Classification of methods of scientific and pedagogical research
Various research methods can be divided into four groups.
Traditional (empirical)) we will name the methods inherited by modern pedagogy from the researchers who stood at the origins of pedagogical science.
Observation- the most accessible and widespread method of studying pedagogical practice. Scientific observation is understood as a specially organized perception of an object, process or phenomenon under study in natural conditions. The main distinguishing features of scientific observation from everyday ones are: the definition of a task, the selection of an object, the development of an observation scheme; mandatory recording of results; processing of received data. To increase the effectiveness of observation, it must be long-term, systematic, versatile, objective and massive. There are several types of observation: direct and indirect; open and closed; longitudinal (longitudinal) and retrospective (turning to the past).
In the process of scientific and pedagogical research, they study school documentation characterizing the educational process.
Studying the products of students' activities- home and class work, essays, reports, reports, results of aesthetic and technical creativity. Individual characteristics, inclinations and interests of students, attitude to work and their duties, the level of development of diligence, diligence and other qualities, motives for activity - this is just a small list of educational aspects in which this method can be successfully applied.
In pedagogy, three well-known varieties are used survey Methods: conversation, questioning, interviewing. Conversation- dialogue between the researcher and the subject according to a pre-developed program. The general rules for using the conversation include: the selection of competent respondents, the justification and communication of research motives that correspond to the interests of the subjects, the formulation of questions variations. The method of conversation is close to the method interview. Here, the researcher, as it were, sets a topic for clarifying the point of view and assessments of the subject on the issue under study. Interviewing rules include the creation of conditions conducive to the sincerity of the subjects. Questionnaire as a written survey is more productive, documented, flexible in terms of the possibilities of obtaining and processing information. There are several types of surveys. Contact questioning is carried out during the distribution, filling out and collection of completed questionnaires by the researcher in direct communication with the subjects. Correspondence questioning is organized through correspondent relations. Questionnaires with instructions are sent by mail, returned in the same way to the address of the research organization. Press survey is implemented through a questionnaire placed in the newspaper. After filling out such questionnaires by readers, the editors operate with the data obtained in accordance with the objectives of the scientific or practical design of the survey.
Pedagogical experiment belong to the main methods of research in pedagogy. In a generalized sense, it is defined as an experimental test of a hypothesis. An experiment is essentially a strictly controlled pedagogical observation, with the only difference being that the experimenter observes a process that he himself expediently and systematically carries out. A pedagogical experiment requires substantiation of a working hypothesis, development of a research question, drawing up a detailed plan for carrying out, strict adherence to the planned plan, accurate fixation of the results, formulation of final conclusions. The reliability of experimental conclusions directly depends on compliance with the experimental conditions. All factors other than those tested must be carefully balanced. Depending on the purpose, there are: a stating experiment, in which existing pedagogical phenomena are studied; a transformative or formative experiment, during which new pedagogical phenomena are constructed.
The theoretical methods include: theoretical analysis- identification and consideration of individual aspects, signs, features, properties of pedagogical phenomena ; literature study ; modeling - building models of pedagogical phenomena and processes, and others. Theoretical research methods make it possible to clarify, expand and systematize scientific facts, explain and predict phenomena, establish relationships between various concepts and hypotheses, and single out the most significant and secondary ones among them.
WAYS, WAYS OF KNOWLEDGE OF OBJECTIVE REALITY ARE COMMONLY CALLED RESEARCH METHODS.
METHODS OF PEDAGOGICAL RESEARCH ARE CALLED WAYS OF STUDYING PEDAGOGICAL PHENOMENA.
The whole variety of methods of pedagogical research can be divided into three groups: METHODS OF STUDYING PEDAGOGICAL EXPERIENCE, METHODS OF THEORETICAL RESEARCH AND MATHEMATICAL METHODS.
The classification of pedagogical research methods is presented in Table 2.
table 2
CLASSIFICATION OF METHODS OF PEDAGOGICAL RESEARCH Methods of studying pedagogical experience Methods of theoretical research Mathematical methods Observation Conversation
Questionnaire Study of students' work Study of school documentation
Pedagogical experiment Theoretical analysis Inductive analysis Deductive analysis Registration
Ranging
Scaling 1. METHODS FOR STUDYING PEDAGOGICAL EXPERIENCE - these are ways to study the real emerging experience of organizing educational
process.
OBSERVATION - purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observation are kept.
Observation stages:
Definition of goals and objectives (for what, for what purpose the observation is being carried out);
Choice of object, subject and situation (what to observe);
The choice of the method of observation that has the least influence on the object under study and the most providing the collection of the necessary information (how to observe);
Choice of methods for recording the results of observation (how to keep records);
Processing and interpretation of the received information (what is the result).
Distinguish between observation included, when the researcher becomes a member of the group in which the observation is carried out, and non-included - observation "from outside"; open and hidden (incognito); complete and selective.
Observation is a very accessible method, but it has its drawbacks related to the fact that the results of observation are influenced by the personal characteristics (attitudes, interests, mental states) of the researcher.
CONVERSATION - an independent or additional research method used to obtain the necessary information or clarify what was not clear enough during observation.
The conversation takes place according to a predetermined plan with the allocation of questions that need to be clarified, is conducted in a free form without recording the interlocutor's answers.
INTERVIEWING - a kind of conversation in which the researcher adheres to pre-set questions asked in a certain sequence. During the interview, responses are recorded openly.
QUESTIONNAIRE - a method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed give written answers to the questions. A conversation and an interview are called a face-to-face survey, a questionnaire is a correspondence survey.
The effectiveness of the conversation, interviewing and questioning largely depends on the content and structure of the questions asked.
STUDYING STUDENTS' WORKS. Valuable material can be provided by studying the products of students' activities: written, graphic, creative and control works, drawings, drawings, details, notebooks in individual disciplines, etc. These works can provide information about the student's personality, his attitude to work and the level of skills and abilities achieved in a particular area.
STUDYING SCHOOL DOCUMENTATION (personal files of students, medical records, class journals, student diaries, minutes of meetings, sessions) equips the researcher with some objective data characterizing the actual practice of organizing the educational process.
PEDAGOGICAL EXPERIMENT - research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena.
Research activity involves:
Experimental modeling of the pedagogical phenomenon and the conditions for its occurrence;
Active influence of the researcher on the pedagogical phenomenon;
Measurement of response, results of pedagogical impact and interaction;
Repeated reproducibility of pedagogical phenomena and processes.
There are 4 stages of the experiment:
Theoretical - statement of the problem, definition of the goal, object and subject of research, its tasks and hypotheses;
Methodical - development of a research methodology and its plan, program, methods for processing the results obtained;
The actual experiment - conducting a series of experiments (creating experimental situations, observing, managing experience and measuring the reactions of the subjects);
Analytical - quantitative and qualitative analysis, interpretation of the facts obtained, formulation of conclusions and practical recommendations.
According to the conditions of the organization, a natural experiment (under the conditions of the usual educational process) and a laboratory experiment (creation of artificial conditions) are distinguished.
According to the ultimate goals, the experiment is divided into ascertaining, establishing only the real state of affairs in the process, and transforming (developing), when its purposeful organization is carried out to determine the conditions (content of methods, forms) for the development of the personality of a schoolchild or children's team.
A transformative experiment requires control groups for comparison.
2. METHODS OF THEORETICAL INVESTIGATION.
In the course of THEORETICAL ANALYSIS, individual aspects, signs, features, or properties of pedagogical phenomena are usually singled out and considered. Analyzing individual facts, grouping and systematizing them, researchers identify the general and special in them, establish general principles or rules.
In theoretical studies, INDUCTION and DEDUCTION methods are used. These are logical methods of summarizing empirically obtained data. The inductive method involves the movement of thought from particular judgments to a general conclusion, the deductive method, on the contrary, from a general judgment to a particular conclusion.
Theoretical methods are necessary for identifying problems, formulating hypotheses, evaluating the collected facts. They are associated with the study of literature: the works of the classics on the issues of human knowledge in general and pedagogy in particular; general and special works on pedagogy; historical-pedagogical works and documents; periodical pedagogical press; fiction about school, education, teacher; reference pedagogical literature, textbooks and manuals on pedagogy and related sciences.
