Methodology is the science of the most general principles of cognition and transformation of objective reality, the ways and means of this process.

The methodology of pedagogy is a system of knowledge about the starting points of pedagogical theory, about the principles of approach to the consideration of pedagogical phenomena (about the ideological positions of science and the logic of its development) and methods for their study, as well as ways to introduce the acquired knowledge into the practice of upbringing, training and education.

The methodology has a theoretical side, associated with the establishment of basic pedagogical patterns as the initial premises of scientific research and includes a worldview function, i.e. a function that determines on which philosophical, biological and psychological ideas pedagogical research is built, the results obtained are explained and conclusions are drawn. The normative side of the methodology is the study of the general principles of approach to pedagogical objects, the system of general and particular methods and techniques of scientific pedagogical research.

The purpose of the methodology is to perform regulatory, normative functions. Methodological knowledge can act either in a descriptive (descriptive) or prescriptive (normative) form, i.e. in the form of prescriptions, direct instructions for activity (E.G. Yudin).

In the structure of methodological knowledge, E. G. Yudin distinguishes four levels: philosophical, general scientific, concrete scientific and technological.

The second level - general scientific methodology - represents theoretical concepts applied to all or most scientific disciplines.

The third level - specifically - scientific methodology, i.e. a set of methods, principles of research and procedures used in a particular scientific discipline. The methodology of a particular science includes both problems specific to scientific knowledge in a given area and issues raised at higher levels of methodology, such as problems of a systematic approach or modeling in pedagogical research.

The fourth level - technological methodology - is made up of the methodology and technique of research, i.e. a set of procedures that ensure the receipt of reliable empirical material and its primary processing, after which it can be included in the array of scientific knowledge. At this level, methodological knowledge has a clearly expressed normative character.

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

Methodology indicates how to carry out research and practical activities.

The methodological principle is a way to achieve the goal based on taking into account objective patterns and relationships. When conducting scientific and pedagogical research, it is necessary to be guided by the following principles:

Proceed from the objectivity and conditionality of pedagogical phenomena, i.e. comprehensive consideration of the factors, conditions that give rise to the pedagogical phenomenon;

Provide a holistic approach to the study of pedagogical phenomena and processes;

To study phenomena in their development;

To study phenomena in their connection and interaction with other phenomena;

Reliability;

Evidence (validity);

Alternative (the ability to highlight different points of view).

The main methodological approaches in pedagogy:

Systems approach. Essence: relatively independent components are considered as "a set of interrelated components: the goals of education, the subjects of the pedagogical process: a teacher and a student,

The task of the educator: taking into account the relationship of components.

The personal approach recognizes the personality as a product of socio-historical development and a bearer of culture, and does not allow the reduction of personality to nature. Personality as a goal, subject, result and main criterion for the effectiveness of the pedagogical process.

The task of the educator: the creation of conditions for the self-development of inclinations and the creative potential of the individual.

Activity approach. Activity is the basis, means and condition for the development of the personality, it is an expedient transformation of the model of the surrounding reality.

The tasks of the educator: the choice and organization of the child's activities from the position of the subject of knowledge of labor and communication (the activity of the child himself).

Polysubjective (dialogical) approach. The essence of a person is richer than his activity. Personality is a product and result of communication with people and its characteristic relationships, i. not only the objective result of the activity is important, but also the relational one. This fact of the "dialogical" content of the inner world of a person was clearly not taken into account in pedagogy, although it was reflected in proverbs ("Tell me who your friend is ...", "Whom you will behave with ...").

The task of the educator: to monitor relationships, promote humane relations, improve the psychological climate in the team.

The dialogic approach, in unity with the personal and activity approach, is the essence of the methodology of humanistic pedagogy.

cultural approach. Reason: axiology - the doctrine of values ​​and the value structure of the world. It is due to the objective connection of a person with culture as a system of values ​​developed by mankind. The assimilation of culture by a person is the development of the person himself and his formation as a creative person.

Ethnopedagogical approach. Education based on national traditions, culture, customs. The child lives in a certain ethnic group.

anthropological approach. Substantiated by Ushinsky. This is the systematic use of data from all human sciences and their consideration in the construction and implementation of the pedagogical process.

In accordance with the logic of scientific research, the development of a research methodology is carried out. It is a complex of theoretical and empirical methods, the combination of which makes it possible to investigate the educational process with the greatest reliability. The use of a number of methods makes it possible to comprehensively study the problem under study, all its aspects and parameters.

Methods of pedagogical research, unlike methodology, are the very methods of studying pedagogical phenomena, obtaining scientific information about them in order to establish regular connections, relationships and build scientific theories. All their diversity can be divided into three groups: methods of studying pedagogical experience, methods of theoretical research and pedagogical experience, mathematical and statistical methods.

Methods for studying pedagogical experience – these are ways of studying the really emerging experience of organizing the educational process. Studied as best practice, i.e. the experience of the best teachers, as well as the experience of ordinary teachers. When studying pedagogical experience, methods such as observation, conversation, interviews, questionnaires, the study of written, graphic and creative works of students, and pedagogical documentation are used. Observation- purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observations are kept. Observation is usually carried out according to a predetermined plan with the allocation of specific objects of observation.

Stages of observation: definition of tasks and goals (for what, for what purpose the observation is being carried out); selection of an object, subject and situation (what to observe);

choosing the method of observation that has the least effect on the object under study and provides the most necessary information (how to observe);

the choice of ways to register the observed (how to keep records); processing and interpretation of the information received (what is the result).

There is a distinction between included observation, when the researcher becomes a member of the group in which the observation is carried out, and non-included observation - "from outside"; open and hidden (incognito); complete and selective.

Observation is a very accessible method, but it has its drawbacks related to the fact that the results of observation are influenced by the personal characteristics (attitudes, interests, mental states) of the researcher.

Survey Methods- conversation, interview, questioning. Conversation - an independent or additional research method used to obtain the necessary information or clarify what was not clear enough during observation. The conversation is conducted according to a predetermined plan, highlighting issues that need to be clarified. When interviewing, the researcher adheres to pre-planned questions asked in a certain sequence. During the interview, responses are recorded openly.

Questionnaire- a method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed give written answers to the questions. A conversation and an interview are called a face-to-face survey, and a questionnaire is called an absentee survey.

The effectiveness of the conversation, interviewing and questioning largely depends on the content and structure of the questions asked.

These methods are also called methods of empirical knowledge of pedagogical phenomena. They serve as a means of collecting scientific and pedagogical facts that are subjected to theoretical analysis. Therefore, a special group methods of theoretical research.

Theoretical analysis- this is the selection and consideration of individual aspects, features, features, properties of pedagogical phenomena. Analyzing individual facts, grouping, systematizing them, we identify in them the general and the special, we establish a general principle or rule. Analysis helps to penetrate into the essence of the studied pedagogical phenomena.

Inductive and deductive methods- these are logical methods of generalization of empirically obtained data. The inductive method involves the movement of thought from particular judgments to a general conclusion, the deductive method - from a general judgment to a particular conclusion.

Theoretical methods are needed to identify problems, formulate hypotheses, and evaluate collected facts. Theoretical methods are associated with the study of literature: the works of the classics on the issues of human knowledge in general and pedagogy in particular; general and special works on pedagogy; historical and pedagogical works and documents; periodical pedagogical press; fiction about school, education, teacher; reference pedagogical literature, textbooks and manuals on pedagogy and related sciences.

Valuable material can give studying the products of students' activities: written, graphic, creative and control works, drawings, drawings, details, notebooks in individual disciplines, etc. These works can provide the necessary information about the individuality of the student, about his attitude to work and the level of skills and abilities achieved in a particular area.

Examining school records(personal files of students, medical records, class journals, student diaries, minutes of meetings, sessions) equips the researcher with some objective data characterizing the actual practice of organizing the educational process.

plays an important role in pedagogical research. experiment - a specially organized test of a particular method, acceptance of work to identify its pedagogical effectiveness. Pedagogical experiment - research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena, which involves experimental modeling of a pedagogical phenomenon and the conditions for its occurrence; active influence of the researcher on the pedagogical phenomenon; measurement of response, results of pedagogical influence and interaction; repeated reproducibility of pedagogical phenomena and processes.

There are the following stages of the experiment:

Theoretical (statement of the problem, definition of the goal, object and subject of research, its tasks and hypotheses);

Methodical (development of a research methodology and its plan, program, methods for processing the results obtained);

The actual experiment - conducting a series of experiments (creating experimental situations, observing, managing experience and measuring the reactions of the subjects);

Analytical - quantitative and qualitative analysis, interpretation of the facts obtained, formulation of conclusions and practical recommendations.

A distinction is made between a natural experiment (under the conditions of a normal educational process) and a laboratory experiment - the creation of artificial conditions for testing, for example, a particular teaching method, when individual students are isolated from the rest. The most commonly used natural experiment. It can be long or short term.

