Topic 2. Psychological and pedagogical research

1. General characteristics of psychological and pedagogical research

1.1. Modern strategy for the renewal and development of education

Despite all the difficulties, the Russian education system survived and retained its high global status.. Moreover, our education has not only been preserved, but also acquired new qualities:became more mobile, democratic and varied. Appeared a real opportunity to choose the type of educational institution, the level of programs studied, the degree and nature of assistance. It should be emphasized that education survived precisely because it was updated, because a persistent and productive search was carried out for new options, new content and means of education and upbringing.

The crisis of education developed against the backdrop ofchildhood crisis,which manifests itself in a reduction in the birth rate, a high level of morbidity in children (according to the latest data, in Russia less than 10% of healthy children and 35% of chronically ill children), an increase in juvenile delinquency, vagrancy, social orphanhood (with living parents), the emergence of a large group of adolescents and young people who do not study and do not work.Instead of acceleration in recent years, there has been"deceleration » - a slowdown in the growth and development of the younger generation.Sociologists fixdecrease in the value of childhood, the need for children.

The crisis of education, as well as the entire social sphere, is not fatal, rather, itrenovation crisis,and, being updated, the system of education and upbringing strives to overcome the crisis, to break out of it.

An analysis of the social situation, the practice of transformations, the world pedagogical experience from the position of modern scientific approaches allows us to outline new guidelines for the development of education,update strategy.We believe that these strategic guidelines form the core of new pedagogical thinking - the most important condition for the success of transformations.

First of all, there is a major changeeducational goals,and, consequently, the criteria for its effectiveness. Not the quality of knowledge, as such, and even more so, not the amount of acquired knowledge and skills, butpersonal development, the realization of unique human capabilities, preparation for the complexities of life become the leading goal of education,which is not limited to the school, but goes far beyond it.

Our educational system is still focused on knowledge, skills and abilities as the ultimate goal, as a result. The level of knowledge is the main criterion for graduating from school, for admission to universities and other educational institutions. The "cult of knowledge" often remains the ideal to which the school aspires. This, however, is not entirely true. Even the ancients argued: much knowledge does not teach the mind.Our schoolchildren, as evidenced by the latest UNESCO data, occupysubject knowledgeand skills places somewhere in the second ten.In this regard, we lag behind South Korea, Taiwan, Switzerland, Hungary, and a number of other countries, but we are noticeably ahead of the United States, Britain, France, Germany, and other developed countries. It would seem not so bad.

However, according to development of creative intelligenceexperts give us a much more modest place.Seems like a paradox. But in fact, everything is understandable.Knowledge by itself does not provide development, even intellectual. But modern learning goals cover not only the development of intelligence, but also the development of emotions, will, the formation of needs, interests, the formation of ideals, character traits.. Knowledge is the basis, a springboard for developmental learning, an intermediate, but not its final result. All training should be focused on the development of the personality and individuality of a growing person, on the realization of the possibilities inherent in him.From knowledge-centrism, our education must come to human-centrism, to the priority of development, to the "cult of personality" of each pupil.Education in this regard acts as a way to implement educational tasks, as part of it. The entire educational system should be a wide field for life, affirmation and development of a person and include the family, out-of-school institutions, informal contacts, etc.

It should be noted that it is not so much the content of the goals (landmarks) of education that has changed, but rather their hierarchy and subordination. This is very clearly reflected in Art. 14 of the Law "On Education".Lead nominatedthe task of self-determination and self-realization of the individualand even further - the task of developing civil society, strengthening and improving the rule of law.

Changes content of education,its cultural base, and this change occurs in several directions:

- a significant increase in the cultural intensity of education, the basis of which is the entire world and domestic culture, and not the ideologically filtered, “approved” part of it, in other words, the content of education is not only the knowledge gained, but also the spheres of human achievements that go far beyond the scope of science: art, traditions, creative experience activities, religion, the achievement of common sense;

- increasing the role of humanitarian knowledgeas the basis of development, as a meaningful "core" of the personality;

- movement from a mandatory, the same content for all to a variable and differentiated, and in the limiting case - individualized; from a single state, officially approved content to original author's programs, courses and textbooks (with the obligatory preservation of a single educational core, determined by the mandatory minimum and state standards).

- an approach to the selection and evaluation of content is approved in terms of its educational and developmental potential, able to provide:

Formation of an adequate scientific picture of the world among students,

civic consciousness,

Integration of the individual into the system of world and national cultures,

Promoting understanding and cooperation between people(Article 14 of the Law "On Education").

The task is set to form a holistic picture of the world in the student, to help him, on the basis of universal and national values, to identify personal meanings in the material being studied, to pass on to the younger generation the best traditions, creative abilities, so that these traditions develop b.

The movement fromunified forms of organizationeducation (secondary school, vocational school) tovariety of forms of education and types of educational institutions:gymnasiums, lyceums, colleges, private schools, higher vocational schools, complex educational institutions such as kindergarten-school, lyceum-college, university, etc.Particularly relevant are the searches in the field of modernization and renewal of the mass school so that it is adapted to the development opportunities and needs of different categories of students, as well as problems associated with the development of rehabilitation, educational and recreational and specialized institutions of various profiles.

Begins, albeit very timidly, to overcome the absolutization of the lesson as a form of organization of teaching at school.Along with the lessons, seminars, lectures, workshops, debates, educational games are held.

Gradually, the need to move from mass education todifferentiated- not in the sense of abandoning collective forms of work, but in the sense of individualization and level differentiation of programs and methods, taking into account the needs and capabilities of each student.

It is also realizedthe need to move from delayed education to leading, although this problem cannot be solved within a single school. It is associated with an increasingmultifunctionalityeducation as a whole as a social sphere and each of its cells - an educational institution. Along with the leading traditional functions - educational, upbringing and developing - education and its institutions have to increasingly take on the functions of cultural continuity and cultural creation, social protection of teachers and pupils, and play the role of a social stabilizer and catalyst for socio-economic development. Finally (which has already been discussed), an increasing role has been played in recent yearssearch and research function.

Starts gradualtransition of education and upbringing to a diagnostic basis, which is facilitated by the formation of a psychological service in educational institutions. A new understanding of the standard in education is being approved not as a mandatory unification of requirements, but as a single basis, an obligatory minimum of knowledge, a level of minimum requirements and a limiter on the study load.

Uptrend breaks throughthe role of regional and local (municipal, community) factors in education. As the experience of many civilized countries and domestic traditions show, community - an association of people at the place of residence (on the principle of neighborhood) - is the most interested and caring owner of a preschool institution, school, social center of the microdistrict. Of course, a balance of universal, all-Russian (federal), regional and local values ​​and attitudes and interests of the region is always necessary, subject to the priority of federal and universal values.

Happening intensely transition from a regimented, authoritarian upbringing destroyed by lifeto humanistic, non-violent, free education based on the voluntary choice of forms of activity, initiative and mutual trust of educators and pupils.Education is reoriented to universal values, to the ideas and ideals of humanism and mercy. These ideas do not necessarily have to be expressed in a religious form. The child must be protected from the imposition of any ideology, both communist and religious. In the modern educational system, the ideas of a school not closed in itself, but open to the social environment, actively participating in the life of the microdistrict and using its pedagogical and material resources, are increasingly breaking through and germinating. The school educational and upbringing system actively interacts with additional (out-of-school) education focused on the family, on the person, on humanitarian values.

1.2. The concept of psychological and pedagogical research

Due to the complexity, versatility of the pedagogical process in education, very different ones are needed - both in their subject matter and in the subject area of ​​research.

Very important psychological research. In psychological research, a search is being made for the most effective mechanisms of mental development for a particular situation, psychological rehabilitation of pupils, multiplication of their creative potential, conditions for self-realization, starting positions are determined for individual and personality-oriented approaches, to monitor the results of training and education.

Increasing need forsociological researchto identify the needs of the population, the attitude of parents and the public to certain innovations, evaluation of the activities of an educational institution or educational system.

Research valeological and medical natureare aimed at finding education options that preserve and strengthen the health of students and pupils.

Very versatile and multifunctionalpedagogical research.These are studies of a historical-pedagogical, philosophical-pedagogical, social-pedagogical, psychological-pedagogical, methodological nature.

Under research in pedagogyrefers to the process and result of scientific activity aimed at obtaining new knowledge about the patterns of education, its structure and mechanisms, content, principles and technologies.Pedagogical research explains and predicts facts and phenomena (V. M. Polonsky).

However, almost all applied research related to the functioning and development of the educational process and educational institutions arecomplex psychological and pedagogical(often socio-psychological-pedagogical, medical-pedagogical, etc.) character.Even when it was about the knowledge concept of learning, it was impossible to study the educational process without exploring and developing attention, memory, thinking, emotions, abilities for various activities of students and pupils. It has always been about the upbringing of a holistic, versatile personality, the development of the will, the formation of beliefs, and the consideration of individual characteristics. It was impossible to build a genuine research in the educational sphere without determining its psychological content.

