Scientific research can be defined as purposeful knowledge. To conduct research means to study, to learn patterns, systematizing facts.

Scientific research has a number of distinguishing features: the presence of a clear formulated goal; desire to discover the unknown; systematic process and results; substantiation and verification of the obtained conclusions and generalizations.

It is necessary to distinguish between scientific and ordinary knowledge. Scientific knowledge, unlike everyday knowledge, involves the use of special research methods. In this regard, there is a need for a constant search for new methods for studying unexplored objects.

What are research methods

Research methods are ways to achieve the goal in scientific work. The science that studies these methods is called "Methodology".

Any human activity depends not only on the object (what it is aimed at) and the actor (subject), but also on how it is carried out, what means and methods are used. This is the essence of the method.

Translated from Greek, "method" means "method of knowledge." A correctly chosen method contributes to a faster and more accurate achievement of the goal, serves as a special compass that helps the researcher avoid most mistakes, paving his way.

The difference between a method and a technique and methodology

Very often there is confusion in the concepts of method and methodology. The methodology is a system of ways of knowing. For example, when conducting a sociological study, quantitative and qualitative methods can be combined. The totality of these methods will be a research methodology.

The concept of methodology is close in meaning to the research procedure, its sequence, algorithm. Without a quality technique, even the right method will not give a good result.

If methodology is a way of implementing a method, then methodology is the study of methods. In a broad sense, the methodology is

Classification of scientific research methods

All methods of scientific research are divided into several levels.

Philosophical Methods

The most famous among them are the oldest methods: dialectical and metaphysical. In addition to them, philosophical methods include phenomenological, hermeneutical, intuitive, analytical, eclectic, dogmatic, sophistical and others.

General scientific methods

An analysis of the process of cognition allows us to identify the methods on which not only scientific, but also any everyday human knowledge is built. These include theoretical level methods:

1. Analysis - the division of a single whole into separate parts, sides and properties for their further detailed study.
2. Synthesis is the combination of separate parts into a single whole.
3. Abstraction is the mental selection of any essential properties of the subject under consideration while simultaneously abstracting from a number of other features inherent in it.
4. Generalization - the establishment of a unifying property of objects.
5. Induction is a way of constructing a general conclusion based on known individual facts.

Examples of research methods

For example, by studying the properties of certain liquids, it is revealed that they have the property of elasticity. Based on the fact that water and alcohol are liquids, they conclude that all liquids have the property of elasticity.

Deduction- a way of constructing a private conclusion, based on a general judgment.

For example, two facts are known: 1) all metals have the property of electrical conductivity; 2) copper - metal. It can be concluded that copper has the property of electrical conductivity.

Analogy- such a method of cognition, in which knowledge of a number of common features for objects allows us to conclude that they are similar in other ways.

For example, science knows that light has properties such as interference and diffraction. In addition, it was previously established that sound has the same properties and this is due to its wave nature. Based on this analogy, a conclusion was made about the wave nature of light (by analogy with sound).

Modeling- creation of a model (copy) of the object of study for the purpose of its study.

In addition to methods of the theoretical level, there are methods of the empirical level.

Classification of general scientific methods

Empirical level methods

Method	Definition	Example
Observation	Research based on the senses; perception of phenomena	In order to study one of the stages in the development of children, J. Piaget observed the manipulative games of children with certain toys. On the basis of observation, he concluded that the child's ability to put objects into each other occurs later than the motor skills necessary for this.
Description	Fixing information	The anthropologist writes down all the facts about the life of the tribe, without exerting any influence on it.
Measurement	Comparison by common features	Determining body temperature with a thermometer; determination of weight by balancing weights on a balance scale; radar distance determination
Experiment	Research based on observation in conditions created specifically for this	On a busy city street, groups of people in various numbers (2,3,4,5,6, etc. people) stopped and looked up. Passers-by stopped nearby and also began to look up. It turned out that the percentage of those who joined increased significantly when the experimental group reached 5 people.
Comparison	Research based on the study of the similarities and differences of subjects; comparison of one thing with another	Comparison of economic indicators of the base year with the past, on the basis of which a conclusion is made about economic trends

