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.
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 signs, 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.
Theory(Greek theoría, from theoréo - I consider, explore), in a broad sense - a set of views, ideas, ideas aimed at interpreting and explaining a phenomenon; in a narrower and more specialized sense - the highest, most developed form of organization of scientific knowledge, giving a holistic view of the patterns and existing relationships of a certain area of reality - the object of this T. T. acts as the most perfect form of scientific substantiation and programming of practical activity.
CONCEPT(from lat. conceptio - grasping) - a term of philosophical discourse that expresses either the act of grasping, understanding and comprehending meanings in the course of speech discussion and conflict of interpretations, or their result, presented in a variety of concepts that are not deposited in unambiguous and generally significant forms of concepts. The concept is associated with the development and deployment of personal knowledge, which, unlike theory, does not receive a complete deductive-systemic form of organization and whose elements are not ideal objects, axioms and concepts, but concepts - stable semantic condensations that arise and function in the process of dialogue and speech communication. . Concepts, acquiring the propositional form of a theory, lose their conjugation with the correlativity of questions and answers that form a certain complex. Concepts do not correlate with objects, but with questions and answers expressed in speech and semantic "common voices" recognized by the participants in the dialogue. Each element of the concept does not correlate with the object, but with the integrity of personal experience.
METHOD - in a broad sense, a conscious way to achieve some result, carry out certain activities, solve some problems. The method presupposes a certain sequence of actions based on a clearly realized, articulated and controlled ideal plan in the most diverse types of cognitive and practical activities in society and culture. The degree of this awareness and control of the ideal plan of activity may be different, but one way or another, the implementation of activities on the basis of one method or another, in principle, involves a conscious correlation of the methods of action of the subjects of this activity with the real situation, an assessment of their effectiveness, critical analysis and selection of various alternatives of action and etc
According to Borishpolts, it is a way to achieve a goal, a set of methods / operations of practical or theoretical knowledge of reality. Associated with the operationalization of theoretical knowledge. Or a conscious way of achieving results, solving tasks.
Methodology- a set of ways, methods of cognition
According to Kovalchenko, a set of rules and procedures, techniques and operations that make it possible to put into practice the ideas and requirements of the principle on which the method is based.
Methodology (from "method" and "logy") -1) the doctrine of the structure, logical organization, methods and means of activity 2) a system of principles and methods of organizing and constructing theoretical and practical activities, as well as the doctrine of this system "
Methodology – 1)it is the doctrine of the organization of activity. 2) the doctrine of the method of cognition and transformation of the world "This definition unambiguously determines the subject of methodology - the organization of activities
AN APPROACH- a complex of paradigmatic, syntagmatic and pragmatic structures and mechanisms in cognition and / or practice, characterizing competing (or historically replacing each other) strategies and programs in philosophy, science, politics or in the organization of people's life and activities. Usually, the analysis of the category of P. is turned to during special periods in the development of a particular activity, when fundamental changes are fixed or problems that cannot be solved by available means arise. In the development of science and scientific activity, Kuhn called these periods scientific revolutions. In a broader sense, all science is a special P. to the world, the basic paradigm of which is detailed ideas about nature.
Scientific concepts- the most general and important fundamental provisions of the theories.
scientific theory- is a systematized knowledge in their totality. Scientific theories explain a lot of accumulated scientific facts and describe a certain fragment of reality (for example, electrical phenomena, mechanical movement, transformation of substances, evolution of species, etc.) through a system of laws.
The main difference between a theory and a hypothesis is reliability, proof. The term theory itself has many meanings. Theory in a strictly scientific sense - this is a system of already confirmed knowledge, comprehensively revealing the structure, functioning and development of the object under study, the relationship of all its elements, aspects and theories.
There are three types of theories.
1. Descriptive theories. Descriptive theories are qualitative in nature. They single out the group of phenomena or objects under study, formulate general patterns based on scientific data, but proof correction and logical analysis are not carried out. Such theories include the first theories of electricity and magnetism, Pavlov's philological theory, Darwin's theory, modern psychological theories.
2. Scientific theories. In these theories, with the help of mathematical models, an ideal object is constructed that represents and replaces the real object. Usually such theories are based on several axioms and hypotheses. The consequences of the theory are verified experimentally. An example is modern physical theories, which are characterized by logic and a rigorous mathematical apparatus.
