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 behave with ...").

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

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

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

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

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

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

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

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

Stages of observation: definition of tasks and goals (for what, for what purpose the observation is 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);

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

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

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

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

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

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

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

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

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

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

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

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

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

There are the following stages of the experiment:

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

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

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

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

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

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

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

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

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

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

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

Lecture 4. methods of psychological and pedagogical research

Lecture questions:

1. Empirical methods of psychological and pedagogical research: a method of studying scientific and methodical literature; observation method; conversation method; survey methods.

2. Method of experiment in pedagogical research.

3. Theoretical and comparative-historical methods of psychological and pedagogical research.

4. Methods of mathematical statistics in psychological and pedagogical research.

Empirical knowledge is knowledge about the main parameters of the facts under study, about the functional relationships between these parameters, about the behavior of objects. Research methods that make it possible to obtain empirical data on psychological and pedagogical processes include those that are directly related to reality and practice. They ensure the accumulation, fixation, classification and generalization of the source material for the creation of a psychological and pedagogical theory. These include: scientific observation, different types psychological and pedagogical experiments, work with scientific facts - description of the results obtained, classification of facts, their systematization, all kinds of methods of analysis and generalization; surveys, conversations, studying the results of the activities of specific individuals, etc.

The study of psychological and pedagogical scientific and methodological literature, manuscripts, archival materials, materials on magnetic and other media containing facts characterizing the history and current state of the object under study serves as a way to create initial ideas and an initial concept about the subject of research, its aspects and connections, to discover gaps, ambiguities in the development of the problem chosen for study. A thorough study of the literature helps to separate the known from the unknown, fix the already developed concepts, established facts, accumulated pedagogical experience, and clearly outline the boundaries of the subject of research.

Work on literature begins with the compilation of a bibliography - a list of works to be studied, their list, a scientific description, and the necessary indexes. The bibliography usually includes books, textbooks, educational and teaching aids, journals, articles in collections of scientific and methodological works, abstracts of reports at various levels of conferences, monographs, abstract reviews, abstracts of dissertations, etc.

Primary acquaintance with the literature and other sources should give an idea of ​​the problems, the main content of a particular work. For this it is useful to first read the annotation, introduction, table of contents, conclusion, and skim the content of the source. After that, the method of working out the publication is determined: careful study with notes; selective study, accompanied by extracts; general introduction to annotation, etc.

The results of working with the literature on each issue under study should preferably be presented in the form of thematic reviews, abstracts, reviews and other sources that set out the main scientific positions of interest to the researcher. It is important to open existing contradictions in approaches to the problem under study, to identify coinciding and non-coincident points of view on the subject of research, developed provisions, unclear and debatable issues existing in them. It should be noted that the author of each work introduces something new into the study of the problem, what original approaches and solutions he offers, what is their scientific novelty, theoretical and practical significance. At the same stage, it is advisable to express and fix your attitude to the author's positions, to the conclusions obtained by the researchers.

The study of literature and various kinds of sources continues throughout the study. Newly discovered facts encourage rethinking and evaluating the content of already studied books and documents, stimulate attention to issues that have not previously been given due attention, and allow reflecting on the analytical activity of the researcher himself. A solid documentary base of scientific work is an important condition for its objectivity and depth.

One of the empirical methods of psychological and pedagogical research, which receives much attention, is observation. This method involves purposeful, systematic and systematic perception and fixation of the manifestations of psychological and pedagogical phenomena and processes.

Features of observation as a scientific method are:

- focus on a clear, specific goal;

- planned and systematic;

- objectivity in the perception of the studied and its fixation;

– preservation of the natural course of psychological and pedagogical processes.

observation can be: purposeful and random; continuous and selective; direct and indirect; long and short term; open and hidden (“incognito”); ascertaining and evaluating; continuous and selective; uncontrolled and controlled (registration of observed events according to a previously worked out procedure); causal and experimental; field (observation in vivo) and laboratory (in the experimental situation).

In this regard, observation as a research method requires the researcher to follow the following rules:

– a clear definition of the purpose of observation;

- drawing up, depending on the purpose, an observation program;

– detailed recording of observation data;

The observation program must accurately determine the sequence of work, highlight the most important objects of observation, methods for fixing the results (protocol notes, observation diaries, etc.).

Like any method, observation has its own strengths and weaknesses. To strengths should include the possibility of studying the subject in its integrity, natural functioning, living multifaceted connections and manifestations. At the same time, this method does not allow one to actively intervene in the process being studied, change it, or deliberately create certain situations, or make accurate measurements. Consequently, the results of observation must necessarily be supported by data obtained using other methods of psychological and pedagogical research.