In the last decade, when the tasks of personality development have become a priority, any productive research in the educational field should be psychological and pedagogical, reveal and explore the unity of external and internal factors of education, pedagogical conditions and ways of shaping motivation, attitudes, value orientations, creative thinking, intuition, beliefs of the individual, the conditions for her healthy mental and physical development.

At the same time, pedagogical research always retains its specificity: it talks about the pedagogical process, about training and education, about the organization and management of the process, in which the teacher and pupil necessarily participate, pedagogical relations function and develop, pedagogical tasks are solved.

And one more nuance. Known (standard) psychological approaches, methods and techniques can be used to determine positions, diagnose, interpret results. Then it is better to defineresearch as a pedagogical one using psychological knowledge and methods.

If there is a search for personality-oriented, individualized or working for the psychology of the team positions and approaches, more accurate psychological approaches or methods (for example, ways to determine the creative potential of the individual and the degree of its implementation), thenresearch is really becoming psychological and pedagogical.

1.3. The Nature and Functions of Educational Innovation

The implementation of experimental research work seems to be a very important means of purposefully searching for effective ways of teaching and educating. This work is intended to contribute to the solutionthe main practical tasks of education at the present level.

Briefly characterizemain components of this work.

1. Diagnostics situations of renewal and development in school, family, microsociety at the moment, pedagogical analysisachievements and shortcomings, the degree of realization of opportunities, the effectiveness of the approaches and means used.Such work has always been carried out by specialists in the field of education. The measure of completeness, depth, thoroughness of implementation is determined by the nature of the tasks that the developers face, their level of qualification, and the available tools. In research work, this level should in principle be higher than in mass practice (considering that best practice itself rises to the level of research research).

1. Forecasting, psychological and pedagogical design and advanced experimentation. Such work is sometimes necessary when drawing up long-term and current plans, when determining directions and guidelines for practical activity. It is needed in order to give the prognostic and design activities scientific consistency and validity. Special mention should be made of anticipatory pedagogical experimentation. Its essence lies in the fact that it allows you to obtain certain prognostic information, see the features of a possible future. Such experimentation allows you to create your own model of development in the specific conditions of the performance of activities and bring it to life, creating a model for a wider practice.
2. Formation of the personality of a creative teacher with a pronounced individual style of activity. It is known that the nature and content of jointly performed activities that develop in a group, the nature of interpersonal and other kinds of relations ultimately form a personality. The personality of a creative teacher develops in joint creative activity. This is evidenced by the experience of schools that have produced entire constellations of talented teachers. These are, for example, the school of V.A. Yamburg (secondary school No. 109 of Moscow), etc.
3. Development of initiative and creativity of pupils. It is clear that the content and direction of the creative activity of the teacher and pupil most often do not coincide. The teacher is engaged in pedagogical creativity, the pupil - subject (artistic, technical, etc.). However, the general spirit of creativity, respect for the search, encouragement of initiative and non-standard thought - all this develops best in a searching pedagogical team. Well, where the subject of the search for a teacher and his pupil coincides, which happens often (joint amateur art, disputes, drafting projects, including pedagogical ones, etc.), conditions for co-creation, mutual enrichment become even more favorable.
4. Overcoming myths, stereotypes, inertia and dependency. The search contributes to the most effective cleansing of the routine, excites energy, strengthens faith in one's strength.The process of revising many mythical ideas and judgments of the type is going on more successfully: the ideal student is a convenient, obedient student; the teacher's word is law; good study is an indicator of well-being in personal development; the more educational activities, the more intensive education.

The development of experimental research work stimulates psychological and pedagogical creativity, including teachers and psychologists in the general innovative stream.

Own need to update education and the entire social sphere requires special attention toinnovation processes,

To what hinders and what contributes to the emergence and spread of psychological and pedagogical innovations,

To the role that pedagogical and psychological sciences play and should play in this process.

Of particular importance for understanding and stimulating the renewal of education have categories: new, innovation, innovation, innovation, innovation, innovation process, andopposite categories and concepts:obsolete, routine, conservatism, projecting, etc.

The task, of course, is not to stick labels and stigmatize conservatives, but to understand the dialectic of the interaction between the new and the old, the mechanisms and conditions for replacing the outdated with the new, and the ways and possibilities of positively influencing these processes. Of course, one should learn to distinguish genuine innovation from its imitation, from projecting (unfounded projects that supposedly solve complex pedagogical problems).

It can be assumed that new in psychology and pedagogy, these are not only ideas, approaches, methods, technologies of working with a person or a team (their study, improvement, transformation), which have not yet been put forward in their present form, in such combinations, butand that complex of elements or individual elements of education and upbringing that carry a progressive beginning, which makes it possible, in changing conditions and situations, to solve the problems of upbringing and education quite effectively (at least more efficiently than before).

The new therefore contains progressive. Nevertheless, the concept of "new" does not always fully correlate with the concepts of "advanced", "progressive" and even the broader concept of "modern". Advanced, modern always retains a lot of the traditional. In pedagogical practice, this is especially evident: faith in a person, focus on his best sides, the ability to communicate and cooperate, communication and reproductive teaching methods, dialogue, appeal to the educational capabilities of the team - these and many other far from new provisions are preserved, receive a "second wind". » in the latest pedagogical systems and technologies.

The indicated position determines the content of the conceptspedagogical innovation and pedagogical innovation. Strictly speaking, innovation - this is a system or element of the pedagogical system that allows you to more effectively solve the tasks set (and sometimes set the tasks themselves more accurately) that meet the progressive trends in the development of society.

Pedagogical innovation- introduction of innovations in the practice of work (innovative practice).Pedagogical innovation is most often understood as the penetration of innovations into a wider practice (the prefix "in" means penetration into a certain environment).

Innovative processes in education- these are the processes of emergence, development, penetration into the wide practice of pedagogical innovations.The subject, the bearer of this process is primarily an innovative teacher (or a psychologist, or a manager) and innovative teams.

1) In the broad sense of the word, we can call all creative teachers and educators striving to update the arsenal of their means as innovators. In a stricter sense innovator - this is the author of a new pedagogical system, i.e., a set of interrelated ideas and corresponding technologies.In this sense, we have the right to speak about S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky, I.P. Ivanov, Sh.A. Amo-nashvili, D.B. , L.V. Zankov precisely as about innovative teachers.

2) A much wider range of creative teachers are also involved in innovative activities, which can be conditionally calledinventors, modernizers. They did not create their own pedagogical systems, but introduced new or seriously improved elements of existing systems, combined them in a new way, achieving positive results on this basis.

3) Finally, there is an even wider squadmasters of pedagogical workwho quickly perceive and skillfully use both traditional and new approaches and methods. The activities of all these categories of teachers and psychologists, closely related to the development of psychological and pedagogical science, bringing new ideas, new content and updated technology into practice, constitute an innovative pedagogical flow.

Let's follow the so-calledlife cycle of pedagogical innovations.This cycle includes the following steps:start, emergence, rapid growth (in the fight against opponents and skeptics), maturity, saturation associated with more or less wide advancement in practice, crisis and finish, usually associated with the removal of innovation, as such, in a new, more effective , often more general system. In the process of passing through the life cycle, the contradictions of the innovation itself and its interaction with the environment are revealed, the resolution of which either harmonizes relations or leads to the denial of the innovation itself, its disintegration.

It is characteristic that the life cycles of new concepts, born theoretically, and concepts born from practice, are somewhat peculiar.

In the first variant, innovative processes go through the stages commented below in different versions.

1. The emergence of a new concept with an eye to use within certain limits and in certain situations. For example, the concept of optimization (Yu. K. Babansky, M. M. Potashnik) arose as a didactic one, and the concept of collective creative activity (I. P. Ivanov, V. A. Karakovsky, etc.) - as applied only in the field of socially useful affairs and moral education. The theory of developmental learning was developed in relation to elementary school.
2. Expansion of the concept and the field of its application and, in some cases, claims to universality and exclusivity. An example of this is the meaningful and useful concepts of the phased formation of mental actions, the theory of activity in psychology, problem-based and programmed learning in pedagogy. Claims to universality only harm the reasonable use of these concepts.
3. Gradual "acceptance" of the concept by practice, and then "fascination" with it and expectation of a "miracle", an immediate and comprehensive effect.
4. The concept that has entered into practice begins to work, but, of course, the “miracle” does not occur, “cooling” and disappointment begin.. This, unfortunately, happened with the theory of optimization, against which, after several years of its development, completely unfounded reproaches arose that it did not solve all the problems of education and did not prevent its crisis, and with some other theories and concepts.
5. The theory improves, adapts to changing circumstances, there is a need for its transformation, for integration with other theories.. In particular, the understanding of the theory and methodology of optimization has been established not as a global pedagogical theory, but as a rational managerial approach that provides the keys to finding optimal solutions in specific conditions of education and training. The framework for understanding developmental learning and its possibilities, on the contrary, has significantly expanded and included many learning systems, up to a modernized traditional one.

