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.

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.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FSBEI HPE "Kuban State University"

Faculty of Pedagogy, Psychology and Communication Science

Department of Defectology and Special Psychology

TEST

by discipline: Introduction to Psychological and Pedagogical Research

The work was completed by the student: Potemkina A.V.

course of the WFD department

Specialty Speech therapy (defectology)

Krasnodar 2013

Exercise 1

Pedagogy is the science of educational relations that arise in the process of the relationship of upbringing, education and training with self-education, self-education and self-training and aimed at human development. Pedagogy can be defined as the science of translating the experience of one generation into the experience of another.

subject of pedagogy? this is education as a real holistic pedagogical process, purposefully organized in special social institutions (family, educational and cultural institutions).

The object of pedagogy. A.S. Makarenko, a scientist and practitioner who can hardly be accused of promoting "childless" pedagogy, in 1922 formulated the idea of ​​the specifics of the object of pedagogical science. He wrote that many consider the child to be the object of pedagogical research, but this is not true. The object of research of scientific pedagogy is "pedagogical fact (phenomenon)". In this case, the child, the person is not excluded from the attention of the researcher. On the contrary, being one of the sciences about a person, pedagogy studies purposeful activities for the development and formation of his personality.

Psychology is the science of the soul (psyche - soul, logos - concept, doctrine), thus psychology is the science of the psyche and mental phenomena.

The subject of psychology changed in the course of its formation as a separate science. At first, the subject of its study was the soul, then consciousness, then the behavior of a person and his unconscious, etc., depending on the general approaches that psychologists adhered to at certain stages of the development of science. Currently, there are two views on the subject of psychology. According to the first of them, the subject of psychology is the mental processes, mental states and mental properties of the individual. According to the second, the subject of this science is the facts of mental life, psychological laws and mechanisms of mental activity.

The object of psychology in its definition, we are faced with certain difficulties. It is usually believed that the object of science is the carriers of those phenomena and processes that this science investigates. Thus, the object of psychology must be recognized as a person. However, according to the ethical standards of domestic methodology, a person cannot be an object, since he is the subject of knowledge. To get out of this terminological contradiction, it is possible to designate the object of general psychology as a process of interaction between a person and the surrounding world. Developmental psychology as a more or less isolated branch of psychological science that arose at the end of the 19th century. is aimed at identifying age characteristics and dynamics of the process of mental development of the individual throughout life.

The subject of developmental psychology as a scientific discipline is the study of the facts and patterns of human mental development in ontogeny.

Pedagogical psychology is a branch of psychology that studies the patterns of human development in terms of training and education. It is closely connected with pedagogy, child and differential psychology, psychophysiology.

The object of pedagogical psychology is the activity processes of transferring and assimilation of social experience in a person.

The subject of educational psychology is the normative structure of joint activity, in which the student learns, and the teacher transfers social experience to him and creates favorable conditions for learning.

Social psychology is a science that studies the mechanisms and patterns of behavior and activities of people, due to their inclusion in social groups and communities, as well as the psychological characteristics of these groups and communities

There are three main approaches to the question of the subject of social psychology. According to the first of them, the subject of social psychology is the mass phenomena of the psyche. This approach is developed by sociologists, it studies: the psychology of classes, large social communities, various aspects of the social psychology of groups (traditions, mores, customs). According to this approach, social psychology is defined as the science of social psychology. According to the second approach, the subject of social psychology is personality. This approach has become widespread among psychologists. Within the framework of this approach, the question of the context in which to study personality is discussed. It is possible to analyze the personality in terms of its position in the group; consideration of the personality in the context of interpersonal relations or in the system of communication.

The third approach is an attempt to synthesize the first two. Social psychology is regarded as a science that studies both mass mental processes and the position of the individual in a group. It should be noted that such an understanding of the subject of social psychology is most consistent with the real practice of research. At present, the most generally accepted definition of the subject of social psychology is the following: the study of the patterns of behavior and activities of people due to their inclusion in social groups, as well as the study of the psychological characteristics of these groups themselves. The object of research in social psychology can be: a person, a social group (both small, consisting of two or three people, and large, including representatives of the entire ethnic group). In addition, the object of social psychology includes the study of the processes of development of the individual and a particular group, the processes of interpersonal and intergroup interaction.

Is pedagogy social? branch of pedagogy that studies the impact of social. environment for the upbringing and formation of personality; developing a system of measures to optimize the education of the individual, taking into account the specific conditions of the social. environment. P. s. studies the problems of the sociology of education, socio-pedagogical philosophy, theory, psychology and methods of social. education. The term was introduced by teacher A. Diesterweg in the 19th century. In our country leading experts in the field of P. of page. consider A.S. Makarenko, S.T. Shatsky.

The object of socio-pedagogical theory and practice is society at the social level as a relatively stable community of people, and the organizer and conductor of pedagogical actions is the state, various political and public organizations and movements interested in the socialization of members of society in a certain direction.

The object of socio-pedagogical theory and practice in the second sense is the social sphere of society, the microenvironment, groups of people, etc. Typical means of implementation: cultural and educational, physical culture and health, social and educational work, etc. The object of social pedagogy in the third sense is an individual at various stages and levels of socialization, in relation to which various socio-pedagogical methods and means are applied in accordance with the stable-level state of his development. The subject of social pedagogy is the socio-pedagogical process that determines the content, principles, forms and methods of research (practical activity) and the conditions for its implementation. The directly content component of the subject is determined by the section of social pedagogy.

Special pedagogy is the theory and practice of special (special) education of persons with disabilities in physical and mental development, for whom education under normal pedagogical conditions, determined by the existing culture, with the help of general pedagogical methods and means, is difficult or impossible.

The object of special pedagogy is the special education of people with special educational needs as a socio-cultural, pedagogical phenomenon.

The subject of special pedagogy is the theory and practice of special education. It includes the study of the features of the development and education of a person with limited opportunities for life, the features of his formation and socialization as a person, as well as the use of this knowledge to find the best ways, means, conditions that will ensure the correction of physical or mental deficiencies, compensation for the activity of disturbed organs and body systems and the education of such a person for the purpose of his social adaptation and integration into society and providing him with the opportunity for the most independent life.

pedagogy psychology observation expert

Task 2

Process - 1) successive change of state in the development of something; the development of a phenomenon; 2) a set of consistent actions aimed at achieving a result.

Science is a form of social consciousness that reflects and accumulates knowledge about the essence, connections and dependencies, the objective laws of the development of nature, society and thinking.

Methodology - 1) the most general system of principles for organizing scientific research, methods for achieving and building scientific knowledge; 2) the doctrine of the scientific method of cognition; a set of methods used in any science; a system of principles and methods for organizing and building theoretical and practical activities. In pedagogy, methodology is defined as the doctrine of the principles, methods, forms and procedures for cognition of the transformation of pedagogical reality. Methods of pedagogical research - techniques, procedures and operations of empirical and theoretical knowledge and study of the phenomena of reality.

