of ordering the activity of the subject in any form.

The main function of the method is the internal organization and regulation of the process of cognition or practical transformation of a particular object.

The concept of “scientific method” is understood as “a purposeful approach, a way by which a given goal is achieved. It is a complex of various cognitive approaches and practical operations aimed at acquiring scientific knowledge.” In psychology and pedagogy, the scientific method is a system of approaches and methods that correspond to the subject and the tasks of these sciences.

At present, some approaches to building a system of methods of psychology and pedagogy have been identified. In psychology and pedagogy, groups of empirical and theoretical methods of psychological and pedagogical research are conventionally distinguished.

The group of theoretical research methods includes - theoretical analysis and synthesis, abstraction and concretization, induction and deduction, modeling method, the group of empirical ones - observation, conversation, survey methods (questioning, interviewing, testing, sociometry), experiment and others.

Along with these groups of methods, auxiliary methods of psychological and pedagogical research are distinguished, which include mathematical and statistical methods for interpreting the results of scientific work.

For each stage of the study, the most optimal set of methods should be used, and it is recommended to be guided by the following requirements: a combination of methods is necessary that allows one to obtain comprehensive information; methods must reflect the dynamics of the development of certain qualities over time; methods must allow one to analyze not only the results, but also the conditions under which they were obtained.

Survey methods (questioning, interviewing, testing, sociometry) can be used at the very beginning of a large psychological and pedagogical study for the purpose of orientation in the selection of possible problems, in the middle - for the purpose of clarification and coordination, at the end - for comparing the results obtained with the opinions of the participants themselves experiment. Testing can be used in control and experimental groups before and after the formative experiment. It is assumed that at first the results in the control group were higher, and after the formative experiment, they became lower than in the experimental group. The observation method can be carried out continuously over a long period of time, its results help to reflect the dynamics of changes in the behavior of the subjects.

Bibliography

1. Valeev G.Kh. Methodology and methods of psychological and pedagogical research: A textbook for students of 3-5 years of pedagogical universities in the specialty "031000" - Pedagogy and Psychology." - Sterlitamak: Sterlitamak State Pedagogical Institute, 2002.

2. Davydov V.P. Fundamentals of methodology, methods and technology of pedagogical research: Scientific and methodological manual. - M.: FSB Academy, 1997.

3. Zagvyazinsky V.I., Atakhanov R. Methodology and methods of psychological and pedagogical research: Textbook. - M.: Publishing Center “Academy”, 2001.

4. Kokhanovsky V.P. Philosophy and methodology of science: Textbook for higher educational institutions. - Rostov n/d.: “Phoenix”, 1999.

5. Obraztsov P.I. Methodology and methods of psychological and pedagogical research: Course of lectures. - Orel, 2002.

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