Theoretical Level Methods

Method	Definition	Example
Formalization	Disclosure of the essence of processes by displaying them in a sign-symbolic form	Flight simulation based on knowledge of the main characteristics of the aircraft
Axiomatization	Application of axioms to construct theories	Geometry of Euclid
Hypothetical-deductive	Creating a system of hypotheses and deriving conclusions from this	The discovery of the planet Neptune was based on several hypotheses. As a result of their analysis, it was concluded that Uranus is not the last planet in the solar system. The theoretical justification for finding a new planet in a certain place was then confirmed empirically

Specific scientific (special) methods

In any scientific discipline, a set of certain methods is applied, related to different "levels" of methodology. It is quite difficult to tie any method to a particular discipline. However, each discipline relies on a number of methods. Let's take a look at some of them.

Biology:

• genealogical - the study of heredity, the compilation of pedigrees;
• historical - determining the relationship between phenomena that have taken place over a long period of time (billions of years);
• biochemical - the study of the chemical processes of the body, etc.

Jurisprudence:

• historical and legal - obtaining knowledge about legal practice, legislation in different periods of time;
• comparative legal - search and study of similarities and differences between the state-legal institutions of countries;
• right sociological method - the study of reality in the field of state and law using questionnaires, surveys, etc.

In medicine, there are three main groups of methods for studying the body:

• laboratory diagnostics - the study of the properties and composition of biological fluids;
• functional diagnostics - the study of organs by their manifestations (mechanical, electrical, sound);
• structural diagnostics - the identification of changes in the structure of the body.

Economy:

• economic analysis - the study of the constituent parts of the whole under study;
• statistical and economic method - analysis and processing of statistical indicators;
• sociological method - questioning, survey, interviewing, etc.
• design and construction, economic modeling, etc.

Psychology:

• experimental method - the creation of such circumstances that provoke the manifestation of any mental phenomenon;
• method of observation - through the organized perception of the phenomenon, a mental phenomenon is explained;
• biographical method, comparative genetic method, etc.

Empirical study data analysis

Empirical research is aimed at obtaining empirical data - data obtained through experience, practice.

The analysis of such data occurs in several stages:

1. Description of the data. At this stage, summarized results are described using indicators and graphs.
2. Comparison. Similarities and differences between the two samples are identified.
3. Exploring dependencies. Establishment of interdependencies (correlation, regression analysis).
4. Volume reduction. The study of all variables in the presence of a large number of them, identifying the most informative.
5. Grouping.

The results of any study conducted - analysis and interpretation of data - are drawn up on paper. The range of such research papers is quite wide: tests, abstracts, reports, term papers, theses, theses, dissertations, monographs, textbooks, etc. Only after a comprehensive study and evaluation of the findings, the results of the research are used in practice.

Instead of a conclusion

A. M. Novikov and D. A. Novikova in the book “ ” in the methods of theoretical and empirical research also distinguishes methods-operations (a way to achieve a goal) and methods-actions (solution of a specific problem). This specification is not accidental. A more rigid systematization of scientific knowledge increases its effectiveness.

Research methods as they are updated: February 15, 2019 by: Scientific Articles.Ru

Methodology- the doctrine of the principles of research, forms and methods of scientific knowledge. The methodology determines the general orientation of research, the specifics of the approach to the object of study, and the method of organizing scientific knowledge.

There are three interrelated hierarchical levels of methodology: philosophical, general scientific and particular methodology. Philosophical methodology- the highest level. The principles formulated in the history of ff are of decisive importance for it: the law of the unity and struggle of opposites, the law of the transition of quantity into quality, the law of negation of negation, the categories of general, particular and separate, quality and quantity; the principle of universal connection of phenomena, the principles of contradiction, causality. This also includes the logic of scientific knowledge, which requires compliance with the laws of logic in relation to the phenomenon under study. General methodological methods of research- analysis and synthesis of the studied phenomena. Methodological principles of cognition develop together with science.