Basic general scientific principles of psychological and pedagogical research and requirements for the process of conducting;

) The principle of objectivity is a fundamental principle, expressed in a comprehensive consideration of the factors and conditions in which phenomena arise and develop, dictates the requirements of evidence, the validity of the initial premises, the logic of the study and its conclusion. The requirement of stereoscopicity;

) The principle of determinism. Their impact on psychological and pedagogical processes requires the identification of the main factors that determine the results of the process, the establishment of a hierarchy, the relationship between the main and the secondary in the phenomenon under study;

) The principle of essential analysis - is associated with the correlation in the studied general and particular, the disclosure of the laws of their existence and functioning, the conditions and factors of their development, the possibilities of their purposeful change;

) The genetic principle (principle of development) requires the analysis of all mental (pedagogical) phenomena exclusively in dynamic terms, based on an analysis of the conditions of their origin, subsequent development and formation;

) The principle of damage.

The main types of empirical methods in psychological and pedagogical research.

)Experiment - one of the main methods of scientific knowledge in general, and in psychology - pedagogical research in particular. This is a research method, which consists in creating a research situation, getting the opportunity to change it, vary the conditions, making it possible and accessible to study mental processes or pedagogical phenomena. Experiments are: laboratory, natural and formative.

)Observation, as a purposeful perception of the object under study, is one of the leading methods in the study of children with deviant development. It is of particular importance, since the focus on a qualitative analysis of experimental data necessarily implies their supplementation with observational data.

)Survey methods are divided into oral (conversation, interview) and written (questionnaire).

)Analysis of products of activity is a research method that allows you to indirectly study the forcing of knowledge, skills, interests, abilities of a person based on an analysis of the products of his activity.

)Evaluation (or the method of expert assessments, or the method of competent judges) is a research method associated with the involvement of the most competent people in assessing the phenomena under study, whose opinions, complementing and rechecking each other, make it possible to objectively characterize what is being studied.

Types of observation method, advantages and disadvantages:

) standardized (structural, controlled) observation - observation, in which a number of pre-distributed categories are used, in accordance with which certain reactions of individuals are recorded. It is used as the main method of collecting primary information.

) non-standardized (non-structural, uncontrolled) observation - observation in which the researcher is guided only by the most general plan.

The main task of such observation is to obtain a certain impression about a particular situation as a whole. It is used at the initial stages of the study in order to clarify the topic, put forward hypotheses, determine possible types of behavioral reactions for their subsequent standardization.

) observation in the natural environment (field) - observation of objects engaged in their daily activities and unaware of the manifestation of research attention to them (observation of a film crew, circus performers, etc.).

) observation in significant situations (for example, observation in the team of reactions to the arrival of a new leader, etc.).

) included observation - observation is carried out by a researcher who is included incognito in a group of persons of interest to him as an equal member of it (for example, in a group of vagrants, psychiatric patients, etc.).

Disadvantages of participant observation:

) a certain skill (artistry and special skills) is required on the part of the observer, who must naturally, without arousing any suspicion, enter the circle of people he studies;

) there is a danger of involuntary identification of the observer with the positions of the studied population, i.e., the observer can get used to the role of a member of the group under study to such an extent that he risks becoming, rather, its supporter, rather than an impartial researcher;

) moral and ethical problems;

) the limitations of the method, which is due to the inability to monitor large groups of people; 5) is time consuming.

The advantage of the participant observation method is that it allows obtaining data on the real behavior of people at the very moment when this behavior is carried out.

Theoretical methods of pedagogical research.

Analysis is a method of mental division of an object (phenomenon, process), properties of an object (objects) or a relationship between objects (phenomena, processes) into parts (features, properties, relationships). The analysis procedure is an integral part of psychological and pedagogical research and usually forms its first stage, when the researcher moves from a general description of the research object or from a general idea about it to revealing its structure, properties, functions. Thus, when constructing a correctional-pedagogical process, it is possible to isolate separately its goals, content, technology, organization, and the system of relationships between its subjects for analysis. Or when analyzing the process of becoming a student of any quality, the researcher identifies the stages of this process, "crisis points" in the formation of the personality, and then examines in detail the content of each stage. But at other stages of the study, analysis retains its significance, although here it appears in unity with other methods.

Synthesis is the combination of various elements, aspects of an object into a single whole (system). In this sense, synthesis as a method of scientific research is opposite to analysis, although in practice it is inextricably linked with it.

Comparison - comparisons of objects in order to identify similarities and differences between them. Comparison involves two operations - comparison (revealing similarities) and opposition (revealing differences). The researcher must, first of all, determine the basis of comparison - the criterion. Only such concepts that reflect homogeneous objects and phenomena of objective reality are subject to comparison. Comparison of the subject under study with others according to the accepted parameters helps to identify and limit the object and subject of research. By comparison, the general and specific in the studied pedagogical phenomenon are distinguished, the most effective methods of correction, training and education are selected.

Abstraction is a mental abstraction of any property or attribute of an object, phenomenon from its other properties and attributes. This is necessary in order to study the subject more deeply, and in a “pure” form, to penetrate into its essence, to dissociate itself from side influences, connections, relationships. The opposite of abstraction is the method of concretization. It is aimed at reconstructing and mentally recreating the subject under study on the basis of previously isolated abstractions. Psychological and pedagogical knowledge, by its very nature, must be concretized in order to recreate the diverse connections of society with education and personality, to recreate the personality itself as an integrity.

Induction is a research method that allows you to generalize, to establish general principles and laws from particular facts and phenomena. Thus, the analysis of a certain number of particular pedagogical facts makes it possible to derive patterns common to them, known and unknown in science. Induction is carried out through abstraction.

Deduction is a research method that allows particular provisions in the process of concretization to be derived from general patterns, to bring them under the concept. So, on the basis of theoretical knowledge about the structure and specifics of the learning process in a special (correctional) school, a study of the process of studying specific educational material in a particular subject (mathematics, geography, Russian, etc.) is built. Concretization allows you to better understand the general.

Modeling method. Modeling is closely related to idealization. It is a process associated with the formation of some abstract objects that are fundamentally not feasible in experience and reality. Idealized objects serve as a means of scientific analysis of real objects. Modeling also serves the task of constructing something new that does not yet exist in practice. Such, for example, is the model of a regional system of early speech therapy or the model of an inclusive school where children with different educational needs study.

Method of expert assessments. The essence of the method of expert assessments is that experts conduct an intuitive-logical analysis of the problem with a quantitative assessment of judgments and formal processing of the results. The generalized opinion of experts obtained as a result of processing is accepted as a solution to the problem. The complex use of intuition (unconscious thinking), logical thinking and quantitative assessments with their formal processing makes it possible to obtain an effective solution to the problem.

When performing their role in the management process, experts perform two main functions: they form objects (alternative situations, goals, decisions, etc.) and measure their characteristics (probabilities of events, goals significance coefficients, decision preferences, etc.) . The formation of objects is carried out by experts on the basis of logical thinking and intuition. In this case, the knowledge and experience of the expert play an important role. Measuring the characteristics of objects requires experts to know the theory of measurements. The characteristic features of the method of expert assessments as a scientific tool for solving complex non-formalizable problems are, firstly, the scientifically based organization of all stages of the examination, ensuring the greatest efficiency of work at each stage, and secondly, the use of quantitative methods both in organizing the examination and and in evaluating expert judgment and formal group processing of the results. These two features distinguish the method of expert assessments from the usual long-known expertise, widely used in various fields of human activity.