Conversation- one of the main methods of psychology and pedagogy, which involves obtaining information about the phenomenon under study in a logical form, both from the person under study, members of the group under study, and from the surrounding people. In the latter case, the conversation acts as an element of the method of generalization of independent characteristics. The scientific value of the method lies in establishing personal contact with the object of study, the ability to obtain data promptly, clarify them in the form of an interview.

The conversation can be formalized and non-formalized. formalized conversation involves a standardized formulation of questions and registration of answers to them, which allows you to quickly group and analyze the information received. informal conversation is conducted on non-rigidly standardized questions, which makes it possible to consistently raise additional questions based on the current situation. During a conversation of this type, as a rule, closer contact is achieved between the researcher and the respondent, which contributes to obtaining the most complete and in-depth information.

The practice of psychological and pedagogical research has developed certain rules for using the conversation method :

- talk only on issues directly related to the problem under study;

- formulate questions clearly and clearly, taking into account the degree of competence of the interlocutor in them;

- select and pose questions in an understandable form that encourages respondents to give detailed answers to them;

- avoid incorrect questions, take into account the mood, subjective state of the interlocutor;

- to conduct a conversation in such a way that the interlocutor sees in the researcher not a leader, but a comrade who shows genuine interest in his life, thoughts, aspirations;

- do not conduct a conversation in a hurry, in an excited state;

- choose a place and time for the conversation so that no one interferes with its course, maintains a friendly attitude.

Calling a person to frankness and listening to him is a great art. Naturally, the frankness of people should be valued and ethically carefully handle the information received. The frankness of the conversation increases when the researcher does not take any notes.

Interrogation methods of psychological and pedagogical research are written or oral, direct or indirect appeals of the researcher to respondents with questions, the content of the answers to which reveals certain aspects of the problem under study. These methods are used in cases where the source of the necessary information is people - direct participants in the processes and phenomena being studied. With the help of survey methods, one can obtain information both about events and facts, and about the opinions, assessments, and preferences of the respondents.

Wide application survey methods is explained by the fact that the information received from respondents is often richer and more detailed than that which can be obtained using other methods. It is easy to process, it can be obtained relatively quickly and cheaply.

Survey methods in psychological and pedagogical research are used in the following forms: in the form of an interview (oral survey), questionnaire (written survey), expert survey, testing (with standardized forms for evaluating survey results), as well as using sociometry, which allows, based on a survey, to identify interpersonal relationships in a group of people. Let us briefly characterize each of these methods.

Questionnaire– method empirical research, based on a survey of a significant number of respondents and used to obtain information about the typicality of certain psychological and pedagogical phenomena. This method makes it possible to establish common views, opinions of people on certain issues; identify the motivation of their activities, the system of relations.

There are the following types of surveys - personal(with direct contact between the researcher and the respondent) or indirect(questionnaires are distributed by handout, and respondents answer them at a convenient time); individual or group; continuous or selective.

As in a conversation, the questionnaire is based on a special questionnaire - a questionnaire. . Based on the fact that questionnaireis designed in accordance with established rules a research document containing a series of questions and statements ordered in content and form, often with options for answers to them, its development requires special attention, thoughtfulness.

It is advisable that the questionnaire includes three semantic parts: introductory containing the purpose and motivation of the survey, the significance of the respondent's participation in it, the guarantee of the secrecy of answers and a clear statement of the rules for filling out the questionnaire; main, consisting of a list of questions to be answered; socio-demographic, designed to reveal the main biographical data and social status of the respondent.

Practice shows that When developing a research questionnaire, it is advisable to present the following basic requirements:

- approbation (pilot) of the questionnaire in order to check and evaluate its validity (validity), search for the best option and the volume of questions;

- clarification before the start of the survey of its goals and implications for the results of the study;

- the correct formulation of questions, which simultaneously implies a respectful attitude towards the respondents;

– leaving the possibility of anonymous responses;

- exclusion of the possibility of ambiguous interpretation of questions and the use of special terms and foreign words that may be incomprehensible to respondents;

- make sure that the question does not ask you to evaluate several facts at once or express an opinion about several events at the same time.

- building a questionnaire according to the principle: from simpler questions to more complex ones;

- do not get carried away with verbose, long questions and the proposed answers to them, as this makes it difficult to perceive and increases the time to fill them out;

- posing questions in linear (each subsequent question develops, specifies the previous one) and cross (the answer to one question checks the reliability of the answer to another question) ways creates a favorable psychological attitude and a desire to give sincere answers;

- allow for fast processing a large number answers using methods of mathematical statistics.

The experience of conducting surveys shows that the answers are given more meaningful and complete when the questionnaire includes a small number of questions (no more than 7-10).