A pedagogical experiment can be ascertaining, establishing only the real state of affairs in the process, or transforming (developing), when its purposeful organization is carried out to determine the conditions (methods, forms and content of education) for the development of the personality of a student or children's team.

Mathematical methods in pedagogy are used to process the data obtained by survey methods and experiments, as well as to establish quantitative relationships between the studied phenomena. They help to evaluate the results of the experiment, increase the reliability of the conclusions, and provide grounds for theoretical generalizations. The most common of the mathematical methods used in pedagogy are registration, ranking and scaling.

Statistical Methods are used in the processing of mass material - determining the average values ​​of the obtained indicators: arithmetic mean; calculation of the degree of dispersion around these values ​​- dispersion, i.e. standard deviation, coefficient of variation, etc.

To carry out these calculations, there are appropriate formulas, reference tables are used. The results processed using these methods make it possible to show quantitative dependence in the form of graphs, charts, tables.

The volume and duration of scientific and practical research are determined by the nature of the problem. The final and main stage of scientific and practical research is the implementation of its results in the educational process.

New pedagogical knowledge is disseminated through the oral presentations of researchers at conferences, through the publication of scientific articles, brochures, books, methodological recommendations and program and methodological documents, through textbooks and teaching aids in pedagogy.

Lecture questions:

7.1. The idea, structure and logic of the psychological and pedagogical research.

7.2. Processing and interpretation of the results of the study.

7.3. Registration of results of scientific work.

7. 1. The idea, structure and logic of the psychological and pedagogical research

Research in the field of psychology and pedagogy is a complex process of scientific and cognitive activity aimed at identifying, testing and using new methods, tools and techniques in pedagogical practice that improve the system of education, training and human development. This is a difficult path of creative search, which includes a number of interrelated stages of work, each of which solves its own specific tasks. The optimal sequence of these stages, leading to obtaining reasonable results, i.e., the methodology of psychological and pedagogical research, is due to its design.

Research Design-this is the main idea that links together all the structural elements of the methodology, determines the organization and procedure for conducting the study, its stages. In the design of the study, the goal, objectives, research hypothesis, and its criteria are lined up in a logical order. Indicators of the development of a particular psychological and pedagogical phenomenon are correlated with specific research methods, the sequence of application of these methods, the procedure for managing the course of the experiment, recording, accumulating and generalizing empirical material are determined. The purpose of the study determines the structure, logic and main stages.

The development of the concept and logic of the study, embodying the search strategy, is a complex process that not only precedes, but also accompanies the entire study, because the nature and sequence of its stages are largely determined by the results obtained already in the course of the work and the difficulties that have arisen. Nevertheless, the main work on the development of the concept and logic of pedagogical research must be done at the beginning of the work, based on the principle of modeling the final result and hypothetical ideas about those stages of research that will ensure its achievement.

Usually the process of psychological and pedagogical research in a generalized form consists of the following stages:

1. Selection, formulation and justification of the research topic.

2. Development and preparation of a working plan for the study, the choice of methods and the development of a methodology for its implementation.

3. An in-depth study of scientific and scientific-methodical literature, dissertations, research and term papers related to the problem under study.

4. Analysis of psychological and pedagogical practice, past and present experience, both positive and negative.

5. Collection, processing and systematization of own research materials.

6. Experimental verification of the research results.

7. Formulation of the main conclusions based on the results of the study.

8. Drawing up a plan-prospect of scientific work, determining its structure.

9. Literary and technical design of scientific work (language, style, editing, compliance with GOST requirements).

Often in the practice of research work, only a few major stages are singled out. Usually first stage includes the choice of problem and topic, the definition of the object and subject, goals and objectives, the development of a research hypothesis.

Second phase The work contains the choice of methods and the development of research methodology, hypothesis testing, formulation of preliminary conclusions, their testing and refinement, substantiation of final conclusions and practical recommendations.

Logics third stage is based on the implementation of the results obtained in practice and the literary design of the work.

Along with these, it should be noted that the logic of each study is specific. The researcher proceeds from the nature of the problem, the goals and objectives of the work, the specific material that he has, the level of research equipment and his capabilities.

What is typical for each stage of work?

First stage usually begins with the choice of area, area of ​​study. This choice is determined both by objective factors (relevance, novelty, prospects, etc.) and subjective (experience, scientific and professional interests, abilities, mindset of the researcher, etc.).

To conduct a study, it is important to clearly define in which area of ​​psychology or pedagogy the research work will be carried out: training, education, pedagogical culture of the teacher, the formation of personality traits, etc.

In order to clarify the methodology of research, concretize its goals and objectives, sometimes another one stage - trial (pilot) study- which comes second and precedes the stage of developing a research methodology.

In the process of studying what has already been studied in the chosen subject area, one should not be limited to simply listing the names of the authors and the main areas of their research, it is necessary to conduct a qualitative analysis, to give their own assessment of their scientific psychological and pedagogical concepts. To do this, it is important to carefully study all the scientific, popular science and scientific and methodological sources available to the researcher. In carrying out this work, it is advisable to pay special attention to the basic concepts that will be used in the study. They must be clear, unambiguous and understandable, without double interpretation.

Having chosen the direction of scientific work, the researcher defines the problem and topic of research. In fact, the topic itself should contain a problem, therefore, in order to consciously define and, moreover, clarify the topic, it is necessary to identify a research problem.

Research problem is understood as a category meaning something still unknown to science, which is to be discovered, proved. Sometimes a problem is also understood as a new solution to an actual scientific psychological or pedagogical problem. However, unlike the answer to a question, the solution to the problem is not contained in existing knowledge and cannot be obtained by transforming the available scientific information. It is required to find a way to obtain new information and implement it.

That is why it is important to clearly and accurately define the problem of research, i.e., to identify the contradiction (contradictions) objectively existing in the chosen subject area, the resolution of which the scientific work will be devoted to. To do this, you need to find out - what exactly is unknown, what needs to be proved, what scientific knowledge is necessary for this, is this knowledge available in science today? If they are, how complete and sufficient are they? In other words, the researcher must be convinced that he is starting work on a truly unexplored "field" of scientific research.

The problem in its characteristic features is reflected in research topic. Its relevance is determined by its priority (topicality), scientific significance, prospects and underdevelopment. A successful, semantically accurate, maximally concise formulation of the topic clarifies the problem, outlines the scope of the study, specifies its main idea and content, thereby creating the prerequisites for the success of the work as a whole. The topic determines the face of the researcher, his prestige, but most importantly - his social, practical value for a long period of time, and sometimes for life. This is due to the fact that a change in the topic of scientific work at the current level and pace of development of science in general and, in particular, psychology and pedagogy sometimes throws the researcher back for several years. This is exactly the period that allows you to get used to the topic, reach the most advanced frontiers of its development, creatively master everything that has been accumulated in this area, both in domestic and in the world of psychological and pedagogical sciences. Therefore, when choosing a topic, there is no need to rush, but any delay postpones the start date of the study, and hence the time for obtaining its final result. The preferred option for choosing the topic of scientific work is the researcher's own belief in its relevance and prospects. Of course, a novice researcher still often does not have sufficient scientific horizons for such a responsible, and most importantly, unmistakable choice. In this case, he is guided by the requirements of state and departmental regulations, which define priority areas of scientific research in order to meet the needs of practice. The requirements, as a rule, reflect the “burning” points of science, the demands of today and tomorrow. Choosing and formulating a research topic is also helped by consultations with a supervisor, scientists, practicing teachers, methodologists, a thorough analysis of dissertations and theses (in their final part, promising directions for researching a particular problem are usually formulated), participation in scientific work together with experienced scientists .

An analysis of the boundary problems of science can be of great help to the researcher. In psychology and pedagogy, for example, such a boundary is multifaceted and ambiguous. It passes between these and other sciences: genetics, physiology, cybernetics, sociology, economics, philosophy and others. In addition, psychology and pedagogy are themselves divided into many branches, and discoveries of the highest rank lie in intersectoral problems. However, at the same time, psychology and pedagogy should concentrate their efforts on the applied application of scientific research in the interests of improving the quality of work with people, substantiating the best ways and methods for achieving maximum results. This does not mean that psychological and pedagogical science should not be engaged in fundamental research. The task is to bring any fundamental research to an applied aspect.

Experience shows that, for example, the process of finalizing the topic of a scientific work is expedient after the bulk of the research material has already been collected. Often the working title of the topic is subsequently significantly refined depending on the identified essence of the scientific problem. This explains the fact that in universities where the training of scientific and pedagogical personnel is organized, at least six months of preliminary work is allotted to the selection and justification of those graduate students and applicants.

The further process of research involves the definition of its object and subject.