Expert collective assessments were widely used on a national scale to solve complex problems of managing the national economy already in the first years of Soviet power. In 1918, the Council of Experts was established under the Supreme Council of the National Economy, whose task was to solve the most difficult problems of reorganizing the country's national economy. In drawing up five-year plans for the development of the national economy of the country, expert assessments of a wide range of specialists were systematically used. At present, in our country and abroad, the method of expert assessments is widely used to solve important problems of a different nature. In various industries, associations and enterprises, there are permanent or temporary expert commissions that form solutions to various complex non-formalizable problems.

The whole set of poorly formalized problems can conditionally be divided into two classes. The first class includes problems for which there is sufficient information potential to successfully solve these problems. The main difficulties in solving first-class problems in peer review are in realizing the existing information potential by selecting experts, building rational survey procedures and applying optimal methods for processing its results. At the same time, the methods of interrogation and processing are based on the use of the principle of a “good” meter. This principle means that the following hypotheses are fulfilled: 1) the expert is a repository of a large amount of rationally processed information, and therefore it can be considered as a qualitative source of information; 2) the group opinion of experts is close to the true solution of the problem.

If these hypotheses are correct, then the results of measurement theory and mathematical statistics can be used to construct polling procedures and processing algorithms.

The second class includes problems in relation to which the information potential of knowledge is insufficient to be sure of the validity of these hypotheses. When solving problems from this class of experts can no longer be considered as "good measurers". Therefore, it is necessary to be very careful when processing the results of the examination. The use of averaging methods that are valid for "good meters" in this case can lead to large errors. For example, the opinion of one expert, which is very different from the opinions of other experts, may turn out to be correct. In this regard, for problems of the second class, qualitative processing should mainly be applied.

The scope of the method of expert assessments is very wide. We list the typical tasks solved by the method of expert assessments:

) compiling a list of possible events in various areas for a certain period of time;

) determination of the most probable time intervals for the completion of a set of events;

) definition of goals and objectives of management with ordering them in order of importance;

) identification of alternative (options for solving the problem with an assessment of their preferences;

) alternative distribution of resources for solving problems with an assessment of their preference;

) alternative decision-making options in a certain situation with an assessment of their preference.

To solve the listed typical problems, various varieties of the method of expert assessments are currently used. The main types include: questioning and interviewing; brainstorm; discussion; meeting; operational game; scenario.

Each of these types of expert evaluation has its own advantages and disadvantages, which determine the rational area of ​​application. In many cases, the combined application of several types of expertise gives the greatest effect.

Questioning and the scenario assume individual work of the expert. Interviewing can be carried out both individually and with a group of experts. Other types of expertise involve the collective participation of experts in the work. Regardless of the individual or group participation of experts in the work, it is advisable to obtain information from many experts. This makes it possible to obtain more reliable results based on data processing, as well as new information about the dependence of phenomena, events, facts, expert judgments, which is not explicitly contained in the statements of experts.

When using the method of expert assessments, there are some problems. The main ones are: selection of experts, conducting a survey of experts, processing the results of the survey, organizing examination procedures.

Basic interpretive methods of research The interpretative method of psychological and pedagogical research includes genetic and structural. The genetic method involves the analysis of the material in terms of the origin, development and transformation of certain mental (pedagogical) phenomena with the allocation of individual phases, stages, etc. The structural method is aimed at establishing structural relationships between the parameters (characteristics) of the object under study.

Task 3

How do methodological principles and requirements correlate in psychological and pedagogical research?

Answer: The requirements follow from this or that principle, but their use is largely dictated by the specifics of the situation, individual exceptions to the general rules are allowed.

What type of results processing (qualitative or quantitative) prevails in psychological and pedagogical research?

Answer: the quantitative form of processing the results prevails in psychological and pedagogical research. Statistical methods today have become an integral part of pedagogical research, without which it is impossible to give an objective interpretation of the measurement results.

What approaches are implemented in modern pedagogical research

Answer: System approach and activity approach.

List of sources used

1. Beshelev S.D., Gurvich F.G. Expert assessments in making planned decisions. M.: Economics, 1976.

Bruner D.S. Psychology of knowledge: beyond the immediate information [Text] / D.S. Bruner. - M.: Higher. school, 1987.

Vasilkova Yu.V. Social pedagogy / Yu.V. Vasilkova, T.A. Vasilkov. - M., 2001.

Gamezo M.V., Petrova E.A., Orlova L.M.

Developmental and pedagogical psychology: Proc. manual for students of all specialties of pedagogical universities. - M.: Pedagogical Society of Russia, 2003.

Zagvyazinsky V.I. Methodology and methods of psychological and pedagogical research / V.I. Zagvyazinsky., R. Atakhanov. - M., 2005.

Kapterev P.F. Child and pedagogical psychology. - M.: Moscow Psychological and Social Institute; Voronezh: NPO "MODEK" Publishing House, 1999 (Series "Psychologists of the Fatherland")

Kon I.S. Psychology of adolescence. M: Enlightenment, 1979.

Kodzhaspirova G.M., Kodzhaspirov A.Yu. K 57 Pedagogical Dictionary: For students. higher and avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2003.

Nazarova N.M. Special Pedagogy Moscow ACADEMA 2000

Slastenin V.A. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing center "Academy", 2002.

Smirnova L.V., Gutkovskaya E.L., Lavrentieva I.V. Organization of research work of students of defectologists: a methodological guide for students Krasnodar, 2013

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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;
according to the method of data processing;
interpretive.

Observation is understood as a purposeful, organized and in a certain way fixed perception of the object under study. The results of fixing the observation data are called the description of the object's behavior.

Observation can be carried out directly or using technical means and methods of data recording (photo, audio and video equipment, observation cards, etc.). However, with the help of observation, it is possible to detect only phenomena that occur under ordinary, "normal" conditions, and in order to know the essential properties of an object, it is necessary to create special conditions that are different from "normal". The main features of the observation method are:
direct connection between the observer and the observed object;
partiality (emotional coloring) of observation;
complexity (sometimes - impossibility) of repeated observation. There are several types of observations:

Depending on the position of the observer, open and covert observation are distinguished.

The first means that the subjects know the fact of their scientific control, and the researcher's activity is perceived visually.

Covert observation implies the fact of covert tracking of the actions of the subject. The difference between the first and the second lies in the comparison of data on the course of psychological and pedagogical processes and the behavior of participants in educational interaction in conditions of a sense of supervision and freedom from prying eyes.

The second is a dotted, selective fixation of certain phenomena and processes under study. For example, when studying the labor intensity of teacher and student work in a lesson, the entire learning cycle is observed from its start at the beginning of the lesson to the end of the lesson. And when studying neurogenic situations in the teacher-student relationship, the researcher, as it were, waits, watching these events from the side, in order to then describe in detail the causes of their occurrence, the behavior of both conflicting parties, i.e. teacher and student.