3. MATHEMATICAL METHODS are used to process the data obtained by survey and experiment methods, as well as to establish quantitative relationships between the studied phenomena.
Mathematical methods help evaluate the results of an experiment, increase the reliability of conclusions, and provide grounds for theoretical generalizations.
ny. The most common mathematical methods used in pedagogy are REGISTRATION, RANKING, SCALING.
REGISTRATION - identifying the presence of a certain quality in each member of the group and the total count of those who have or do not have this quality (for example, the number of students who are actively working in the classroom, and often passive).
RANKING - the arrangement of the collected data in a certain sequence (in descending or increasing order of any indicators) and, accordingly, determining the place in this series of each researcher.
SCALING - the introduction of digital indicators in the assessment of certain aspects of pedagogical phenomena. For this purpose, the subjects are asked questions, answering which they must choose one of the indicated assessments.
Plan
1. The concept of "research method". Classification of research methods.
2. Methods of working with scientific information.
3. Theoretical and empirical methods of pedagogical research.
4. The role of creativity in research activities. Methods for creative problem solving research.
Literature
1. Weindorf-Sysoeva M.E. Technology of execution and design of research work. Teaching aid. – M.: TsGL, 2006. – 96 p.
2. Zagvyazinsky, V.I. Methodology and methods of psychological and pedagogical research / V.I. Zagvyazinsky., R. Atakhanov. - M., 2005.– 208 p.
3. Research activities of students; study guide / Ed.-composition. T.P. Salnikova. - M.: TC Sphere, 2005. - 96 p.
4. Pedagogy: Textbook for students of pedagogical educational institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. - M.: School-Press, 1997. - 512 p.
5. Tyapkin, B. G. Scientific literature. - TSB
1. The concept of "research method". Classification of research methods.
In accordance with the logic of scientific research, the development of a research methodology is carried out. It is a set of methods, the combination of which makes it possible to carry out the study with the greatest reliability. The use of a number of methods makes it possible to comprehensively study the problem under study, all its aspects and parameters.
Research methods are ways of cognizing objective reality. With the help of methods, the researcher obtains information about the subject being studied. Each science uses its own methods, which reflect the characteristics of the studied phenomena. The methods of pedagogical research are due to the following features:
The results of training and education depend on the simultaneous impact of many causes and conditions. The ambiguous nature of pedagogical processes limits the possibilities of applying methods known in science. Therefore, a combination of methods is used in pedagogical research.
Pedagogical processes are characterized by their uniqueness. The teacher-researcher does not have the opportunity to conduct a “pure” experiment. When re-examination is never possible to reproduce the same conditions and "material".
In a pedagogical study, the main trend is taken into account, the conclusions are formulated in a generalized form.
Pedagogical research should be carried out without prejudice to the physical and mental health of children, the process of their education and upbringing.
The ultimate goal of pedagogical research is to establish patterns in pedagogical processes, phenomena, that is, an objectively existing stable connection of pedagogical phenomena that ensures their existence, functioning and progressive development.
Methods of pedagogical research - ways and means of cognizing the objective reality of pedagogical phenomena reveal the procedural part of pedagogical research, which involves the preparation of a research plan, a description of the methods and techniques for collecting data, methods for their analysis, as well as the following interrelated and interdependent stages:
Stage of work with scientific information (goal: to find information about the object of study and process it);
The stage of transformation of the received information (goal: modify, transform the found knowledge about the object of study);
The stage of creative resolution of the research problem (goal: independently discover the patterns inherent in the object under study).
The structure of pedagogical research is determined by various combinations of the listed stages, which can be carried out in a different order with certain repetitions and changes. Please note that each stage is subordinated to a specific goal. The way to achieve the goal is called a method. Therefore, the implementation of pedagogical research involves the use of the following methods:
Methods of working with scientific information: information search methods; m.
Methods of scientific knowledge: observation, comparison, analysis, synthesis, search for analogies, deduction, induction, generalization, abstraction, modeling, concretization, method of putting forward hypotheses, method of producing ideas. Allocate also special methods of pedagogical research: method of observation, survey methods, pedagogical consultation, pedagogical experiment, etc.
Methods for creative problem solving research: method of structural analysis of the research problem; the method of "heuristic questions", "brainstorming", the method of analogies, "synectics", the method "If ...", the method of figurative picture, etc.
2. Methods of working with scientific information
Scientific information reflects, adequately to the current state of science, the objective laws of nature, society and thinking.
To methods of working with scientific information include methodssearch for information; m methods of processing the received information; methods of systematization and storage of scientific information.
one). Search for scientific information.
Scientific information is presented in scientific literature. B. G. Tyapkin offers the following definition of n scientific literature: “a set of written and printed works that are created as a result of scientific research or theoretical generalizations and are distributed in order to inform specialists about the latest achievements of science, the progress and results of research. Regardless of the specific branch of knowledge, the subject of the content of scientific literature is science itself - ideas and facts, laws and categories discovered by scientists. Scientific work is not considered completed if its results are not fixed in writing for transfer to others (in case of a question about fixing the priority for scientific discovery, the publication of scientific essays is necessary).
B. G. Tyapkin draws attention to the fact that p early scientific works were created in the genres of treatises, dialogues, reasoning, "teachings", "journeys", biographies, and even in poetic genres (odes and poems). Gradually, these forms were replaced by new forms: monographs, reviews, articles, reports, reviews, essays, author's abstracts, abstracts, abstracts of reports and messages distributed in the form of publications appeared.
Consider a brief description of the main scientific texts:
Monograph- a scientific work of one or more authors adhering to a single point of view, in which a certain problem or topic is explored with the greatest completeness. The monograph summarizes and analyzes the literature on this issue, puts forward new hypotheses and solutions that contribute to the development of science. A monograph is usually accompanied by extensive bibliographic lists, notes, which can be used as a starting point when compiling a list of references on a research problem.
Brochure- a non-periodical printed work of small volume (in international practice, no less than 5 and no more than 48 pages); of a small volume, as a rule, of a popular science character.
Collection of scientific papers - a collection containing research materials of scientific institutions, educational institutions or societies.
Article- a scientific work of a small size, in which the problem is considered with the justification of its relevance, theoretical and applied significance, with a description of the methodology and results of the study. Performing pedagogical research, you can refer to the journals "Pedagogy", "Education of the schoolchild", "People's education", "Issues of psychology". It must be remembered that the last annual issue of the journal offers a list of articles that were published in this journal during the year.
Abstracts of the report- a summary of the content of the scientific message.
Tutorial- a textbook designed to expand, deepen, better assimilate the knowledge provided for by the curriculum and set out in textbooks; supplements or replaces (partially or completely) the textbook.
The search for the necessary literature is a long work. Its significance is enormous, because the quality of educational and research work will depend on the completeness of the study of the published material.
It is best to start working in the library with an encyclopedia and special dictionaries. Encyclopedia articles contain not only brief information on the essence of a particular problem, but also a list of the main published works on it.
Having received general information on the topic of the study, you can already go to the library catalogs.
Library catalog - a set of bibliographic records arranged according to certain rules for documents, revealing the composition and content of the library or information center. The library catalog can function in card or machine-readable form.
There are the following types of catalogs: alphabetical, subject, systematic, catalogs of new arrivals.
To alphabetical catalog apply if they know the name of the required source and the name of its author.
Subject catalog - a library catalog in which bibliographic records are arranged in alphabetical order of subject headings.
In the systematic catalog The titles of the books are grouped into headings and subheadings, but the headings themselves, unlike the subject catalog, are arranged not alphabetically, but according to the system of discipline.
In the library, you need to carefully study the catalogs. Laconic catalog cards carry a wealth of information: the author's surname, the title of the book, its subtitle, the scientific institution that prepared the publication, the name of the publisher, the year the book was published, and the number of pages. Copy from the catalog card accurate and complete bibliographic information about the book, article. It is better to make your notes on separate cards. Based on these cards obtained during the bibliographic reading, a bibliographic list is compiled.
