Due to the complexity, versatility pedagogical process in education, very different ones are needed - both in their subject matter and in the subject area of ​​research. Psychological research is very important. In psychological research, a search is being made for the most effective mechanisms for a particular situation. mental development, psychological rehabilitation of pupils, multiplication of their creative potential, conditions for self-realization, the starting positions for individual and personality-oriented approaches are determined, for monitoring the results of training and education.

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

Valeological and medical studies are aimed at finding education options that preserve and strengthen the health of students and pupils.

Pedagogical research is very diverse and multifunctional. These are studies of a historical-pedagogical, philosophical-pedagogical, social-pedagogical, psychological-pedagogical, methodological nature.

However, almost all applied research associated with the functioning and development educational process and educational institutions, are of a complex psychological and pedagogical (often socio-psychological-pedagogical, medical-pedagogical, etc.) character.

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

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

And one more nuance. Known (standard) psychological approaches, methods and techniques can be used to determine positions, diagnose, interpret results. Then it is more correct to define research as pedagogical using psychological knowledge and methods. If there is a search for personality-oriented, individualized or working for the psychology of the collective positions and approaches, more accurate psychological approaches or methods (for example, ways to determine the creative potential of the individual and the degree of its realization), then the study really becomes psychological and pedagogical.

The success of any research is largely determined by the general and specific scientific approaches and principles that make up the content of general scientific and special (psychological and pedagogical) methodology. These principles form the core of the methodological culture of a teacher or research psychologist.

What is the methodology of science?

The methodology of science is the doctrine of the original methods of cognition, explanatory schemes for the transformation of reality. The methodology of pedagogy is the doctrine of pedagogical knowledge, the process of obtaining it, ways of explaining (creating a concept) and practical application to transform or improve the system of education and upbringing.

The methodology of pedagogy includes the following provisions:

1. The doctrine of the structure and functions of pedagogical knowledge.

2. Initial key, fundamental pedagogical provisions (theories, concepts, hypotheses) that have a general scientific meaning.

3. The doctrine of logic and methods of pedagogical research.

4. Teaching about how to use the acquired knowledge to improve practice.

Such a scheme is applicable to the methodology as psychological science, and its branches emerging at the intersection of sciences.

In methodological knowledge, the principles and requirements for research activities play a particularly important role. They, as it were, combine theory and practice into a single stream, give scientifically grounded guidelines to practice.

The difference between a principle and a requirement is seen in the fact that the principle must have a deeper and more detailed scientific justification (express a way to achieve socially significant goals based on objective patterns) and be more generalized (be applicable to the study of all situations in this area). The principle is always obligatory for execution. The requirement, however, may relate to the study of a part of pedagogical or psychological-pedagogical situations and not be so deeply substantiated in theoretical terms. Specific requirements, as a rule, follow from this or that principle, but their use is largely dictated by the specifics of the situation, individual exceptions are allowed general rules, even non-fulfillment of some requirements, taking into account specific circumstances.

Let us dwell, first of all, on the use of general scientific principles in psychological and pedagogical research.

The fundamental principle of any scientific research is the methodological principle of objectivity. It is expressed in a comprehensive consideration of the factors that give rise to this or that phenomenon, the conditions in which they develop, research approaches and means that allow obtaining true knowledge about the object, it implies the exclusion of subjectivism, one-sidedness and bias in the selection and evaluation of facts. For example, in psychological research, this becomes possible due to the fact that knowledge of mental phenomena is achieved through indirect study and analysis of their objective manifestations in the process of activity, in behavior, in products of activity, in communication. This also follows from the general psychological methodological principle of the unity of consciousness and activity.

The principle of objectivity, however, does not exclude subjectivity, involvement in the research process of a human researcher with his creative individuality, a definitely oriented inner world.

The principle of objectivity dictates the requirement of evidence, the validity of the initial premises, the logic of the study and its conclusions. Concerning special meaning have the establishment and accounting of all the facts relating to the phenomena under study and their correct interpretation. Reliability of facts is a necessary, although still insufficient, condition for the reliability of conclusions.

The requirement of evidence also implies an alternative nature of scientific research. In a general sense, this requirement is to identify and evaluate all possible solutions, to identify all points of view on the issue under study. Usually, in a particular study, a preliminary analysis makes it possible to identify the most significant solutions for the given conditions. The condition of alternativeness of scientific search is realized if, when analyzing views or ways to solve a problem, not only points of view coinciding with the accepted position or close points of view, but also disagreeing, opposite ones are given, if not only obvious, but also hidden, non-obvious ways of solving are checked. Often, alternativeness is expressed in the identification and consideration of possible issues that arise when solving a particular problem.

When determining the logic of the study, it is necessary to analyze the possibility of other logical options, to oppose the tested option with alternative solutions.

Another methodological principle is the principle of essential analysis, which is close to the one discussed above. Compliance with this principle is associated with the correlation in the studied phenomena of the general, the special and the individual, the penetration into their internal structure, the disclosure of the laws of their existence and functioning, the conditions and factors of their development, the possibilities of their purposeful change. This principle presupposes the movement of research thought from description to explanation, and from it to forecasting the development of pedagogical phenomena and processes.