The result of a study that uses the method of observation largely depends on the researcher himself, on his "culture of observation". It is necessary to take into account the specific requirements for the procedure for obtaining and interpreting information in the observation. Among them, the following stand out:
1. Only external facts that have speech and motor manifestations are available for observation. You can observe not intellect, but how a person solves problems; not sociability, but the nature of interaction with other people, etc.
2. It is necessary that the observed phenomenon, behavior be defined operationally, in terms of real behavior, i.e., the recorded characteristics should be as descriptive as possible and as less explanatory as possible.
3. The most important moments of behavior (critical cases) should be highlighted for observation.
4. The observer must be able to record the behavior of the assessed person for a long period of time, in many roles and critical situations.
5. The reliability of an Observation is increased if the testimony of several observers agrees.
6. The role relationship between the observer and the observed must be eliminated. For example, student behavior will be different in the presence of parents, teacher, and peers. Therefore, external assessments given to the same person on the same set of qualities by people occupying different positions in relation to him may turn out to be different.
7. Evaluations in observation should not be subject to subjective influences (likes and dislikes, transferring attitudes from parents to students, from student performance to his behavior, etc.).

An empirical method widely used in educational psychology to obtain information (information) about a student in communication with him, as a result of his answers to targeted questions. This is a method of studying student behavior specific to educational psychology. A dialogue between two people, during which one person reveals the psychological characteristics of the other, is called the method of conversation. Psychologists of various schools and trends widely use it in their research. Suffice it to name the representatives of his school, humanistic psychologists, the founders and followers of "depth" psychology, etc.

In conversations, dialogues, discussions, the attitudes of students, teachers, their feelings and intentions, assessments and positions are revealed. Researchers of all times in conversations received such information that it is impossible to obtain by any other means.

Psychological and pedagogical conversation as a research method is distinguished by purposeful attempts of the researcher to penetrate into the inner world of the subjects of the educational process, to identify the reasons for certain actions. Information about the moral, ideological, political and other views of the subjects, their attitude to the problems of interest to the researcher is also obtained through conversations. But conversations are a very complicated and not always reliable method. Therefore, it is used most often as an additional one - to obtain the necessary clarifications and clarifications about what was not clear enough during observation or the methods used.

To increase the reliability of the results of the conversation and remove the inevitable shade of subjectivity, special measures should be used. These include:
the presence of a clear, well-thought-out, taking into account the characteristics of the student's personality and a steadily implemented conversation plan;
discussion of issues of interest to the researcher in various perspectives and connections of school life;
variation of questions, posing them in a form convenient for the interlocutor;
ability to use the situation, resourcefulness in questions and answers.

The conversation is included as an additional method in the structure of the psychological and pedagogical experiment at the first stage, when the researcher collects primary information about the student, teacher, gives them instructions, motivates, etc., and at the last stage - in the form of a post-experimental interview.

The interview is called a targeted survey. An interview is defined as a "pseudo-conversation": the interviewer must remember all the time that he is a researcher, not lose sight of the plan and lead the conversation in the direction he needs.

Questioning is an empirical socio-psychological method of obtaining information on the basis of answers to specially prepared questions that meet the main task of the study, which make up the questionnaire. Questioning is a method of mass collection of material using specially designed questionnaires, called questionnaires. Questioning is based on the assumption that the person frankly answers the questions asked of him. However, as recent studies of the effectiveness of this method show, these expectations are justified by about half. This circumstance sharply narrows the range of application of the survey and undermines confidence in the objectivity of the results. Questioning attracted teachers and psychologists with the possibility of quick mass surveys of students, teachers, parents, the cheapness of the methodology and the possibility of automated processing of the collected material.

Now in psychological and pedagogical research, various types of questionnaires are widely used:
open, requiring independent construction of the answer;
closed, in which students have to choose one of the ready-made answers;
nominal, requiring the names of the subject;
anonymous, do without it, etc. When compiling the questionnaire, the following are taken into account:
the content of the questions;
the form of questions - open or closed;
wording of questions (clarity, no prompting of answers, etc.);
number and order of questions. In psychological and pedagogical practice, the number of questions usually corresponds to no more than 30-40 minutes of work using the questionnaire method; The order of questions is most often determined by the method of random numbers.

Questioning can be oral, written, individual, group, but in any case must meet two requirements - representativeness and homogeneity of the sample. The survey material is subjected to quantitative and qualitative processing.

In connection with the specifics of the subject of educational psychology, some of the methods mentioned above are used in it to a greater extent, others to a lesser extent. However, the method of testing is becoming more widespread in educational psychology.

Test (English test - test, test, check) - in psychology - a test fixed in time, designed to establish quantitative (and qualitative) individual psychological differences. The test is the main instrument of psychodiagnostic examination, with the help of which a psychological diagnosis is carried out.

Testing differs from other methods of examination:
accuracy;
simplicity;
availability;
possibility of automation.

Testing is far from being a new, but insufficiently used research method in educational psychology. Back in the 80s and 90s. 19th century researchers began to study the individual differences of people. This led to the emergence of the so-called test experiment - research using tests (A. Dalton, A. Cattell, etc.). The use of tests served as an impetus for the development of the psychometric method, the foundations of which were laid by B. Henri and A. Binet. Measuring school success, intellectual development, the degree of formation of many other qualities with the help of tests has become an integral part of a wide teaching and educational practice. Psychology, having provided pedagogy with a tool for analysis, was closely connected with it (it is sometimes impossible to separate pedagogical testing from psychological testing).

If we talk only about the pedagogical aspects of testing, we point out, first of all, the use of performance tests. Skill tests are widely used, such as reading, writing, simple arithmetic operations, as well as various tests for diagnosing the level of learning - identifying the degree of assimilation of knowledge, skills in all academic subjects.

Usually, testing as a method of psychological and pedagogical research merges with practical testing of current academic performance, identifying the level of learning, quality control of learning material.

The most complete and systematized description of the tests is presented in the work of A. Anastasi "Psychological Testing". Analyzing testing in education, the scientist notes that all types of existing tests are used in this process, however, among all types of standardized tests, achievement tests are numerically superior to all others. They were created to measure the objectivity of programs and learning processes. They usually "provide a final assessment of the achievements of the individual at the end of training, in which the main interest is focused on what the individual can do by now."
A.K. Erofeev, analyzing the basic requirements for testing, identifies the following main groups of knowledge that a testologist should have:
basic principles of normative-oriented testing;
and scope of their application;
the basics of psychometrics (i.e., in what units are psychological qualities measured in the system);
test quality criteria (methods for determining the validity and reliability of the test);
ethical standards of psychological testing.

One of the main (along with observation) methods of scientific knowledge in general, psychological research in particular. It differs from observation by active intervention in the situation on the part of the researcher, who systematically manipulates one or more variables (factors) and registers concomitant changes in the behavior of the object under study.

A correctly set experiment allows you to test hypotheses in causal causal relationships, not limited to ascertaining the connection (correlation) between variables. There are traditional and factorial plans for the experiment.