3. Deductive theories. In deductive theories, the basic axiom is formulated, and then the provisions derived from the basic axiom by strict logic are added. Example: "Beginnings" of Euclid.
In the educational and scientific pedagogical literature, the concepts of "technology" and "method" are in such a close relationship that they are often considered either as synonyms, or as subordinate phenomena, or as components of a whole (technology in a method, methods in technology). To clearly distinguish between these categories, it is necessary to consider what the method is as a pedagogical concept.
Method(from the Greek methodos - the path of research, theory, teaching) - this is a way to achieve a goal, solve a problem; a set of techniques and operations of practical or theoretical development (cognition) of reality. The very meaning of this word indicates that it can be used quite widely in social pedagogy.
Depending on the scope of application, separate groups of methods are distinguished: methods of education; teaching methods; methods of pedagogical rehabilitation; methods of pedagogical correction, etc. Within each group, their own methods have been developed, depending on what they are aimed at and how they solve the problem.
In relation to socio-pedagogical technology, methods can be its integral part, providing a solution to the problem in the aggregate. To determine which method is needed in a particular socio-pedagogical situation to solve a functional problem, it is necessary to use the classification of methods.
There are many approaches to the classification of methods. Each classification is built on a specific basis. Let us present one of the approaches that can be used when considering socio-pedagogical technologies, in their development and adjustment.
However, before presenting a classification of methods, one should understand what place they occupy and what role they play in solving functional problems in general, as well as in a particular technology in particular.
So, method in social pedagogy is a way (way) of solving a certain problem of a person, group. Moreover, it is known that the solution of the problem (problems) of a person is achievable only through the realization of the potential of the possibilities of the person himself. In other words, the source of solving a person's problems is himself. Methods and are aimed at including a person in certain actions to solve their problems: directed development; mastery (assimilation); correction (correction) of what has been learned; improving any features; restoration of knowledge, skills, habits and their improvement, etc.
In order to apply the method that is needed in this particular case, it is necessary first of all to determine on whom the socio-pedagogical impact should be directed, what should be achieved and how to achieve this. There are three levels of classification that determine the place and role of methods.
The subjective level determines the subjectivity of the application of the method. The subject of the action are:
specialist(s). The methods they use are external methods of action, influence, interaction;
the person himself (the group through self-government). These are internal methods (independent actions, independent work of a person on himself). The names of such methods begin with "self-";
specialist (specialists) and the person (group) on which (on which) the pedagogical influence is carried out. In this case, we are talking about methods that determine the joint actions of a specialist and the person himself (the group itself). These are methods of joint activity, joint participation in the process of solving any problems, methods of action on one side and adequate actions on the other, etc.
Options for the ratio of external, internal and joint action can be very different depending on the situation, the age of the client and other factors.
Functional level determines the purpose of the method. Functional methods are divided into basic (main, leading) and providing. The main functional method is a method that includes an object (person, group) in certain actions, activities that ensure the implementation of the predicted goal - methods of implementation actions, activities (practical methods). Enabling functional methods are those that improve the efficiency and quality of the implementation of the action method. These include: methods of influencing the consciousness, feelings of a person; methods of organizing activities; methods of stimulating (restraining) actions, as well as methods of self-persuasion, self-organization, self-encouragement, self-coercion, etc.
Subject level determines how the method is implemented. Each method provides a certain way of its implementation - its own objectivity, which shows the actual way of implementing the functionality of the method. These include: groups of action methods (practical methods) - exercise methods, training methods, game methods (game methods), learning methods, etc .; groups of methods of influence - methods of persuasion, information methods; groups of methods for organizing activities - management methods, methods for monitoring activities, methods for creating situational environments that determine a certain nature of activity, etc.; groups of methods of stimulation (restraint) - methods of encouragement, methods of competition, methods of coercion, methods of control, methods of creating situations that stimulate (restrain) activity in actions, deeds, etc. Some methods can take place in various functional groups, for example, game methods, methods for creating situational environments, etc. Methods are an integral part of any socio-pedagogical technology. The name of some technologies is sometimes determined by the leading method (group of methods) used in it. Private technologies may reflect one of the leading methods, which often determines the name of this technology.
Methodology. The concept of "methodology" is closely related to the concept of method. Methodology is usually understood as the doctrine of methods for solving a specific problem, as well as a set of methods that provide a solution to a specific problem. And in pedagogical literature and practice, the concepts of method and methodology are so intertwined that it is very difficult to separate them.