Philosophical methodology establishes the forms of scientific knowledge, based on the disclosure of the interrelationships of sciences. Depending on the principles underlying the division, various classifications of sciences are distinguished, of which the most common is their division into physical and mathematical, technical, natural and humanitarian.

General scientific methodology is a generalization of the methods and principles of studying phenomena by various sciences. General scientific methods of research - observation, experiment, modeling, which are of a different nature depending on the specifics of science.

Observation includes the selection of facts, the establishment of their features, the description of the observed phenomenon in verbal or symbolic form (graphs, tables, etc.) its properties and features: selection of vocabulary groups, grammatical properties of a word, etc. It requires a good knowledge of the language by the researcher, the presence of the so-called etymological instinct.

Experiment This is an experiment set in exactly the right conditions. In linguistics, experiments are carried out both with the use of instruments and apparatus (experimental phonetics, neurolinguistics) and without them (psycholinguistic tests, questionnaires, etc.).

Modeling - a way of knowing reality, in which objects or processes are studied by building and studying their models. A model is understood as any image (image, drawing, diagram, graph, etc.) or device used as a “substitute” for an object or phenomenon. The model is built on the basis of a hypothesis about the structure of the original and is its functional analogue. The concept of a model entered linguistics in the 1960s. in connection with the penetration into it of the ideas and methods of cybernetics.

Interpretation - a general scientific method of cognition, which consists in revealing the meaning of the results obtained and including them in the system of existing knowledge. Without this, their meaning and value remain undiscovered. In the 60-70s. a direction developed - interpretive linguistics, which considered the meaning and meaning of language units depending on the interpretive activity of a person.

Private methodology - methods of specific sciences: linguistic, mathematical, etc., related to philosophical and general scientific methodology and can be borrowed by other sciences. Linguistic research methods are characterized by weak formalization of evidence and the rare use of instrumental experiments. The linguist conducts the analysis by superimposing the available knowledge about the object on the specific material (text), from which this or that selection is made, and the theory is built on the basis of sample models. Free interpretation of a variety of factual material according to the rules of formal logic and scientific intuition are characteristic features of linguistic methods.

Term method does not have a clear interpretation. V.I. Kodukhov proposes to distinguish 4 concepts expressed by this term:

· Method-aspect as a way of knowing reality;

· Method-reception as a set of research rules;

· Method-technique as a procedure for applying the method-reception;

· Method-method of description as an external form of reception and methods of description.

Most often, a method is understood as a generalized set of theoretical attitudes, research methods associated with a particular theory. The method always singles out that side of the object of study, which is recognized as the main one in this theory: the historical aspect of the language - in comparative historical linguistics, the psychological - in psycholinguistics, etc. Any major stage in the development of linguistics was accompanied by a change in the method of research, the desire to create a new general method. Thus, each method has its own scope, explores its own aspects, properties and qualities of the object.

Research methodology - the procedure for applying a particular method, which depends on the aspect of the study, the technique and methods of description, the personality of the researcher and other factors. So, in the quantitative study of language units, depending on the objectives of the study, different methods can be used: approximate calculations, calculations using a mathematical apparatus, continuous or partial sampling of language units, etc. The methodology covers all stages of the study: observation and collection of material, the choice of units of analysis and the establishment of their properties, the method of description, the method of analysis, the nature of the interpretation of the phenomenon under study. The difference in schools within the same linguistic trend most often lies not in research methods, but in various methods of analyzing and describing the material, the degree of their severity, formalization and significance in the theory and practice of research. Thus, for example, different schools of structuralism are characterized: Prague structuralism, Danish glossematics, American descriptivism.

Thus, the method, methodology and methodology are closely related and mutually complement each other. The choice in each case of the methodological principle, the scope of the method and methodology depends on the researcher, the goals and objectives of the study.