In psychological and pedagogical research an object- this is the set of connections and relationships, properties that exists objectively in theory and practice and serves as a source of information necessary for research. Subject of study more specific. It includes only those connections and relationships that are subject to direct study in this work, set the boundaries of scientific research, and are the most significant for this study. In each object, several subjects of study can be distinguished.

In pedagogical research, the objects of study are usually the processes of formation of personality traits, the processes of training and education, the activities of various officials in managing these processes, etc.

The subject of research can be specific aspects, aspects of the object of study. As a rule, these are specific qualities of a person's personality, content, forms and methods of pedagogical activity; ways to enhance the cognitive activity of students; methodical system of training a specific type of specialists; forecasting, improvement and development of the educational process; features and trends in the development of pedagogical science and practice, etc.

It is important to keep in mind that the object and subject of research are relative, mobile concepts that change their content in historical terms and are corrected in each specific study. The relationship between the object and the subject has much in common with the correlation between the object and the subject of psychology and pedagogy as sciences. At present, for example, in pedagogy, the subject of research is increasingly associated with the identification of patterns in the educational process, the development and functioning of an individual or group in various conditions of professional activity. This was not discussed before. Regularities are the most difficult subject of study of any science, the goal of its development as a theory. The increasingly frequent choice of psychological and pedagogical patterns as the subject of research should be considered a general and highly indicative trend in the development of psychology and pedagogy. It is not easy to discover the pattern. It's like finding a nugget of precious metal. However, if a nugget is found, then it is in the palm of your hand, you can see it, feel it; if it does not exist, then nothing can prove otherwise. In research, things are different. Here, the researcher sometimes passes off what is desired as real, runs ahead of what has been done: he elevates patterns into a law, a trend into a pattern, a fact into a trend. In this case, science does not develop, but is littered with dubious laws, patterns, and trends. At best, they live no longer than the researcher himself, but are often forgotten much earlier. The true law lives in science forever, as long as science itself exists. This explains the fact that even the most successful studies in psychology and pedagogy do not always choose regularities, let alone laws, as the subject of their analysis. More often, the subject of research is associated with the features, trends in the development of psychological and pedagogical phenomena.

Based on the name of the scientific work, its object and subject, the purpose and objectives of the study are determined. Target is formulated briefly and extremely precisely in terms of meaning, expressing the main thing that the researcher intends to do. It can be formulated, for example, as: substantiation of new conceptual approaches in teaching and educating schoolchildren; development of more advanced methods and technologies of education, ways, means and psychological and pedagogical conditions for improving the management of the educational process; substantiation of new theoretical and applied provisions that stimulate the development of new forms and methods of education and upbringing, etc.

The goal is specified and developed in research objectives, which act as steps, passing through which you can reach the intended goal. Clarification of specific tasks is carried out in a creative search for solutions to particular research issues, without which it is impossible to realize the idea, to solve the main problem. For this purpose, special literature is studied, the existing points of view and positions are analyzed; the issues that can be solved with the help of existing scientific data, and those whose solution represents a breakthrough into the unknown, a new step in the development of science and, therefore, requires fundamentally new approaches and knowledge that anticipate the main results of the study, are highlighted. In other words, it develops, forms research hypothesis, which is nothing more than a scientifically sound assumption, a prediction of its course and result.

Hypothesis formation is a complex and little-studied process. Much here depends on the abilities of the researcher, such personal qualities as creative thinking, problem vision, intuition, constructive and design skills, etc. All these qualities make it possible to discover the necessary facts, ensure the completeness of their study and, on this basis, identify the inconsistency ( contradiction) of the accumulated factual material with the explanations existing in science.

Second phase- the development of a research methodology is of a pronounced individualized nature, and therefore does not tolerate rigidly regulated rules and regulations. Still, there are a number of fundamental issues that need to be taken into account.

The development of a technique is obligatory, since it gives an answer on how it is necessary to realize the possibilities of various methods in order to achieve the set scientific goal. Based on this, it is not enough to choose a set of methods in the study, it is necessary to design and bring them into the system.

Thus, research methodologyshould be considered asa set of techniques and research methods that determine the order of their application and the interpretation of the results obtained with their help. It depends on the nature of the object of study, the methodology, the purpose of the study, the methods developed, the general level of methods and the general qualifications of the researcher.

The methodology of each psychological and pedagogical research is always specific and unique. There is no methodology in general, there is a specific research methodology. And the more original the researcher, the more original methods he creates, the more elegant he is in interpreting his results. Each person brings something new to the methodology, coming from his understanding of the problem, his research abilities.

A formal approach to the definition of methodology - rewriting the same methods from one scientific work to another - does little, since the latter are not fully implemented in the course of the study and meaningfully reflected in the text of the scientific work.

It is impossible to substantiate the research methodology, firstly, without clarifying in what external phenomena the studied is manifested, what are the indicators, criteria for its development; secondly, without correlating research methods with various manifestations of the phenomenon under study. Only under these conditions can we hope for reliable, scientific conclusions.

Methodology of psychological and pedagogical research, despite their individuality in solving a specific problem has a certain structure. Its main elements are:

 theoretical and methodological part, the concept on the basis of which the whole methodology is built;

 studied phenomena, processes, features, parameters;

 subordinate links and dependencies between them;

 set of applied methods, their coordination;

 order, application of methods and methodological techniques;

 sequence and technique of processing and summarizing the research results.

Skillful definition of the content of each structural element of the methodology, their relationship is the art of research. A well-thought-out methodology organizes the study, determines its main stages, base, provides the necessary factual material, on the basis of the analysis of which scientific conclusions are drawn.

During the course of the study, it is usually research program, which reflects: what psychological and pedagogical phenomenon is being studied, according to what indicators, what criteria are selected and used, what research methods are used. The research program often indicates the purpose of applying certain methods. Table 7.1 shows a part of the research program on the topic of the formation and development of student personality abilities.

Table 7.1

studied (its essence)	Indicators manifestations abilities	Criteria (degree of compliance with this activity)	Methods for studying specific indicators
The student's abilities that allow him to successfully master and engage in one or more activities.	Efficiency of activity (selection of original methods, methods of labor, initiative, time and amount of labor, quality of the result of labor, etc.). Sustained interest (inclination) to activity (the degree of stability and duration of maintaining positive motives).	Efficiency and quality of work meets the requirements of a particular specialty: Fully; Partially; They don't match.	Observation (over the methods and methods of work). Analysis of the expediency and economy of movements and actions. Registration of the time to achieve the result. Solving various practical tasks. Self-report.
	Increased sensitivity of individual analyzers (visual, auditory, etc.)	Speed ​​of reactions, increased thresholds of sensations (visual, auditory, tactile, etc.)	hardware methods.

The methodology is like a model of research, and deployed in time. Naturally, the more accurately and in more detail this model reflects reality, the more effective, ceteris paribus, the study itself will be. A certain set of methods is thought out for each stage of the study. At the same time, the rationality of the application of the developed methodology, the sufficiency and compliance with the objectives of the study are taken into account.

The development of a methodology is influenced by many factors and, above all, the subject, goals and objectives of the study. It is important to clearly and accurately represent what is to be studied, revealed. Let's look at this with a specific example.

Imagine that it is necessary to study the system of work on professional selection in a higher educational institution. In this case, it is important to determine what qualities should be diagnosed in applicants, by what methods and in what order. Usually this work is planned to be carried out in stages.

At the first stage - preparatory - when studying applicants, conversation, analysis of documents, generalization of independent characteristics and some other research methods are used.

When studying the personal files of candidates, for example, the method of document analysis is used, and statistical research methods are used to process the results obtained.

At the second stage of selection, methods of observation, diagnostic conversations, questionnaires, etc. are used. At the same time, specialists conducting the selection use test and projective methods, including the method of professional testing, analysis of performance results. The use of the biographical method in its static version gives a great effect.

The third stage of selection is examinations. At this stage, it is important not only to grade, but also to pay attention to the personal qualities of applicants.

The fourth stage is the work of the selection committee for the admission of applicants to the university. The beginning of its work is preceded by a generalization of the data obtained from a comprehensive, comprehensive study of the personality of the applicant, which should be the basis for the decision of the selection committee. The most ideal, final version of summarizing the results of the survey for each individual is the average score of the passed, entrance exams and the preference index, expressed quantitatively. The formation of the preference index is possible in various ways. For example, researchers are asked to evaluate each identified personality trait on a 10-point scale (a five-point scale can also be used). According to the results of the study, this feature is evaluated by a certain score. Then this score is multiplied by the coefficient of significance, which reflects the "weight" of this feature in the structure of the applicant's professional predisposition. The results obtained in this way for each feature are added to form the preference index.

Having presented the procedure for applying the chosen research methods at each stage of the selection, the researcher mentally recreates his entire methodology, as if unfolded in time, considering whether everything is provided for and taken into account: are the criteria and psychological characteristics that are the main content of the professional predisposition of applicants defined; whether diagnostic methods have been selected and tested, the effectiveness and procedure for their application at each stage of work; Is the procedure for summarizing the information obtained as a result of the selection determined? All these questions are included in the structure of the research methodology.

