Summary: Methods of psychological and pedagogical research: their classification and characteristics. Psychological and pedagogical research

Decor elements 13.10.2019

Lecture questions:

1.1. Methodology of Pedagogy: Definition, Tasks, Levels and Functions.

1.2. Methodological principles of scientific research.

1.1. Pedagogy Methodology: Definition, Tasks, Levels and Functions

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, that is, the science of the most general laws of the development of nature, society and thinking, makes it possible to identify their qualitative originality, connections with others. 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 -is the science of the most general principles knowledge and transformation of objective reality, ways and means of this process.

Currently the role of methodology in determining the prospects for the development of pedagogical scienceincreased significantly. What is it connected with?

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

Given the fact that psychology and pedagogy are increasingly absorbing the achievements of various branches of knowledge, are increasing qualitatively and quantitatively, constantly enriching and expanding their subject matter, the question arises that this growth should be realized, adjusted, managed, 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, have become more diverse in research methods, and new facets are emerging in the subject of their study. In this situation, it is important, on the one hand, not to lose the subject of research - psychological and pedagogical problems proper, and on the other hand, not to drown in a sea of empirical facts, to direct specific research 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: on the one hand, the problems of the philosophy of psychology and pedagogy, and on the other hand, special methodological issues of psychological and pedagogical research. In a word, psychologists and educators are increasingly faced with problems that go beyond the scope of a specific study, that is, methodological problems that have not yet been resolved by modern philosophy. And the need to solve these problems is enormous. Because of this, it is necessary to fill the created vacuum with methodological concepts, provisions, in order to further improve the direct methodology of psychological and pedagogical research.

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

However, already due to epistemological reasons, with the help of mathematical methods, as is known, one can not approach 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 an Ariadne thread, eliminates misconceptions, prevents you from getting entangled in countless correlations, and allows you to select the most significant statistical dependencies for qualitative analysis and draw the right conclusions from their analysis. And if modern psychological and pedagogical research cannot do without a good quantitative analysis, then to an even greater extent they need a methodological justification.

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

From the foregoing, one can draw a completely reasonable conclusion that the importance of methodology in psychological and pedagogical research is currently growing immeasurably.

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.

The term " methodology" Greek origin 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, this 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 is doctrine of methods scientific research.

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

V.V. Kraevsky in his work “Methodology of Pedagogical Research” 1 gives 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, and the movement stopped, as the automatism of walking was disturbed.

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

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

If we talk 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 becomes necessary. Figuratively speaking, there is a need for a centipede, which itself would not participate in the movement, but would only observe the movement of many of its fellows and develop a generalized idea of their activities. Returning to our topic, we note that such a generalized idea of activity, taken in its socio-practical, and not psychological, section, is the doctrine of the structure, logical organization, methods and means of activity in the field of theory and practice, i.e. methodology in the first, broadest sense of the word.

However, with the development of science, its formation as a real productive force, the nature of the relationship between scientific activity and practical activities, which are increasingly based on the findings of science. 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 circumstance that with the development of the social sciences, particular theories of activity appear. For example, one of these theories is pedagogical theory, 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 in more detail.

Most often, the methodology of pedagogy is interpreted as a theory of methods of pedagogical research, as well as a theory for creating educational and upbringing concepts. According to R. Barrow, there is a philosophy of pedagogy, which develops the research methodology. It includes the development of pedagogical theory, the logic and meaning of pedagogical activity. From these positions, the methodology of pedagogy means the 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 the above, performs other functions:

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

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

- thirdly, it ensures the comprehensiveness of obtaining information about the process or phenomenon under study (M.N. Skatkin);

- fourthly, it helps to introduce new information into the fund of the theory of pedagogy (F.F. Korolev);

- fifthly, it provides clarification, enrichment, systematization of terms and concepts in pedagogical science (V.E. Gmurman);

- sixthly, it creates an information system based on objective facts and a logical and analytical tool for scientific knowledge (M.N. Skatkin).

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

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

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

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

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

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

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

- and, finally, sixthly, the development of links between theory and practice, ideas and their implementation, the orientation of teachers to new scientific concepts, new pedagogical thinking while excluding the old, obsolete, overcoming inertia and conservatism in pedagogy.