As the most characteristic features that distinguish the content of the methodology, it is necessary to highlight:
a) technical methods for implementing a certain method, a specific implementation of the method. In this understanding, sometimes the technique is considered as a synonym for the technique of implementing the method. This approach to the allocation of methodology is reflected in didactics, and in the theory and practice of education;
b) a developed method of activity, on the basis of which the achievement of a specific pedagogical goal is realized - a methodology for the implementation of a certain pedagogical technology. In this case, methodology is understood as a methodological development that reveals the sequence and features of the implementation of a set of methods, means aimed at achieving a specific goal. For example, the method of forming a habit, the method of teaching writing, the method of developing speech, the method of organizing student practice, etc.;
c) features of pedagogical activity in the process of teaching an academic discipline, including recommendations for the study of individual sections, topics, conducting various types of training sessions - a private teaching methodology.
Means. This is what the use of which (what) leads to the achievement of the chosen goal. Means are the tools of the method. Often in the pedagogical literature there is a confusion of these concepts, when it is difficult to separate the method from the means and vice versa. The tool can be the determining factor of the method. The proposed version of the concepts of method and means allows us to more clearly distinguish between them and show their relationship.
The tool can also act as a technology factor - when it determines the main source of its functioning, for example, play, study, tourism, etc.
The proposed approach makes it possible to single out: the means of the pedagogical (socio-pedagogical) process and the means of the pedagogical (socio-pedagogical) activity.
The means of the pedagogical process are those means that are an integral part of the activity of a specialist in the process of introducing pedagogical technology. These include: work for study, rules of conduct established in an educational institution, cultural and leisure activities, physical culture and health, sports and sports activities, community work for tourism, regime (for correctional colonies), etc.
Means of pedagogical activity- this is what a specialist, in particular a social pedagogue, uses in his professional activities to influence a person, a group in the process of social and pedagogical work with them. Most often it is a method toolkit. By means of instrumental means, the achievement of the pedagogical (social-pedagogical) goal is ensured. Such means include: a word, an action, an example, a book, technical means, etc.
Thus, the means are an integral part of any method, technology, they determine them, and through them the possibility of practical implementation, the achievement of the predicted goal in socio-pedagogical work with the client is provided.
Reception. In pedagogical theory and practice, the concept of "reception" is also widely used. The range of its use is so great that it is often interpreted arbitrarily, which is greatly facilitated by the lack of an unambiguous definition of this concept in pedagogy.
The term "reception" should be understood as a separate peculiar action, movement, a way of doing something. In pedagogy (including social pedagogy) it is a way of using any means in the process of pedagogical activity.
Its essence can be considered as a combination and (or) originality of the use and manifestation of personal, verbal: intonational, mimic capabilities, behavior, action of actions and other manifestations of a specialist in the process of purposeful pedagogical activity, in particular, the implementation of socio-pedagogical technology, method, means.
No. 3. Classification of socio-pedagogical technologies
Classification (from Latin classis - category, class + facio - I do) - this is a system of subordinate concepts (classes, objects) of any field of knowledge or human activity, used as a means to establish links between these concepts or classes of objects. The role of classification in cognition is extremely great. It allows you to systematize the objects under study on certain grounds, taking into account the qualitative characteristics of each of them.
Many socio-pedagogical technologies are known, but their classification has not yet been developed. At the same time, it is necessary for many reasons, since the classification:
allows you to organize socio-pedagogical technologies according to certain criteria, which simplifies their choice and practical use;
shows which, for which category of object and for which conditions of practical application there are socio-pedagogical technologies, and which are not, or their choice is limited;
contributes to the creation of a bank of socio-pedagogical technologies, taking into account their specific features.
The formation of such a data bank is extremely important. It combines and systematizes the established and proven in practice socio-pedagogical technologies, which allows a specialist to quickly choose the most optimal technology option for practical application and, if necessary, make some adjustments to it., as well as propose some new technology solutions to a particular socio-pedagogical problem. Researcher such a technology bank will help to identify those aspects of the development and improvement of socio-pedagogical technologies that require study and scientific justification. A bank of technologies is also useful for a novice specialist, as it will allow him to use a method of activity that has already been tested by experience in typical situations.
To develop a classification of socio-pedagogical technologies, it is necessary to determine its foundations and criteria.
Foundations Classifications are those qualitative characteristics that make it possible to systematize technologies in relation to solving the main problems of an object, taking into account the goals of technologies and the features of their practical application.