The second option - approaches and concepts born in practice go through a slightly different cycle in their development..

1. The emergence of new approaches, difficult searches that make it possible to formalize new ideas, find ways to implement them in methodological tools.This is how the pedagogical systems of V.F. Shatalov, I.P. Volkov, S.N. Lysenkova and other innovative teachers were born, the experience of creating social and pedagogical complexes in Yekaterinburg and Almetyevsk (Tatarstan), the search for a mass school model for everyone (adaptive school) .

1. The struggle, in the recent past, most often long and difficult, for the approval and recognition of innovation.
2. More or less pronounced claims to universality, which is typical, however, not for every innovative system, but only for some.To a decisive extent, this depends on the general culture of the creator of the system, as well as on the position of mass practice, which often relies on innovation as a panacea.
3. Awareness of the scientific ideas underlying the experience, its place in the system of scientific research, contribution to theory. In this regard, the position of a well-known galaxy of innovative teachers, who in their first declarations and speeches completely disowned pedagogical science, and then recognized their blood relationship with it, is interesting.
4. Integration with other approaches and searches, awareness of the ideas and approaches found in the system of theory and practice (which, again, does not always happen).

1.4. Theoretical Foundations and Problems of Modern Psychological and Pedagogical Research

The originality, specifics of solving pedagogical problems, depending on the stage, form, regional characteristics of education, cannot be fully identified and used without knowledge and consideration of the general. Therefore, we will try to start by clarifying the provisions that make up the core of modern psychological and pedagogical concepts.

Among the provisions that undoubtedly have a general pedagogical meaning, and therefore form the core of the conceptual platform of any educational programs, apparently, are the followingthe most important provisions and the corresponding laws and principles.

1. Social conditionality and continuous updating of the goals, content and methods of upbringing and education in accordance with the requirements of society. This involves preparing the individual for entry into modern society, taking into account and implementing the changing, both officially formalized in policy documents, and unofficial, closer to the true needs of a person and human communities, the social order, creating conditions for a decent development and existence of each person.
2. The integrity of the educational process that forms the personality of a person both in an officially structured and in an informal, specially unorganized, open environment. In this environment, the influence of the family and the immediate social environment is the most significant, so there is a need to identify and use its pedagogical potential.
3. Unity, prospects and continuity of goals, content and methods of upbringing and education, providing a single educational space and the integrity of the educational system.

A major role in achieving the unity of education in accordance with the Law "On Education" of the Russian Federation is called upon to play uniform standards of education and educational qualifications established and controlled by the state.

4. Pedagogical multidimensionality, reflection of all the most important aspects of the pedagogical process:any one-dimensional assessments in pedagogical theory and practice are unacceptable and flawed. One-sided orientations toward the collective, toward social values, toward "tomorrow's" rather than today's joy have brought us a lot of harm. However, oblivion, ignoring collective ties, public interests, as well as the prospects for the development of society, the team and the individual, are detrimental to the pedagogical process. To a large extent, pedagogy is the science of achieving a measure, of ways to harmonize opposing forces and tendencies of the pedagogical process: centralization and decentralization, personal and social, management and self-government, performance and initiative, algorithmic actions and creativity, normativity and freedom, stability and dynamism of the individual.

5. The unity of socialization and individualization, the obligatory consideration of the individual orientation of education and its social essence as undoubted priorities of a democratic society and its educational subsystem. The degree of satisfaction of needs, the realization of a person's capabilities, his right to self-realization, originality, autonomy, free development is the main criterion for success in education and upbringing.

1. Variability and freedom of choice of ways, methods and forms of implementation of strategic educational ideas for both the teacher and pupils. Of course, both variability and freedom of choice are actually limited to one degree or another by social norms, the compulsory volume of education, the minimum acceptable standards of its quality, and the real possibilities of society.
2. Activity approach: it consists in recognizing that the development of the individual occurs in the process of its interaction with the social environment, as well as training and education as ways of appropriating socially developed ways of performing an action and reproducing them, i.e., in the creative activity of the students themselves. The implementation of the developmental functions of training and education is due to the nature of the cognitive and practical tasks solved in this process, as well as the peculiarities of the pedagogical management of this process (including the method of presenting information and its structuring - the sequence of presenting blocks and models of actions that are holistic in meaning, reflective comprehension and evaluation performance). At the same time, it is important that the activities of students be carried out in the form of cooperation both with the teacher and with peers, contribute to the realization of the possibilities of each, be in the "zone of proximal development" of the student (L. S. Vygotsky), in which the student has the basis for further advancement and development, responsive to pedagogical assistance and support.
3. The Formative Role of Relations in the Moral and Emotional Development of a Personality. Emotional coloring, richness, novelty of diverse relationships to the subject of activity, moral values, other people (including parents, teachers, friends, classmates, neighbors, colleagues), oneself (self-awareness, self-esteem, character and level of claims) -all these attributes of relationships are appropriated by a person and become the personal qualities of an emerging person.In this regard, the social microenvironment (microgroup, collective) serves as a means, a factor in the creation and functioning of personality-forming relationships.
4. The complexity and integrity of the functioning of educational structures are due to the versatility of pedagogical tasks, the internal interconnection of personality spheres and the limited time for training and education.. Hence the need arises to solve in the process of one activity a whole "fan" of educational and educational tasks (Yu. K. Babansky), to integrate for these purposes the educational opportunities of the family, school and microsociety (for example, community and municipal self-government bodies, youth and children's associations, clubs , sections, institutions of culture, sports, law enforcement, etc.).

10. Unity of optimization and creative approaches to the content and organization of the pedagogical process. Optimization approachprovides for the development and use of algorithms to select the most economical and efficient methods of activity, creativity- going beyond algorithms, rules, instructions, constant search using hypotheses, non-standard ideas and designs, mental anticipation of the desired result.Creative ideas and plans, being implemented, worked out, reach the stage of algorithmic technology, which makes it possible to widely use them.

On the basis of these approaches, the above provisions, it is necessary in each specific case to develop appropriate recommendations and requirements for the organization of the educational process.

Let us now designate an approximate problem of possible psychological and pedagogical research related to the educational process. Although we are still talking about the problem and the topic of research, let us pay attention to the fact that any problem is based on some kind of contradiction, disagreement that requires finding a solution, most often harmonious, and the problem itself must be relevant and true (i.e., really not yet resolved).

To the number methodological and theoretical research problemsmay include the following:

the correlation of philosophical, social, psychological and pedagogical patterns and approaches in determining the theoretical foundations (concepts) and solving the leading problems of pedagogical activity, choosing directions and principles for the development of educational institutions;

methods of selection and integration in the psychological and pedagogical study of approaches and methods of specific sciences (sociology, ethics, valueology, etc.);

the specificity of psychological and pedagogical systems: educational, educational, correctional, preventive, health-improving, etc.;

the ratio of global, all-Russian, regional, local (local) interests and conditions in the design of psychological and pedagogical systems and the design of their development;

the doctrine of harmony and measure in the pedagogical process and practical ways to achieve them;

the correlation and interconnection of the processes of socialization and individualization, innovation and traditions in education;

criteria for the success of educational work, the development of the personality of pupils in certain types of educational institutions;

methodology and technology of pedagogical design (at the level of the subject, educational institution, pedagogical system of the city, district, region, etc.);

ways of correct construction and effective implementation of all stages of research search.

Among applied (practical) problemsthe following can be named:

developing possibilities of modern methodological systems;

humanitarian education and spiritual world of the teacher;

ways and conditions for the integration of humanitarian and natural science education in secondary school;

health-saving technologies in the educational process;

developing possibilities of new information technologies;

comparative effectiveness of modern education systems for different categories of students;

traditions of education and upbringing in Russia and other states and their use in modern conditions;

formation of the educational system of the school (or other educational institution):

school in the system of social education and training;

pedagogical possibilities of the "open" school;

family in the system of social education;

teenage (youth) club as a base for the development of extracurricular interests and abilities;

traditions of folk pedagogy in education;

the role of informal structures in the socialization of youth, ways of interaction between teachers and informal structures.

Of course, the above list is far from complete, it assumes the existence of other serious and urgent problems, and in particular those related to the management of education, the improvement of its infrastructure and its individual components, the problems of vocational education, the problems associated with the implementation of the idea of ​​lifelong education, etc. d.

1.5. Sources and conditions of research search

The desire of teachers for psychological and pedagogical research search in our time is supported by all levels of education management. But one desire, even based on the awareness of problems, is not enough. It is necessary to use sources that fuel such a search, springs from which approaches, samples, ideas, methods and technologies can be drawn for creative processing.

It is possible to distinguish at leastfive such sources.

1. Universal humanistic ideas and ideals reflected in philosophy, religion, art, folk traditions. Education, active stimulation and support for the development of the individual are impossible without the formation of a moral ideal. Meanwhile, after the collapse of the official communist ideology and communist ideals, an ideological vacuum, an acute crisis of ideals, is felt in society and among teachers. To a certain extent, it is compensated by religious ideology and religious consciousness. However, this approach is not acceptable to everyone. “What to believe? How can one educate if all ideals are overthrown? the teachers ask. It seems that there is a constructive answer to this question.