The bibliographic list is a sequence of bibliographic descriptions of sources that the researcher used in his work. Consider the basic rules for compiling a bibliographic description.
1. Bibliographic description of the book by one author:
Andreev V.I. Heuristic programming of educational and research activities / V.I. Andreev. - M .: Higher. School, 1981. - 240s.
2. Bibliographic description of the book by two or more authors:
Pidkasty P.I. Independent activity of students in teaching / P.I. Pidkasisty, V.I. Korotyaev. - M, 1978. - 76 p.
3. Bibliographic description of a magazine or newspaper article:
Amirova S.S. Personality self-organization in the learning process / S.S. Amirova // Pedagogy. - 1993. - No. 5. - P. 50-56.
4. Bibliographic description of the collection of scientific papers:
Psychological problems of personality self-realization: Sat. scientific tr. / Ed. O.G. Kukosyan. - Krasnodar, 2001. - 259 p.
5. Bibliographic description of the dissertation abstract:
Fedotova N.A. Development of research competence of high school students in the context of specialized education: Abstract of the thesis. diss. …. cand. ped. Sciences / N.A. Fedotov. - Ulan-Ude, 2010. - 24 p.
In the course of the research work, several methods of building a bibliographic list are used: alphabetical, thematic, chronological.
The alphabetical method involves the construction of a bibliographic list alphabetically by the names of authors and titles of sources (if the author is not indicated). It is in the alphabetical way that the bibliographic list of scientific works is drawn up.
When it is necessary to reflect the development of a scientific idea in stages, a bibliographic list is compiled in chronology.
But when working on a study, sometimes the bibliographic list is grouped not alphabetically, but into headings, each of which reflects a list of sources for a particular aspect of the study of the problem.
It should be noted that the encyclopedias and reference books that the researcher referred to in the course of his work are listed in a separate list.
2).Reading scientific literature
To successfully work with educational and scientific literature, it is necessary to have a culture of reading. Reading culture includes: regularity of reading, speed of reading, types of reading, ability to work with information retrieval systems and library catalogs, rationality of reading, ability to keep various types of records.
To master as much as possible a layer of literary material, you must be able to read quickly. Reading speed is not an end in itself. It must necessarily be accompanied by the quality of assimilation of the content of the text, its perceptibility, comprehension and memorization of the most essential information.
It is important for a researcher to be able to determine the goals of reading, to master various types of reading.
There are following purposes of reading:
· information retrieval - find the information you need;
· assimilating - to understand the information and the logic of reasoning;
· analytical-critical - comprehend the text, determine your attitude to it;
· creative - on the basis of understanding the information to supplement and develop it.
Most often, experts talk about three main types of reading:
1. Search (viewing, indicative): used for preliminary acquaintance with the book (article). The main task is to find out if the book contains the necessary information. For this, the table of contents, abstract, preface, and conclusion are usually viewed. Sometimes such reading is quite enough to get an idea about the book, about the main ideas of the author, some features of the work.
If you try to determine the sequence of actions in this type of reading, then you get the following:
a) highlight the headings and rubrics in order to get a general idea of the content of the text structure. The heading or rubric can be presented as a question. For example, the heading "The system of education as a condition for the development of a personality" can be transformed into the question "What should be the system of education in order to form a growing person as a person?";
b) review the first and last paragraphs to get a general idea of the content;
c) skim through the entire text;
d) put a question to the text to be read: "What do I know about this topic?", "What am I going to learn?" Thanks to viewing the subheadings and sections and converting them into questions, your reading becomes active, the purpose of reading becomes clear, there is a connection between new information and existing knowledge.
2. Selective reading (introductory, concise) used in secondary reading, if there is a need to understand some specific information in more detail. In this case, we pay attention only to those sections of the book (text) that we need.
3. Deep reading (studying, analytical, critical) -his main task is to understand and remember what he read. At the same time, we pay attention to details, analyze information, evaluate it, critically comprehend and evaluate what we read. This is the most serious kind of reading that requires a thoughtful attitude.
For effective reading, you can suggest the following sequence of actions:
· Review and Review: Review the introduction, table of contents, and summary to get a general idea.
· Analysis - think about why you are reading this particular book, what motivates your choice.
· Active reading - as you read, highlight the main thoughts, formulate them in writing. Write down the questions that arise. When you finish your work, check how well you have learned what you have read.
· Development of thought - try to express your own point of view regarding what you have read.
All types of reading are interconnected and you need to be able to read in different ways. The effectiveness of reading is determined by the degree of assimilation of the material and the amount of time spent on it. Reading quickly is an important skill for a researcher. The average reading speed is 200-250 words per minute. However, history is known to people who read very quickly (O. Balzac, A. Edison, etc.). John F. Kennedy, for example, read at about 1200 words per minute.
In order to read quickly, you need training in special exercises. But today you can increase the speed if you pay attention to the following recommendations. They will help to avoid some of the shortcomings that we often make when reading:
· read without articulation, do not pronounce words, internal speech significantly reduces the speed of reading;
· read from top to bottom, sliding your eyes along the center of the page, and not along the lines;
· read not in words, but in whole lines, expanding your peripheral vision;
· read without regressions, i.e. do not return to the words, phrases you have already read;
· read carefully, the lack of attention when reading leads to the fact that reading occurs mechanically, the meaning of what is read does not reach consciousness;
· read with interest, easy to read and remember what we are interested in, so motivate yourself when reading.
2). Methods for fixing the information received
Information becomes a resource if it can be distributed in time and space, used to solve a certain range of problems. Information becomes a resource from the moment it is fixed on a medium (paper, electronic).
Primary fixation of information can be done as follows: underlining in the book, marginal notes. For marginal notes, you can use the following notation:
! - very important;
? - is doubtful, not clear;
v - the main thing, to pay attention;
Conclusion, summary, summary;
B - write out others.
You can also record information in the form of records: plans, abstracts, abstracts.
A plan is a short program of some presentation; the set of short-formulated thoughts-headings in a compressed form represents the semantic structure of the text. The plan is the "skeleton" of the text, it compactly reflects the sequence of presentation of the material. The plan as a type of record usually conveys the content of parts of the text in much more detail than the table of contents of a book or the subtitles of articles. Recording in the form of a plan is extremely important for restoring the content of what has been read. However, it should be noted that the plan, as a rule, says only what is said in the source, but does not give information about what is said and how, that is, it sparingly mentions the actual content, the layout of its location. When making a plan when reading a text, first of all, try to determine the boundaries of thoughts. Mark these places in the book immediately. Give the necessary passages headings, formulating the corresponding paragraph of the plan. Write down any plans so that it can be easily covered at a glance.
The advantages of the plan are that it is the shortest record that reflects the sequence of presentation and generalizes what has been read; restores the contents of the source in memory; replaces abstracts and abstracts; helps with writing notes, etc.
The formulation of a plan only names what needs to be said. What needs to be said can be formulated in thesis.
Planit can be simple, when the main thoughts are fixed in the paragraphs of the plan, and complex, with the detailing of each paragraph in subparagraphs.
Actions when drawing up a plan can be as follows:
1. Review the text and divide it into complete passages. Paragraphs of text can serve as a guide, although the semantic boundary does not always pass through them.
2. Determine the main idea of each part, based on key words and phrases, and formulate it.
3. Refine the wording and write them down sequentially. If you put a question to each semantic part and write it down, you will get a question plan.
For example, follow the example of a fragment from the book by Ilyin E.N. "The Art of Communication" how the main idea of the passage is determined and the point of the plan is formulated.
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Fragment of the book |
Plan item |
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"Marks in literature are not at all the same as, let's say, in physics, chemistry. I am learning to listen to a student in Tolstoy's way, that is, to hear him and my inner voice ... To catch false delights, pre-prepared ostentatious conviction, someone else's" blush", a personal attitude, behind which "the opinions of others are only holy". What does the student think about when he speaks? Does he say what he thinks? Or just thinks what to say for a good mark? , add when the rest are silent. The desire to think is already a result. About the difficult, I ask the "difficult" ones - it's easier to make them work." |
Ethicsmarks |
Abstracts- these are provisions that briefly state any idea or one of the main thoughts, provisions of the book. They can be expressed in the form of an affirmation or a negative. Abstracts provide an opportunity to reveal the content, focus on what needs to be remembered or said.