Each of us has heard such concepts as a method or technique many times. But not many people may know that they are closely related, and sometimes they may think that these words are synonyms. You should know that the method is complemented by a methodology for approaching the problem. It should be borne in mind that when choosing one or another method for solving a problem, it is necessary to follow a certain methodology for resolving a particular situation.

The concept of method and methodology

The method is way of moving a goal or solving a specific problem. It can be described by all the views, techniques, methods and operations that are closely related and create a kind of network. They are purposefully used in activities or in the learning process. The main reasons for choosing a method are the worldview of a person, as well as his goals and objectives.
Methods, in turn, can have their own groups. They are:

1. Organizational.
2. Empirical.
3. Data processing.
4. Interpretive.

Organizational methods is a group that includes complex, comparative and longitudinal methods. Thanks to comparative methods, it is possible to study objects according to their characteristics and indicators. Longitudinal methods allow you to examine the same situation or the same object over a certain amount of time. The complex method includes the consideration of the object and its study.

Empirical methods, first of all, observation and experiments. They also include conversations, tests and the like, a method of analysis, evaluation and products of activity.

The method of data processing includes statistical and qualitative analysis of a situation or an object. The interpretation method includes a group of genetic and structural methods.

Each of the above methods is selected from the applied methodology. Each human activity can contain one or another decision method. Each of us decides how to act in a particular situation, based on external factors and signs. We evaluate what is happening and try to choose the right next steps with the maximum benefit and minimum negative. Nobody wants to lose and therefore does everything to prevent this from happening.

The methodology, in turn, is determined the totality of all techniques and methods in teaching or carrying out some work, process, as well as doing something. This is a science that can help implement any methods. It contains various ways and organizations in which the studied objects and subjects interact using specific material or procedures. The technique allows us to choose the most suitable method for the situation, which will allow us to move on, as well as develop. It also allows you to navigate in a particular situation, which makes it possible to move in the right direction and choose the right method to solve the problem.

The difference between a method and a technique

The methodology includes more specifics and subject characteristics than a method. In other words, this science can provide a well-thought-out, adapted and prepared algorithm of actions that will solve a specific problem. But at the same time, such a clear sequence of actions is determined by the chosen method, which is characterized by its own principles.

The main distinguishing feature of the technique from the method is more detailed techniques and their applicability to the problem. The solution methods are more detailed, which allows the researcher to choose the right method and turn his plan into reality. In other words, the method is embodied due to the method. If a person chooses the appropriate method for solving a particular problem, based on a set of specific methods, then he will have several methods for solving, and he will also become more flexible in his approach to this situation.

Such a person will be hard to drive into a dead end, as he will be ready for anything. So, the method is nothing more than choosing the direction on the right path to successfully solving a problem, getting out of an unpleasant situation, or success in general. In addition, you still need to skillfully apply it. This will allow you to squeeze the maximum out of any situation, while allowing a minimum of errors. Therefore, it is necessary to choose the right solution technique, based on the chosen method, which will allow you to find the right path and open your eyes to what is happening.

method, Method, technique, technology as pedagogical concepts

In modern science and practice, one can often come across such concepts as “method”, “method”, “technique” and “technology”. At the same time, quite often one of these concepts is tried to be defined through the other. So, for example, you can find the following definition of the method of activity: “Method  ... reception, way or mode of action. Or: "Method  ... way organization of practical and theoretical development of activities, due to the laws of the object under consideration ". In turn, the concept of "method" dictionary S.I. Ozhegova defines it as follows: "A method is an action or a system of actions used in the performance of some work, in the implementation of something." From these definitions, it is completely unclear which of these two concepts is wider and which is narrower, and how they relate to each other. A similar picture, as we will see later, is also observed in relation to the concepts of "methodology" and "technology", and after all, all the above concepts are basic both in didactics and in the theory of education. Thus, we can state the existence of the problem of ambiguity in the interpretation of the basic, basic concepts of pedagogical science and practice. Since in our case it is necessary to define not one concept, but to form an organized system of concepts fixed in terms, we will turn to the position of logic that "an organized terminological system provides for the relationship" one term - one concept ". At the same time, this system provides for the possibility of expressing one concept through another, or other concepts. Based on these provisions of logic, we will try to solve the following tasks: to define the above concepts in a pedagogical context; establish, if possible, their ratio.