With traditional planning, only one independent variable changes, with factorial planning, several. The advantage of the latter is the ability to assess the interaction of factors - changes in the nature of the influence of one of the variables depending on the value of the other. For statistical processing of the results of the experiment, in this case, analysis of variance is used (R. Fisher). If the area under study is relatively unknown and there is no system of hypotheses, then one speaks of a pilot experiment, the results of which can help clarify the direction of further analysis. When there are two competing hypotheses and the experiment allows you to choose one of them, we speak of a decisive experiment. The control experiment is carried out in order to check any dependencies. The application of the experiment, however, encounters fundamental limitations associated with the impossibility in some cases to carry out an arbitrary change in variables. Thus, in differential psychology and personality psychology, empirical dependencies for the most part have the status of correlations (i.e., probabilistic and statistical dependencies) and, as a rule, do not always allow drawing conclusions about causal relationships. One of the difficulties in applying the experiment in psychology is that the researcher often finds himself involved in the situation of communication with the person being examined (subject) and can involuntarily influence his behavior. Formative or educational experiments form a special category of methods of psychological research and influence. They allow you to directionally form the features of such mental processes as perception, attention, memory, thinking.

The procedure of the experiment consists in the directed creation or selection of such conditions that provide a reliable isolation of the factor under study, and in the registration of changes associated with its impact.
Most often, in psychological and pedagogical experiments, they deal with 2 groups: the experimental group, which includes the Studied factor, and the control group, in which it is absent.

The experimenter, at his own discretion, can modify the conditions of the experiment and observe the consequences of such a change. This, in particular, makes it possible to find the most rational methods in educational work with students. For example, by changing the conditions for memorizing a particular educational material, it is possible to establish under what conditions memorization will be the fastest, most durable and accurate. By conducting research under the same conditions with different subjects, the experimenter can establish the age and individual characteristics of the course of mental processes in each of them.

Psychological and pedagogical experiments differ:
according to the form of conduct;
the number of variables;
goals;
the nature of the organization of the study.
According to the form of conducting, two main ones are distinguished - laboratory and natural.

The laboratory experiment is carried out in specially organized artificial conditions designed to ensure the purity of the results. To do this, side effects of all simultaneously occurring processes are eliminated. A laboratory experiment makes it possible, with the help of recording instruments, to accurately measure the time of the course of mental processes, for example, the speed of a person's reaction, the speed of the formation of educational and labor skills. It is used in cases where it is necessary to obtain accurate and reliable indicators under strictly defined conditions. A more limited application has a laboratory experiment in the study of manifestations of personality, character. On the one hand, the object of study here is complex and multifaceted, on the other hand, the well-known artificiality of the laboratory situation presents great difficulties. Investigating the manifestations of a personality in artificially created special conditions, in a private, limited situation, we do not always have reason to conclude that similar manifestations will be characteristic of the same personality in natural life circumstances. The artificiality of the experimental environment is a significant drawback of this method. It can lead to a violation of the natural course of the processes under study. For example, when memorizing important and interesting educational material, under natural conditions the student achieves different results than when he is asked to memorize experimental material under unusual conditions that is not directly of interest to the child. Therefore, the laboratory experiment should be carefully organized and, if possible, combined with other, more natural methods. The data of the laboratory experiment are mainly of theoretical value; the conclusions drawn on their basis can be extended to real life practice with known limitations.

natural experiment. These shortcomings of the laboratory experiment are eliminated to some extent by organizing a natural experiment. This method was first proposed in 1910 by A.F. Lazursky at the 1st All-Russian Congress on Experimental Pedagogy. A natural experiment is carried out under normal conditions within the framework of the activities familiar to the subjects, for example, training sessions or games. Often the situation created by the experimenter may remain outside the consciousness of the subjects; in this case, a positive factor for the study is the complete naturalness of their behavior. In other cases (for example, when changing teaching methods, school equipment, daily routine, etc.), the experimental situation is created openly, in such a way that the subjects themselves become participants in its creation.

Such a study requires particularly careful planning and preparation. It makes sense to use it when data must be obtained in the shortest possible time and without interference with the main activities of the subjects. A significant drawback of the natural experiment is the inevitable presence of uncontrolled interference, i.e., factors whose influence has not been established and cannot be quantitatively measured.

A.F. himself Lazursky expressed the essence of the natural experiment as follows: “In the natural-experimental study of personality, we do not use artificial methods, we do not perform experiments in artificial laboratory conditions, we do not isolate the child from the usual situation of his life, but we experiment with natural forms of the external environment. We study personality by life itself, and therefore all the influences of both the personality on the environment and the environment on the personality become available for examination. This is where experimentation comes into play. We are not studying individual mental processes, as is usually done (for example, memory is studied by memorizing meaningless syllables, attention - by crossing out signs on tables), but we are studying both mental functions and the personality as a whole. At the same time, we use not artificial material, but school subjects.

According to the number of variables studied, one-dimensional and multivariate experiments are distinguished.
A one-dimensional experiment involves the selection of one dependent and one independent variable in the study. It is most often implemented in a laboratory experiment.

Multidimensional experiment. The natural experiment affirms the idea of ​​studying phenomena not in isolation, but in their interconnection and interdependence. Therefore, a multidimensional experiment is most often implemented here. It requires the simultaneous measurement of many accompanying features, the independence of which is not known in advance. Analysis of the links between the set of studied features, revealing the structure of these links, its dynamics under the influence of training and education is the main goal of a multidimensional experiment.

The results of an experimental study often represent an unrevealed pattern, a stable dependence, but a series of more or less fully recorded empirical facts. Such, for example, are the descriptions of children's play activities obtained as a result of the experiment, experimental data on the influence on any activity of such a factor as the presence of other people and the associated motive for competition. These data, often of a descriptive nature, do not yet reveal the psychological mechanism of the phenomena and represent only more definite material, narrowing down the further scope of the search. Therefore, the results of an experiment in pedagogy and psychology should often be considered as intermediate material and the initial basis for further research work.

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PEI HPE "Institute of Economics, Management and Law (Kazan)"

BUGULMA BRANCH

Faculty of Psychology

IndividualJob

By discipline: "Methodology of psychology"

On the topic: "Methodology and methodology of psychological and pedagogical research"

Completed by: student of group 1 SP d932u

Zaineeva Razide Atnagulovna

Checked:

Antonova Olga Alexandrovna

Bugulma - 2014

Introduction

1. Definition of the concept of "methodology of psychology"

1.1 Methodology of psychology as an independent field of scientific knowledge

2. Methodological foundations of psychological and pedagogical research

2.1 Main functions of methodology in psychological and pedagogical research

Conclusion

Bibliography

Introduction

Radical transformations in society have created real prerequisites for the renewal of the entire system of Russian education and set in motion the mechanism of self-development of the school. The identification of the source of self-development of educational institutions - the teacher's creative research activities - was reflected in the creation of a new type of school, in the development and implementation of new educational content, new educational technologies, strengthening the school's ties with pedagogical science and turning to world pedagogical experience.