Actions in the preparation of abstracts can be the following:
1. In each paragraph of the text, highlight key sentences that carry a semantic load
2. Based on the highlighted sentences, formulate the main idea of the paragraph with a common sentence.
3. Classify the main ideas and briefly formulate what they convey.
Having selected arguments (facts, quotes, etc.) for each thesis and stating them, you will receive the text of your speech, the answer to the topic proposed for the seminar. An example of how a thesis can be formulated.
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Fragment from the book by V.F. Shatalova "Teach everyone, teach everyone" |
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"If there is one tape recorder, listening to the recordings is entrusted to the student of the parallel class outside of school hours. This honorable work is entrusted only to the best students no more than once in the academic quarter. The time spent is 15-20 minutes. If there are two tape recorders, the guys from the parallel class listen to the recordings directly in the lesson during written work. On this day, they are given “automatic fives” for their work, which differ in color from other marks in the open knowledge record sheet. |
Role participation of children in the educational process, for example, in evaluating the results of work |
Extracts.The explanatory dictionary says: “To write out means to write off some necessary, important place from a book, magazine, to make selections” (from the word “choose”). The whole complexity of writing out lies precisely in the ability to find and select the right one from one or more texts. Extracts are especially useful when you need to collect material from different sources. Extracts are made after the text has been read in its entirety and understood in general. Beware of copious automatic quoting instead of creative exploration and analysis of the text. You can write out verbatim (quotations) or freely, when the author's thoughts are expressed in their own words.
Often, notes in the form of a plan and abstracts are not enough for the full assimilation of the material. In this case, they resort to note-taking, i.e. to the processing of information due to its folding.
Synopsisa brief sequential presentation of the content of an article, book, lecture is called. It is based on a plan, theses, extracts, quotations. The abstract, unlike the abstracts, reproduces not only the thoughts of the original, but also the connection between them, the abstract reflects not only what is said in the work, but also what asserted and proven.
There are various types and methods of taking notes. One of the most common is the so-called textual summary, which is a sequential record of the text of a book or article. Such an outline accurately conveys the logic of the material and a maximum of information.
Abstracts can be planned, they are written on the basis of a plan for an article, book. Each question of the plan corresponds to a certain part of the abstract. In this case, it is convenient to use a question plan. On the left side of the page you pose the problems raised in the book in the form of questions, and on the right side of the page you give answers to them. For example, the question-answer summary "Styles of pedagogical communication"
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1. What is a message? |
The process of organization, establishment, development of communication, mutual remembrance, interaction between the teacher and students, generated by the goals and content of their joint activities, is multifaceted. |
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2. What software styles exist? |
Authoritative (the teacher's sole decision on all issues of life and learning, tactics of diktat and guardianship, persistent conflicts, inadequate self-esteem of the student). Democratic (subject interaction, mutual acceptance, open, free discussion of problems, cooperation). Permissive (formal fulfillment by the teacher of his duties, indifference, disinterest of the teacher, low discipline and academic performance). |
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3. How to establish meaningful relationships with students? |
The influence of the teacher's personality; understanding; empathy, pedagogical tact and authority; the adequacy of assessments of behavior and activities of students; pedagogical requirement. |
It is very convenient to use a schematic record of what has been read. Drawing up outlines-schemes serves not only for memorizing the material. Such work becomes a means of developing the ability to highlight the most important, essential in the educational material, to classify information.
The most common are schemes such as "family tree" and "spider". In the "genealogical tree" scheme, the main components of a more complex concept are singled out, keywords, etc., and are arranged in a "top-down" sequence - from the general concept to its particular components.
In the "spider" type scheme, the name of the topic or question is written and enclosed in an oval, which makes up the "spider body". Then you need to think about which of the concepts included in the topic are the main ones and write them down on the diagram so that they form "spider legs". In order to strengthen their stability, you need to attach key words or phrases to each "leg" that serve as a support for memory.
Schemes can be simple, in which the most basic concepts are written without explanation. Such a scheme is used if the material is not difficult to reproduce. In the scheme, you can use text fragments, explanations, explanations, extracts. Such a record allows you to better navigate the material when answering.
You can use a mixed (combined) note-taking method. Such abstracts are a combination of all (or several) of the above methods.
With any kind of note-taking, it is important not to forget that:
1. Entries should be neat, as much text as possible should be placed on the page, this improves its visibility.
2. It is useful to divide the record, for this we use:
Subtitles
paragraph indents,
Whitespace lines.
All this organizes the recording.
3. You need to use design tools:
Do underlining in the text of the abstract, and underlining in the margins of the notebook (for example, vertical),
Conclude laws, basic concepts, rules, etc. in frames
Use different colors when writing
Write in different fonts.
4. The pages of the notebook for abstracts can be numbered and made a table of contents. In this case, you can quickly find the information you need.
3). Systematization and storage of information
Select the necessary material collected during the work with the source. It should be systematized and stored in a card file of scientific articles, extracts, newspaper and magazine clippings. A fact, a question, a theoretical position are entered on the card. Above each extract indicate the problem of the extract, as well as the bibliographic reference of the source (author's name, book title, year of publication, page). Cards in the card index are placed in certain headings. The most essential material should be stored, constantly updating it. This is facilitated by acquaintance with new scientific, educational, methodological literature and publications of periodicals.
Modern computer technologies offer great opportunities in the systematization and storage of information. So, in a computer, you can organize the information space of your research work using the rules.
3. Methods of theoretical and empirical pedagogical research
Research method- it is a way that allows you to solve problems and achieve the goal of the study.With the help of methods, the researcher obtains information about the subject being studied. Each science uses its own methods, which reflect the characteristics of the studied phenomena.
The range of methods used in the performance of pedagogical research is quite wide. Traditionally, methods of pedagogical research are divided into two groups: theoretical and empirical.
Theoretical Methods(analysis and synthesis, generalization, abstraction, concretization, modeling, etc.)associated with mental penetration into the essence of the studied pedagogical phenomenon or process, the construction of models of their ideal states. Theoretical Methods involve a deep analysis of facts, the disclosure of significant patterns, the formation of mental models, the use of hypotheses, etc.
Methods of empirical research(observation, survey methods, experiments, etc.)based on experience and practice. essence empirical methods consists in fixing and describing phenomena, facts, visible connections between them.
A variety of research methods are used to solve specific problems.
T.P. Salnikova draws attention to the fact that the choice of methods for performing pedagogical research is determined by a system of rules and norms and is based on the following principles:
· totality (complex) of research methods;
· their adequacy to the essence of the phenomenon under study, to the results that are expected to be obtained, to the capabilities of the researcher;
· the prohibition of experiments and the use of research methods that are contrary to moral standards, capable of harming the subjects.
Selected adequately to the tasks, methods and methods of search activity allow to embody the idea and plan, test hypotheses, and solve the problems posed.
Empirical, theoretical methods of pedagogical research are interconnected and interdependent. Theoretical methods involve penetration into the essence of the process or phenomenon being studied and consist in their explanation, in the construction of an ideal construct for solving a pedagogical problem. And empirical methods make it possible to describe the state of solving a pedagogical problem in modern educational practice; determine the possibility of practical verification of the designed theoretical construct for solving a pedagogical problem.
Consider the main characteristics and features of the methods of pedagogical research.
Theoretical Methods of Pedagogical Research
Analysis -this is a mental selection of individual parts, connections based on the dismemberment of the whole. For example, studying the peculiarity of the organization of the pedagogical process in the classes of developing education, it is possible to isolate separately its goals, content, principles, methods, forms, means, and control for analysis. After performing the analytical work, it becomes necessary synthesis, combining the results of the analysis in a common research system. On the basis of synthesis, the subject is recreated as a system of connections and interactions with the most significant of them highlighted.