Let us analyze the various definitions of the concepts "method", "method", "technique" and "technology", tabulating their various definitions in the interpretation of different authors.

The most common definitions of the concepts "method", "method", "technique" and "technology"

Table continuation

	way theoretical research or practical implementation of something.
	way achieving any goal, solving a specific problem; a set of techniques or operations of practical or theoretical development (cognition) of reality ".
3. The technique is	totality methods teaching something, doing something in practice, as well as the science of teaching methods.
4. Technology is	a)	a set of production processes in a particular industry, as well as a scientific description of production methods.
	b)	1) aggregate methods processing, manufacturing, changing the state, properties, form of raw materials, material or semi-finished products in the production process ... 2) the science of how raw materials, materials or semi-finished products are affected by the corresponding production tools.
	in)	totality methods processing, manufacturing, changing the state, properties, form of raw materials, material or semi-finished products in the production process.
	G)	systemic method evaluating the entire process of learning and learning by taking into account human and technical resources and the interaction between them to achieve more effective forms of education [UNESCO definition, op. according to 7, p.264].
	e)	art, craftsmanship, skill, totality methods processing, state changes.
	e)	cultural concept associated with human thinking and activity.
	g)	intellectual processing of technically significant qualities and abilities.
	h)	a body of knowledge about the methods of implementation of any processes.
	and)	organized, purposeful, deliberate pedagogical influence and impact on the educational process.
	to)	content technique for the implementation of the educational process.
	l)	a means of guaranteed achievement of learning objectives.
	m)	description of the process of achieving the planned learning outcomes .
	m)	a project of a specific pedagogical system, implemented in practice.

Table continuation

P)	minimum pedagogical impromptu in practical teaching.

Literally, the word "method" comes from the Greek " methodos' and literally translates as ' way to something". The philosophical dictionary defines the method as follows: “... in the most general sense, it is a way to achieve a goal, an activity ordered in a certain way” .

As can be seen from this definition, it consists of two parts. The first part interprets the method, similarly to the definitions discussed above, as a way of activity in the interests of achieving the goal. The second part of it defines the method as an activity ordered in a certain way. Let's analyze both of these parts.

It follows from the first part that a method is a method. In turn, it was previously determined that the method is a system of actions, and the action has always been an element of activity. Thus, a method is an activity to achieve a specific goal. However, as shown above, way is also defined as "an action or system of actions used in the performance of some work, in the implementation of something." Accordingly, any work has a specific purpose and is carried out for the sake of this purpose. From this we can draw only one conclusion: the existing definitions of the concepts "way" and "method" practically do not differ from each other, and do not allow us to understand the differences between them.

This conclusion can be fully attributed to the concepts of "methodology" and "technology". All this gives rise to an urgent need to define the concepts: "method", "method", "method" and "technology".

Without pretending to be canonical, we propose the following definitions and correlations, accompanying this process with the necessary explanations.

Way activities  is a set funds, methods and forms activities necessary for a given change in the initial state of the object of activity (subject of labor).

Graphically, this can be represented as follows.

Accordingly, in relation to training and education, this idea can be specified as follows.

Facilities activity - this is a set of material and ideal objects, as well as functional human organs, with the help of which they produce a change in the state, properties and form of raw materials, material or semi-finished products in the process of activity.

Method this is a certain logical sequence of actions carried out in the interests of achieving the goal of the activity.

At the same time, this definition takes into account the meaning of the Greek word " methodos"and its literal translation:" way to something". Accordingly, the path involves some sequence of steps, stages that need to be done and overcome in order to reach its end, which is the ultimate goal of traveling along this path. Therefore, in this context, the concept of "method" was defined as a logical sequence of actions leading to the achievement of the goal. It can also be said that method- this is a set of actions taken in their logical sequence, which leads to the achievement of a given goal of the activity. However, in both cases, the path is not identical to the means and forms of its passage, that is, the concept of "method" is not identical to the concept of "method".