Pedagogical ideals should be associated with enduring humanistic values, with the ideals of philanthropy, with the cult of personality (not individual, but the personality of each).Belief in a person, the search for ways of his maximum realization, respect for the growing personality of the child, for his originality and individuality, for his right to free development and happiness - this is the core of any progressive pedagogical concepts of the past and present.

2. Achievements of the whole complex of human sciences, as well as recommendations arising from modern scientific approaches, especially the recommendations of medicine, valeology (health), psychological and pedagogical sciences, including social pedagogy, social, pedagogical and developmental psychology.

There is an argument thatscientific pedagogical knowledge is not so important, since pedagogy is not so much a science as an art, and the teacher compensates for the lack of knowledge with experience. Practical pedagogy, of course, is a great art, where a lot depends on the Master, but this art is based on scientific principles, approaches, systems. If they are identified, if they are used, the practice wins significantly, the probability of losses and errors decreases. To oppose scientific theory and practice (art) is like opposing music theory, musical composition, and ultimately musical literacy, to the art of performance. And a few words about medicine and valeology (health sciences). Few doubt the usefulness of the recommendations of these sciences. However, the entire practice of upbringing and education very slowly and incompletely takes into account advice and recommendations aimed at maintaining health, and is looking for ways of health-saving education.

3. Best practices of the past and present, including innovative ones.

Innovate experience is the closest and most understandable source of approaches, solutions, methods, organizational forms. Its range is very wide. There is an unsuccessful revival of the traditions of the past domestic experience. Private schools, lyceums, gymnasiums, tutoring, teaching rhetoric, ballroom dancing, the traditions of Russian mercy and charity are being restored. Gradually, the treasures of world experience are also opening up for us, for example, the achievements of the Waldorf school and pedagogy, the system of free education by M. Montessori, S. Frenet. All this is extremely important. A noticeable mark in the domestic practice of updating the school was left by innovative teachers or, as they call themselves, experimental teachers, whose experience was widely promoted at the turn of the 80s and 90s by Teacher's Newspaper, Komsomolskaya Pravda, Central Television and other media. In the same period, books by innovative teachers, their articles and articles about them in pedagogical journals began to appear one after another. In recent years, interest in their experience has declined, and a number of critical publications have appeared containing accusations and negative assessments of their experience.

Let's try from the standpoint of the present, when the passions around innovators have somewhat subsided, to give an objective assessment of their experience, its significance for the renewal of the school and the development of psychological and pedagogical sciences.

To assess the movement of innovators, it is necessary to determine what specific tasks they solved, what role they performed.

What is the specific contribution of innovators, their real merits to national education?

First. Very different in creative style (Sh.A. Amonashvili - a unique humanist philosopher, psychologist and teacher-practitioner, E.N. Ilyin - a bright improviser, V.F. Shatalov - an analyst-algorithmist. M.P. R. G. Khazankin - erudite and taxonomist, etc.),in opposition to formalism, bureaucratic restrictions and unification, they defended the teacher's right to creative independence, to search, to the author's originality.

Second. By their practice they approvedhumanistic ideas of cooperation and co-creation with schoolchildren, inner freedom of an emerging personality,expedient assistance to everyone and thus paved the way for radical democratic changes in education, contributed to the humanization of society.

Third. They created new pedagogical systems, in each of which a solution was found to certain, very topical pedagogical problems.VF Shatalov showed how, using the system of reference signals, one can learn everyone and give each child a "foothold" in his life self-affirmation. Sh. A. Amonashvili managed to find the means to awaken the "silver bells" in the soul of every child, not to discourage him from the craving for school, knowledge, teacher, to ensure his development. M. P. Shchetinin created a new form of educational institution, especially valuable for the village - the school-complex, not without success led the search for ways of versatile development of the personality through emotional and artistic activity.

The feat of life of the director of the Sakhnovskaya secondary school A. A. Zakharenko was that he created a rural cultural and educational complex, proved that the school can revive the village. A. A. Katolikov showed how to really brighten up orphanhood and provide the pupils of the boarding school with a full life, development, and continuation of education. I. P. Volkov managed to awaken the creative beginning in every schoolchild. S. N. Lysenkova created a system of early pedagogical propaedeutics through advanced teaching in the primary grades.

Propaedeutics - (from the Greek propaideuo - I teach in advance), an introduction to any science, a preliminary introductory course, systematically presented in a concise and elementary form

The merits of enthusiasts and innovators of social pedagogy should be especially emphasized, who overcame the narrow traditions of social assistance in the framework of the delivery of pensions and care for the elderly, approved an integrated approach to the protection and rehabilitation of children and adolescents, and created integrated socio-pedagogical and socio-rehabilitation institutions (I.I. Ryabov, S. 3. Revzin, V. K. Volkova, N. A. Golikov, and others).

And one more touch . In the galaxy of innovative teachers, oddly enough at first glance, the majority are men. And this once again means thathow a school needs a smart and proactive male teacher. Teachers-innovators, so to speak, defended the manhood of pedagogy.

Thus, it is necessary to judge innovative teachers precisely by that positive contribution, which is very weighty, and not by individual breakdowns, failures or factual errors.

4. The pedagogical potential of the team of teachers and students, the surrounding social environment, industrial enterprises, cultural and medical institutions, law enforcement agencies, parents, people of various professions, life destinies and hobbies.

The creative potential of the team, of course, is created by creative individuals.It develops its own traditions, its own attitude to values, to pedagogical search. The psychological climate, collective attitudes and assessments, and the interaction of people with different creative styles and potentials turn out to be either a stimulus or a brake on the development of creativity and initiative.

The theory and practice of social education proceeds from the premise thatonly the organization of the child's life in a real social environment with the participation of many social institutions(family, enterprises, clubs, associations, creative associations, law enforcement agencies, physical education institutions, theaters, cinemas, etc.)and masses of non-professional teachers(primarily parents)allows full training and education.Here, in a non-professional environment, you can learn a lot of ideas, approaches, forms that can be successfully applied both at school and in the extracurricular sphere. Got it already fairly widespreadscientific societies of students led by scientists, sports sections led by athletes or coaches, art studios, etc. The ideas of cybernetics, valueology, hermeneutics (the science of understanding) “work” in education, it needs new approaches from various fields of science and technology, human practice.

5. Creative potential of a professional teacher.

The creative potential of the individualteacher is manifested in the internal sources of creative search:imagination, fantasy, the ability to predict, combining known methods or elements, the ability to see an object in its unusual functions and relationships, make non-standard decisions, etc..e. in everything that characterizes the creativity (creative essence) of the personality of the teacher-researcher. External factors stimulate the creativity of the teacher, supply him with material and give examples of solutions. But a creative teacher has his own pedagogical thinking, is able to produce new ideas and methods (more on this in the last section of the manual).

2. Scientific research in education

2.1. Levels of scientific research in education.

scientific researchcalled one of the types of cognitive activity, the distinctive feature of which is the development of new knowledge.The resulting knowledge must beobjectively new,those. previously unknown not only to the researcher himself, but also to the professional and scientific community. This knowledge must be obtained by applyingspecial research toolsensuring its objectivity. It should reveal certain patternsspecially selected object of reality.Finally, it must be expressedin terms and categoriesrelevant branch of knowledge and activity.

scientific researchin education they call systematic cognitive activity aimed at obtaining new knowledge about educational phenomena and processes.

Scientific research is characterized by reproducibility, evidence, accuracy (understood differently in different fields of science).

According to the method of obtaining knowledge and the nature of information, research is divided into two levels - empirical and theoretical.

On the first new facts of science are established and empirical regularities are formulated on the basis of their generalization.

Empirical levelcharacterized by the predominance of methods for describing experience, detecting systematically repeating patterns in it. The results obtained at this level of knowledge are directly applicable in the practice of education. However, they do not allow explaining the nature of the observed dependencies and, consequently, developing new educational technologies based on them. These results largely depend on the nature of the conditions in which the educational process takes place, and on the teacher who organizes it. This explains the subjectivity in assessing the nature of the identified patterns and, as a rule, the irreproducibility of the methods proposed on their basis. The empirical level of scientific research is optimal for collecting primary information that requires further analysis, interpretation, and evaluation.

On the second - general patterns for a given subject area are put forward and formulated, which allow explaining previously discovered facts and empirical patterns, as well as predicting and foreseeing future events and facts.

Theoretical levelresearch differs in that it includes modeling, development of hypotheses, experiment. In pedagogy, the division of research into fundamental and applied, common in other sciences, seems doubtful. However, at the theoretical level, the researcher works not so much with the educational process itself or other processes, but with their models, which systematically reproduce the essential properties of the original. The modeling method allows you to gain new knowledge about any object by inference by analogy.