V.I. Zagvyazinsky draws attention to the fact that analysis and synthesis are closely related methods of abstraction and concretization. Under abstraction understand the mental abstraction of any property or attribute of an object from its other attributes, properties, connections for a deeper study. The limiting case of abstraction is idealization, as a result of which concepts are created about idealized, really non-existent objects. However, it is these idealized objects that serve as models that make it possible to reveal much deeper and more fully some of the connections and patterns that are manifested in many real objects. In pedagogy, it is also possible to create idealized objects, say, “an ideal pupil” (devoid of any shortcomings), “an ideal teacher”, “an ideal school”, etc. Instantiation method in its logical nature is the opposite of abstraction. It consists in taking into account the specifics, originality of the solution of the pedagogical problem under study with a specific child, with a specific group of students.
Modeling method It also serves the task of constructing something new that does not yet exist in practice. The researcher, having studied the characteristic features of real processes, looks for their new combinations, makes their mental rearrangement, i.e. models the required state of the system under study. Models-hypotheses are created and on this basis recommendations and conclusions are built, which are then tested in practice. Such, in particular, are the projected models of new types of educational institutions, for example, schools with different levels of education; and projected models of the organization of educational processes, for example, the educational process in a gymnasium historical and legal specialized class.
Empirical Methods of Pedagogical Research
one). Observation - one of the most common methods of pedagogical research. Observation is understood as a purposeful, according to a predetermined plan, fixing those manifestations of a person or activity that are of interest to the researcher.
observation can be included not included. Participant observation assumes that the researcher for a certain time himself becomes a member of the group of children that has become the object of study. If you become an accepted member of their community by children, you will be able to get to know them in a way that no other method will allow you to do. Non-involved observation implies observation "from outside". They also distinguish open observation, when children know that they are the objects of study, and hidden, where students are unaware that their behavior and activities are being monitored.
The advantages of observation as a research method include the fact that it allows you to record an event at the time of its occurrence and obtain information about the real behavior of children (with covert observation). The disadvantages of observation include the following:
The influence of the subjective factor on the interpretation of the results of observation (personal characteristics of the researcher, his attitudes, previous experience, emotional state),
When using open observation, the result is influenced by the fact that children know that we are being observed, the setting for "approved" behavior is triggered;
Observation is time consuming;
Not all phenomena can be studied using this research method, the scope of observation is limited.
Obligatory conditions for the implementation of observation are the presence of a goal (what are you observing and why?), an observation plan and fixing its results in a diary, tables, matrices in which records are kept. For example, you are monitoring a child who is not accepted in the team. One of the possible reasons for this may be the increased anxiety of the child, which complicates his life and becomes a serious emotional barrier in his communication with peers. In this case, the purpose of observation may be the following: to determine the level of anxiety of the child. As an observation plan, you can use signs that express forms of "anxious" behavior:
· "plays a hero", especially when they make remarks to him;
· cannot resist "playing a role" in front of others;
· inclined to "pretend to be a fool";
· too bold, takes risks unnecessarily;
· take care to always be in agreement with the majority;
· imposed on others, easy to manage;
· likes to be the center of attention;
· playing with children older than himself;
· brag to children
· clowning around (pretending to be w uta)
· behaves noisily when the teacher is not around;
· imitates the hooligan antics of others.
· You can record the observation data in the table:
|
Signs of Behavior |
Frequency of manifestation |
||
|
Often |
Sometimes |
Never |
|
|
Plays a "hero" |
|||
|
Plays a "role" in front of others |
|||
|
Tends to pretend to be a "fool", etc. |
|||
Then the frequency of manifestations is summed up and only after summing up the results of the observation can a conclusion be drawn.
2). Survey Methods
The survey method is becoming increasingly popular in the practice of pedagogical research. Poll may be direct(conversation, interview) and indirect(questionnaire). Distinguish the same group and individual poll, full-time and part-time, oral and written.
Conversation - it is a method of obtaining information based on a dialogue between the researcher and the subject. The main condition for the success of the conversation is the establishment of personal contacts with the child, the creation of a friendly atmosphere, trust. When a child sees a person who is interested, who strives to understand him and help, does not criticize, does not condemn, does not impose his point of view, but can simply listen or give good advice, then you can count on the sincerity of the student. The conversation requires special flexibility and sensitivity, knowledge of the individual characteristics of the children, the ability to listen and understand the emotional state.
The conversation could be individual, group or collective. In any case, it requires serious preparation. It is necessary to think over the purpose of the conversation, determine the subject of the conversation, draw up a plan for its conduct, formulate questions, select problem situations, conflicting points of view on the problem under discussion, etc. When setting the goal of the conversation, one should not be limited only to the tasks of one's research. For students, it should be educational. For example, during a conversation on the topic "How do we spend our free time?" the student together with the guys answered the questions “What time can be considered free?”, “Do we have a lot of free time?”, “What can I do in my free time?”, “Where can I go in my free time in our city?”, etc. Data obtained in conversation with children are recorded and compared with data obtained using other research methods.
The conversation is in the nature of a mutual exchange of information. In the case when the researcher only asks questions without expressing his opinion, we have business with interviewing.
If the survey is conducted in writing, we are talking about questioning. The big advantage of the survey is that the study can cover any number of students, the data obtained is quite easy to process. However, it should be borne in mind that the compilation of questionnaires is a complex process that requires professional knowledge, so it is better to use ready-made questionnaires.
According to the form, the questionnaires can be divided into open, when the answer to the question is formulated by the students themselves, and closed, when a list of possible answers is offered.
For example, open-ended survey questions:
What happens if education is made optional for teenagers?
What does it mean to you to be happy?
What do you think a harmonious person is?
Closed questions:
1. Are you satisfied with your school achievements?
a) very happy
b) happy
c) not quite happy
d) not happy
d) not happy at all.
2. By comparing yourself to others, you find that:
a) you are underestimated
b) you are not worse than the others
d) you are fit to be a leader.
A variant of semi-closed questions is used, in which the list of answer options ends with the word "other". For example:
In my free time, I usually
a) I walk
b) chatting with friends
c) read books
d) watch TV
d) draw
e) other
Questionnaires often use a dichotomous form of answers, when the child chooses one of two mutually exclusive answers, for example,
1. I am annoyed by teachers who cannot understand me.
a) right
b) incorrect.
2. Me it is difficult in an unfamiliar company
a) yes
b) no.
If you are writing the questionnaire yourself, you must adhere to the following rules:
1. Questionnaire questions should be relevant to the problem you are studying and the purpose of your survey.
2. The wording of questions should be clear, clear and understandable to the child, correspond to his level of knowledge and life experience.
3. The proposed questions should ensure the sincerity and truthfulness of the answers.
4. The questionnaire includes the most significant questions, the answers to which can only be obtained through a questionnaire.
3). The researcher is always interested in - not the external side of the activity (act), but its inner essence (the motive of the act, interests, views, assessments). Relationships reveal themselves only in a situation of choice that the experimenter creates with the help of various diagnostic methods . With their help, group and personal attitudes, relationships with friends, with oneself, with the future, etc. are studied. Consider some techniques:
- Unfinished offer :
AtI always feel like arguing when...
For me, school is...
A real teacher is one who...
In class, I strive to...
- Unfinished story method:
"Returning home from school, I saw a homeless mongrel with a wounded paw near my entrance ... "
- Compilation of a list of priorities: Arrange proposed concepts in order of importance to you:Appearance. Honesty. Success. Education. Family. Prestige. Freedom. Law-abiding. Property. Power. Health. Equality. Money. Creation.
- Choosing a life motto: Which life motto would you choose as your guiding idea?
· Fight, seek, find and never give up.
· Live like everyone else.
· Beauty will save the world.
· Take care of your honor from a young age.
· You make yourself in this life only by yourself.
· Everything is achieved through practice.
· Other motto (write)
- Choosing a role model: “Who is the role model in your life?
· historical figures,
· literary heroes.
· contemporaries".
- Compilation of characteristics for oneself:
· Write the words that you think best describe you.
· Write a description of yourself that you would like to learn from those around you.
· Imagine that you are already 40 years old and you need to write your autobiography. What would you write in it?
- Fantastic choice:
· We are going to a desert island forever, what are we going to take with us?
· If you were a wizard, what would be the first thing you would do?
· If our class were a ship, what do you think it would be?
-Associative test:
WithWhat color (animal, historical period, military branch, household appliance, plant, part of an apartment, etc.) is associated with your school?