H The most significant grounds for the classification of socio-pedagogical technologies are:
type of socio-pedagogical technology;
purpose of socio-pedagogical technology;
subject of application;
object of application;
place of application;
implementation method.
In accordance with the identified grounds, it is necessary to determine the criteria by which it is possible to systematize and classify socio-pedagogical technologies.
Criterion (from the Greek. kriterion - a means for judgment) - a sign on the basis of which an assessment, definition or classification of something is made; evaluation yardstick. On one basis, several criteria can be distinguished. They allow a greater degree of individualization of technologies.
Let us consider the most common criteria for each of the identified bases, which will allow us to develop a general classification of socio-pedagogical technologies.
Technology type. The criterion on this basis is aimed at identifying the type of socio-pedagogical technology, which is determined by its nature. That's why the nature of the technology is the main criterion on this basis, which makes it possible to distinguish public and private technology.
General technologies are focused on the general cycle of socio-pedagogical work with the client to identify his socio-pedagogical problem and its resolution.
Private technologies are aimed at solving a particular particular goal or task.
Purpose of technology. The criterion on this basis makes it possible to single out socio-pedagogical technologies depending on the main goal of the activity of a social teacher (the main purpose of the technology) in a given situation in relation to a specific object. Such a criterion is purpose of socio-pedagogical technology. In accordance with this criterion, technologies can have:
directional target purpose - technologies of development, education; pedagogical correction; pedagogical rehabilitation; corrections (re-education); outreach activities; career guidance work; leisure activities, etc.;
comprehensive purpose - technologies that involve the achievement of several goals at the same time.
Subject of application. There are several criteria for this. They make it possible to single out socio-pedagogical technology depending on the individual capabilities of a specialist. In other words, according to these criteria, a social educator can choose the most appropriate technology for him in a given situation, in the process of implementing which he will be able to achieve the greatest effectiveness. The criteria for this are:
level of professionalism- A beginner with experience, a highly qualified specialist;
specialization social pedagogue - in the direction of activity, for working with a certain age group, etc.
Object of application. There are several criteria for this as well. They make it possible to single out socio-pedagogical technology depending on the object characteristics activities. Such criteria can be the following characteristics of the object:
social- pupil, student, soldier, family, parent, etc.;
age- child, teenager, youth, etc.; personal (what is characteristic in the object that determines the need for socio-pedagogical work with it) - the nature of social deviation, psychological or emotional state, personality dynamism, compensatory opportunities, etc.;
quantitative- individual, group, collective; other criteria.
Each socio-pedagogical institution, as it accumulates experience in working with various categories of objects and technology options, forms its own bank, taking into account the most important criteria put forward by the needs of practice.
Place of application. The criterion on this basis makes it possible to classify socio-pedagogical technologies, depending on the conditions under which it is most expedient and optimal to use them. The conditions of application as a criterion for the classification of technologies make it possible to single out as a place of application: an educational institution; specialized center; place of residence, etc.
Way of implementation. The criterion on this basis is aimed at highlighting socio-pedagogical technologies depending on the method of achieving the goal (the main methods used, the means of practical application). As a rule, this is one (leading, basic) or several (certain set) methods used in the technology. That is, the criterion on this basis is the main way to achieve the goal - the leading method (game, activity, psychodrama, consultation, etc.); a set of basic methods; author's methods (education in the team of A.S. Makarenko; correction of vagrancy by P. G. Velsky; technology of self-development by M. Montessori; technology of free labor by S. Frenet, etc.).
The above grounds and classification criteria allow us to single out the main socio-pedagogical technologies, which are divided into two types - general technologies and private technologies.
Socio-pedagogical technologies of a general type (general socio-pedagogical technologies). These are technologies that include a full cycle of social and pedagogical work with a client, a group. In practice, the terms “methodology”, “program”, “scenario”, etc. are often used instead of the expression “socio-pedagogical technology”.
Socio-pedagogical technologies of a private type (private socio-pedagogical technologies)
identification and diagnosis of individual characteristics
Client, but also forecasting the prospects of his individual, individually corrective, corrective and compensatory development, education. The prognostic activity is based on the identification of the client's individual capabilities in self-development, the potential for this development.