The results of scientific research in education are drawn up in the form of an article, report, dissertation for the scientific degree of master, candidate or doctor of science. Each of them has its own qualitative differences in the research tasks to be solved, the depth of penetration into the subject of research, and the generalization of conclusions.

2.2 Principles of scientific research.

As already mentioned, the principles of any activity are based on the identified objective patterns and are designed to increase its efficiency and ensure a qualitative result.

The quality of scientific research is achieved by observing the following principles:

- purposefulness principle- the study is carried out in accordance with the objectives of improving the practice of education, affirming humane relations in it;

- the principle of objectivity -theoretical models in the study should reflect real pedagogical objects and processes in their multidimensionality and diversity;

- principle of applied orientation -the results of the research should contribute to the explanation, forecasting and improvement of educational practice in the multiplicity of ways of its development;

- principle of consistencythe results of the study are included in the system of scientific knowledge, supplement the available information with new information;

- integrity principle -the components of an educational object are studied in the dynamics of a multidimensional picture of their interrelations and interdependencies;

- principle of dynamism- reveals the patterns of formation and development of the studied educational objects, the objective nature of their multidimensionality and multivariance.

These principles are based on the laws of cognitive activity, scientific research and the specifics of educational practice.

2.3. The main characteristics of scientific research.

Scientific research, regardless of its type, should include general characteristics, such as: the problem and its relevance, topic, object, subject, goal, tasks, hypothesis, protected provisions, assessment of scientific novelty, theoretical significance and practical value of the results obtained.

VV Kraevsky proposes to present them in a simplified form in the form of questions.

Research problem:what should be studied from what has not been studied in science before?

Subject: what is the name of the aspect of the problem?

Relevance: Why is it that this particular problem needs to be studied at the present time, and precisely in the aspect chosen by the author?

Object of study:what is being considered?

Subject of study:how is the object considered, what relations, aspects and functions inherent in it does the researcher single out for study?

Purpose of the study:what kind of knowledge is expected to be obtained as a result of the study, what is the general view of this result even before it is obtained?

Tasks: What needs to be done to achieve the goal?

Hypothesis and defenses:what is not obvious in the object, what does the researcher see in it that others do not notice?

Novelty of results:what has been done that others have not done, what results are obtained for the first time?

Significance for science:in what problems, concepts, branches of science are changes aimed at the development of science and replenishing its content?

Value for practice:What specific shortcomings in practice can be corrected by the findings of the study?

The listed characteristics constitute a system, all elements of which must correspond to each other, mutually complement each other. By the degree of their consistency, one can judge the quality of the scientific work itself.

The system of methodological characteristics of scientific research is a generalized indicator of its quality.

2.4. Subjectivity in scientific activity.

C subject - it is the carrier of activity, the "actor", thanks to which the activity is carried out. Speaking about the subject of activity, we answer the question “who does it?” It would seem that the subject of scientific activity is obvious - this is the researcher.

1) However, the most important characteristic for the subject- the ability to self-change.In the process of any activity (including research), the teacher, ensuring his subjectivity, interacts with other people (colleagues, children, their parents), changes in the process of this interaction, thereby making the interaction partners subjects of their changes and providing them with conditions for self-improvement. In this process, self-acquisition, self-realization and self-development of the teacher in interaction with significant “Others” is ensured.

2) It is useful to remember the aphorism of C. Bernard: “Art is “I”; science is "we".Scientific research requires a constant exchange of information and ideas, as well as discussion: the cognizing subject is not an individual isolated from other people(the so-called "epistemological Robinson" of metaphysical philosophy), anda person included in social life, using socially developed forms of cognitive activity as material(tools, tools, devices, etc.), as well as ideal (language, categories of logic, etc.)".

3) Scientific research, among other things, is alsoa way of creative self-realization, self-expression and self-affirmation of the researcher, and, consequently, a way of his self-development.

4) Subjectivity implies subjectivity in the perception and evaluation of observed phenomena and processes, which is due to the past experience of the researcher, his information needs, individual differences. In this regard, the results of psychological and pedagogical research can never be completely objective and impartial, they always bear the imprint of the views, worldview, style of scientific research of the researcher who received them. Moreover, this fact cannot be unequivocally regarded as a disadvantage. Indeed, in this way the diversity of pedagogical knowledge is ensured, and, consequently, the need for comparison, comparison, and complementarity of various research data.

The classical concept of objectivity originates from the earliest attempts at scientific knowledge of objects and phenomena of the inanimate world. An observer could consider himself objective if he managed to renounce his own desires, fears and hopes, as well as excluding the supposed impact of God's providence. This, of course, was a huge step forward, it was thanks to him that modern science took place. However, we must not forget that such a view of objectivity is possible only if we are dealing with phenomena of the inanimate world. This kind of objectivity and impartiality work perfectly here. They also work quite well when we are dealing with lower organisms, from which we are alienated enough to continue to be impartial observers. After all, we really doesn't matter, how and where the amoeba moves or what the hydra eats. But the higher we climb the phylogenetic ladder, the more difficult it is for us to maintain this detachment.

A mother fascinated by her baby, fascinated by centimeter by centimeter of his tiny body, and she certainly knows about her baby - knows in the most literal sense - much more than anyone who is not interested in this particular child. Something similar happens between lovers. They are so fascinated by each other that they are ready to spend hours looking at, listening to, getting to know each other. With an unloved person, this is hardly possible - boredom will overcome too quickly.

Passion for the object of research (and in fact - interest in the development of education) not only does not interfere, but helps the researcher to penetrate more deeply into the essence of the changes taking place in the child and the processes of pedagogical reality.

A. Maslow reveals two advantages of "loving knowledge":

1) a person who knows that he is loved opens up, swings open towards another, he throws off all protective masks, he allows himself to be exposed, not only physically, but also psychologically and spiritually, allows himself to become understandable;

2) when we love, or are fascinated, or interested in someone, we are less than usual inclined to rule, to control, to change, to improve the object of our love and manipulate it.

This, of course, is not about subjectivism as bias and the denial of objective facts obtained in the process of research. To prevent this, there are statistical methods, group peer review methods, and other means of increasing the reliability of research results, which will be discussed in the following chapters.

5) In research activity, there is an awareness of the professional position of the researcher, its design, verification of optimality.Within the framework of the selected methodological approaches, the researcher develops an individual style of scientific research, approves it in situations of presentation and protection of research results.

2.5. Types of scientific research in education

The structure of psychological and pedagogical research is determinednomenclature of scientific specialties, which is periodically reviewed and approved by the government. This nomenclature is the basis for conferring academic degrees and titles, planning scientific research, opening dissertation councils. It can also serve as a guideline for the researcher to determine the direction of his own search, if he hopes to receive further recognition, to find an application to the results obtained.

The current nomenclature for pedagogical and psychological sciences includes the following scientific specialties:

The code	Name
13.00.00	Pedagogical Sciences
13.00.01	General pedagogy, history of pedagogy and education
13.00.02	Theory and methodology of training and education (by areas and levels of education)

The code	Name
13.00.03	Correctional pedagogy (deaf pedagogy and typhlopedagogy, oligophrenopedagogy and speech therapy) - ; 4
13.00.04	Theory and methods of physical education, sports training, health-improving and adaptive physical culture
13.00.05	Theory, methodology and organization of socio-cultural activities
13.00.07	Theory and methodology of preschool education
13.00.08	Theory and Methods of Vocational Education
19.00.00	Psychological sciences
19.00.01	General psychology, personality psychology, history of psychology
19.00.02	Psychophysiology
19.00.03	Labor psychology, engineering psychology, ergonomics
19.00.04	medical psychology
19.00.05	Social Psychology
19.00.06	legal psychology
19.00.07	Pedagogical psychology
19.00.10	Correctional psychology
19.00.12	Political psychology
19.00.13	Developmental psychology, acmeology

For each of the specialties, a passport was approved that determines the specifics of the relevant research. The passport of a scientific specialty includes a cipher and name, a specialty formula, a description of the field of study and an indication of the branch of science to which this specialty belongs.

So, the content of the specialty13.00.01 - "General pedagogy, history of pedagogy and education",which is related to the branch of pedagogical sciences, according to the passport, is a study of the problems of philosophy of education, pedagogical anthropology, methodology of pedagogy, theory of pedagogy, history of pedagogy and education, ethnopedagogy, comparative pedagogy and pedagogical forecasting. The area of ​​study includes:

Philosophy of education (study of the philosophical and paradigmatic foundations of the theory and practice of education);

Pedagogical anthropology (study of the anthropological foundations of education - upbringing and training - a person as a subject of education);

Methodology of pedagogy (research of the place and role of pedagogy in the system of the spiritual life of society and scientific knowledge; objects and subjects of pedagogy; methods of pedagogical research);

Theory of Pedagogy (research of approaches and directions for substantiation and implementation of pedagogical concepts, systems; creation of conditions for personal development);

History of Pedagogy and Education (study of the historical development of institutionalized and non-institutionalized practice of education, policy in the field of education, pedagogical thought at the levels of public and theoretical consciousness in various spheres of the spiritual life of society);

Ethnopedagogy (study of formation, current state, features of interaction, development prospects and possibilities of using ethnic traditions of education);

Comparative pedagogy (research of the origins and comparative analysis of the current state of pedagogy and education in foreign countries, various regions of the world, as well as the prospects for their development);

Pedagogical forecasting (research of methodology, methodology, theory of forecasting the development of pedagogy and education, determining on this basis the prospects for their evolution in our country and abroad).