The above example of creating a methodology for professional psychological selection allows us to conclude that each element of the methodology needs to be carefully worked out, which ensures a high research effect.

The most important and significant stage in the implementation of any research methodology is - search-converting stage of work. It is associated, as a rule, with the introduction of planned innovations (innovations) into the pedagogical process. Its content is specific, depending on the goals, subject matter, nature of the processes being studied, features of the proposed innovations, the degree of readiness of practice for their perception. At this stage of the study, the content side of innovations (what is being introduced, what are the “carriers” of the new), the time frame and technologies of innovations are determined. This may be, for example, the development and testing of new educational programs, the development of non-traditional technologies or teaching methods, ways to stimulate and evaluate success in the upbringing and development of students, and others.

When implementing the search-transforming stage of the study, it is required to realize what was done at the previous stages, what conditions were created, which research tasks were solved and which were not, what is the level of research approaches and skills of the participants in the experimental search work. Apparently, it is useful to compare the research project, the positions and approaches outlined in it, with the actual results obtained, specific difficulties, findings, and mistakes. Life is always richer and more varied schemes. Somewhere and in some way, it may be necessary to deviate from the originally planned program, somewhere to go back, new problems and obstacles will arise, and new ways of solving problems will be revealed. Tasks not solved at the previous stages will have to be transferred to the current stage. The result of this work is corrected, enriched ideas about the ways to solve them, about the implementation of the general plan, clarification of the logic and procedure of the study.

In addition to taking into account unforeseen circumstances, at this stage, a more detailed study of implementation documents, the sequence of research procedures, their coordination and synchronization is simply necessary. It is impossible, say, to first introduce new programs, and then the technology corresponding to the plan. They must be entered in combination.

To predict the results of the search-transforming stage of the study, it is necessary to talk about a procedure similar to that used when putting forward a hypothesis and is a mental transformation of an object, building a model of the required future. Perhaps it is at this stage that the constructive elements of the idea will appear, take shape, that “spark” will flash, which will give impetus to further work. This may be an original approach (for example, separate education of boys and girls according to different programs, taking into account the non-synchronism of their physiological and intellectual maturation), an idea of ​​results that have not yet been achieved, but possible, and much more.

Practical transformation involves the “launch” of the innovation for which all the preparatory work was carried out: new subjects, updated programs, textbooks, technologies, means of education and upbringing, etc.

Correction of further work follows from the analysis of the results obtained and the evaluation of the effectiveness of the apparatus and research procedures. Changes are made to practical work (compensation for shortcomings, correction of programs, clarification of the tactics of an individual approach, etc.), logic and research methods.

Psychological or pedagogical experiment, provided by the methodology within the framework of the search-transforming stage of the study, is the most complex and lengthy part of the work. To conduct the experiment, a special program is developed, in which all stages of the researcher's activity are prescribed in sufficient detail:

- selection and justification of the goal and particular tasks, the technique of conducting the experiment, variable and non-variable conditions for its implementation, dependent and independent variables, the basis of experimental work, the features of the choice of experimental and control groups, etc.;

- planning the required number of observations, the procedure for using research tools (methods and methodological techniques), the mathematical model of the experiment, forms and methods for collecting and recording results, etc.

– analysis and processing of experimental data; calculation of statistical variables needed to test the hypothesis; interpretation of the results of the study.

Particular attention during the experiment is drawn to the conditions and factors that ensure the representativeness of the sample and the representativeness of the results.

Facts- building material research. They must be accurate, novelty and meaningful. A scientific fact, in contrast to a fact in general, is not limited only to the external side of a phenomenon, but to some extent reveals its internal connections, driving forces, and the mechanism of this movement. In it, unique concreteness is complemented by the identification of similarities, common, stable in the phenomenon itself, or between individual phenomena.

For example, the conflicts that arise between students in the educational team are peculiar, they are not similar to each other. But a closer look at these conflicts reveals a common, typical one - their causes: ignorance and misunderstanding of each other's psychological characteristics, inability to effectively apply psychological and pedagogical means of influence, especially persuasion, etc.

The scientific approach to the analysis of facts requires considering them comprehensively, in all respects, in the variety of dialectical connections within them and between them.

Collection and accumulation of facts- one of the crucial stages of psychological and pedagogical research, since only scientific facts make it possible to come to certain theoretical conclusions. I.P. Pavlov, instructing young researchers, said: “Studying, experimenting, observing, try not to remain on the surface of facts. Try to penetrate the mystery of their origin. Persistently seek the laws that govern them” 1 .

The implementation of the research methodology makes it possible to obtain preliminary theoretical and practical conclusions. These conclusions should be:

firstly, comprehensively reasoned, summarizing the main results of the study;

secondly, expedient and lawful;

thirdly, to follow from the accumulated material, being a logical consequence of its analysis and generalization;

fourthly, tested and real for introduction into mass pedagogical practice.

When formulating conclusions It is important to avoid two common mistakes: a kind of marking time, when very superficial, partial, limited conclusions are made from a large and capacious empirical material, or excessively broad generalizations, when unduly significant conclusions are drawn from insignificant factual material.

Evaluation and interpretation of the results obtained, primarily positive, but also the causes of errors and failures, allow us to formulate preliminary theoretical and practical conclusions. These conclusions must be comprehended in the general system of already known theoretical positions and practical approaches.

Preliminary conclusions are specified and verified by experimental work. This element of research methodology cannot be underestimated. Unfortunately, it is not uncommon for a researcher to rush to present the first results as final, complete, especially if they are formulated in the form of ready-made unambiguous solutions. Hasty actions, as a rule, do more harm than good, infringe on the prestige of science. Therefore, experimental verification of the main results of the study should be mandatory.

Only after such a verification of the results of the study, it becomes possible, on the basis of theoretical conclusions, to put forward practical recommendations, to determine the conditions for their successful implementation. It is important that these recommendations follow from the material of the study, be specific and realistic for psychological and pedagogical practice.

PSYCHOLOGIST- PEDAGOGICALSTUDY

§ 1. CONCEPTABOUTRESEARCH METHODSAndTECHNIQUES

Method of scientific knowledge - this is the way thatlets solve problems and achieve the goal of the study. Selectedadequate to the tasks, methods and methods of search activityvalues ​​allow you to embody the idea and plan, to checkhypotheses to solve problems.

Every science develops and uses research methodsdefinitions reflecting its specificity. To solve specificproblems, many research methods are useddov. They can be divided into empirical and theoretical.

essence empirical method consists in fixing and describingnii phenomena, facts, visible connections between them. Theore tic method involves in-depth analysis of facts, racescovering essential patterns, the formation of a capemodels, the use of hypotheses, etc.

The main research methods are observation and experiment. They are used in manyukah, and therefore they are considered general scientific.

When using research methods, depending on what tasks need to be solved, itit is necessary to determine the procedure for conducting the study, removingdata of experiments, their analysis and interpretation.For this, they are used specific methodologies psychologistsscientific research. They act as waysstva) concretization and implementation of the researchmethod. Each study uses a set ofmethods, the application of each of which is carried out according to the appropriate methods (means and techniques).

The choice is determined by a system of rules and regulations and is based on the following principles:

- totality (complex) of research methods;

- their adequacy to the essence of the phenomenon under study, theexpected results, possiblyresearcher's information;

The prohibition of experiments and the use of researchbody methods that are contrary to moral standards, capable of causing harm to subjects.

§ 2. EMPIRICAL AND THEORETICAL KNOWLEDGE

Historically empirical knowledge preceded theoristCzech. This knowledge about the main features of the object, semiobtained in the course of practical activities, observations, experiods. The hallmark of empirical knowledge isthe possibility of its sensual reflection.

theoretical knowledge allows you to transferwater obtained under the same conditions and on the basis of analysissome objects, on other conditions and objects, including those that do not yet exist, are projected, created mentally, in the imagination.

Extracted by empirical (practical) methods,knowledge captures the general, recurring in the available sensesnew perception of phenomena. The limitation of empirical methods lies in the impossibility of using them to penetrate into the essence of things, to see the internal beyond the external, to establishcausal relationship, identify the need and trends of changeopinion. These methods mainly capture the existingand are not suitable for designing new systems.

For a productive psychological and pedagogical researchEmpirical methods alone are not enough, so the studyuse theoretical methods. They assume infiltratedentry into the essence of the process or phenomenon under study and stateyat in their explanation: why they exist, what caused them,how to convert them. The disadvantage of theoretical methods isthat they do not directly influenceto observed facts. Theoretical truths require a dockclaims and cannot be verified empirically.