By appointment diagnostic and prognostic technologies can also be different. They are defined by both the object and and the purposes of diagnostic and prognostic analysis. For example: the social teacher of the school is interested in what are the reasons for the student's difficulties in learning and what are the possibilities to overcome them; a mother brings her child to a family social service center (or a medical-psychological-social center) for a diagnostic and prognostic consultation in order to find out how to overcome the difficulties of relationships with him, outline ways to correct his upbringing, etc. In each case, it is possible own technology of work, on which the results obtained depend.
Socio-pedagogical technologies of a private type(private socio-pedagogical technologies). These technologies are distinguished from the structural components of the general technology or from particular types of functional activities of social educators. Therefore, they can also be called functional socio-pedagogical technologies. These technologies include: diagnostic, diagnostic and prognostic, prognostic technologies, as well as the choice of the optimal technology, direct preparation for the practical implementation of the target technology, target implementation, expert evaluation technologies.
Each of the functional socio-pedagogical technologies is subject to classification on the same grounds and criteria that are used for general technologies. Let's consider separate types of private technologies.
Diagnostic socio-pedagogical technologies. Such technologies are designed to perform a specific function - diagnosis. They are used to assess the phenomenon, the level of socio-pedagogical neglect of the object, the degree of deviation, the socio-pedagogical features of its development, etc.
Purpose. Such technologies are divided depending on the tasks of diagnostics (what it is focused on). Even general diagnostics provides for a certain minimum of activity, which allows a fairly complete assessment of the phenomenon under study. What is diagnosed very often determines how it should be done (the most appropriate way) and where (under what conditions) it is best to carry it out. Depending on the target orientation, diagnostic technologies are also distinguished.
Subject of application. The implementation of any diagnostic technology requires special training of a specialist.
Object of application. The diagnostic technique is usually focused on a certain area of practical application.
Place of sale. Diagnostic technologies are used, as a rule, in special centers, consultation points.
Any diagnostic technology provides for certain methods of implementation. They can be more or less effective and depend on a number of factors (technical equipment, preparedness of a specialist, preparedness of a laboratory for diagnostics, etc.). Depending on the object of diagnostics, a bank of technologies is formed, differentiated by the methods and means of implementation. These can be sociological or psychological methods using special forms, equipment, methods of observation, inclusion in certain types of activities, etc.
Diagnostic and prognostic socio-pedagogical technologies. Such technologies are used most often in specialized social and pedagogical institutions at the initial stage of working with a client. Their main purpose is not only to identify and diagnose the individual characteristics of the client, but also to predict the prospects for his individual, individually corrective, corrective and compensatory development, and education. The prognostic activity is based on the identification of the client's individual capabilities in self-development, the potential for this development.
By appointment diagnostic and prognostic technologies can also be different. They are determined by both the object and the goals of diagnostic and prognostic analysis. For example: the social teacher of the school is interested in what are the reasons for the student's difficulties in learning and what are the possibilities to overcome them; a mother brings her child to a family social service center (or a medical-psychological-social center) for a diagnostic and prognostic consultation in order to find out how to overcome the difficulties of relationships with him, outline ways to correct his upbringing, etc. In each case, it is possible own technology of work, on which the results obtained depend.
Implementation methods diagnostic and prognostic technologies are determined by the main methods that provide diagnostics and forecasting and their relationship. Often, the prognostic activity of a social pedagogue is determined by his personal experience and pedagogical intuition.
A specific way to implement diagnostic and prognostic technology is focused on specialization and professional competence subject and its individual characteristics object, as well as place of application.
The prognostic part of socio-pedagogical technology can be identified and considered as an independent technology.
Choosing the right technology(target technology of socio-pedagogical activity). This is a certain practical activity (methodology), which is aimed at choosing the most optimal technology for socio-pedagogical activity for a particular case in order to implement the problem (problems) of the client, to fulfill the socio-pedagogical order of actions. Such a choice requires taking into account the essence of the social order, needs (socio-pedagogical problems, individual predisposition of the object), preparedness of the specialist (specialists), technological and material capabilities, conditions of the implementation environment. As a rule, each socio-pedagogical institution develops its own technology of activity; each specialist (social pedagogue) develops his own method of working with a client (object).
The methodology for choosing the optimal technology is determined by the originality of the target technology, professional competence subject and individual features object, as well as place of implementation. A characteristic feature of the selection method is also the fact that for whom the target technology is being prepared- for specialists of the institution or for himself.