- Color chart:Put red cards on the table if you liked our conversation, liked the business, blue ones, if not very much, white ones, if you didn’t like it at all.
Such methods make it possible to get to know the child within a relatively short period of time, to trace the dynamics of his development. It should be noted that the above methods are not only a tool for the researcher, but also methods for self-knowledge by the children of themselves. The child who thought about who he is, what he is, has taken a big step in his development.
4) Testing - this is a research method that uses standardized questions and tasks - tests that allow, with a known probability, to determine the current level of development of an individual's knowledge, abilities, skills, personal characteristics, and also determine their compliance with certain standards or compare with the development of the studied quality in a test subject in more early period.
Testing assumes that the subject performs a certain activity: it can be problem solving, drawing, telling a story from a picture, and so on - depending on the technique used; a certain test takes place, on the basis of the results of which the researcher draws conclusions about the presence, features and level of development of certain properties.
There are the following main types of tests:
Achievement tests - tests that serve to identify educational or professional knowledge, skills and abilities, including solving problems that have educational or professional content. As an example, all cases of test examinations, for example, a unified state exam, can serve.
Aptitude tests are a specially selected standardized set of tasks used to assess the potential ability of a person to solve various problems. Ability tests are designed to measure the level of development of certain abilities (memory, thinking, intelligence, professional, etc.). Any kind of intelligence test can also be considered an ability test. Thus, the Stanford-Binet test, the Wechsler scales and various group tests of intelligence are used in educational institutions at all levels as tests of academic abilities, since it is recognized that they can be used to predict academic performance. To identify specific abilities, such as science or languages, special tests are being developed.
Personality tests - tests that measure various aspects of an individual's personality: attitudes, values, attitudes, emotional, motivational and interpersonal properties, typical forms of behavior.
In this case, questionnaires or projective tests are used. Personality questionnaires are a kind of questionnaires aimed at measuring various personality traits. Personality questionnaires are divided into: a) personality trait questionnaires; b) typological questionnaires; c) questionnaires of motives; d) interest questionnaires; e) value questionnaires; e) attitude questionnaires.
Projective - one of the methods of personality research. Based on the identification of projections of personality characteristics of the subject in the experimental data with subsequent interpretation. The method is provided by a set of projective methods (projective tests), among which there are: a) associative ones (for example, the Rorschach test, the test of unfinished sentences, etc.); b) interpretive (for example, a thematic apperceptive test, one in which it is required to interpret the social situations depicted in the pictures); c) expressive (psychodrama, drawing of a person or a non-existent animal, etc.).
Thus, the test is always associated with measuring the manifestation of one or another psychological property of the personality and assessing the level of its development or formation.
When conducting tests, you must adhere to a number of rules:
5). Study of products of activity - a research method that uses a system of procedures aimed at collecting, systematizing, analyzing and interpreting the products of human activity, this method allows you to indirectly study the formation of knowledge, skills, interests, abilities of a person without coming into contact with him.
The analysis of personal documents (photographs, diaries, autobiographies, personal files, notebooks, creative works) provides material for the study of the life path of the individual, her attitude to learning, the level of knowledge acquisition, the formation of skills and abilities.
In a pedagogical study, as materialized products of the activities of pupils, such as essays, creative, test work of students, their drawings, handicrafts can be considered.
The study of the products of activity makes it possible to judge the readiness of a person to participate in a certain type of activity, the level of activity achieved and the process of performing the activity itself, the attitude of a person to the activity and its results.
6). Content analysis. Often of interest are the reflections of the subject himself about what changes have occurred in him during the process and as a result of his inclusion in some system of interactions, relationships. In this case, we are talking about using such a method of pedagogical research as content analysis.
Content analysis (eng. contents - content) - a scientific method for identifying and evaluating the characteristics of texts and speech messages.
The procedure for applying the content analysis method involves: collecting texts compiled by the subjects; determination of units of analysis of textual material that are significant for the study; interpretation of the test messages of the subjects from the standpoint of the selected units.
6). Study and generalization of pedagogical experience
Any pedagogical research refers to the experience of practitioners: teachers, educators, methodologists. Some scientists understand pedagogical experience as practical pedagogical activity and the result of this activity, that is, they consider pedagogical experience in the broadest sense of the word. In a narrower under the pedaGogic experience refers to the mastery of the teacher. They often talk about advanced pedagogical experience, which means "the experience of a particular teacher, school, district, etc., achieving results that best meet the requirements at a particular stage of development" (M. V Zvereva) .
What criteria can be used to determine best practices? We list some of them:
· Higher performance in educational or educational work than others.
· Scientific validity of the work.
· Sufficiently long-term operation (at least a year).
· Creative novelty.
· Relevance.
· Reducing the time spent on achieving high results (compared to typical ones).
By degree creative excellence can be:
· modification, i.e. someone's experience is used in new conditions,
· combinatorial, which combines approaches and techniques used by different teachers,
· innovative, involving the creation of fundamentally new methods,
· research experience.
Ways to study experience:
· Analysis of publications.
· Analysis of the teacher's documentation (reports, reports, plans, etc.).
· Monitoring the activities of a teacher or educator.
· Analysis of students' work (notebooks, essays, crafts, drawings, etc.).
· The study of the level of education and upbringing of students.
· Interviews with teachers, students, parents, colleagues.
· Generalization and description of experience
The work on the study of pedagogical experience takes place in several stages:
1. Gather facts using the methods listed above.
2. Classification of collected information by problems.
3. Structuring the activities of the teacher according to the collected material ; presentation of his experience as an integral system.
4. The role of creativity in research activities Methods for creatively solving research problems
As A.F. Zakirova notes, the artistic and figurative means that "intrude" into pedagogical research (metaphors, comparisons, allegories), as well as the means of ordinary language, perform an active heuristic function in the creative process, being a kind of catalyst for creativity, stimulating the promotion and original development of pedagogical solutions.
A.F. Zakirova emphasizes that scientific creativity, which has a spiral character, is characterized by an alternate predominance (emphasis) of the rational-logical and subjective-emotional aspects.
Creative activity methods : the method of structural analysis of the research problem, the method of figurative picture, the method of "heuristic questions", "synectics", the method of brainstorming, etc.
Method of structural analysis of the research problem consists in the fact that the researcher singles out the structural components of the problem under study, determines the distinctive features of each component.
Figurative painting method recreates such a state in the researcher when the perception and understanding of the object seem to merge, there is a holistic, undivided vision of the object. The researcher, with the help of drawings, symbols, key terms, expresses the foundations of the problem under study.
Heuristic question method developed by the ancient Roman orator Quintilian. To find information about any event or object, the following seven key questions are asked: Who? What? What for? Where? How? How? When? Pair combinations of questions generate a new question, for example: How-When? The answers to these questions and their various combinations generate unusual ideas and solutions regarding the object under study.
Brainstorming method. One of the effective methods for solving creative problems is brainstorming or brainstorming.The main task of the method "Brainstorm" - collecting as many ideas as possible as a result of freeing the discussion participants from the inertia of thinking and stereotypes. Everyone can express their ideas, supplement and refine them. An expert is attached to the groups, whose task is to record the ideas put forward on paper. "Storm" lasts 10-15 minutes.
The work is carried out in the following groups: generating ideas, analyzing the problem situation and evaluating ideas, generating countermeasures. The generation of ideas takes place in groups according to certain rules. At the stage of generating ideas, any criticism is prohibited. Then the ideas received in groups are systematized, united according to general principles and approaches. Further, various obstacles to the implementation of the selected ideas are considered. The criticisms made are evaluated. Only those ideas are finally selected that have not been rejected by critical remarks and counter-ideas.
Synectics method – it is a brainstorming session using analogies. There are several types of analogies:
- Direct analogy . The object (process) under consideration is compared with a similar one from another field of science, technology or wildlife to find a sample solution. So, in due time, a term appeared in pedagogical science, the concept of "technology", borrowed from the field of technical production.
- Personal analogy (empathy). The researcher imagines himself in the place of the subject.