When moving from the empirical level to the theoreticalthe subject of research is changed. At this stage it is realan existing object is often replaced by its theoreticalmodel, the so-called ideal, notobjects that exist in reality. Essentially, the idealny object” is the subject of research on the theoreticallevel, taken as a specific mental model.

Such "ideal objects" in the upbringing of the ledgethe relationship between the pupil and the conditions of educationniya, in social design - the ideal socialorder, social structure, in the socio-pedagogicalmediation - full mutual understanding between clientsvolume and consultant, etc.

Empirical and theoretical levels of research closelyconnected and often mutually penetrate each other. From fromspecific research methods are formed general methods dy, a kind of complex search methods.

§ 3. THEORETICAL METHODS RESEARCH

These include methods of analysis and synthesis, abstraction niya and concretization, modeling, etc.

originality method of theoretical analysis and synthesis in

psychological and pedagogical research lies in itsuniversal possibilities to consider phenomena and aboutprocesses of reality in their most complex combinations,highlight the most significant features and properties,zi and relationships, to establish patterns of their development.

Through analysis and synthesis, it is possible to isolate the objective content in the subjective activity of participants in the socialal-pedagogical process (children, adults, parentslei, teachers), establish inconsistencies, identify rereal contradictions in the development of the pedagogical process, to predict development.

Analysis- this is a mental selection of individual parts, connectedzey on the basis of the dismemberment of the whole. After performing the analytical work, it becomes necessary synthesis, uniteneniya results of the analysis in the general system of research. On theon the basis of synthesis, the object is recreated as a system of connections andinteractions with highlighting the most significant of them.

Closely related to analysis and synthesis are me methods of abstraction and concretization.

Under abstraction understand mental distractionany property or sign of an object from its otherfeatures, properties, relationships for a deeper study.

The limiting case of abstraction is idealization, inas a result of which the concepts of idealized,objects that do not really exist. However, these ideasanalyzed objects serve as models that allow much deeper and more complete to reveal some of the connections and patterns that are manifested in many real objects.In pedagogy, it is also possible to create idealizedobjects, let's say "an ideal pupil" (devoid of allshortcomings), “ideal teacher”, “ideal school”, etc.

Instantiation method by its logical naturethe opposite of abstraction. It consists in mentalnoah reconstruction, recreating an object based on youpreviously divided abstractions. Concretization directedto reproduce the development of the subject as an integral systemtopics, becomes a special method of research. Thinkingconstructs a goal from selected abstractions object.

Psychological and pedagogical knowledge in its very essencemust be specified in order to recreate the personality itself.integrity as integrity and ensure the process of development of this personality in the pedagogical system, as well as the pedagogical system itself.logical system.

Modeling method opens up the possibility of transferringinformation obtained when using the model, according to thelogic for the prototype. At the same time, thinking operates not rereal, but ideal models.

Modeling also serves the task of constructing something new that does not yet exist in practice. Researcher,having studied the characteristic features of real processes, looking for themnew combinations, makes their mental rearrangement,i.e., it models the required state of the system under study.Models-hypotheses are created and, on this basis, rerecommendations and conclusions, then tested in practice. Takovy, in particular, and projected models of new typeseducational institutions: schools with different levels ofschool, gymnasium, lyceum, college, etc.

It is only necessary to remember that any model is alwayspoorer than the real one and reflects only individualsides and connections, since theoretical modeling is allwhere abstraction is involved.

§ 4. METHODSEMPIRICALRESEARCH

These include observation, conversation, survey (interview, questioning, testing), studying the results of activities.quality, evaluation (method of independent experts orqualified judges), etc.

Observationis one of the main researcherssky methods. This purposeful and systematic reproductionacceptance by the researcher of the features of the course of studymy phenomenon or process and their specific changes.Observation should lead to understanding fixedbath data and their scientific explanation, i.e. to establishfacts. Observation ends with analysis andnew relationship between the facts of observation and prethe position of the researcher.

Types of observations are grouped according to various criteria:

- in time - continuous and discrete;

- by volume - wide (behind the group as a whole or behindthe process of personality development as such) and highly specializedal, aimed at identifying individual aspects of the phenomenonnia or individual objects;

- according to the type of relationship between the observer and the observed: not includedprivate (from outside) and included (when the researcher
is a member of the team).

Observation as a research method has a number ofnatural features that distinguish it from the ordinaryacceptance by a person of ongoing events and at the same timeare requirements to be followed. Let's callsome of them:

- purposefulness, i.e. not just fixing theaccepted, and the selection of the necessary information;

- analytical character, i.e. selection from the general maptins of separate sides, elements, connections, which are analyzedlyzed, evaluated and explained;

- complexity, i.e. coverage of all significant aspects
or connections of the socio-pedagogical process;

- systematic, i.e. identifying stable relationships and
relationships, in order to detect changes and development
observed over a certain period.

In addition, when organizing observations, there should betheir objects are planned in advance, goals are set,plan. The object of observation is most often the process itself.activities of teachers, students and pupils, their emorational reactions and volitional efforts. Purpose of observationdetermines the predominant focus on a particularside of the activity, on certain connections and relationships.

The duration of observation, the order andway of recording its results. They are usually ficare stored in the form of text records, filling in the developedforms, tape records. Using a chronometerrage, tape recordings, photo, film and video filming increases the reliability of data and observation results.

Like any method, observation has its merits.and disadvantages. It allows you to study the subject in its entirety. ness, natural functioning, alive, manyfaceted connections and manifestations. However, this method does notallows you to actively intervene in the process being studied, change it, or deliberately create certain situations, detake accurate measurements. Therefore, the results of the observationsbut compare with data obtained by other methodsmi, supplement and deepen them.

Observation can also manifest itself in indirect perceptionphenomena, i.e. through their description by others, directlyby those who watched them. Such an observation can beinterpret as preliminary.

Conversationas a research method allows you to better understand the psychological characteristics of a person’s personality, the nature and level of his knowledge, interests, motivesactions and actions. The conversation itself is comparatively different.vigorous plan building, mutual exchange of opinions, estimates, suggestions and assumptions. The interview may be conducted in order to confirm or refute data obtained earlier using other methods.

The success of the interview depends on a number of conditions. The researcher should strive to during the conversation, friendly relations were maintained niya, there was no psychological alienation, preserved made contact with the interlocutor. It is advisable to start a conversation start from a topic of interest to the interlocutor, and then move on to issues of interest to the researcher.

The conversation, as a rule, is not recorded, the records of the caseafter her. When comprehending the records of the conversation, taking into account all information obtained by other methods is taken into account.

Pollhow the method is used in the form of an interview (oralsurvey) and questionnaires (written survey).

Through interviews, assessments, points of view are revealedsednik on any topics, problems.

Questionnairesolves the same problems, but with coverage not how many or many respondents. However, there is no live contact with the respondents, which does not always ensurebakes enough exhaustive and frank answers.

When interviewing, an unambiguous, clear, precise statement is important.questions. Preferably indirect questions that revealassessments, attitudes, opinions of interest to the researcher.

Questions may be open type. They just demandproper formulation of the answer by the respondents. For examplemeasures: “Do you want to study together with your currentclassmates next school year?

There are questions semi closed type when the answeryou can choose from the proposed options or formulasdesign your own if suggested ready fromanswers do not suit the respondent.

For questions closed type respondents needYou can choose one of the suggested ready-made answers. Questionnaireswith closed questions, of course, limit theresponders, but such questionnaires lend themselves better tomathematical processing.

The type of survey is testing. It is byallows you to identify the level of knowledge, skills and abilities,abilities and other personality traits by analyzing the way for the subjects to perform a number of special tasks.Such tasks are called tests.

The test allows the researcher to determine the level of developmentsome property in the object of study and compareit with the standard or with the development of this quality in the subject in an earlier period.

Tests usually contain questions and tasks that require short answer: "yes" or "no", "more" or "less". SometimesYou must select one of the answers provided. Testtasks are usually diagnostic, they are performedniye and processing do not take much time. In the same timeneeds to be realistically assessed, which can be identified with the help ofschyu tests, so as not to replace the subject of diagnosis.

There are certain rules for conducting a survey, questioning, testing and interpretation of the results.

1. Informing the subject about the purpose of conducting those erasing.

2. Familiarization of the subject with the instructions for performing test tasks.

3. Ensuring a calm and independent environment
performance of tasks by the examinees.

4. Maintaining a neutral attitude towards test-takers,
exclusive hints and help.

5. Observance by the researcher of methodical instructions onprocessing the received data and interpreting the resultproducts that accompany each test or correspondingcurrent task.

6. Ensuring the confidentiality of the received information mation.

7. Familiarization of the subject with the results of diagnosticski, the message to him or the person in charge correspond
information, taking into account the principle "Do no harm!".