When compiling the questionnaire, several options for constructing questions are used. These are open, closed and semi-closed questions, as well as filter questions.

open call questions to which respondents must independently give answers and enter them in specially designated places in the questionnaire or in a special form. Such questions are used in cases where the researcher seeks to involve the respondent in active work on the formation of proposals, advice on a problem, or when the set of alternatives for the question being asked is not entirely clear.

Closed are the questions to which the questionnaire offers possible options answers. They are used in cases where the researcher clearly imagines what the answers to the question may be, or when it is necessary to evaluate something according to certain features important for studying, etc. The advantages of closed questions are: the ability to exclude misunderstanding of the question, compare responses from various groups of respondents, as well as the ease of filling out the questionnaire and processing the data received.

Of significant importance preliminary testing of the questionnaire. External signs of responses (stereotyping, monosyllabicity, alternativeness, a significant number of responses such as “I don’t know”, “Difficult to answer” or omissions, white stripes; “guessing” the answer desired by the researcher, etc.) indicate that the wording of the questions is complex , inaccurate, to a certain extent duplicate one another, similar in content, the respondents did not realize the significance of the survey, the importance of truthful answers for the researcher.

At correct application surveys can provide reliable and objective information.

Interview – a kind of survey method, a special type of purposeful communication with a person or group of people. The basis of the interview is a simple conversation. However, unlike it, the roles of the interlocutors are fixed, normalized, and the goals are determined by the design and objectives of the study.

The specifics of the interview are that the researcher determines in advance only the topic of the forthcoming research and the main questions to which he would like to receive answers. All the necessary information, as a rule, is drawn from the information obtained in the process of communication between the person taking the interview (interviewer) and the person giving it. The success of the interview, the completeness and quality of the information received largely depend on the nature of this communication, on the closeness of contact and the degree of mutual understanding of the parties.

The interview has its advantages and disadvantages compared to the questionnaire. The main difference between them is in the form of contact. When questioning, the communication between the researcher and the respondent is mediated by the questionnaire. The questions contained in it, their meaning, the respondent interprets independently within the limits of his knowledge. He forms the answer and fixes it in the questionnaire in the way indicated in the text of the questionnaire, or announced by the person conducting the survey. During the interview, the contact between the researcher and the person - the source of information is carried out with the help of a specialist (interviewer), who asks the questions provided for by the research program, organizes and directs the conversation with the respondents, and also records the answers received according to the instructions.

In this case, the following are clearly revealed benefits of an interview: firstly, in the course of working with respondents, it is possible to take into account their level of preparation, determine their attitude to the topic of the survey, individual problems, fix their intonation and facial expressions. Secondly, it becomes possible to flexibly change the wording of questions, taking into account the personality of the respondent and the content of previous answers. Thirdly, you can put additional (clarifying, control, suggestive, explanatory, etc.) questions. Fourth, the proximity of the interview to an ordinary conversation contributes to the emergence of a relaxed atmosphere of communication and an increase in the sincerity of answers. Fifthly, the interviewer can monitor the psychological reactions of the interlocutor and, if necessary, correct the conversation.

As main disadvantage This method should highlight the high complexity of the work with a small number of respondents.

According to the goal that the researcher strives to achieve, they distinguish opinion interview, clarifying the assessment of phenomena, events, and documentary interview associated with the establishment of facts. one

The individual and the group are specific objects of psychological and pedagogical research, which have significant features that predetermine the use of a number of special methods for studying the productivity of the system of influence on these objects.

One of them is - test method, that is, the performance by the test subjects of tasks of a certain kind with precise ways of evaluating the results and their numerical expression. This method allows you to identify the level of knowledge, skills, abilities and other personality traits, as well as their compliance with certain standards by analyzing how the subjects perform a number of special tasks. Such tasks are called tests.

"Test- this is a standardized task or tasks in a special way interconnected, which allow the researcher to diagnose the degree of severity of the studied property in the subject, his psychological characteristics, as well as his attitude to certain objects. As a result of testing, some characteristic is usually obtained, showing the degree of severity of the studied feature in a person. It must be comparable with the norms established for this category of subjects. Therefore, with the help of testing, it is possible to determine the existing level of development of a certain property in the object of study and compare it with the standard or with the development of this quality in the subject in an earlier period.

Tests are characterized by the following features: objectivity (exclusion of the influence of random factors on the subject), model (expression in the task of any complex, complex whole phenomenon), standardization (establishment of the same requirements and norms when analyzing the properties of the subjects, or processes and results).