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

At the same time, we should not lose sight of broader definitions, since today we need a methodology that would orient pedagogical research towards practice, its study and transformation. However, this must be done in a meaningful way, on the basis of a deep analysis of the state of pedagogical science and practice, as well as the main provisions of the methodology of science. A simple “imposition” of certain definitions on the field of pedagogy cannot give the necessary results. So, for example, the question arises: if the principles and methods of organizing practical pedagogical activity are studied by methodology, what remains for the lot of pedagogy itself? This can only be answered by recognizing an obvious fact - the study of practical activities in the field of education (training and education practices), 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: “Pedagogical methodology is a system of knowledge about the structure of pedagogical theory, about the principles of approach and methods of obtaining knowledge that reflect pedagogical reality, as well as a system of activities to obtain such knowledge and substantiate programs , logic, methods and evaluation of the quality of research work” 2 .

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

At present, the far from new problem of improving the quality of pedagogical research is particularly acute. The focus of the methodology is increasing to help the teacher-researcher, to form his special skills in the field of research work. In this way, methodology acquires a normative orientation, and its important task is the methodological support of research work.

The methodology of pedagogy as a branch of scientific knowledge acts in two aspects: as a system of knowledge and as a system of research activities. This includes two types of activities - methodological research and 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. Providing research methodologically means using the available methodological knowledge to substantiate the research program and assess its quality when it is being carried out or has already been completed.

These differences determine the allocation of two functions of the methodology of pedagogy– descriptive , i.e. 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.

The presence of these functions also determines the division of the foundations of the methodology of pedagogy into two groups - theoretical and normative. .

To theoretical foundations that perform descriptive functions include the following:

– definition of methodology;

– general characteristics methodology of science, its levels;

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

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

Regulatory bases cover the following range of questions:

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

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

– typology of pedagogical researches;

- 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;

- the logic of pedagogical research, etc.

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

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

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

The third level is concrete 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 questions put forward at higher levels of methodology, such as, for example, problems of a systematic 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 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.

Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

Classifications of methods of psychological and pedagogical research

Conclusion

References

Introduction

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

In the practice of the modern school, many practical tasks arise before the psychological service. These are the tasks of determining the level of a child’s readiness for school, identifying especially gifted and lagging behind in development, finding out the causes of school maladaptation, 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.

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 common system 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 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 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 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.

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;

according to the method of data processing;

interpretive.

To organizational methods the scientist said:

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 a 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 particular to 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.

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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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Characteristics of empirical research

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

The study of literature, documents and results of activities. The study of literature serves as a method of familiarization with facts, history and state of the art problems, the way of creating initial ideas, the initial concept of the subject, the discovery of "white spots" and ambiguities in the development of the issue.

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

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

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

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

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

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

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

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

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

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

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

Characteristics of theoretical studies

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

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

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

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

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

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

Modeling. Wide application in theoretical studies it finds a method of comparison and, especially, analogy - a specific type of comparison that allows you to establish the similarity of phenomena.

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

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

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

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

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

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

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

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

Ways to implement research results

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

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The key to the successful implementation and dissemination of the results of pedagogical research and the studied and evidence-based best practices is the creative community of teachers and workers in pedagogical science, the interest of teachers in reading scientific and pedagogical and methodical literature, the desire to personally, directly participate in experimental and experimental work, especially at the stage when mass testing of new educational and methodological materials is organized, which contain new ideas and reflect the results of scientific and pedagogical research.

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

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

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

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

formulation of a specific research problem, tasks set by the researcher, research hypotheses;

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

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

conclusions about the significance of the results of a particular study for the development of the relevant field of pedagogical science.

Conclusion

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

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

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

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

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

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

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

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

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

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

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

2. Compliance with modern principles of scientific research.

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

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

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

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

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

References

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

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

Internet resources

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

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

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

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By discipline: "Methodology of psychology"

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

Completed by: student of group 1 SP d932u

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Antonova Olga Alexandrovna

Bugulma - 2014

Introduction

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

1.1 Methodology of psychology as an independent field of scientific knowledge

2. Methodological foundations of psychological and pedagogical research

2.1 Main functions of methodology in psychological and pedagogical research

Conclusion

Bibliography

Introduction

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

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

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

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

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

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

Between emerging in professional activity teachers with the needs and aspirations in the study of pedagogical reality and the level of possession of the means that satisfy these needs, there is an objective need for future teachers to master the basics of the methodology and methodology of psychological and pedagogical research.

Object of study. Methodology.