The teacher, as the subject of the pedagogical process, is the main protagonist of any changes in the education system. The processes of cardinal transformations in the modern school require the teacher to reorient his activities to new pedagogical values ​​that are adequate to the nature of scientific creativity, which, in turn, highlights one of the main problems of higher education - the formation of a teacher's research culture.

The current situation is characterized by the following system of contradictions of a social, theoretical, praxeological and personal nature:

· between society's awareness of the urgent need for constant reproduction of the pedagogical elite through the development of a research culture and the lack of adequate socio-pedagogical conditions for its formation;

between the modern needs of the school and society in the teacher-researcher and the recognition of the need to improve in this regard his professional training and the insufficient methodological, theoretical and technological development of the foundations for the formation and development of the research culture of the teacher in the course of his professional development;

between the level of experience in research activities and the degree of its implementation by the majority of teachers;

Between the needs and aspirations arising in the teacher's professional activity in the study of pedagogical reality and the level of possession of its means that satisfy these needs, there arises an objective need for future teachers to master the basics of the methodology and methodology of psychological and pedagogical research.

Object of study. Methodology.

Subject of study. The main functions of methodology in psychological and pedagogical research

Target - theoretically explore the main functions of methodology in psychological and pedagogical research.

Tasks:

1. To study the concept of "methodology of psychology".

2. To reveal and analyze the content of the main functions of the methodology.

Work structure: An individual work consists of an introduction, two sections, a conclusion and a list of references.

1. Definition concept"methodology of psychology"

1.1 Methodology of psychology as an independent field of scientific knowledge

Methodology is a system of principles and methods for constructing (organizing) theoretical and practical activities, as well as the doctrine of this system. This is a special subject of rational cognition - a system of socially approved rules and norms of cognition and action, which correlate with the properties and laws of reality.

K.K. Platonov defines the methodology of psychology as a branch of psychology that lies at its intersection with philosophy, the subject of which is the correspondence of the language of psychological science, the principles of psychology, its methods and structure (the tree of psychological science) to the principles of dialectical materialism.

In the Concise Dictionary of the System of Psychological Concepts, the methodology of psychology is defined as a system of principles and methods for organizing and constructing the theory and practice of individual psychological sciences, their branches and all of them as a whole, as well as the doctrine of this system. This teaching is the "root" of the tree of psychological science.

P.Kopkin and S.Spirkin very succinctly defined the methodology: "Methodology is the application of the principles of the worldview to the process of cognition."

Worldview is the highest level of awareness of reality, representing a fairly stable system of views (knowledge, skills, relationships) of a person on the world and himself. A worldview is formed as a result of the generalization of individual and social knowledge and experience in all spheres of life under the influence of living conditions (natural and social, macro- and micro-environment). Worldview determines the position of a person in relation to all phenomena of reality in the form of his value orientations and principles of activity.

The most important in the methodology of psychology is the scientific principle of cognition, based on a scientific approach to research. The scientific approach is understood primarily as the methodological content of the study, ascending to worldview attitudes and at the same time as a methodological form, concretized in certain methods and procedures.

In accordance with the methodology, psychological science in the process of its development adopted a number of principles of a general scientific nature:

Anthropic principle (science recognizes the cognizability of the surrounding world and the possibility of its change by the subject of knowledge);

The principle of determination (the cause determines the effect);

The principle of complementarity (complementarity) (the complexity of the organization of the object of knowledge requires its comprehensive study);

The principle of methodical atheism (prohibition of referring to God as a causal factor);

The principle of objectivity (recognition of the presence of an objective reality that does not depend on the level of its perception by a person);

The principle of relativity (any object of reality is always in relation to another object, and its characteristics depend on other objects);

The principle of consistency (a methodological direction in the study of reality, considering any of its fragments as a system) and a number of others.

There are also a number of specific scientific and psychological principles, such as the principle of a personal approach (meaning the recognition of the integrity of the main object of study of psychology - a person, both from the side of his mental organization, and from the side of his interaction with the outside world). .

The methodology performs two global functions: it serves as a theoretical

worldview (ideological) basis of scientific knowledge and acts as a doctrine of the method of knowledge. As a doctrine of the method of cognition, methodology solves a number of specific problems: 5 analysis of principles, concepts, theories and approaches; elaboration of the conceptual apparatus and the corresponding terminology, research language; description and analysis of the research process, its stages and phases; study of the scope of applicability of various methods, procedures, technologies; development of individual methods (from private to general). It is necessary to distinguish between methodology in the broad and narrow sense of the word. .

Methodology in a broad sense implies indications of how this or that subject will be investigated. On the other hand, methodology is distinguished in the narrow sense as a set of special provisions, rules, and norms used in conducting research. Methodology in

In a narrow sense, it is a conceptualization of the research process, when the object of analysis is the research process itself.

methodology psychology pedagogical descriptive

2. Methodological foundations psychological-pedagogical research

2. 1 Main functionsmethodologyin psychologyho-pedagogical research

The methodological problems of psychology and pedagogy have always been among the most topical, acute issues in the development of psychological and pedagogical thought. The study of psychological and pedagogical phenomena from the standpoint of dialectics, i.e., the science of the most general laws of the development of nature, society, and thinking, makes it possible to reveal their qualitative originality, their connections with other social phenomena and processes. In accordance with the principles of this theory, the training, education and development of future specialists are studied in close connection with the specific conditions of social life and professional activity. All psychological and pedagogical phenomena are studied in their constant change and development, identifying contradictions and ways to resolve them.

We know from philosophy that methodology is the science of the most general principles of cognition and transformation of objective reality, the ways and means of this process.

At present, the role of methodology in determining the prospects for the development of pedagogical science has increased significantly. What is it connected with?

First of all , in modern science there are noticeable trends towards the integration of knowledge, a comprehensive analysis of certain phenomena of objective reality. At present, for example, in the social sciences data from cybernetics, mathematics, probability theory and other sciences are widely used, which previously did not claim to perform methodological functions in a specific social research. Ties between the sciences themselves and scientific directions have noticeably increased. Thus, the boundaries between pedagogical theory and the general psychological concept of personality are becoming more and more conditional; between the economic analysis of social problems and the psychological and pedagogical study of personality; between pedagogy and genetics, pedagogy and physiology, etc. Moreover, at present, the integration of all the humanities has a clearly expressed object - a person. Therefore, psychology and pedagogy play an important role in combining the efforts of various sciences in its study.

Psychology and pedagogy are increasingly relying on the achievements of various branches of knowledge, increasing qualitatively and quantitatively, constantly enriching and expanding their subject, so it is necessary to make sure that this growth is realized, corrected, controlled, which directly depends on the methodological understanding of this phenomenon. Methodology, thus, plays a decisive role in psychological and pedagogical research, gives them scientific integrity, consistency, increases efficiency, and professional orientation.

Secondly , the sciences of psychology and pedagogy themselves have become more complex: research methods have become more diverse, new aspects are opening up in the subject of research. In this situation, it is important, on the one hand, not to lose the subject of research - psychological and pedagogical problems proper, and on the other hand, not to drown in a sea of ​​empirical facts, to direct specific research to solve the fundamental problems of psychology and pedagogy.