Studying the results of activities - is a researchermethod, which allows you to indirectly identifyformation of knowledge and skills, interests and way human features based on the analysis of his activities. IssleThe teacher does not come into contact with the person himself, but hasdealing with the results (products) of his previous workactivities: essays, control and verificationworks, drawings, crafts, etc.

Their study allows us to judge the level of activity achieved.and about the process of fulfilling the settasks. At the same time, it is important to have an idea about the level of readiness of the subject for certain types of activities, about the nature of the tasks and the conditions under which they were performed. This allows you to judge the conscientiousness and perseverance in dos lowering the goal, the degree of initiative and creativity in the performance of work, that is, about shifts in the development of the individual.

The combination of this method with observation, experimentand others allows you to get an idea not only aboutmechanisms for performing actions, but also about the conditions for them completion.

At expert evaluation(method of expert assessments),"First of all, you should carefully select experts -people who know the area under study and are capable ofactive and unbiased assessment of actions and results. It is desirable that the experts be independent. Mocan be both qualitative (characteristics, recommendationtion), and quantitative (in points).

If independent expertsconsistently give identical or close estimates, which means that their opinions are close to objective.

Peer review can also be seen as method generalizations of independent characteristics. It consists inthat, in a predetermined form, writtenreviews (characteristics) of the object under study (child,family, group, class, etc.), and then compared according toobtained estimates, forecasts, recommendations. Coincidenceassessments and recommendations gives reason to believe that theyclose to true. Mismatched or complementary other assessments and recommendations are the reason for identifyingproperties of the object in further research.

In fact, in each type of survey and search work, a set of empirical methods is used.

§ 5. TECHNOLOGYWORKSWithLITERATURE

The study of literature, documents, materials on electronicthrone media and other sources of information onallows you to create initial ideas about the subject of research, helps to separate the known from the unknownth, fix established facts, accumulatedexperience, clearly outline the problem under study.

Literature work begins with a listworks to be studied (bibliography). Beeb lyographic search can start with systematic andsubject catalogs of libraries, consultations with the library graphs and familiarity with bibliographic indexes.

A bibliography on a research topic is best compiled by writing out the necessary data about each book or article.on a separate card or by entering them into the computer database. It is important to accurately identify the author or editor of the book, article,brochures, title, place and year of publication, publisher, volume, issue and number of publication. It is useful to point and bibliographic cipher. For example: Avanesov test tasks. M.: Adept, 1998.

Card fileis conducted according to the subject principle, i.e., according to timematters of the topic under study. If the source belongs to severalseveral sections of the research topic, several copies are madecards and each is placed in the appropriate rubric. Bypast the subject, it is also advisable to drive a car in paralleltoteku alphabetically. This allows you to find the right sources.by author. On cards, both subject and alphabeticalfile cabinets, in addition to an accurate description of the bibliographicThe source makes brief notes about its content.

Work on the study of literary sources beginsfrom viewing reading. Its main purpose isfamiliarization with a large number of bibliographic sources on the research topic. Initial acquaintancewith literature should give an idea of ​​the issues,the main content of a particular work. For thisit is useful to read the abstract, introduction, table of contentsconclusion, skimming through the contents of the book.The result of viewing reading is the assessment of thepenalties for the importance of each source, which allows opDecide how to further develop the publication:

- careful study with notes;

- selective study, accompanied by extracts;

- general introduction to annotation, etc.

Learning Reading requires careful readingidentification of the bibliographic sources identified at the previous stage. In this case, it should be written out on the carddots or separate sheets of paper everything you need withexact references to the source. Here or on separatesheets it is useful to record your thoughts and comments,disappearing in the process of reading.

The results of the study of the literature on each question onuseful in the form of a written review, in which,outlining the essence of individual provisions, you need to clearlyshow the main points of view; open matching and timespersonalized in them; designate little developed, obscurenye and debatable provisions; highlight what's newth, the original is contributed by the author of each work; expresstheir attitude to the author's positions made by the researchdrawers of conclusions.

It should be borne in mind that the study of literature and otherscientific and methodological sources isan important component of the preparatory phase of researchbody's work, when with the help of a literature reviewthe relevance of the question posed and the ongoing research work is substantiated. But the study of literature and documents continues throughout the study.

§ 6. "INTRODUCTION"

And"THEORETICALPART"

COURSEWORKS

The choice of research methods depends on the chosen topic,problems, hypotheses, goals and objectives of the course work. HeadsHowever, they should provide the maximum effect. Methods are usually selected for each stage and part of the study.vanity. All research methods used by the student underare described in detail in "Administered".

Coursework involves a review of the literature on selectedtopic, a presentation of the current state of the issue, its brief history, formulation of conclusions and their argumentation. The review provides an analysis and a comparative assessment of the timespersonal approach to problem solving authors.

Knowledge of the degree of development of the problem under studythe student sets out in theoretical chapters. The first of them withcontains, as a rule, 2-3 paragraphs:

- historical and modern aspect of the problem under study;

- essential characteristics of the concept under study, itsinterpretation by various authors, their own attitude to
positions of various authors;

- features of the development of the chosen topic from the point of view ofof the psychology of a child or adolescent, their age characteristics characteristic.

At the end of the chapter it is necessary to formulate the theoreticalscientific conclusions from which the author will proceed in the presentationresearch on the content of the second chapter of the course work.

In the theoretical part course work the student sets outown understanding and understanding of the issue based on the study of literature, assessment of certain aspects of thedagogic theory and concepts with reference to their autoditch, gives evidence of any provisions. Quoting should not become an end in itself, drown outown thought. At the end of the quotation, a mandatorybut indicate its source.

analyzes , objects , expresses an opinion , adds , proves , admits , asks a question , reveals a problem , states , states , hopes , finds , begins , shares a point of view more than once , disagrees , discovers , discusses , explains , approves , answers , defends , defines , notes , paraphrases , writes , repeats , raises a problem , supports , confirms , allows , believes , understands , suggests , suggests , represents , acknowledges , takes a point of view , comes to a conclusion , considers a question , shares a position , reflects , resolves , explains , recommends , solves the problem , follows , agrees , doubts , informs , asks , refers , considers , indicates , mentions , affirms , specifies , fixes .

Analysis and clarification of theoretical material based onstudying scientific literature is a laborious process. On thisstage the most typical are following errors.

1. Mechanical connection of unreworked passages
from various sources, most often without the indication of the authors.
At the same time, often the same approaches to the issue of teachingfit as different.

2. Continuous quoting or retelling of certain undermoves without analysis and generalization. It's very primitive work level.

3. Mixed presentation: in theoretical and practicalIn the first part, what is borrowed from literary sources is stated, and illustrations from
observations or own practice. Often these illusionsTraditions are not proof of a scientific zheniya.

4. Lack of confirmation of scientific ideas are specific
examples and the student's own interpretation.

MATERIALSFOR PRACTICAL WORK

1. Formulate concepts. If necessary, contact
to the explanatory dictionary.

Adequate, argumentation, discreteness, reliability,idealization, instruction, interviewer, interpretation, computerawning, privacy, indirect, neutral, opoindirectly, sensual reflection, advantage, responddent, totality, specificity, essence, trend, test, chronnumber, integrity, expert.

Compose words with the above concepts readings and phrases.

2. Understand the wording of the main concepts of the topic.

Abstraction, annotation, analysis, questioning, conversation, bibliography, ideal object, product studyactivity, interview, method, methodology, modeling, observation, survey, evaluation, synthesis, theoretical method,theoretical knowledge, testing, experiment, empiricalsky method, empirical knowledge.

Make pairs or groups of concepts, combining them according toany sign.

3. Prepare answers to questions.

Expand the essence of the concept of "method of scientific knowledge".

What is the difference between empirical research methods and

theoretical?

How are the concepts of "method" and "technique" related?

List the principles on which the choice is based.
research methods. Expand the essence of each of them.

How does empirical research differ from
theoretical?

What is an "ideal object"?

List the theoretical research methods. Fromlay down the essence of each of them.

Justify the relationship of methods: analysis and synthesis, abstratification and specification.

List empirical research methods. Fromlay down the essence of each of them.

What features of interviews, questionnaires and testing make it possible to combine them into a survey method?

Name three types of survey questions. How do they distinguishfrom each other?

How to make a bibliographic list?

What are the requirements for a literature review?other sources used when writing a term paper

work?

What is the purpose and content of the "Introduction" of the course work?

What aspects should be considered by the student in
theoretical part of the course work?

Name the typical mistakes made by students
when writing a review of literary sources.

4. Formulate in writing the requirements for each empyrotechnic method, requirements for working with literature,
based on the theoretical material of the topic.

MATERIALS FOR OFFSET

1. Formulate the concepts of "method", "technique" and "methodprelogy" using the suggested word lists.

Method- and, construction, method, scientific, justification, knowledge.

Methodology- use, with, assistance, which, and, be realized, various, knowledge, forms, phenomenon, and, spoobjects, methods, processes.