Orientation tests are divided into achievement, ability and personality tests.:

a) achievement tests- mainly didactic, determining the level of mastering the educational material, the formation of students' knowledge, skills and abilities. Didactic test should be understood as a system of tasks of a specific form and a certain content, arranged in order of increasing difficulty, created in order to objectively assess the structure and measure the level of preparedness of students. Thus, it is advisable to consider a didactic test not as an ordinary set or set of tasks, but as a system that has two main system factors: the content of test tasks that form the best integrity, and the increase in difficulty from task to task;

b) ability tests(allowing to judge not only the results in the assimilation of a certain educational material, but also the respondent's prerequisites for completing tasks of a given type, class). Such tests are most often associated with the diagnosis of the cognitive sphere of the personality, the characteristics of thinking, and are usually called intellectual. These include, for example, Raven's test, Amthauer's test, Wexler's subtests, etc.;

in) personality tests, which make it possible, by reaction to the test tasks, to judge the features of personality properties - orientation, temperament, character traits. Manifestations of personality traits are evoked by presenting projective material (unfinished sentences, images - stimulating associative reactions in respondents).

The testing method is the most controversial and at the same time widespread in the study of personality.

Currently, there are well-established, high-quality, fairly effective tests, which are characterized primarily by high validity and reliability of use.

Test validity- the suitability of the test to measure the property, quality, phenomenon that they want to measure.

The possibilities of the testing method cannot be overestimated. They must be used in conjunction with all other methods.

Methodological foundations of psychological and pedagogical research

1. Methodology of psychology (pedagogy): definition, tasks, levels and functions

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

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

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

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

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

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

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

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

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

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

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

Term methodologyGreek origin and means "doctrine of method" or "theory of method". In modern science, methodology is understood in the narrow and broad sense of the word.

In the broad sense of the word, methodology - this is a set of the most general, primarily ideological, principles in their application to solving complex theoretical and practical problems, this is the ideological position of the researcher. At the same time, it is also the doctrine of the methods of cognition, substantiating the initial principles and methods of their specific application in cognitive and practical activities.

Methodology in the narrow sense of the word - it is the doctrine of the methods of scientific research.

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

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

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

Our "Adam" is increasingly falling into the position of a centipede from
parables, since understanding one’s own activity only with
positions of their own experience is unproductive for activities in other situations. Continuing the conversation in the images of the parable about the centipede, we can say that the knowledge she received as a result of introspection about the methods of movement, for example, on a flat field, is not enough to move over rough terrain, to cross a water barrier, etc. In other words, a methodological generalization is needed. Figuratively speaking, there is a need for a centipede, which itself would not participate in the movement, but only watched the movement of many of its fellows and developedgeneralized performanceabout their activities. Returning to our topic, we note that such a generalized idea of ​​activity, taken in its socio-practical, and not psychological, section, is doctrineabout the structure, logical organization, methods and means of activity in the field of theory and practice, i.e. methodology in the first, broadest sense of this the words. However, with the development of science, its formation as a real productive force, the nature of the relationship between scientific activity and practical activities, which are increasingly based on theoretical conclusions. This is reflected in the presentation of methodology as a doctrine of the method of scientific knowledge aimed at transforming the world.

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

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

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

1. it determines the ways of obtaining scientific knowledge, which reflect the constantly changing pedagogical reality (M.A. Danilov);
2. directs and predetermines the main path by which specificresearch goal (P.V. Koppin);
3. ensures the comprehensiveness of obtaining information about the process or phenomenon under study (M.N. Skatkin);
4. helps to introduce new information into the fund of the theory of pedagogy (F.F. Korolev);
5. provides clarification, enrichment, systematization of terms and concepts in pedagogical science (VE Gmurman);
6. creates an information system basedon objective facts and the logical-analytical tool of scientific knowledge (M.N. Skatkin).

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

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

1. determination of the purpose of the study, taking into account the level of development of science, the needs of practice, social relevanceand real possibilities of the scientific team or scientist;
2. the study of all processes in the study from the standpoint of their internal and external conditioning, development and self-development. With this approach, education, for example, is a developing phenomenon due to the development of society, school, family and the age-related formation of the child's psyche; child - a developing system capable of self-knowledge and self-development, changing itself in accordance with external influences and internal needs or abilities; and the teacher is a constantly improving specialist who changes his activities in accordance with the goals set, etc.;
3. consideration of educational and upbringing problems from the standpoint of all human sciences: sociology, psychology, anthropology, physiology, genetics, etc. This follows from the fact that pedagogy is a science that combines all modern human knowledge and uses all scientific information about a person in the interests of creating optimal pedagogical systems;
4. orientation towards a systematic approach in research (structure, interconnection of elements and phenomena, their subordination, dynamics of development, trends, essence and features, factors and conditions);
5. identification and resolution of contradictions in the process of training and education, in the development of a team or personality;
6. the connection between theory and practice, the development of ideas and their implementation, the orientation of teachers to new scientific concepts, new pedagogical thinking while excluding the old, obsolete.