Thirdly , At present, the gap between philosophical and methodological problems and the direct methodology of psychological and pedagogical research has become obvious: on the one hand, problems of the philosophy of psychology and pedagogy, and on the other, special methodological issues of psychological and pedagogical research. In other words, psychologists and educators are increasingly faced with problems that go beyond the scope of a specific study, that is, methodological problems that have not yet been resolved by modern philosophy. And the need to solve these problems is enormous. Because of this, it is necessary to fill the created vacuum with methodological concepts, provisions in order to further improve the direct methodology of psychological and pedagogical research.

Fourth , At present, psychology and pedagogy have become a kind of testing ground for the application of mathematical methods in the social sciences, a powerful stimulus for the development of entire sections of mathematics. In this objective process of growth, improvement of the methodological system of these sciences, elements of the absolutization of quantitative research methods to the detriment of qualitative analysis are inevitable. This is especially noticeable in foreign psychology and pedagogy, where mathematical statistics seems to be almost a panacea for all ills. This fact is explained primarily by social reasons: a qualitative analysis in psychological and pedagogical research often leads to conclusions that are unacceptable for certain power structures, and a quantitative one, allowing you to achieve specific practical results, provides ample opportunity for ideological manipulation in the field of these sciences and beyond.

However, due to epistemological reasons, mathematical methods can, as you know, not bring closer to the truth, but move away from it. And to prevent this from happening, quantitative analysis must be supplemented with qualitative - methodological. In this case, the methodology plays the role of Ariadne's thread, eliminates misconceptions, prevents you from getting entangled in countless correlations, and allows you to select the most significant statistical dependencies for qualitative analysis and draw the right conclusions from their analysis. And if modern psychological and pedagogical research cannot do without a sound quantitative analysis, then they still need a methodological justification to an even greater extent.

Fifth , a person is a decisive force in professional activity. This provision follows from the general sociological law of the increasing role of the subjective factor in history, in the development of society as social progress progresses. But it also happens that, while accepting this position at the level of abstraction, some researchers deny it in a particular situation, a particular study. Increasingly (albeit sometimes scientifically justified) it is concluded that the least reliable link in a particular “man-machine” system is the personality of a specialist. Often this leads to a one-sided interpretation of the relationship between man and technology in labor. In such subtle questions, the truth must be found both at the psychological and pedagogical, and at the philosophical and sociological levels. The methodological armament of researchers helps to solve these and other complex issues correctly.

Now it is necessary to clarify what should be understood as a methodology, what is its essence, logical structure and levels, what functions she performs.

The term methodology is of Greek origin and means "doctrine of method" or "theory of method". In modern science, methodology is understood in the narrow and broad sense of the word. In the broad sense of the word, methodology -- this is a set of the most general, primarily ideological, principles in their application to solving complex theoretical and practical problems, this is the ideological position of the researcher. At the same time, it is also the doctrine of the methods of cognition, substantiating the initial principles and methods of their specific application in cognitive and practical activities. Methodology in the narrow sense of the word -- it is the doctrine of the methods of scientific research.

Thus, in modern scientific literature, methodology is most often understood as the doctrine of the principles of construction, forms and methods of scientific and cognitive activity. The methodology of science characterizes the components of scientific research - its object, subject, research objectives, the totality of research methods, means and methods necessary for their solution, and also forms an idea of ​​the sequence of the researcher's movement in the process of solving a scientific problem.

V. V. Kraevsky in his work “Methodology of Pedagogical Research” 1 cites a comic parable about a centipede, which once thought about the order in which it moves its legs when walking. And as soon as she thought about it, she spun in place, the movement stopped, as the automatism of walking was disturbed.

The first methodologist, such a “methodological Adam”, was a man who, in the midst of his activity, stopped and asked himself: “What am I doing?!” Unfortunately, introspection, reflection on one's own activity, individual reflection becomes insufficient in this case.

Our "Adam" more and more often finds himself in the position of the centipede from the parable, since understanding one's own activity only from the standpoint of one's own experience turns out to be unproductive for activity in other situations.

Continuing the conversation in the images of the parable about the centipede, we can say that the knowledge she received as a result of introspection about the methods of movement, for example, on a flat field, is not enough to move over rough terrain, to cross a water barrier, etc. In other words, methodological generalization. Figuratively speaking, there is a need for a centipede that would not participate in the movement itself, but only observe the movement of many of its fellows and develop a generalized idea of ​​their activities. Returning to our topic, we note that such a generalized idea of ​​activity, taken in its socio-practical, and not psychological, section, is the doctrine of the structure, logical organization, methods and means of activity in the field of theory and practice, i.e. methodology in the first , in the broadest sense of the word.

However, with the development of science, its formation as a real productive force, the nature of the relationship between scientific activity and practical activity, which is increasingly based on theoretical conclusions, becomes clearer. This is reflected in the presentation of methodology as a doctrine of the method of scientific knowledge aimed at transforming the world.

It is impossible not to take into account the fact that the development of the social sciences contributes to the development of particular theories of activity. One of these theories is pedagogical, which includes a number of particular theories of education, training, development, management of the education system, etc. Apparently, such considerations led to an even narrower understanding of methodology as a doctrine of principles, construction, forms and ways of scientific and cognitive activity.

What is the methodology of pedagogy? Let's dwell on this issue in more detail.

Most often, the methodology of pedagogy is interpreted as a theory of methods of pedagogical research, as well as a theory for creating educational and upbringing concepts. According to R. Barrow, there is a philosophy of pedagogy, which develops the research methodology. It includes the development of pedagogical theory, the logic and meaning of pedagogical activity. From these positions, the methodology of pedagogy is considered as a philosophy of education, upbringing and development, as well as research methods that allow you to create a theory of pedagogical processes and phenomena. Based on this premise, the Czech teacher-researcher Jana Skalkova argues that the methodology of pedagogy is a system of knowledge about the foundations and structure of pedagogical theory. However, such an interpretation of the methodology of pedagogy cannot be complete. To reveal the essence of the concept under consideration, it is important to pay attention to the fact that the methodology of pedagogy, along with what has been said, performs other functions:

¦ it determines the ways of obtaining scientific knowledge, which reflect the constantly changing pedagogical reality (M. A. Danilov);

¦ directs and predetermines the main path by which a specific research goal is achieved (P.V. Koppin);

¦ ensures the comprehensiveness of obtaining information about the process or phenomenon under study (M. N. Skatkin);

¦ helps to introduce new information into the foundation of the theory of pedagogy (F. F. Korolev);

¦ provides clarification, enrichment, systematization of terms and concepts in pedagogical science (VE Gmurman);

¦ creates a system of information based on objective facts and a logical and analytical tool for scientific knowledge (M. N. Skatkin).

These features of the concept of "methodology", which determine its functions in science, allow us to conclude that the methodology of pedagogy is a conceptual statement of the purpose, content, research methods that provide the most objective, accurate, systematized information about pedagogical processes and phenomena.