- Symbolic analogy. It is required to define the object (concept) in a paradoxical, metaphorical form, highlighting its essence. The definition should consist of two words (usually an adjective and a noun), where one word contradicts the other in content, i.e. the connection between words should contain something unexpected, surprising, for example, a book (defined concept) - a silent narrator (definition).
The creative nature of the study is also given by the methods of content-semantic analysis of one's own thinking, which involve obtaining answers to the following questions : what I want to explore; why, for what purpose I conduct research on this topic; why he chose this particular problem for research, and not another problem; what is the purpose of my research; what I know and what I would like to know on the problem of interest; what is the problem situation; what needs to be done to eliminate the problem situation; what hinders the solution of a problem situation or the achievement of a goal; what questions need to be answered to solve the problem; what methods of research should be used, why these, etc.
Methodology and methods of pedagogical research
The concept of the methodology of pedagogy.
Methodological principles of pedagogical research.
Classification and characteristics of methods of pedagogical research.
The concept of the methodology of pedagogy.
Methodology- the doctrine of the structure, logical organization, methods and means of activity. Methodology of Science- the doctrine of the principles of construction, forms and methods of scientific knowledge (Encyclopedic Dictionary).
Methodology of Science- this is a set of initial philosophical ideas that underlie the study of natural or social phenomena and which decisively affect the theoretical interpretation of these phenomena.
Methodology is a system of principles and methods for constructing theoretical and practical activities, as well as the doctrine of the method of scientific knowledge and transformation of the world.
Over the past decades, the methodology has undergone significant development. First of all, its focus on helping the researcher, on developing his special skills in the field of research work, has intensified. Thus, the methodology acquires, as they say, a normative orientation, and its important task is the methodological support of research work.
2. Methodological principles of pedagogical research.
The methodology of pedagogy is based on:
a) dialectical method the study of social processes of activity, communication, relationships, interaction (study of the surrounding life in development);
b) structural approach in the description of pedagogical processes and objects of activity in their functions, stable connections and relations of elements of the organization;
in) value-semantic and personal-temporal approach in considering pedagogical phenomena and processes from the standpoint of active aspirations, value orientations, motives, interests, the level of claims of the personality of a particular person (disclosure of meaning, prospects, significant benefits for pupils);
G) system analysis pedagogical processes and phenomena in their holistic construction (formulation of the final and intermediate goals, means, object and subject of research and an activity program that ensures the achievement of target results in a particular situation).
3. Classification and characteristics of methods of pedagogical research.
Research methods are understood as ways of solving research problems. These are various tools for the scientist to penetrate into the depths of the objects under study. The richer the arsenal of methods of a particular science, the higher the success of scientists. The stock of scientific tools of pedagogy is continuously replenished by constructing new methods and borrowing methods from other sciences suitable for pedagogical purposes.
Consider the main methods of pedagogical research. For a generalized representation, we group these methods (Table 2).
METHODS OF SCIENTIFIC AND PEDAGOGICAL RESEARCH
CLASSIFICATIONS
ObservationSingle-stage: School:
analysis of activity products (questionnaires, (classroom,
study of school documentation testing) extracurricular)
Questioning (observation, (in artificial
Testing experiment) conditions)
sociometric methods
self-esteem
Passive:
Active: Long: Laboratory:
THEORETICAL
EMPIRICAL
comparative historical analysis observation
simulation conversation; interview
causal analysis
analysis and synthesis generalization of independent characteristics
observation method. It is defined as the direct perception by the researcher of the studied pedagogical phenomena and processes. Along with the direct tracing of the course of the observed processes, an indirect one is also practiced, when the process itself is hidden, and its real picture can be fixed according to some indicators. For example, the results of an experiment to stimulate the cognitive activity of students are being monitored. In this case, one of the indicators of shifts is the progress of schoolchildren, recorded in the forms of assessments, the pace of mastering educational information, the volume of mastered material, and the facts of students' personal initiative in obtaining knowledge. As we can see, the very cognitive activity of students lends itself to registration indirectly.
There are several types of observations. Direct and indirect, where either the researcher or his assistants act, or, as indicated above, the facts are recorded according to several indirect indicators.
Further, continuous or discrete observations are singled out. The first covers the processes in a holistic way. From beginning to end, to completion. The latter are 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 teacher-student relationships, the researcher, as it were, waits for these events in order to then describe in detail the causes of their occurrence, the behavior of both conflicting parties, i.e. teachers and students.
Research observation is organized from three positions: neutral, from the position of the head of the pedagogical process and when the researcher is included in real natural activity. For example, a scientist monitors the decline and rise of the intellectual initiative of students during lessons in the humanities and non-humanities school disciplines. In this case, he is located in the classroom so as to keep everyone in sight, but be invisible himself. Ideally, when his presence is not felt by either the teacher or the students. Observation from the second position assumes that the researcher himself leads the lesson, combining practical with research tasks. Finally, the third position involves the inclusion of the researcher in the structure of the actions of the subjects by an ordinary performer of all cognitive operations, together with the students for self-testing in the role of the latter.
The varieties of scientific observations in pedagogy include such as open and secret observations. 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 subjects.
In the methodological arsenal, there are also such types of observation as longitudinal (longitudinal) and retrospective (turned to the past). Let us suppose that we are studying the conditions for the development of the mathematical abilities of a schoolchild from the first to the eleventh grade. With longitudinal observation, the researcher is faced with the need to analyze the conditions and their impact on the student for 11 years. In retrospection, the movement towards obtaining facts goes in the opposite direction. The researcher uses the biographical school data of a student or a specialist in order, together with them or with their school teachers, to identify what had a decisive influence on the progress of the mathematical abilities of the subjects during their school years.
Observation materials are recorded using such means as protocol, diary entries, video-cinema recordings, phonographic recordings, etc. In conclusion, we emphasize that the method of observation, with all its possibilities, is limited. It allows you to detect only the external manifestations of pedagogical facts. Internal processes remain inaccessible for observations.
Questioning methods in pedagogy. Survey methods for studying pedagogical problems are relatively simple in organization and universal as a means of obtaining data on a wide thematic spectrum. They are used in sociology, demography, political science and other sciences. The practice of public opinion research services, population censuses, and the collection of information for making managerial decisions adjoins the survey methods of science. Surveys of various groups of the population form the basis of state statistics. And various forms of state reporting are, in principle, close to survey methods for obtaining information about the state of certain structures and processes of social life. Do not do without polling methods and electoral systems around the world.
In pedagogy, three well-known types of survey methods are used: conversation, questioning, interviewing. Conversation - a dialogue between the researcher and the subjects according to a pre-designed program. The general rules for using the conversation include the selection of competent respondents, the justification and communication of the motives for the study of 5 corresponding to the interests of the subjects, the formulation of variations of questions, including questions "on the forehead", questions with a hidden meaning; questions that test the sincerity of answers and others. Open and hidden phonograms of a research conversation are practiced.
The interview method is close to the research conversation method. Here, the researcher, as it were, sets a topic for clarifying the point of view and assessments of the subject on the issue under study. Interviewing rules include the creation of conditions conducive to the sincerity of the subjects. Both a conversation and an interview are more productive in an atmosphere of informal contacts, sympathy caused by the researcher in the subjects. It is better if the answers of the respondents are not transcribed before his eyes, but are reproduced later from the memory of the researcher. Not allowed in pedagogical science are both interrogatory methods that look like interrogation.
Questioning as a written survey is more productive, documented, flexible in terms of the possibilities of obtaining and processing information. There are several types of surveys. Contact questioning is carried out during the distribution, filling out and collection of completed questionnaires by the researcher in direct communication with the subjects. Correspondence questioning is organized through correspondent relations. Questionnaires with instructions are sent by mail, returned in the same way to the address of the research organization. Press survey is implemented through a questionnaire placed in the newspaper. After filling out such questionnaires by readers, the editors operate with the data obtained in accordance with the objectives of the scientific or practical design of the survey.
There are three types of questionnaires. An open questionnaire contains questions without accompanying ready-made answers for the choice of the subject. The closed-type questionnaire is constructed in such a way that for each question, answers are given ready for selection by the respondents. Finally, a mixed questionnaire contains elements of both. In it, some of the answers are offered to choose from, and at the same time, free lines are left with a proposal to formulate an answer that goes beyond the limits of the proposed questions.