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

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

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

In this definition, V.V. Kraevsky, along with a system of knowledge about the structure of pedagogical theory, principles and methods miningknowledge, highlights the system of the researcher's activities to obtain them. Therefore, the subject of the methodology of pedagogy acts as a relationship between pedagogicalreality and its reflection in pedagogical science.

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

Methodology of pedagogy as a branch scientificknowledge acts in two aspects: as a system of knowledge and as a system of research activities. There are two types of activities involved - methodological researchand methodological support.The task of the former is to identify the patterns and trends in the development of pedagogical science in its connection with practice, the principles for improving the quality of pedagogical research, and the analysis of their conceptual composition and methods. The task of the second - the methodological support of the study - means the use of available methodological knowledge to substantiate the research program andassessing its quality when it is underway or already completed.

These tasks determine the selection two functions of the methodology of psychology and pedagogy - descriptive , those. descriptive, which also involves the formation of a theoretical description of the object, and prescriptive - normative, creating guidelines for the work of a teacher-researcher.

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

To theoretical grounds , performing descriptive functions include:

Definition of methodology;

1. general characteristics methodology as a science, its levels;
2. methodology as a system of knowledge and a system of activities, sources methodologicalensuring research activities in the field of pedagogy;
3. object and subject of methodological analysis in the field of pedagogy.

Regulatory bases cover the following questions:

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

1. determination of the belonging of work in the field of pedagogy to science: the nature of goal-setting, the allocation of a special object of study, the use of special means of cognition, the unambiguity of concepts;
2. typology of pedagogical research;
3. characteristics of research by which a scientist can compare and evaluate his scientific work in the field of pedagogy: problem, topic, relevance, object of study, its subject, goal, tasks, hypothesis, protected provisions, novelty, significance for science and practice;
4. the logic of pedagogical research, etc.

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

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

Second level - general scientific methodology - represents theoretical concepts that apply to all or most scientific disciplines.

Third level - concrete scientific methodology , those. 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 questions put forward at higher levels of methodology, for example, problems systems approach or modeling in pedagogical research.

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

pedagogical psychological thinking dialectic

2. Methodological principles of scientific research

When considering this issue, we will proceed from the fact that methodology is nothing more than the application of general principles, theories in solving research problems, problems of a particular science. At the same time, it should be noted that the degree of generality of the principles themselves is different. One can speak only of the most general - the so-called universal - principles, laws and categories. All of them are philosophical in nature, and in this case dialectics acts as a general methodology of scientific knowledge.

What are the main methodological principlespsychological and pedagogical research?

An important role in the successful implementation of psychological and pedagogical research is played by principle of unity of theory and practice . Practice is the criterion of the truth of one or another theoretical position. A theory that is not based on practice turns out to be speculative and fruitless. Theory is designed to illuminate the path to practice. Practice that is not guided by scientific theory suffers from spontaneity, lack of proper purposefulness, and inefficiency. Therefore, when organizing psychological and pedagogical research, it is very important to proceed not only from the achievements of psychological and pedagogical theory, but also from the development of practice. Without deep and comprehensive scientific analysis practical activities of future specialists, it is impossible to identify effective ways to improve the educational process in universities. Any psychological and pedagogical research is not an end in itself. It should reflect and be validated by best practice and contribute to successful solving educationaland educational tasks, the formation of comprehensively and harmoniously developed professionals.

Another methodological principle is concrete-historical approach to the problem under study , but it is inconceivable without creativity. The whole spirit of dialectics demands this. Experience convinces us that it is impossible to deeply explore this or that problem of training future specialists, following only the beaten paths, following the developed patterns. andwithout trying to creatively transform them. If a researcher seeks to truly help a booming pedagogical practice, he must solve emerging problems in a new way.

In the course of the study, you should look for your reasoned explanation for new facts, phenomena, supplement andclarify existing views, be bold in your assumptions. However, this courage must be combined Withscientific validity and foresight, since psychological and pedagogical research is connected with living people, and every communication with a person should enrich him spiritually. Creativity is inseparable from a concrete historical approach to the evaluation of psychological and pedagogical phenomena: what is considered progressive at a certain historical stage may be reactionary under other conditions. In other words, it is impossible to evaluate the psychological and pedagogical theories of the past from the standpoint of the present.