Direct preparation for the practical implementation of the target technology(technology and methods of direct preparation for social and pedagogical work with a client). This technology includes a set of measures aimed at ensuring the necessary quality of implementation of the chosen method of activity with a specific object. At its core, direct preparation, in addition to solving a complex of material, technical, organizational and methodological measures, provides for its refinement, taking into account the performers (subjects), the object of social and pedagogical work and the place where the target technology is implemented.
The technology of direct training for specialists of a socio-pedagogical institution is largely of a typical nature. The institution accumulates options for preparing for a particular target technology in terms of content, volume, sequence and methodology for its implementation. Such technologies of work are more difficult to individualize both in terms of the subject and the object of implementation activity. For example, the social teacher of the school often prepares it for himself. It determines what and how to implement it. The social educator of the family work center (medical-psychological-social center) usually prepares this technology for practitioners, as well as for parents. As for parents, such training often becomes part of the implementation technology for preparing them for practical work with the child. In particular, it includes changing the parent's understanding of their role in social and pedagogical work with the child, teaching a new method of work, building confidence in the ability to build educational work in a different way, and a number of other aspects.
The technology of preparing a target activity for oneself is largely determined by the style of pedagogical activity of the specialist himself, which, in turn, is largely determined by his personality, motivation, experience, attitude to activity and many other factors.
In each specific case, all direct training is determined by the established experience of the work of a social pedagogical institution or the style of activity of a social pedagogue.
Practical implementation of target technology(technology of practical activity). This variety includes technologies that have a practical (transformative, corrective-transformative, rehabilitation) character. A specialist - a social pedagogue (a group of specialists), using targeted technologies, contributes (contributes) to the achievement of the predicted goals of social and pedagogical work with a person, a group.
According to its purpose technologies of practical activity, as mentioned above, are extremely diverse. Each of them is focused on a certain training and experience of the subjects of implementation, on a specific object of work and place of implementation (conditions for optimal implementation) of the technology.
By way implementation of target technologies are also diverse, depending on the methods used, tools and techniques involved in them.
By their nature, target technologies are basic, basic. They are designed to ensure the achievement of socio-pedagogical goals. The effectiveness of the entire socio-pedagogical activity of a specialist (specialists) largely depends on the effectiveness of their practical application. All other functional socio-pedagogical technologies are predominantly of a service nature.
Expert evaluation socio-pedagogical technologies. These technologies are aimed at providing an assessment and examination of the results of the implementation of functional technologies or a general technology by a specialist (specialists) in social and pedagogical work with a client or group. They allow you to evaluate the effectiveness of the stages and the entire implemented technology of activity. On its basis, a conclusion is made and a decision is made on the need to correct the technology and its direction, as well as an assessment of all the socio-pedagogical work performed.
Expert-assessment technologies make it possible to determine the level and quality of the socio-pedagogical activity of a specialist. They can also be carried out to determine the prospects for socio-pedagogical work with the client. Each such technology (method) has its own appointment, focused on a specific an object taking into account its age, gender and other characteristics, as well as on Wednesday, in which it is carried out. The methodology also requires special training of a specialist - a social pedagogue.
The considered classification of socio-pedagogical technologies can be refined and supplemented taking into account new criteria and the needs of real practice.
Questions and tasks for self-control
1.What is the classification? Describe the most significant grounds and criteria for the classification of socio-pedagogical technologies.
Give a general description of the classification of socio-pedagogical technologies.
Give a description of socio-pedagogical technologies of a general type.
Give a description of functional (private) socio-pedagogical technologies.
Expand the features of diagnostic and prognostic socio-pedagogical technology.
Give the characteristic of target technologies and features of their choice.
Reveal the features of direct preparation for the implementation of the targeted socio-pedagogical technology.
Reveal the features of the expert-assessment socio-pedagogical technology.
Literature
Pedagogical technology (pedagogical impact in the process of educating schoolchildren) / Comp. NOT. Shchurkov. - M., 1992.
Penkova R. I. Technology for managing the process of educating youth: Proc. allowance. - Samara, 1994.
Pityukov V.Yu. Fundamentals of pedagogical technology: Ucheb.-prakt. allowance. - M., 1997.
Selevko G.K. Modern educational technologies: Proc. allowance for ped. universities and institutes for advanced training. - M., 1998.
Slastenin V.A. and others. Pedagogy: Proc. allowance. - M., 1998.
Social Pedagogy: A Course of Lectures / Ed. M.A. Galaga-zova. - M., 2000.
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:
- Organizational.
- Empirical.
- Data processing.
- 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.