The form activity determines the nature of the relationship between the components of the activity process.

For example, in way metal processing, called "sawing", the following components can be distinguished: means activities  a file of a certain shape and purpose; method activities  reciprocating movements carried out by a file in a certain plane; the form activities  individual manual processing of metal.

From the foregoing, we can conclude that with the importance and inalienability of means and forms of activity in the structure of a certain method, it is still based on the method of activity, since it is in it that the actions necessary to achieve the goal of the activity are carried out, and the whole set of actions, which are, in fact, the activity itself, and form the essence of the method.

On this basis, it can be concluded that a method of activity can be called a set of methods and means adequate to them, as well as forms of a certain activity, or  a set of methods of this activity.

With regard to the field of education, the methodology of a subject, for example, defines “the tasks of studying a given subject and its content”, as well as “the development, in accordance with the objectives and content of training, of methods, methodological tools and organizational forms of training” . Based on this definition, it can be stated that the means and forms of activity are always inextricably linked with methods of activity and must be adequate to them. Abstracting from the definition of methodology as a science that explores the patterns of activity (in our case, learning), or as a science about methods of activity, we define it as follows.

Methodology activity is a set of methods of a certain activity with adequate means and forms.

In the development of any methodology, one can single out a certain logical sequence of actions. In a generalized form, such a sequence will look like it is shown in the figure.

Such activity in the sphere of production, for example, involves: processing, manufacturing, changing the state, properties, form of the object (subject) of activity. At the same time, since the definition of methodology contains, in addition to methods, also means and forms of activity, we can, in fact, speak not about a set of methods, but also about a set of ways of a certain activity.

Why does the term "method" come from the word "method" and not "method"?

First, if the set of methods is a technique, then, following the laws of logic, the set of methods is, respectively, “ method”, but there is no such word in Russian, Ukrainian and other Slavic languages. Therefore, the set of methods is still called a methodology.

Secondly, as mentioned above, the basis of the mode of activity is still the method of activity.

However, based on the analysis of the definitions of the concept of “technology” given in the table, which, like the methodology, interpret technology as a set of methods for a certain activity (processing), it is not clear how the methodology differs from technology. Let's try to understand this terminological problem.

First, in the general definitions of technology, it is indicated that this activity is carried out “in the process of production”. At the same time, it should be noted that we are talking about material production, where “processing, manufacturing, changing the state, properties, form of raw materials, material or semi-finished products” is carried out.

Secondly, the concept of “methodology” is used mostly in relation to training and education (as, for example, by S.I. Ozhegov in), that is, in the humanitarian sphere, or in the sphere that can conditionally be called the sphere of spiritual production.

What is the difference between these two concepts that characterize human activity?

In the sphere of material production, due to the development of science, engineering and technology, humanity has managed to achieve guaranteed in terms of quality and quantity of performance.

Such successes in the field of spiritual production, in particular training and education, became possible only after the technique and technologies reached a certain level of development. These include the creation of adaptive learning systems, the use of multimedia tools for learning, including, for example, distance learning, the use of which has become possible due to the intensive development of computer technology. In other words, it can be stated that the guaranteed in terms of the quality and quantity of the result in the sphere of spiritual production, it became possible only thanks to success in the development of the sphere of production of material, or rather, thanks to the use of new, due to the development of technology and technology, means of spiritual production. Such means in training, for example, are: computers with appropriate software in the form of training and control programs; use of the international information network internet, including in the distance learning system; various kinds of modern projection equipment using liquid crystals, technically sophisticated training systems, etc., ending with the use of laser pointers.

It was the desire to obtain a result of activity guaranteed in terms of quality and quantity in the sphere of spiritual production that gave rise to the need to use such methods that, by analogy with the sphere of material production, would allow it to be obtained. They, accordingly, were called technologies in the humanitarian sphere in general and technologies of training and education (pedagogical technologies)  in the field of education in particular.