A creative approach to solving the problem under study is closely related to the principle of objectivity consideration of psychological and pedagogical phenomena in themselves. The art of the researcher is to find ways and means of penetrating the essence of the phenomenon without introducing anything external, subjective. For example, in the history of science, for a long time there was an opinion that objective reality, including inner world of a person is unknowable and that at best this reality can be known, caught only with the help of self-observation, self-contemplation (this method is called introspection). Naturally, this method did not correspond to the principle of objectivity in the consideration of the phenomena under study.

When studying individuals and groups of people, the objectivity of ways to influence them becomes one of the cornerstones modern psychology and pedagogy. The methodological basis for the specific implementation of the principle of objectivity in the study of personality is the practical actions of people, which are social facts.

The success of psychological and pedagogical research largely depends on the implementation the principle of comprehensiveness study of psychological and pedagogical processes and phenomena. Any pedagogical phenomenon is connected by many threads with other phenomena, and its isolated, one-sided consideration inevitably leads to a distorted, erroneous conclusion. For example, the educational process at a university is complex, dynamic and inextricably linked with many factors. Therefore, it must be studied as a certain phenomenon, relatively isolated from the external environment. andat the same time being in close contact with her. This approach makes it possible to model the phenomena under study and explore them in a state of development and in different conditions. It allows you to carry out a multilevel and multifaceted study of a particular psychological and pedagogical process, during which not one, but a number of models are built that reflect this phenomenon on different levels and cuts. At the same time, it is possible to synthesize these models in a new holistic generalizing model and, ultimately, in holistic theory revealing the essence of the problem under study.

The methodological principle of comprehensiveness implies A complex approach to the study of pedagogical processes and phenomena, One of the most important requirements of an integrated approach is to establish all the relationships of the phenomenon under study, take into account all external influences that affect it, and eliminate all random factors that distort the picture of the problem under study. Another essential requirement is the use of various methods in their various combinations in the course of the study. Experience shows that it is impossible to successfully investigate this or that problem with the help of any one universal method.

An integrated approach to research in the field of psychology and pedagogy involves reliance on the achievements other sciences, primarily such as sociology, philosophy, cultural studies, etc.

A very fruitful approach to the study of psychological and pedagogical phenomena from the standpoint of cybernetics, when the process of training, education and development is considered as a special type of management cognitive activity students, the formation of their professional and ethical qualities. This manifests the specificity of direct and feedback links in the pedagogical process, the conditions for the successful functioning of educational information, and the means are being studied to improve the efficiency of managing the training of future specialists.

Another methodological principle of psychological and pedagogical research is unity of historical and logical. The logic of cognition of an object, a phenomenon reproduces the logic of its development, i.e. his history. The history of personality development, for example, serves as a kind of key to understanding a particular personality, making practical decisions on its upbringing and education. In the history of the development of a personality, its essence is reflected, since a person is only a person insofar as he has his own history, life path, biography.

The methodological principles of the study include consistency , those. systematic approach to the studied objects. It involves considering the object of study as a system: identifying a certain set of its elements (it is impossible to single out and take into account all of them, and this is not required), establishing a classification and streamlining the links between these elements, singling out system-forming ones from the set of links, i.e. providing connection of different elements in the system.

The systems approach reveals the structure (expressing relative vitality) and organization (quantitative characteristics and orientation) of the system; basic principles of its management. In the process of implementing a systematic approach, it must be borne in mind that the object of psychological and pedagogical research and the system are not the same thing (several systems can be distinguished in the object, depending on the purpose of the study); when a system is isolated, the phenomenon under study is artificially separated from the environment, i.e. abstracted from it; when the system of the object of study is singled out, its elements and elements of its environment, the system-forming relations between the elements of the system, the essential relations of the system itself to the environment are established. AT complex processes each element of the system can be an independent system, and its quality is determined not only by the quality of individual elements, but also by the relations of the elements with the environment.

An important methodological role in psychological and pedagogical research is played by categories of dialectics- essence and phenomenon; cause and investigation; necessity and chance; possibility and reality; content and form; singular, special and general, etc. . They serve as a reliable methodological tool in the hands of the teacher, which gives him the opportunity not only to penetrate deeply into the complex problems of training and education of future specialists, but also to solve them creatively.

Thus, the category of essence is a stable set of all necessary connections, relationships, aspects inherent in the considered process, object. The phenomenon is the highlighting of the indicated aspects of the process, the relationship between people on the surface through a mass of specifics. The thesis about the multi-order essence - a gradual transition from the phenomenon to the essence of the first, then the second, etc. order - is of great methodological importance. In relation to psychology and pedagogy, this means that:

1. even the unique psychological and pedagogical experience contains
   moments characteristic of any experience of organizing the educational process at a university;
2. any general propositions must be confirmed by experience, find a nutrient medium in it;
3. There are no and cannot be recommendations suitable for all occasions.