Content of the specialty13.00.02 - "Theory and methods of training and education (by areas and levels of education)":development of theoretical and methodological foundations of the theory, methodology and technology of subject education (training, education, development) in different educational areas, at all levels of the education system in the context of domestic and foreign educational practice. The areas of research and development reflect the main structural components of the scientific field "Theory and Methods of Subject Education", determine the prospects for its development, and are focused on solving urgent problems of subject education. Areas of expertise: mathematics, physics, chemistry, literature, biology, sociology, political science, Russian, native language, Russian as a foreign language, foreign languages, computer science, fine arts, history, social studies, cultural studies, ecology, geography, music, humanities and social sciences (level of primary education), natural sciences (level of primary education), management. Levels of education: general education, vocational education.

The area of ​​study in this specialty includes:

Methodology of subject education: the history of the formation and development of the theory and methods of teaching and education in areas of knowledge and levels of education; issues of interaction between the theory, methodology and practice of training and education with the branches of science, culture, and production; trends in the development of various methodological approaches to the construction of subject education, etc.;

Goals and values ​​of subject education: development of the goals of subject education in accordance with changes in the modern socio-cultural and economic situation in the development of society; developing and educational opportunities of academic disciplines; problems of formation of positive motivation for teaching, worldview, scientific picture of the world, correlation of scientific and religious pictures of the world among the subjects of the educational process, etc.;

Technologies for assessing the quality of subject education: problems of monitoring the assessment of the quality of education in various subjects; theoretical foundations for the creation and use of new pedagogical technologies and methodological systems of education that ensure the development of students at different levels of education; assessment of professional competence and various approaches to the development of postgraduate education of a subject teacher; development of the content of subject education, etc.;

The theory and methodology of extracurricular, extracurricular, extracurricular educational and educational work in subjects, including additional education in the subject.

Content of the specialty 13.00.08 - "Theory and methodology of vocational education”:an area of ​​pedagogical science that considers the issues of vocational training, training, retraining and advanced training in all types and levels of educational institutions, subject and sectoral areas, including the management and organization of the educational process, forecasting and determining the structure of personnel training, taking into account the needs of the individual and labor market, society and the state.

The research areas are defined taking into account differentiation by industry and type of professional activity and include, in particular, such questions as:

Genesis and theoretical and methodological foundations of the pedagogy of vocational education;

Postgraduate education;

Training of specialists in higher educational institutions, institutions of secondary and primary vocational education;

Intracompany training of workers;

Additional professional education;

Retraining and advanced training of workers and specialists;

Continuous professional and multi-level education;

Educational management and marketing;

Vocational training for the unemployed and unemployed population;

Interaction of vocational education with the labor market and social partners;

Professional orientation, culture and problems of education;

Professional consulting and consulting services.

Content of the specialty19.00.01 - "General psychology, psychology of personality, history of psychology":study of fundamental psychological mechanisms and patterns of origin, development and functioning of the human and animal psyche, human consciousness, self-consciousness and personality in the processes of activity, cognition and communication; application of these laws to solve practical problems of diagnostics, counseling, examination, prevention of psychological problems, possible anomalies and support for personal development; historical, theoretical and methodological analysis of psychological theories, concepts and views; development of research and applied methodology, creation of methods for psychological research and practical work.

The area of ​​study includes questions such as:

Development and analysis of the foundations of general psychological and historical-psychological research;

Origin and development of human consciousness and activity in anthropogenesis;

Attention and memory; autobiographical memory;

Psychological problems of verbal communication and psycholinguistics;

Consciousness, worldview, reflexive processes, states of consciousness, altered states of consciousness;

Activity, its structure, dynamics and regulation, activity psychology;

Abilities, giftedness, talent and genius, their nature;

Gender differences in cognitive processes and personality;

Individual, personality, individuality; personality structure; the problem of the subject in psychology;

Life path, its structure and periodization; life-creation, etc.

Content of the specialty19.00.07 - "Pedagogical psychology":the study of psychological facts, mechanisms, patterns of educational activity and the actions of its individual or collective subjects (students, groups, classes, audiences), the pedagogical activity itself and the actions of its subject - the teacher, multi-level interaction of the subjects of pedagogical and educational activities in the educational process; study of the influence of the educational process, the educational environment on the mental neoplasms of students, their personal development at different levels of education; study of the development of educational psychology in historical retrospective and current state.

The research area includes the following questions:

Psychology of a student at different levels of education (preschool, school, university), his personal and psychological development;

Psychology of the educational environment;

Psychology of educational activity, teaching;

Psychological characteristics of students as subjects of educational activities;

Pedagogical activity, professional and pedagogical features of teachers (style, abilities, competence, control);

The educational process as a unity of education and upbringing, etc.

Content of the specialty 19.00.13 - "Psychology of development, acmeology"in the field of psychological and pedagogical sciences: the study of the processes of development and formation of the psyche of people at different stages of their life cycle (from the prenatal period, the age of the newborn ™ to maturity, aging and old age). This development takes place under certain external and internal conditions (environmental conditions, heredity, accumulated experience, purposeful or random influences, etc.).

Since specifically human development and the functioning of the psyche do not occur outside the processes of communication and organizational structures (starting from child-parent relationships and ending with business interactions in a team of surgeons or in the public service), social phenomena naturally find themselves in the area of ​​researchers' attention.

One of the aspects of this specialization is the study of the cultural and historical development of the psyche, the comparative study of the development of the psyche in different cultures, the development of the psyche in anthropogenesis and the comparative study of the biological and historical development of the psyche. Mental development in childhood makes, although not obvious, but very significant (sometimes irreparable) contributions to the development of an adult. And the period of adulthood is significant for the existence of society. It is acmeology (Greek: act - “blooming power”, “top”).

If the research is dominated by a stating approach (establishing facts, regularities), it can be attributed to the psychological sciences; if a normative-value, design, formative approach is expressed - to the pedagogical sciences. This distinction is left to the discretion of dissertation councils.

2.6. Choice of scientific specialty.

The choice of the scientific specialty in which the research is being carried out is a responsible and important moment in relation to the expected results, especially if the research is carried out as a dissertation. V. G. Domrachev 1 when choosing a scientific specialty, he suggests proceeding from the following main criteria:

The scientific results of the dissertation must correspond to the passport of the scientific specialty;

The professional training of the dissertation student, as well as his scientific interests, must correspond to the list of tasks regulated by the passport of the scientific specialty;

The supervisor must be competent in the issues covered by the scientific specialty;

Postgraduate studies within which training is carried out must have the right to teach in this scientific specialty;

The dissertation must correspond to the specialty and the requirements of the dissertation council in which it is supposed to be defended.

A situation is possible when, starting work on a dissertation within the framework of one scientific specialty, the researcher discovers that it corresponds to another specialty. The natural way in this case is to act in accordance with the new scientific specialty, but keep in mind the criteria listed above. It is possible to consider the issue of defending a dissertation at the intersection of two specialties - the one in which the work began, and a new one, corresponding to several (or one) scientific results submitted for defense. In this case, during the defense, it will be necessary to co-opt additional members to the dissertation council - doctors of sciences who are competent in the results of the dissertation relating to the new specialty (or use the existing doctors of sciences in the dissertation council who are in this new scientific specialty in another dissertation council). If necessary, a second supervisor of the dissertation or a scientific consultant can be involved. It is not required to pass the second candidate's exam in the new specialty, since only three candidate's exams are taken.

3. Organization of experimental and research work in educational institutions

3.1. Experience and experiment in research work.

Many issues of organizing experimental and research work in educational institutions are related tothe problem of the difference between scientific (theoretical) and empirical (experimental) knowledge in pedagogy.

Kraevsky V.V. said:“Often in pedagogy, these two types of cognition are not clearly distinguished. It is believed that a teacher-practitioner, without setting special scientific goals and not using the means of scientific knowledge, can be in the position of a researcher. The idea is expressed or implied that he can obtain scientific knowledge in the process of practical pedagogical activity, without bothering to work on theory, which almost “grows” by itself out of practice. This is far from true.The process of scientific knowledge is special.It consists of the cognitive activity of people, the means of cognition, its objects and knowledge.<...>

Spontaneous-empirical knowledge lives in folk pedagogy, which has left us many pedagogical councils that have stood the test of experience in the form of proverbs and sayings, rules of education. They reflect certain pedagogical patterns. The teacher himself receives knowledge of this kind in the process of practical work with children. He learns how best to act in situations of a certain kind, what results this or that specific pedagogical influence on specific students gives. 1 .