Methodology-system, principles, theoretical, organization, methods, and, construction, and, activity, practical, etc.

2. Choose from the list of methods that relate to theo rhetic.

Analysis, conversation, questioning, synthesis, interview, abstraction,assessment method, testing, experiment, concretization, questioning, modeling, observation.

3. Restore pairs of features characteristic of the method yes observation.

1. Continuous	A. Third Party
2. Wide	B. Discrete
3. Included	B. Special

4. Determine which of the methods are presented with the followingblowing requirements. Justify answer:

Purposefulness, analytical character, complexness, systematicity.

Informing the subject, neutrality, confidentialityality, familiarization with the results.

5. According to brief descriptions of the main methods of psychology
determine the type of each.

A short-term psychological test is carried out (according togiven standard form) in order to find out onhow many psychological qualities of the subject (abilities,skills, abilities, etc.) correspond to the established psychologicalhygienic norms and standards. Mainly appliedto determine suitability for a particular profession.

The essence of the method is the collection and synthesis of data obtained in the study of various types of activities characterizeda piercing personality. Each personality trait taken into accountPeni manifestations can be assessed by a conditional score. Whenchanges to study individual psychologicalhonors of the student, in particular his abilities.

The individual is systematically studied in ordinary everyday life.noah life. The researcher does not interfere with the natural course of events. An example of this method is keeping a birth diary.telami who over the years have recorded everythinginformation about changes in the mental life of the child. Theseinformation serves as the starting material for psychologicalconclusions, generalizations, assumptions that followtrust in other ways.

The phenomenon under study is studied in precisely taken into account conditions.conditions that allow you to follow the course of the phenomenon and recreatevat it when these conditions are repeated.

At the request of the experimenter, three teachers evaluatelah the quality of students' performance of work assignments. Forthe average grade for each student is calculated.

In order to study the content of the "I" of adolescents, theylived to write a self-description on the topic "I, as I seem to myself."Then, with the help of school psychologists and philologists, the main topics were identified in self-descriptions, after which the experimentthe mentator calculated how many subjects had opdivided topic.

6. The choice of research methods is based on threebasic principles. Restore their wording:

1. The principle of the adequacy of methods	a) to solve any scientific problem, not only one, but a complex of mutually complementary methods
2. Principle prohibition of experiments	b) compliance with the essence of the phenomenon under study, with the results that are expected according toradiate, the possibilities of the researcher
3. Principle set of methods	c) not using research methodsdov, contrary to moral standards, capable of causing harm to subjects, investigative process

7. Formulate the five most important requirements fororganizing methods:

observations;

Conversations;

Testing;

Questionnaires;

- studying the results of activities.

Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

2. Classification of methods of psychological and pedagogical research

Conclusion

References

Introduction

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

In the practice of the modern school, many practical tasks arise before the psychological service. These are the tasks of determining the level of a child’s readiness for school, identifying especially gifted and lagging behind in development, finding out the causes of school maladjustment, the task of early warning of illegal tendencies in personality development, the task of managing a class team, taking into account the individual characteristics of students and interpersonal relationships between them, the task of in-depth career guidance.

Conventionally, all the tasks that arise in the interaction of a teacher and a psychologist at school can be divided into psychological-pedagogical and psychological.

Very conditionally, all typical tasks can be classified into two classes, based on the main functions of the school - the function of education and the function of upbringing. In real practice, these two functions are closely intertwined.

To conduct pedagogical research, special scientific methods are used, the knowledge of which is necessary for all those involved in individual and collective scientific research.

1. Fundamentals of the doctrine of research methods

Methodology in the narrow sense of the word is the doctrine of methods, and although we do not reduce it to such an understanding, the doctrine of methods plays an extremely important role in methodology. The theory of research methods is designed to reveal their essence, purpose, place in the general system of scientific research, to give the scientific basis for the choice of methods and their combination, to identify the conditions for their effective use, to give recommendations on the design of optimal systems of research methods and procedures, i.e. research methods. Methodological propositions and principles receive their effective, instrumental expression precisely in methods.

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

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

The system of methods, or methodology, of the search is a part of the research system, expressing it naturally and allowing research activities to be carried out. Of course, the connections of methods in the research system are complex and diverse, and methods, being a kind of subsystem of the research complex, serve all of its "nodes". In general, the methods depend on the content of those stages of scientific research that logically precede the stages of selection and use of procedures necessary to test the hypothesis. In turn, all components of the study, including methods, are determined by the content of what is being studied, although they themselves determine the possibilities of comprehending the essence of a particular content, the possibility of solving certain scientific problems.

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

2. Classification of methods of psychological and pedagogical research

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

· organizational;

· empirical;

by the method of data processing;

interpretive.

The scientist attributed to organizational methods:

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

Longitudinal - as multiple examinations of the same persons over a long period of time;

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

To empirical:

observational methods (observation and self-observation);

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

· psychodiagnostic method;

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

modeling;

biographical method.

By way of data processing

methods of mathematical and statistical data analysis and

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

to interpretive

· genetic (phylo- and ontogenetic) method;

Structural method (classification, typology, etc.).

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

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

Empirical, in which externally real interaction of the subject and object of research is carried out.

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

Interpretation-descriptive, in which the subject "externally" interacts with the sign-symbolic representation of the object (graphs, tables, diagrams).

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

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

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

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

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

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

Finally, interpretive-descriptive methods are the "meeting place" of the results of applying theoretical and experimental methods and the place of their interaction. The data of an empirical study, on the one hand, are subjected to primary processing and presentation in accordance with the requirements for the results of the theory, model, and inductive hypothesis that organize the study; on the other hand, these data are interpreted in terms of competing concepts for the correspondence of hypotheses to the results.

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

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

Each of these approaches carries a special meaning, although some of them are also quite arbitrary. Let us take, for example, the division of methods into pedagogical and methods of other sciences, that is, non-pedagogical. The methods that belong to the first group are, strictly speaking, either general scientific (for example, observation, experiment) or general methods of the social sciences (for example, polling, questioning, assessment), which are well mastered by pedagogy. Non-pedagogical methods are the methods of psychology, mathematics, cybernetics and other sciences used by pedagogy, but not yet so adapted by it and other sciences as to acquire the status of proper pedagogy.

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

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

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

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

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

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

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

A scientifically substantiated assumption about the possible effectiveness of one or another experimentally verified innovation is called a scientific hypothesis.

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

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

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

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

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

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

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

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

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

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

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

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

3. Characterization of empirical research

The methods of empirical research should include: studying the literature of documents and results of activities, observation, questioning, evaluation (method of experts or competent judges), testing. Generalization of pedagogical experience, experimental pedagogical work, experiment belong to more general methods of this level. They are essentially complex methods, including particular methods correlated in a certain way.

The study of literature, documents and results of activities. The study of literature serves as a method of getting acquainted with the facts, history and current state of problems, a way to create initial ideas, the initial concept of the subject, the discovery of "blank spots" and ambiguities in the development of the issue.

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

observation. A very widely used method, used both independently and as an integral part of more complex methods. Observation consists in the direct perception of phenomena with the help of the senses or their indirect Perception through description by other directly observing people.

Observation is based on perception as a mental process, but this by no means exhausts observation as a research method. Observation can be directed to the study of delayed learning outcomes, to the study of changes in the object over a certain time. In this case, the results of the perception of phenomena at different times are compared, analyzed, compared, and only after that the results of observation are determined. When organizing observation, its objects must be identified in advance, goals set, and an observation plan drawn up. The object of observation is most often the very process of the activity of the teacher and the student, the course and results of which are judged by words, actions, deeds, and the results of completing tasks. The purpose of observation determines the primary focus on certain aspects of activity, on certain connections and relationships (the level and dynamics of interest in the subject, ways of mutual assistance of students in collective work, the ratio of informative and developing learning functions, etc.). Planning helps to highlight the sequence of observation, the order and method of fixing its results. Types of observations can be distinguished according to various criteria. On the basis of a temporary organization. Distinguish between continuous and discrete observation, in terms of volume - broad and highly specialized, aimed at identifying individual aspects of a phenomenon or individual objects (monographic observation of individual students, for example). Poll. This method is used in two main forms: in the form of an oral survey interview and in the form of a written survey - a questionnaire. Each of these forms has its strengths and weaknesses.

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

The survey is always built on the basis of expectations based on a certain understanding of the nature and structure of the phenomena being studied, as well as ideas about the relationships and assessments of the respondents. First of all, the task arises to reveal the objective content in subjective and often inconsistent answers, to identify the leading objective tendencies and causes in them. Inconsistencies in estimates. Then the problem of comparing the expected and received arises and is solved, which can serve as a basis for correcting or changing the initial ideas about the subject.