Based on the accumulated facts, empirical knowledge rises to the level of theoretical generalization. This process is characterized by a movement from one-sided knowledge to more and more versatile; development on the basis of primary generalizations of certain models and ideas; connection of sensual and rational, during which sensual impressions and practical experience are freed from everything accidental and rise to the theoretical level characteristic of a number of similar phenomena. Of course, it is important to consider the facts in a historically concrete setting, in general, in their interconnection. Under this condition, they will be conclusive.

Specific ways and means of collecting, processing, generalizing and analyzing factual material are determined by the laws of scientific logic, which is a synthesis of dialectical and formal logic. Learning to think scientifically is the most important thing for any researcher.

It should be emphasized that scientific thinking presupposes, first of all, a firm grasp of the researcher scientific concepts, categories, especially related to the research topic. Without this, it is impossible to successfully conduct scientific research, to understand the scientific literature.

Important methodological requirements for the study of psychological and pedagogical problems stem from the basic laws of dialectics, the core of which is the law of unity and struggle of opposites,manifested through the action of contradictions. Exist different kinds contradictions: internaland external, main and derivative, main and secondary. So, for example, internal and external contradictions serve as the basis for classifying the contradictions of personality development.

To the first group of contradictions , predeterminingpersonality development of a future specialist, usually referred to as contradictions between external factors. Respect for the individual is a real requirement for the work of any professional. Therefore, when encountering elements of rudeness, inattention, bureaucratic behavior on the part of individual leaders, young specialists often deeply experience these facts, which significantly affect the development of their personality. In most cases, the contradictions between external factors that predetermine the development of the individual become driving force its harmonious formation, social maturation.

To the second group of contradictions are usually referred to contradictions between external and internal factors. The most important of them are the following: the contradictions between the requirements for the individual and her readiness to fulfill these requirements; between new requirements and habitual attitudes, behavior; between external requirements and the requirements of the individual to himself; between the level of preparedness of the individual and the ability to apply their knowledge, skills and abilities in practice.

The third group of contradictions constitutecontradictions between internal factors . These contradictions are based on the uneven development of individual aspects, properties, and structural components of the personality. This group of contradictions includes the contradictions between the rational component of consciousness and the sensual, the claims of the individual and its real possibilities, new needs and old stereotypes of behavior, new and old experience, etc. However, the main and main system internal contradictions are the contradictions between the motives of activity, which constitute the real basis of a particular personality and become a direct expression of the system of social relations that determine the essence of this personality. The study of this system of contradictions is an important task of any psychological and pedagogical research.

The development of any process and phenomenon is contradictory. And to understand with sufficient depth this or that phenomenon, its development is impossible without a specific analysis of the system of contradictions that predetermine this development.

Law of transition quantitative changes into qualitativerequires to investigate any psychological and pedagogical phenomena in unity themqualitative and quantitative characteristics.

Each person has an inexhaustible number of diverse properties (qualities) that allow their comparison with the properties of other people. As a holistic qualitative certainty, a person - social creature.

The human psyche has its own qualitative certainty. However, the psyche itself, as such, is of different qualities. One can cite a lot of examples, so to speak, of the "pure", visual operation of the law of the transition of quantitative changes into qualitative ones. So, stimuli of receptors do not lead to the appearance of sensations in a person until they exceed a certain level - minimumsensation threshold. Only then these stimuli are perceived consciously, subjectively, and they are reflected at a qualitatively different level.

Law of negation of negationas the elimination of the old and the affirmation of the new in the process of progressive development, or in which individual aspects, elements of the previous phenomenon, process are preserved “in a removed form”, constantly found in life of people. Each new stage in the development of the individual, the group is strictly philosophical sense negation of the old, but negation as a moment of progressive development. An important role in such denial is played by the self-education of the personality itself, the active work of the teacher in shaping the personality of the future specialist.

The methodological role of the considered principles, the laws of dialectics is manifested in a specific psychological and pedagogical research, primarily through dialectical logic. In a concentrated form, the requirements of dialectical logic, all the considered and other principles and categories of dialectics come down to studying the subject of research comprehensively, in its development, while applying practice as a criterion of truth, bearing in mind that the latter is always concrete.

These are the most general methodological requirements for a specific psychological and pedagogical research. Dialectics, its laws, categories are taken into account in a concrete study primarily as general principles.

On the basis of general principles, particular fundamental requirements have developed, which researchers in the field of psychology and pedagogy must certainly take into account: the principle of determinism; unity of external influences and internal conditions of development; vigorous activity; the principle of development, etc. What is the essence of these principles?