Techniques, methods, forms of work that have proven effective in the experience of one teacher may not give the desired result in the work of another teacher or in another class, in another school,because empirical knowledge is concrete. This is its peculiarity - not a strength or weakness, but a difference from theoretical, scientific knowledge.

And now one can still hear complaints about the fact that "scientific works suffer from abstractness." Butabstraction - theoretical generalization of experience. This definition contains the entire answer: there cannot be a theory without previous experience, and the essence of a theory is the most general regularities, i.e. abstraction. It is in situations where you need to “fly up above the vanity”, turn to proven truths,there is a need for scientific knowledge.The help of a scientist is needed either to generalize the experience, or to comprehend the conclusions from the experience of colleagues.

Case Study. Developing a program for the development of the gymnasium, the administration and teachers turned to a whole group of scientists and teachers with a request to help formulate the central problem, the solution of which was already being worked on by the teaching staff. Teachers could talk for a long time about the problems that were of concern to them, about the ways to solve them, which they intended to check in experimental work. But they could not formulate all this briefly, which means that they did not represent the tasks facing them structurally.

In joint work with scientists, teachers divided the tasks into theoretical (search) and practical (organizational and pedagogical). In each group of tasks, in turn, central, leading problems were identified. The main task was defined as "the formation of a culture of life self-determination of the student."

As a result, the activity of the gymnasium and its subdivisions has become clearer. It has become easier to plan work, analyze its results, and carry out current management.

Researchers and practicing educators often do not distinguish experience from experiment. Both of these are types of search activities that imply finding ways to improve the existing practice of education.

However, experience - this is empirical knowledge of reality, based on sensory knowledge, and experiment - this is knowledge carried out in controlled and managed conditions, reproduced by their controlled change.An experiment differs from observation by active operation of the object under study; it is carried out on the basis of a theory that determines the formulation of problems and the interpretation of results. Often the main task of an experiment is to test hypotheses and predictions of a theory.

An experiment differs from experience in the presence of a theoretical model for achieving a result, which is verified during the experiment.

3.2. Experimental work of an educational institution.

In the work of modern schools, there is a phenomenon that at first glance seems paradoxical:more and more insistently scientists are invited to cooperate. This happens despite the fact that education authorities do not force them to take such actions, on the contrary, they call for saving wages. With the current overload of school administrators, with an acute shortage of material and financial resources, there are probablyserious reasonsthat encourage educators-practitioners to invite scientists to schools.

The main one is probablydeparture from uniformity. Now every school, gymnasium, lyceum is looking for its own "image", its own concept of education, develop their own curricula, programs, methods, their own development strategy. Moreover, this activity has long ceased to be exotic and has become a legal norm for every school.Innovation activityrequires a theoretical search, scientific comprehension of experience, special training, which administrative and methodological and pedagogical workers do not have. And for scientists, the solution of these problems is the essence of their activity.

Even if the school does not pretend to be a scientific experiment, everyday problems naturally lead to the need for search, research activities.

In accordance with paragraph 2 of Art. 32 of the Law of the Russian Federation "On Education", the development and approval of educational programs and curricula are transferred to the competence of an educational institution.

But why are schools so slow to take advantage of these rights? Why are the "innovations" created by them often nothing but trouble - for students, their parents, teachers? Teachers have the right to develop curricula, programs, manuals, but no one taught them this work, and, therefore, they do not have special training for this activity.

In many cases, the main shortcoming of curricula and programs developed by schools is the lack of concepts, i.e. . systems of basic views, approaches.It is the task of the teaching staff of the school to develop such a concept and the curricula and programs that implement it. And only a specialist ready for research activity can help. Often for these and other purposes (lecturing on the latest achievements of science, postgraduate education, special training of certain categories of teachers, assistance in resolving conflict situations, etc.), scientists are invited to the school.

Lecture by prof. G. I. Shkolnik about trends in modern pedagogy abroad intensified the work of many creative groups of teachers and helped to improve the program for the development of the gymnasium. When subject teaching was introduced in elementary school, the administration of the gymnasium turned to the specialists of the university with a request to conduct special workshops with teachers. With the introduction of the post of class teacher (released class teacher), they also conducted special training for teachers according to a jointly developed program. Thanks to the participation of university specialists in the commission, problems were reasonably solved when admitting children to the gymnasium.

The value of experimental work will vary depending on the situation and the role assigned to it. Research, as a rule, is carried out not to develop specific recipes, but to identify patterns and ways of mastering the methods of theoretical knowledge.

3.3. Research in educational institutions.

By conducting research, teachers in most cases hope to solve specific problems of a particular school. But the research activity of teachers also has its own purpose: it helps to comprehend the situation, to optimize their work on the basis of the identified patterns. Decision problems of teaching and educational work of the school- the first (and most common) reason for teachers to turn to research activities.

Another reason - the desire to find new, previously unknown pedagogical means, rulesand sequence* of their use(innovations-heuristics)or solve new pedagogical tasks that have not yet been mastered either in theory or in practice (innovation-discovery). In this case, the well-known expression is relevant: "No matter how much you improve a kerosene lamp, it will not become electric."

The trial and error method, characteristic of empirical search, does not give the desired result - modeling is required, the creation of theories, hypotheses, experimentation, i.e. means of scientific knowledge.

Experimental search activity is regulated by local regulations of the educational institution. In most cases, they are developed using the approved order of the USSR State Committee for Public Education "Temporary Regulations on the Experimental Pedagogical Site in the Public Education System" (see Appendix 2).It has lost its legalforce, but is a well-developed organizational document that can serve as the basis for modern management documents in the field of experimental and search work.

As a rule, six stages are distinguished in the experimental work of an educational institution:

- first preparatory stage- development of the concept of search work, analysis of the state of affairs, determination of targets, selection of research methods;

Second phase - partial changes in the work of the institution, analysis and evaluation of their effectiveness, rallying the project team of teachers;

Third stage - improvement of individual components of the system, areas of work, application of new methods, technologies;

Fourth stage - improvement of the system of work of the institution as a whole, development of a new logic of education;

Fifth stage - development of a new system and identification of the conditions for its successful functioning;

Sixth stage - analysis and presentation of the achieved results, determination of prospects for further research.

3.3. The specifics of studying various aspects of education

1. Didactic research.

The purpose of diagnostics and scientific research in the implementation of learning tasks seems obvious and traditional.. Each teacher diagnoses and evaluates the success of students in mastering the curriculum in order, based on the results of the diagnosis, to make reasonable adjustments to teaching methods.Accordingly, with understanding, teachers also treat the recommendations of scientists in this area. However, the simplicity of understanding didactic studies is only apparent. Consider someproblems directly related to the improvement of diagnostics in education.

First of all , diagnostics in education is most often understood as control (current, periodic, thematic, final, etc.).And control can also be carried out outside of diagnostic activity on the basis of empirical signs that are presented to the teacher as “self-evident”. This is what explains whythe same grades given by different teachers, as a rule, cannot be correlated with the same level of training.

The evidence of the low diagnostic reliability of traditional methods of control is the very fact of the introduction and ongoing discussions around such a fundamentally new system of knowledge assessment as the unified state exam (USE). As the head of the Federal Service for Supervision in the Sphere of Education and Science V.A. Bolotov notes, “... the longer the region participates in the experiment, the more actively the parents, school graduates, and teachers of the vocational education system support the USE there.” Obviously , this is due to the greater objectivity (diagnostic value) of the final control form based on the test methodology.

The experiment on the introduction of the Unified State Examination showed that every fifth graduate does not master the school mathematics course. True, the vast majority of respondents believe that the USE will not solve the problems of the quality of education. Often he provokes "coaching" on the proposed issues, which has nothing to do with the normal learning process. This means that any forms of diagnostics and control should be introduced systematically, in combination with other ways to improve the educational process.

Secondly , traditionally, even in the control, “gaps” of training are revealed, and not the strengths of the student. Of course, these shortcomings are looked for on the basis of "good intentions" in order to make the student stronger. But the technocratic strategy, traditional for the practice of teaching, encourages the teacher to actually catch the student in his shortcomings, and then correct his training, depriving the student of independence. Sometimes researchers studying the problems of didactics adhere to a similar strategy. Such an approach reduces theoretical studies only to quantitative dependencies, and involves the search not for humanitarian, but for technocratic knowledge.

Thirdly , revealing the degree of preparedness of the student, researchers sometimes pay attention onlyon the assimilation of the content of education(knowledge, skills), without being interested in the development of cognitive abilities, mental operations, attitude to educational and cognitive activity, etc.This approach makes research in the field of learning superficial, unproductive, useless for improving educational outcomes.

M. Zelman, a specialist in the educational testing service from Princeton (USA), sees the problem of the USE in that the essential characteristics of similarities and differences between the results of the exams, which serve as the basis for certification of school graduates based on the results of their education, have not been identified.("learned content test" - a test of the quality of the work of the student and teacher),and a test that provides information to predict the success of an applicant's education in a particular or in any university("readiness test" or "aptitude test").