Taking into account the above reasoning, we can propose the following definition of general technology.

Technology a system of methods (methods, means and forms) of activity that ensures the receipt of a guaranteed final result in terms of quality and quantity.

At this stage of the discussion regarding educational technology (pedagogical) we can conclude the following.

1. Technology in the field of education is a technique that guarantees a high quality and quantity end result.

2. Obtaining a result of high quality and quantity when using educational technologies does not depend on the subject and object of training and education. At the same time, the methodology should always take into account their individual psychophysiological characteristics, is based on the intuition of the teacher, that is, it is the author's way of activity or a kind of author's technology.

3. Technology in education is a technique brought to perfection, in which, due to the use of a special combination of means, methods and forms of training and education, individual psychophysiological characteristics that prevent obtaining a guaranteed result are leveled. In this connection, it should be noted that this "special combination" is nothing but system activities with all the properties inherent in the system: constant focus on achieving the goal, high noise immunity, etc. It is these properties that are characteristic of any systems that ensure the guaranteed result of the activity.

4. Any technology is always based on a certain methodology and, conversely, any methodology is based on one or another technology adapted to the personality of the teacher and students. In this ratio, the technique is more of an art, and technology is more of a science. About this phenomenon V.P. Bespalko, in the epigraph to the first chapter of his famous monograph “The Components of Pedagogical Technology,” wrote: “Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again.”

Summing up our reasoning, we can define the relationship between these concepts.

^ Method activity is an integral part, an element way activities. In turn, the totality of activities is methodology activities. The methodology, which gives a guaranteed result, regardless of the personal qualities of the subject and object of activity, can be considered technology.

This entire logical chain, having adapted it to the field of education, can be used to characterize the elements of the pedagogical process.

Literature

1.	^ Dictionary of foreign words.  7th ed., revised.  M.: Russian language, 1979.  624 p.
2.	Goncharenko S.U. Ukrainian Pedagogical Dictionary. - Kiev: Libid, 1997. - 376 p.
3.	Toftul M.G. Logic. A guide for students of higher initial mortgages. - K., 1999. - 336 p.
4.	Ozhegov S. I. Dictionary of the Russian language / Ed. Dr. philologist. sciences, prof. N. Yu. Shvedova. - 10th ed., stereotype. - M .: “Owls. Encyclopedia", 1975. - 846 p.
5.	Big Encyclopedic Dictionary: In 2 volumes / Ch. Ed. A.M. Prokhorov. - Owls. Encyclopedia, 1991. Vol.1. - 1991. - 863 p.
6.	Big Encyclopedic Dictionary: In 2 volumes / Ch. Ed. A.M. Prokhorov. - Owls. Encyclopedia, 1991. V.2. - 1991. - 768 p.
7.	Professional pedagogy: A textbook for students studying in pedagogical specialties and areas. - M.: Association "Professional education" 1997. - 512 p.
8.	Philosophical Dictionary / Ed. I.T. Frolova. - 5th ed. - M.: Politizdat, 1987. - 590 p.
9.	Bespalko V.P. Components of pedagogical technology. - M.: Pedagogy, 1989 - 192 p.

Vasiliev I.B.

Method, way, technique, technology as pedagogical concepts

An attempt is made to clarify the existing conceptual apparatus of pedagogy from the standpoint of the idea of ​​an organized terminological system. The author's interpretation of such concepts as "method", "method", "technique" and "technology" with their adaptation to the field of education is presented. Their correlation and interrelation are determined.

Vasiliev I.B.

Method, method, technique, technology as a pedagogical understanding

The attempt to clarify the basic conceptual apparatus of pedagogy from the position of representation about the organized terminological system was completed. The author's interpretation of such understanding as "method", "method", "technique" and "technology" with their adaptation to the sphere of knowledge is presented. Signed їhnє svіvіdshennya ta vzaєmozv "language.