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

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

Tasks:

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

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

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

1. Definition concept"methodology of psychology"

1.1 Methodology of psychology as an independent field of scientific knowledge

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

methodology psychology pedagogical descriptive

2. Methodological foundations psychological-pedagogical research

2. 1 Main functionsmethodologyin psychologyho-pedagogical research

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

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

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

Firstly , in modern science there are noticeable trends towards the integration of knowledge, a comprehensive analysis of certain phenomena of objective reality. At present, for example, in the social sciences data from cybernetics, mathematics, probability theory and other sciences are widely used, which previously did not claim to perform methodological functions in a specific social research. Ties between the sciences themselves and scientific directions have noticeably increased. Thus, the boundaries between pedagogical theory and the general psychological concept of personality are becoming more and more conditional; between economic analysis social 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, they are increasing qualitatively and quantitatively, constantly enriching and expanding their subject, so it is necessary to make sure that this growth is realized, corrected, controlled, which directly depends on the methodological understanding of this phenomenon. Methodology, thus, plays a decisive role in psychological and pedagogical research, gives them scientific integrity, consistency, increases efficiency, and professional orientation.

Secondly , the sciences of psychology and pedagogy themselves have become more complex: research methods have become more diverse, new aspects are opening up in the subject of research. In this situation, it is important, on the one hand, not to lose the subject of research - psychological and pedagogical problems proper, and on the other hand, not to drown in a sea of empirical facts, to direct specific research 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: on the one hand, problems of the philosophy of psychology and pedagogy, and on the other, special methodological issues of psychological and pedagogical research. In other words, psychologists and educators are increasingly faced with problems that go beyond the scope of a specific study, i.e., methodological, not yet resolved. modern philosophy. And the need to solve these problems is enormous. Because of this, it is necessary to fill the created vacuum with methodological concepts, provisions in order to further improve the direct methodology of psychological and pedagogical research.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The regulatory framework covers the following issues:

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

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

¦ typology of pedagogical research;

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

¦ the logic of pedagogical research, etc. d.

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

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

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

The third level is a specific scientific methodology, that is, a set of methods, principles of research and procedures used in 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 the methodology and technique of research, that is, a set of procedures that ensure the receipt of reliable empirical material and its primary processing, after which it can be included in the array of scientific knowledge. At this level, methodological knowledge has a clearly expressed normative character.

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

Conclusion

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

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

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

Bibliography

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

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

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

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

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

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

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

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

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PSYCHOLOGIST- PEDAGOGICALSTUDY

§ 1. CONCEPTABOUTRESEARCH METHODSAndTECHNIQUES

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

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

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

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

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

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

- totality (complex) of research methods;

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

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

§ 2. EMPIRICAL AND THEORETICAL KNOWLEDGE

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

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

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

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

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

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

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

§ 3. THEORETICAL METHODS RESEARCH

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

originality method of theoretical analysis and synthesis in

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

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

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

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

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

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

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

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

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

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

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

§ 4. METHODSEMPIRICALRESEARCH

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

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

Types of observations are grouped according to various criteria:

- in time - continuous and discrete;

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

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

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

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

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

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

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

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

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

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

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

Conversationhow the research method allows deeper knowledge psychological features human personality, the nature and level of his knowledge, interests, motivesactions and actions. The conversation itself is comparatively different.vigorous plan building, mutual exchange of opinions, estimates, suggestions and assumptions. The interview may be conducted in order to confirm or refute data obtained earlier using other methods.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

6. Ensuring the confidentiality of the received information mation.

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

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

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

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

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

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

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

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

§ 5. TECHNOLOGYWORKSFROMLITERATURE

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

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

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

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

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

- careful study with notes;

- selective study, accompanied by extracts;

- general introduction to annotation, etc.

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

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

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

§ 6. "INTRODUCTION"

And"THEORETICALPART"

COURSEWORKS

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

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

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

- historical and modern aspect of the problem under study;

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

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

At the end of the chapter it is necessary to formulate the theoreticalscientific conclusions from which the author will proceed in the presentationresearching the content of the second chapter term paper.

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

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

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

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

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

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

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

MATERIALSFOR PRACTICAL WORK

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

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

Compose words with the above concepts readings and phrases.

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

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

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

3. Prepare answers to questions.

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

What is the difference between empirical research methods and

theoretical?

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

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

How does empirical research differ from
theoretical?

What is an "ideal object"?

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

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

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

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

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

How to make a bibliographic list?

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

work?

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

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

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

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

MATERIALS FOR OFFSET

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

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

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

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

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

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

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

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

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

Purposefulness, analytical character, complexness, systematicity.

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

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

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

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

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

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

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

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

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

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

7. Formulate the five most important requirements fororganizing methods:

observations;

Conversations;

Testing;

Questionnaires;

- studying the results of activities.

Methods of psychological and pedagogical research: their classifications and characteristics

Introduction

2. Classification of methods of psychological and pedagogical research

Conclusion

References

Introduction

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.

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.

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.).