Control and measuring materials for tests based on the results of training are quite easily constructed both in the form of tasks with multiple choice, and in the form of tasks (tasks) with a fixed answer. They assess the degree of awareness or skill development of graduates and, in principle, do not require ingenuity or creativity from the subject and are arranged on the principle of checking the reproduction of information or checking the knowledge of standard algorithms.

Readiness tests (or ability tests) are more designed to evaluate a person's work "here and now" in a certain cognitive or psychomotor area.They are created in such a way as to find outthe potential ability of a person in specialized activities, his readiness for a certain type of learning and in conditions of limited information. The purpose of such tests is not to evaluate his past success, but to form a picture of his learning opportunities in this area.

2. Research in education.

In the design and implementation of the study, it is necessary to take into account not only general patterns, but also the specifics of the object under study. Without this, diagnostics will not give any reliable results, but it can become a destructive factor for pedagogical phenomena and processes.

In connection with the specifics of education as an activity addressed to a whole person in the dynamics of his self-formation,diagnostics and research of educational phenomena and processes also have a number of features.Their reasons are that the results of upbringing are of a remote nature and depend on a large number ofinternal factors and external conditions.

First of all , the effectiveness of education ("educational effects"), as a rule, cannot be established on the basis of a linear causal relationship "stimulus - reaction".The mechanistic approach does not give any significant results for pedagogical practice.

For example, the authors of one of the approaches to assessing the results of education offer as a diagnostic criterion the assimilation of three groups of concepts: socio-moral, general intellectual and general cultural (see: Methodological recommendations for attestation and accreditation assessment of the educational activities of educational institutions implementing general educational programs of various levels and directions // Bulletin of Education - 2004. - No. 5. - P. 39 - 57). Thus, an attempt is being made to reduce education to learning: it is obvious that “mastering concepts” is not an indicator of the effectiveness of education; orientation towards it leads to dogmatism and, in fact, to the destruction of not only educational work, but also educational relations in general. It is this logic that leads the authors, when identifying diagnostic indicators, to distinguishing education as a separate special direction, i.e., to reductionism.

Secondly There is no standard in education.For a democratic society, it is simply illogical. Absence leads to the impossibility of comparison (by analogy with exams). In education, assessment can be made either in relation to the possibilities (individual-personal potential of the pupil or the conditions of educational work), or according to the dynamics of the results. But even here there are no unambiguous criteria.

How to evaluate, for example, such an indicator: the number of registered offenders has been halved - there were two (smoking in a public place), now there is one (robbery)?

Thirdly , in contrast to training as a functional training, education is addressed to the integral personality of a person and can only be assessed in the logic of qualitative changes. At the same time, the quality of an object from the point of view of philosophy is not reduced to its individual properties. It covers the subject completely and is inseparable from it. The effectiveness of education cannot be reduced to quantitative indicators (how many concepts are learned, how many activities are carried out, etc.) - they can only be auxiliary, and they can only be assessed in the context of a certain quality of the result.

The school works according to the methodology of V.A. Karakovsky: the central work of the month (or quarter) is preceded by a whole system of preparatory activities, and its results are consolidated by subsequent activities. How to count the number of events carried out: as one complex or should each be evaluated separately? In the second case, is a telephone conversation between the class teacher and the student's mother, who does not let her son go to rehearsal, a separate event? And the most important question: what will these calculations give us in assessing the educational work of the school?

Fourth , education is fundamentally different from other objects of research in that in it subjectivity does not apply to undesirable phenomena. How the pupil perceives himself, other people and the world around him, how he relates to his abilities, actions, prospects - these and many other subjective characteristics are necessary both for assessing the results achieved (the effectiveness of the teacher's previous actions), and for predicting development prospects, and for selecting the optimal means of education.

The main educational resultmany modern researchers recognizepupil's positionas a system of his dominant value-semantic relations to himself, other people, the world.The position is realized in the corresponding nature of social behavior and human activity. In this regard, the position of synergetics is applicable that the formation of a person as a complex system depends to a greater extent not on the past, but on the future. This involves an assessment of the actions of the pupil in his own cultural and psychological coordinates, and most importantly - in the context of the subjunctive mood and the analysis of alternative scenarios (including unrealized ones) for the development of the pupil and the process of his interaction with the teacher. In other words, the understanding of what the pupil "represents himself" determines the forecast and goals of the educator, the nature of his activity.

Fifth three aspects of education should be taken into account:

Social (acceptance of the values ​​of the environment, the formation of a sense of ownership),

Individual (distinguishing oneself from the environment through self-determination, self-formation, self-realization and other “self”, which determine the intrinsic value of a person in life and activity)

- communicative(interaction with the environment through the exchange of influences, the acceptance of the values ​​of the environment and, most importantly, the assertion of one's views and values ​​in it).

These aspects of education correspond to three aspects of human existence (personal, individual and subjective) and can only be considered in unity, interdependence, interpenetration. A "volumetric" vision of a person is impossible without simultaneously taking into account all three of its dimensions. And this requires multifactorial diagnostics and a comprehensive analysis of its results.

At sixth, the study of educational effects is possible only in the unity of aspects of the process and results of education, qualitative assessment and analysis of quantitative relations.

When researching in the field of education, non-quantitative indicators should be considered.(activities carried out, knowledge transferred, skills formed, attitudes, etc.), andobtaining a different quality of the pedagogical process, which is implemented simultaneously in its subjects(teacher and pupil) andthe subject of their joint activities(pedagogical interaction).

Here, it is very important to evaluate not only knowledge or activity - a much more important indicator is the relationship, the emotional atmosphere of the educational process, what is called the “spirit of the school”. And in this case, special correctness and trust in the procedures of diagnostics and evaluation, care for the dignity of those whom we evaluate are required.

3.4. Research in the system of continuous education.

Based on the non-linearity of the process of subjective formation of a person, in continuous education we can distinguishfive main steps - "turning points" in the life of every person, his five "transitional ages":

First - the transition of the child from preschool education to systematic education;

Second - the transition from general education to specialized education (it is increasingly common in schools) and the choice of a profession;

The third - the transition from choosing a profession and romantic dreams about it to vocational training;

Fourth - exit from the artificial simulation conditions of activity at the university and entry into a complex professional reality;

Fifth - the transition from reactive professional activity, from self-assertion in the profession to professional creativity.

Each of these moments of crisis intentionally draws a person to reflection, determinesa qualitative change in his self-esteem and self-awareness. However, in everyday practice this happens spontaneously and often leads to the destruction of the integrity of the subjective position, to the loss of meaning. A person loses subjectivity, sees himself as an executor, a tool for implementing programs, plans, instructions and instructions - he ceases to be a creator.

The study of the real difficulties of a person at each stage of his development, and especially in moments of crisis, should become the basis for a system of assistance in the continuous self-development of a person.. Only then does a person become the subject of activity, behavior and relationships.

Therefore, the traditional forms of diagnostics in the form of input control of preparedness for the development of programs, transferable andfinal exams more and moreare supplemented by various forms of studying the processes of adaptation of students to changes in learning conditions, opportunities for creative development, the state of psychological comfortetc. The system of such diagnostics will improve the efficiency of continuous education, ensure the continuous self-development of the student.

Lecture questions:

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

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

7.3. Registration of results of scientific work.

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

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

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

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

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

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

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

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

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

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

6. Experimental verification of the research results.

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

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

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

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

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

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

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

What is typical for each stage of work?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 studied phenomena, processes, features, parameters;

 subordinate links and dependencies between them;

 set of applied methods, their coordination;

 order, application of methods and methodological techniques;

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

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

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

Table 7.1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

secondly, expedient and lawful;

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

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

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

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

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

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

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, one can detect only phenomena that occur under ordinary, “normal” conditions, and in order to cognize 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 observational method 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 person being assessed 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 method of research 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 most often used 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 based on 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 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 possibility of assessing 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, 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, which 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.

Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

2. Classification of methods of psychological and pedagogical research

3. Characterization of empirical research

4. Characteristics of theoretical studies

5. Ways to implement the research results

Conclusion

References

Introduction

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

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

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

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

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

1. Fundamentals of the doctrine of research methods

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

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

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

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

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

2. Classification of methods of psychological and pedagogical research

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

· organizational;

· empirical;

by the method of data processing;

interpretive.

The scientist attributed to organizational methods:

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

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

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

To empirical:

observational methods (observation and self-observation);

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

· psychodiagnostic method;

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

modeling;

biographical method.

By way of data processing

methods of mathematical and statistical data analysis and

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

to interpretive

· genetic (phylo- and ontogenetic) method;

Structural method (classification, typology, etc.).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Methodology indicates how to carry out research and practical activities.

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

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

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

To study phenomena in their development;

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

Reliability;

Evidence (validity);

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

The main methodological approaches in pedagogy:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

There are the following stages of the experiment:

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

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

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

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

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

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

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

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

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

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

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