Therefore, the following can be singled out as the main tasks of methodology in any pedagogical research:

¦ determination of the purpose of the study, taking into account the level of development of science, the needs of practice, social relevance and the real possibilities of the scientific team or scientist;

¦ the study of all processes in the study from the standpoint of their internal and external conditionality, development and self-development. With this approach, education, for example, is a developing phenomenon, due to the development of society, school, family and the age-related formation of the child's psyche; a child is a developing system capable of self-knowledge and self-development, changing itself in accordance with external influences and internal needs or abilities; and the teacher is a constantly improving specialist, changing his activities in accordance with the goals set, etc.;

¦ consideration of educational and educational problems from the standpoint of all human sciences: sociology, psychology, anthropology, physiology, genetics, etc. This follows from the fact that pedagogy is a science that combines all modern human knowledge and uses all scientific information about a person in the interests of creating optimal pedagogical systems;

¦ orientation towards a systematic approach in research (structure, interconnection of elements and phenomena, their subordination, dynamics of development, trends, essence and features, factors and conditions);

¦ identification and resolution of contradictions in the process of training and education, in the development of a team or personality;

¦ the connection between theory and practice, the development of ideas and their implementation, the orientation of teachers to new scientific concepts, new pedagogical thinking while excluding the old, obsolete.

It is already clear from what has been said that the broadest (philosophical) definition of methodology does not suit us. Therefore, further we will talk about pedagogical research, and from this point of view we will consider methodology in the narrow sense, that is, the methodology of scientific knowledge in the specified subject area.

At the same time, broader definitions should not be overlooked, since today we need a methodology that would orient pedagogical research towards practice, its study and transformation. However, this must be done in a meaningful way, on the basis of a deep analysis of the state of pedagogical science and practice, as well as the main provisions of the methodology of science. A simple "imposition" of certain definitions on the field of pedagogy cannot give the necessary results. So, for example, the question arises: if the principles and methods of organizing practical pedagogical activity are studied by methodology, what remains for the lot of pedagogy itself? The answer may be an obvious fact: the study of practical activities in the field of education (the practice of training and education), if we consider this activity from the standpoint of a particular science, is not the methodology, but pedagogy itself.

Summarizing the above, we present the classical definition of the methodology of pedagogy. According to one of the leading domestic experts in this field, V. V. Kraevsky, “the methodology of pedagogy is a system of knowledge about the structure of pedagogical theory, about the principles of approach and methods of obtaining knowledge that reflect pedagogical reality, as well as a system of activities to obtain such knowledge and substantiate programs , logic, methods and evaluation of the quality of research work ".

In this definition, V. V. Kraevsky, along with the system of knowledge about the structure of pedagogical theory, the principles and methods of obtaining knowledge, singles out the system of the researcher's activity in obtaining it. Consequently, the subject of the methodology of pedagogy acts as a relationship between pedagogical reality and its reflection in pedagogical science.

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

The methodology of pedagogy as a branch of scientific knowledge acts in two aspects: as a system of knowledge and as a system of research activities. This refers to two types of activities - methodological research and methodological support. The task of the first is to identify patterns and trends in the development of pedagogical science in its connection with practice, principles for improving the quality of pedagogical research, analysis of their conceptual composition and methods. The task of the second - the methodological support of the study - means the use of available methodological knowledge to justify the research program and assess its quality when it is being conducted or has already been completed.

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

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

The theoretical foundations that perform descriptive functions include: ¦ definition of methodology;

¦ general characteristics of methodology as a science, its levels;

¦ methodology as a system of knowledge and a system of activity, sources of methodological support for research activities in the field of pedagogy;

¦ object and subject of methodological analysis in the field of pedagogy.

The regulatory framework covers the following issues:

¦ scientific knowledge in pedagogy, among other forms of spiritual development of the world, which include spontaneous-empirical knowledge and artistic-figurative reflection of reality;

¦ determination of the belonging of work in the field of pedagogy to science: the nature of goal-setting, the allocation of a special object of study, the use of special means of cognition, the unambiguity of concepts;

¦ typology of pedagogical research;

¦ characteristics of research by which a scientist can compare and evaluate his scientific work in the field of pedagogy: problem, topic, relevance, object of research, its subject, goal, objectives, hypothesis, protected provisions, novelty, significance for science and practice;

¦ the logic of pedagogical research, etc. d.

These foundations are the objective area of ​​methodological research. Their results can serve as a source of replenishment of the content of the very methodology of pedagogy and methodological reflection of the teacher-researcher.

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

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

The third level is a specific scientific methodology, that is, a set of methods, principles of research and procedures used in one or another special 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 the methodology and technique of research, that is, 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 of pedagogy 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.

Conclusion

The term “methodology” is of Greek origin and means “the doctrine of method” or “the theory of method”. Methodology (from method and logic) - the doctrine of the structure, logical organization, methods and means of activity. Methodology - it is the science of the most general principles of cognition and transformation of objective reality, the ways and means of this process.

Methodology in this broad sense forms a necessary component of any activity, since the latter becomes the subject of awareness, learning and rationalization. Methodological knowledge appears in the form of both prescriptions and norms, which fix the content and sequence of certain types of activities (normative methodology), and descriptions of actually performed activities (descriptive methodology). In both cases, the main function of this knowledge is the internal organization and regulation of the process of cognition or practical transformation of some object. In modern literature, methodology is usually understood as, first of all, the methodology of scientific knowledge, i.e., the doctrine of the principles of construction, forms and methods of scientific and cognitive activity.

The methodology determines the characteristics of the components of scientific research (problem, goal, object, subject, research objectives, the totality of research tools that are necessary to solve a given type of problem, and also forms an idea of ​​the sequence of movement of the researcher in the process of solving the problem - the research hypothesis). The most important aspect of the methodology is the formulation of the problem (it is here that methodological errors are most often made, leading to the advancement of pseudo-problems or significantly complicating the receipt of the result), the construction of the subject of research and the construction of a scientific theory, as well as the verification of the result obtained from the point of view of its truth, i.e. compliance with the object of study.

Bibliography

1. Antsyferova L.I. The principle of connection between the psyche and activity and the methodology of psychology//Methodological and theoretical problems of psychology. [Text] M.: Nauka, 1969.

2. Gormin A.S. Methodology and methods of psychology [Text] teaching aid, Novgorod State University named after Yaroslav the Wise, 2010. - 23 p.

3. Nikandrov V.V. Methodological foundations of psychology [Text] textbook S.Pb:, "Speech", 2008.- 234 p.

4. Obraztsov P. I. Methods and methodology of psychological and pedagogical research. - St. Petersburg: Peter, 2004. - 268 p.: ill. -- (Series "Short course").

5. Tyutyunnik V.I. Fundamentals of psychological research. [Text] M., 2002.-206 p.

6. Ponomarev Ya.A. Methodological introduction to psychology. [Text] M., 1983.-203 p.

7. Stetsenko A.P. On the role and status of methodological knowledge in modern Soviet psychology [Text]//Vest. Moscow university Ser. 14. Psychology. 1990, no. 2, p. 39-56.

8. Fedotova G.A. Methodology and methodology of psychological and pedagogical research: Proc. allowance; NovGU them. Yaroslav the Wise / ed. G.A. Fedotova: - Veliky Novgorod, 2006. - 112 p.

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