Principle of determinismobliges the researcher to take into account the influence various factors and reasonson the development of psychological and pedagogical phenomena. When studying a personality, it is necessary to take into account three subsystems of determining its behavior: past, present and future, objectively reflected by it.

The past of a person is reflected in her life path, biography, as well as in personal qualities oh and moral character. The influence of the past, the history of personality development on its behavior is indirect. The direct influence on behavior, actions is exerted by consciousness, motives of the personality's activity. The internal conditions for the development of the individual, along with activity and communication, constitute a real system that determines its improvement. In addition, external conditions also have a determining influence on the personality.

The influence on the development of the personality of the goals of its activities, which are largely directed to the future, is exceptionally great. In this sense, we can talk about the future as a subsystem of the determination of personality development. At the same time, a conscious goal as a law predetermines the method and nature of an individual's activity and, therefore, has a significant impact on its development.

All three subsystems (past, present and future) are interconnected and mutually condition each other.

In accordance with the principle of unity of external influences and internal conditionscognition of the inner content of the personality occurs as a result of evaluation external behavior, cases and deeds.

The connection between internal conditions and external conditions is mediated by the history of personality development. On this occasion, S.L. Rubinstein wrote:

Since the internal conditions through which in each this moment refract external influences on the personality, in turn, were formed depending on previous external interactions, the position on the refraction of external influences through internalconditions mean, however, that the psychological effect each external(including pedagogical) impact on the personality is determined by the history of its development1 .

As community development of a person, his inner nature becomes more and more complex and the proportion of internal conditions of development in relation to external ones increases. The ratio of internal and external in the development of a personality changes both historically and at different stages of a person’s life path: the more he is developed, the more his personality progress is associated with actualization internal factors.

The principle of active activity of the individualfocuses the researcher's attention on the fact that not only the environment forms the personality, but also the personality actively learns and transforms the world. This principle involves consideration of all changes in the personality through the prism of its activities. The influence of activity on personality is enormous. Outside of activity there is no man, but the essence of man is not exhausted by it and cannot be reduced to it and completely identified with it. Psychological and pedagogical influences on a person should take into account the nature of his activity, and often the most effective impact is to change, correct one or another human activity.

Development principledictates the consideration of psychological and pedagogical phenomena in constant change, movement, in the constant resolution of contradictions under the influence of a system of internal and external determinants. The principle of development in psychology and pedagogy is usually considered in two aspects: historical development personality from its inception to the present state - phylogenesis , and development of the personality of a particular person - ontogenesis . In addition, it is possible and necessary to consider the development various components personality - orientation, character, other personal qualities. Naturally, the effectiveness of psychological and pedagogical influences to a decisive extent depends on how fully and accurately the development of the future specialist who is influenced is taken into account, how accurately the development of the pedagogical system is taken into account.

Specific implementationof all these principles is carried out in accordance with the principle personal-social-activity approach. This principle guides the researcher towards a holistic study of the personality in the unity of the main social factors of its development - the social environment, upbringing, the activity of the individual, his internal activity.

Principles act as a direct methodology scientific psychological and pedagogicalresearch, predetermining their methodology, initial theoretical concepts, hypotheses.

Based on the considered principles, we formulate methodological requirementsto conduct psychological and pedagogical research:

1. explore processes and phenomena as they really are, with all the positives and negatives, successes and difficulties, without embellishment and denigration; do not describe phenomena, but critically analyze them;
2. promptly respond to the new in the theory and practice of psychology and pedagogy;
3. strengthen the practical orientation, weight and quality of the recommendations;
4. ensure the reliability of the scientific forecast, vision of the prospects for the development of the process or phenomenon under study;
5. observe the strict logic of thought, the purity of the psychological or pedagogical experiment.

Summarizing these requirements, it is possible to determine the methodological requirements for the results of psychological and pedagogical research, which they conditioned. These include objectivity, reliability, reliability and evidence. We will dwell on this in more detail in the chapter, which will be devoted to the problem of developing a methodology for psychological and pedagogical research.

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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 practice modern school the psychological service faces many practical tasks. These are the tasks of determining the level of readiness of the child 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 classroom team, taking into account the individual characteristics of students and interpersonal relationships between them, the tasks 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.

Everything is very conditional typical tasks can be attributed to 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 scientific foundations 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 techniques 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 also includes forms scientific thinking, and 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 throughout long period 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.

Application result theoretical methods 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, these data are interpreted in terms of competing concepts for the correspondence of hypotheses to the results.

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

All research methods are proposed to be divided into proper pedagogical and methods of other sciences, into methods that 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.