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

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

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

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

didactic experiment. An experiment in science is a change or reproduction of a phenomenon in order to study it under the most favorable conditions. A characteristic feature of the experiment is the planned human intervention in the phenomenon under study, the possibility of repeatedly reproducing the phenomena under study under varying conditions. This method allows you to decompose holistic pedagogical phenomena into their constituent elements. By changing (variing) the conditions under which these elements function, the experimenter is able to trace the development of individual aspects and connections, and more or less accurately record the results obtained. The experiment serves to test the hypothesis, clarify the individual conclusions of the theory (empirically verifiable consequences), establish and clarify the facts

A real experiment is preceded by a mental one. Playing mentally various options for possible experiments, the researcher selects options that are subject to verification in a real experiment, and also receives expected, hypothetical results, with which the results obtained in the course of a real experiment are compared.

4. Characteristics of theoretical studies

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

Theoretical analysis and synthesis. At the theoretical level of research, many forms of logical thinking are widely used, including analysis and synthesis, especially analysis, which consists in decomposing what is being studied into units, which makes it possible to reveal the internal structure of an object. But the leading role in comparison with analysis in theoretical research is played by synthesis. On the basis of synthesis, the subject is recreated as a subordinated system of connections and interactions with the highlighting of the most significant of them.

It is only through analysis and synthesis that one can isolate the objective content, objective tendencies in the activity of students and teachers, subjective in form, "grasp" inconsistencies, "catch" real contradictions in development. The pedagogical process, to "see" such forms and stages of the process that are designed, but do not yet really exist.

Abstraction - concretization and idealization. The processes of abstraction and concretization are closely connected with analysis and synthesis.

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

There are two types of abstraction: generalizing and isolating. The first type of abstraction is formed by highlighting common identical features in many objects. Isolating abstraction does not involve the presence of many objects, it can be done with only one object. Here, in an analytical way, the property we need is singled out with fixing our attention on it. For example, a teacher singles out one of the variety of features of the educational process - the availability of educational material - and considers it independently, determining what accessibility is, what causes it, how it is achieved, what is its role in the assimilation of the material.

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

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

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

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

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

There arises, first of all, the task “to enter the acquired knowledge into the system of existing theoretical concepts. This knowledge can deepen, develop, clarify existing theories, clarify their insufficiency and even "blow up" them.

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

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

The method of concretization of theoretical knowledge, which includes many logical techniques and operations used at all stages of the study, thus makes it possible to translate abstract knowledge into mentally concrete and concretely effective knowledge, gives scientific results an outlet for practice.

5. Ways to implement the research results

The most important thing in a completed pedagogical research is the implementation of its results in practice. The implementation of the results is understood as a whole range of activities implemented in a certain sequence, including informing the pedagogical community about the findings or patterns identified that give rise to any changes in practice (through the pedagogical press, in oral presentations, etc.); creation of new teaching and methodological aids based on the data obtained from the pilot study (for example, when restructuring education in primary school); development of methodological instructions and recommendations, etc. At the same time, if the effectiveness and efficiency of any pedagogical findings of practicing teachers are confirmed and they receive scientific understanding, interpretation and justification, propaganda of their experience is organized, the possibility of transferring it to other conditions is shown (for example, the propaganda of the experience of Lipetsk teachers who improved the methodology was organized in this way). lesson organization).

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

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

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

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

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

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

development of proposals for solving this problem; experimental-experimental verification of their effectiveness and effectiveness;

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

· conclusions about the significance of the results of a particular study for the development of the relevant area of ​​pedagogical science.

Conclusion

So, we have considered the main methods of pedagogical research. How, then, from these separate methods, can a substantiated research methodology be combined, using which it is possible to solve the tasks set?

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

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

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

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

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

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

· the inability of separate methods to compose a holistic methodology that optimally provides a solution to the problems of scientific research.

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

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

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

2. Compliance with modern principles of scientific research.

3. Scientific perspective, i.e. reasonable assumption that the chosen method will give new and reliable results.

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

5. Perhaps a more complete focus on the comprehensive and harmonious development of the personality of the trainees, because the research method in many cases becomes a method of education and upbringing, that is, "a tool for touching the personality."

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

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

References

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

2. Pedagogy: textbook. allowance for students ped. in-tov/P 24 Ed. Yu.K. Babansky. - m.: Enlightenment, 1983. - 608 p.

Internet resources

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

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

5. (http://www.voppsy.ru/journals_all/issues/1998/985/985126.htm; see the article by Borisova E.M. "Fundamentals of Psychodiagnostics").

Ministry of Education of the Republic of Belarus

Educational Establishment "Grodno State University. Ya.Kupala»

CSRS No. 2 in the discipline "Special Psychology" on the topic: " The method of observation as the main method of studying children with special needs of psychophysical development»

Prepared by student Shakhnyuk Olga,

Faculty of Education,

Oligophrenopedagogy. speech therapy,

2 course, 22 group.

Lecturer: Flerko Natalya Vladimirovna

Signature __________

Basic forms and methods of diagnostics.

Today, the role of diagnostics is very great: timely identification of children with developmental disorders is required; determination of their optimal educational route; providing individual support in a general institution; development of individual education programs for children with complex and severe mental development disorders, for whom education in accordance with standard educational programs is not available. All this work can be carried out only on the basis of a deep and comprehensive study of the child. The construction of a psychological and pedagogical examination of a child with special needs of psychophysical development should be distinguished by a variety and a large number of methods used, which makes it possible to correctly qualify various disorders and their correlations.

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

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

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

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

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

The purpose of the introductory: identification of the initial level, the state of children for drawing up a program for the development of children, a work plan.

The purpose of the interim: evaluation of the effectiveness of pedagogical influences, timely correction of development programs, drawing up a further work plan.

Target: identification of the achieved level of development of abilities, urgent necessary correction for children of graduation groups, a comprehensive assessment of pedagogical activity.

Forms intermediate diagnosis:

Slice control

Test tasks

Keeping a child diary

Contests

Exhibitions of drawings, etc.

Methods of psychological and pedagogical research.

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

Classification of types of observation:

by time: continuous and discrete;

by volume: wide and highly specialized;

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

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

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

Purposefulness- observation is carried out not for the student in general, but for the manifestations of specific personality traits.

Planning- before the start of observation, it is necessary to outline certain tasks (what to observe), to think over a plan (terms and means). Indicators (what to record), possible miscalculations (mistakes) and ways to prevent them, expected results.

Independence– observation should be an independent, not a passing task. For example, not the best way to find out the qualities of students would be to go on an excursion into the forest, because the information obtained in this way will be random, since the main efforts of attention will be directed to solving organizational problems.

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

Systematic- observation should not be carried out on a case-by-case basis, but systematically, in accordance with a plan.

Objectivity- the teacher should record not what he "wants to see" in support of his assumption, but objective facts.

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

Observation is a laborious method.

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

It is impossible to fix everything, so you can miss the essential and note the insignificant.

Intimate situations do not lend themselves to observation.

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

Observation provides information that is difficult to quantify.

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

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

Conversation- a method of establishing in the course of direct communication the mental characteristics of the student, allowing you to obtain information of interest with the help of pre-prepared questions.

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

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

The conversation can be both more standardized and more free.

In the first case, the conversation is conducted according to a strictly regulated program, with a strict sequence of presentation, clearly fixing the answers and relatively easy to process the results.

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

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

Preliminary work is very important in preparing for a conversation.

The leader of the conversation should carefully consider all aspects of the problem that he is going to talk about, pick up those facts that he may need. A clear statement of the purpose of the conversation helps to formulate clear questions and avoid random ones.

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

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

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

Communication should begin with topics that are pleasant to the interlocutor, so that he willingly begins to speak.

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

The question should cause discussion, development of thought.

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

Sincere interest and respect for the opinion of the interlocutor, a benevolent attitude in conversation, the desire to convince, and not force an agreement, attention, sympathy and participation are no less important than the ability to speak convincingly and reasonably. Modest and correct behavior inspires confidence.

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

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

In a conversation with students, indirect questions should be widely used. It is with their help that the teacher can obtain information of interest to him about the hidden aspects of the child's life, about the unconscious motives of behavior, ideals.

In no case should you express yourself in a gray, banal or incorrect way, trying in this way to approach the level of your interlocutor - this is shocking.

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

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

The undoubted advantages of the conversation include:

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

Oral responses take less time than written responses.

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

Students take questions more seriously.

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

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

Experimental Methods

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

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

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

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

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

The laboratory experiment is carried out in artificial for the student, specially created and precisely taken into account conditions. Often it is carried out in a specially equipped room (for example, light and soundproof booths), with the active use of various physical devices and recording equipment.

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

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

natural experiment(developed by the Russian psychologist A.F. Lazursky) is carried out in the usual, familiar conditions for the subjects, without special equipment.

A natural experiment is distinguished by the fact that students who are in their natural conditions of play, learning or work activity are not aware of the ongoing psychological research.

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

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