I.B. Vasilyev

Method, Process, Technique, Technology as Pedagogical Concepts

In attempt has been made to specie by the existing conceptual apparatus of pedagogies from the point of view of an organized terminological system. The author's treatment of such concepts as "method", "process", "technique" and "technology" with their adaptation to the sphere of education is submitted. Their ratio and interrelation are determined.

Method is a very broad concept, applicable to almost every science and inextricably linked with research. However, it has a very precise definition. The history of the development of methods and methodology is divided into two periods, which will be discussed in more detail in this article. In addition, questions of classification and evolution of methods will be touched upon.

Terminology

Essentially, the word "method" has two full meanings.

First, a method is a way of theoretical research or practical implementation. In this sense, it is perceived by scientists. For example, empirical (that is, based on experience) or (from general to particular). It is worth noting that these given examples are methods of cognition, which is only one of the areas of methodology.

Secondly, a method is a way to act in a certain way, an action option chosen by a particular person / organization, etc. For example, methods of management, control, manipulative methods.

It is also important to note the fact that both meanings are correlated with each other: thus, definitions begin with the word "way", which is a very general synonym for "method". Further clarification follows: the method of what exactly? These are the two important elements that make up the method.

Methodology

Methodology - the doctrine of methods, which is a holistic system of organization principles, as well as ways to build both theoretical and practical activities. This definition also contains the key to one general definition of the method.

That is, a method is something by which an activity is organized. But it is still customary to take as a basis two definitions delimited from each other, presented a little higher, in the previous paragraph.

Tasks and features

The method must correlate with reality, with those properties and laws that reality carries in itself.

The need for the emergence of methods stems from the task of accumulating and transferring social experience. The early stages of cultural development already contained the rudiments of methodology. But only when the need to formalize the rules and norms of activity was clarified, they began to develop it in a conscious and purposeful way.

Historical development of methodology as a science

Methodology has long been included in the context of natural-philosophical and logical concepts. Moreover, it was a philosophical activity. Consequently, first of all, the definition of the method as a way of cognition arose.

From this point of view, different philosophers at different times have classified methods in their own way. For example, before the spread of German classical philosophy, only two types of methods were distinguished: rationalistic and empiricist. But the limitations of these directions were subsequently criticized. The nature of the methodology itself also remained unclear: from mechanical to dialectical. After analyzing the structure of the doctrine, Kant singled out constitutive and regulative principles. Some categories were studied and introduced by Hegel.

However, under the aim of philosophy, methodology could not achieve specificity, remaining a set of points of view.

Twentieth century: reforming ideas about methodology

In the twentieth century, methodology began to embrace a specialized field of knowledge. In addition, she was given a specific direction: internal movement, that is, the mechanisms and logic of knowledge.

Methodology began to correspond to differentiation.

Classification

There are the following types of methods:

• General, which have their own classification. Dialectical and metaphysical methods are known.
• General scientific, the classification of which is based on the levels of knowledge - empirical and theoretical.
• Private scientific, or specific, tied to specific areas of science in which they are used or from which they originate. In other words, the basis for this type is the application of methods in various areas or the development of methods by these areas. This species has the widest range of examples. So social methods are directly related to sociology and society, and psychological methods are based directly on the laws of psychology.

Methods and techniques

The method differs from the technique in the first place in less specification. The second is, so to speak, a ready-made algorithm, an instruction for actions. The same method may be applicable in different cases, while the methods are mostly highly specialized and developed for specific circumstances.

Evolution of Methods

The evolution of methods can be easily traced on the example of the Institute of Medicine, or rather, diagnostic studies.

Modern diagnostics is improving due to the progress and deepening of scientific knowledge. Apparatus and devices are now provided that were not available at least fifty years ago.

We can say that modern methods have been extremely influenced by such an invention of mankind as a computer. And not only as the implementation of some developments, but also for the analysis of data that helps to identify logical connections that have not been noticed before, to reform methods, to adjust them to the current realities of life.

The method is a universal tool, technique, the most important element of any of the areas. Methods progress along with scientific knowledge. The structuring of methodology in the twentieth century contributed to the fact that the development acquired an extensive character.