The organization of a questionnaire survey involves a thorough development of the structure of the questionnaire, its preliminary testing by the so-called "pilot", i.e. trial survey on several subjects. After that, the wording of the questions is finalized, the questionnaires are replicated in sufficient quantities, and the type of survey is selected. The questionnaire processing technique is predetermined both by the number of persons involved in the survey and by the degree of complexity and cumbersomeness of the questionnaire content. Processing "manually" is carried out by counting the types of responses by memory categories. Machine processing of questionnaires is possible with indexed and amenable to formalization, statistical processing of answers.
Pedagogical experiment is referred to the main research methods in pedagogical science. It is defined in a generalized sense as an experimental verification of a hypothesis. In terms of scale, experiments are global, i.e. covering a significant number of subjects, local and micro-experiments conducted with a minimum coverage of their participants.
The organizers of major experiments can be state, government scientific institutions and educational authorities. Thus, in the history of domestic education, a global experiment was once carried out, in which a hypothesis was tested to test the model of general education of children from the age of six. As a result, all the components of this large, scientific project were worked out, and then the country switched to teaching children from this age.
There were certain rules for organizing pedagogical experiments. These include such as the inadmissibility of risks to the health and development of the subjects, guarantees from harm to their well-being, from damage to life in the present and future.
In the technique of conducting an experiment, as a rule, two groups of subjects are distinguished. One receives the status of experimental, the other - control. The first is an innovative solution. In the second - the same didactic tasks or problems of education are implemented within the framework of traditional pedagogical solutions. Scientists get the opportunity to compare two results that prove or disprove the correctness of their hypothesis. Compared, for example, the assimilation of a section of mathematics in the consistent study of program topics by schoolchildren and through the use of enlarged didactic units (UDE). And when the experimenter (Prof. P. M. Erdniev) compared the consequences of his innovative didactic design with the developmental influences of traditional teaching methods, he saw evidence of the superiority of his developments over traditional methods of teaching mathematics.
Distinguish, further, such types of experiments as "mental", "bench" and "natural". Already by the name it is easy to guess that a thought experiment is a reproduction of experimental actions and operations in the mind. By repeatedly playing experimental situations, the researcher is able to detect the conditions under which his experimental work may encounter obstacles and require any additional development reconstructions. The bench experiment involves the reproduction of experimental actions involving participants in the laboratory. It is similar to a role-playing game, where an experimental model is reproduced in order to test it before being included in a natural experiment, where the subjects participate in the real environment of the pedagogical process. As a result, the program of the experiment, after such a preliminary check, receives a comprehensively corrected and prepared character.
Known in pedagogy are such two varieties of experiment as natural and laboratory. A natural experiment is carried out by introducing an experimental design into everyday scenarios of educational, educational, managerial work of an experimental teacher or his research partners. The laboratory one involves the creation of artificial conditions, where the working hypothesis put forward by the author of the study is tested.
Testing occupies a special place in the system of research methods. Testing methods (from the English word "test" - experience, test) are interpreted as methods of psychological diagnosis of the subjects. Testing is carried out on carefully worked out standardized questions and tasks with scales of their values to identify individual differences between the tested. Since their development, tests have been used primarily for practical purposes for the selection of specialists according to their abilities and practical training for various social roles.
There are international tests for comparing the indicators achieved in the education and development of children and adults. Tests are perceived as exams for the suitability of people for a particular field of activity. Computer testing programs are becoming more widespread, allowing the use of computers in an interactive dialogue mode in a man-machine system. There are tests to identify student performance, tests to determine the professional predisposition of people. Tests are also used in pedagogical research. Psychological science uses achievement tests, intelligence tests, creativity (ability) tests, projective tests, personality tests, and so on.
This is the composition of the most common methods of pedagogical research. We emphasize that each researcher approaches the application of scientific search methods creatively. Their adaptation, adaptation to the topic and tasks, object and subject, conditions of scientific work is carried out. As you can see, the methods are modified in order to give them the optimal ability to productively solve the problems of scientific work.
"Russian Pedagogical Encyclopedia" - Research methods in pedagogy are "techniques, procedures and operations of empirical and theoretical knowledge and study of the phenomena of pedagogical reality."
Ways, methods of cognition of objective reality are usually called research methods. With the help of methods, each science obtains information about the subject under study, analyzes and processes the data obtained, and is included in the system of known knowledge. The ultimate goal of any pedagogical research is to identify order, regularity in the process being studied, that is, to establish patterns.
Currently, pedagogical research is carried out using a variety of methods:
– pedagogical supervision;
– research conversation;
– study of school documentation;
- study of the products of students' activities;
– pedagogical experiment;
- study and generalization of the experience of teachers-practitioners and teachers-innovators;
– sociological research methods;
– methods of mathematical statistics;
- theoretical analysis of pedagogical ideas, etc.
Pedagogical supervision. This method is used quite often, in almost any pedagogical research. This is obvious, since any pedagogical phenomenon must be observed in order to accumulate and fix the material that is necessary for further work.
Research conversation. Using this method, scientists identify the attitude of both pupils and educators to certain methods of work, which later helps to correct these methods and get a better result.
The study of school documentation and the productive activities of students is aimed at studying school documentation and products of school activities.
Pedagogical experiment. The essence of this method is to test the developed theories and hypotheses in the created conditions. If a hypothesis or theory gives a positive confirmation in practice, the researcher gives the appropriate theoretical generalizations and conclusions. Depending on the tasks set, several types of experiment are distinguished: - ascertaining - carried out at the beginning of the study; - creative and transformative - is that scientists develop research hypotheses; - control - based on checking the results and summarizing.
Natural- occupies a special place in the methodology of pedagogical research. This method consists in the fact that the analyzed object or phenomenon is studied in a familiar environment for the subject, without disturbing the normal course of activity of either the teacher or the student. The study and systematization of the pedagogical experience of innovators. This method is based on the study and analysis of the work of the best schools and teachers who successfully carry out training and education. We are talking about the fact that pedagogy does not always know something that can only be approached empirically, that is, empirically. If these innovations are not generalized and a theoretical basis is not laid under them, they will remain the property of one teacher. Method of mathematical statistics used to analyze the actual result obtained during the research process. Theoretical analysis of pedagogical ideas makes it possible to make scientific generalizations in important areas, on issues of education and upbringing, as well as to find new patterns where they cannot be identified using empirical methods of research.
Pedagogical methods research is divided into:
- empirical and theoretical;
- ascertaining and transforming;
- qualitative and quantitative;
- private and public;
- meaningful and formal;
- methods for collecting empirical data, testing and refuting hypotheses and theories;
- methods of description, explanation and forecast;
- special methods used in individual pedagogical sciences;
- methods for processing research results, etc.
TO general scientific methods (used by different sciences) include:
- general theoretical(abstraction and concretization, analysis and synthesis, comparison, opposition, induction and deduction, i.e., logical methods);
- sociological(questionnaires, interviews, expert polls, rating);
- socio-psychological(sociometry, testing, training);
- mathematical(ranking, scaling, indexing, correlation).
TO concrete-scientific (concrete-pedagogical) include methods, which are further subdivided into theoretical and empirical (practical).
Theoretical Methods serve for interpretation, analysis and generalization of theoretical positions and empirical data. This is a theoretical analysis of literature, archival materials and documents; analysis of the main concepts and terms of the study; the method of analogies, the construction of hypotheses and a thought experiment, forecasting, modeling, etc.
empirical methods are designed to create, collect and organize empirical material - facts of pedagogical content, products of educational activities.
Empirical methods include, for example, observation, conversation, interviewing, questioning, methods for studying the products of students' activities, school documentation, assessment methods (rating, pedagogical council, self-assessment, etc.), methods of measurement and control (scaling, sections, testing, etc.), as well as a pedagogical experiment and an experimental verification of the findings of the study in a mass school setting. Both theoretical and empirical methods are commonly used in conjunction with mathematical and statistical methods, which are used to process data obtained during the study, as well as to establish quantitative relationships between the studied phenomena.