Being very complex, multifactorial and constantly changing, the pedagogical process is deeply dynamic in nature. That's why important requirement is the need to take into account continuous change, the development of the studied elements and the pedagogical system as a whole. The functions of many elements in the process of development change significantly, and some of them turn into their opposite. For example, creative tasks repeated at the same level of complexity turn into reproductive, detailed instructions regulating the execution of tasks, from a means of developing skills can very quickly turn into an obstacle that hinders the development of higher levels of independence and initiative. An effective pedagogical tool, already at the next, immediate stage, can thus turn out to be not only ineffective, but also harmful.

Variety of influences and influences various factors on psychological and pedagogical processes requires the identification of the main factors that determine the results of the process, the establishment of a hierarchy, the relationship of the main and secondary factors in the phenomenon under study. For example, psychological and pedagogical studies have shown that the microenvironment, the sphere of personal communication, and especially the mutual influence of peers in the process of informal communication, have a decisive influence on adolescents, and this has led to a change in ingrained ideas about the possibilities of the school and appropriate combinations of direct and indirect influences on personality formation. schoolboy.

In order to move from the level of studying phenomena to the level of cognition of the essence, research must meet the requirement of revealing the inconsistency of the subject under study, its quantitative and qualitative certainty, the relationship and mutual transitions of quantitative and qualitative changes, movement to higher stages of development while preserving everything positive.

For psychological, pedagogical and psychological research, it is important to observe the genetic principle, the essence of which is to consider the studied fact or phenomenon based on an analysis of the conditions of its origin, subsequent development, identifying the moments of change of one level of functioning by another (qualitatively different), for example, determining the genetic and social prerequisites for the emergence of individual psychological features man in ontogeny. When organizing psychological research, one should take into account the fact that mental phenomena themselves are constantly changing.

The genetic method is manifested not only in the fact that the mechanism of the emergence of already established mental properties is investigated, but also in the fact that trends are revealed in the newly emerging features of the psyche of children. This makes it possible to foresee development opportunities, purposefully organize the educational process at school. Such specific types of experiment as teaching and forming are due precisely to this principle, which creates the opportunity, as S. L. Rubinshtein stated, "to study children by teaching them." This may also be due to the use of the method of "longitudinal", stretched in time, study (longitudinal method).

The genetic approach is also associated with the principle of the unity of the logical and historical, which requires in each study to combine the study of the history of the object (genetic aspect) and theory (structure, functions, relations of the object in its state of the art), as well as the prospects for its development. Historical analysis is possible only from the standpoint of a certain scientific concept, based on ideas about the structure and functions of certain elements and relationships, and theoretical analysis is untenable without studying the genesis (origin, formation) of an object. Therefore, the difference between historical-pedagogical and theoretical-pedagogical research is only in the emphasis on one or another aspect of a single research approach.

From the principle under consideration follows the requirement of continuity, taking into account the accumulated experience, traditions, and scientific achievements of the past. The “new”, which has not grown on this fertile soil, turns out to be very stunted and unviable, despite its external attractiveness. This “new” turns out to be either groundless projecting, or disguised, tinted with the old.

One of the general scientific principles is the principle of the conceptual unity of research, because if the researcher does not defend, does not pursue a consistently defined concept, developing it himself or joining one of the existing ones, he fails to realize the unity and logical consistency of approaches and assessments, he inevitably slips in an eclectic position. The principle of conceptuality is internally contradictory, it represents the unity of the definite, accepted as true, and the indefinite, changeable. This is what distinguishes it from prejudice. The accepted initial positions are checked, developed, corrected in the course of the search, and, if necessary, they are discarded (there is a change or modernization of the concept).

The variety of aspects, elements, relationships, internal and external factors of the functioning and development of the socio-pedagogical process determines the need for its systematic study.

The system approach is based on the position that the specificity of a complex object (system) is not limited to the features of its constituent elements, but is primarily related to the nature of the interaction between the elements. Therefore, the task of understanding the nature and mechanism of these connections and relations, in particular the relations between man and society, people within a particular community, is put forward to the fore.

In the process of system analysis, not only the causes of phenomena are clarified, but also the impact of the result on the causes that gave rise to it.

Essence systems approach finds expression in the following provisions, which help to establish the properties of system objects and improve them.

1. System integrity with respect to external environment, its study in unity with the environment. Questions of education in the light of this provision constitute a relatively independent circle of questions, but are studied in close connection with social and economic development and the demands of society.

2. Dismemberment of the whole, leading to the selection of elements. The properties of elements depend on their belonging to a certain system, and the properties of a system are not reduced to the properties of its elements or their sum.

3. All elements of the system are in complex connections and interactions, among which it is necessary to single out the most significant, defining for this system, as they say, backbone connection. In an “open” educational system, such a connection is the relationship of the individual and various conditions and sources of education, in the "closed" - the relationship "teacher - student" or "educator - educated".

4. The set of elements gives an idea of ​​the structure and organization of system objects. These concepts express a certain orderliness of the system, interdependence and mutual subordination of its elements. This is, say, a system of categories that express the main elements of any purposeful, including pedagogical, system: goals - content - conditions - means - ways of functioning and development - results.

5. in a special way regulating the links between the elements of the system and thus the changes and the elements themselves is management, including goal setting, choice of means, control and correction, analysis of results. Pedagogical management is an important aspect of the teacher's activity, although it does not exhaust all the richness of this activity and does not allow excessive rigidity.

Particular attention should be paid to the need for a holistic approach to educational systems - in other words, the observance of the principle of integrity in the study and a very cautious approach to isolating for the purpose of a special study of individual aspects, elements, relations of the psychological and pedagogical process. The isolation itself can be done only conditionally, temporarily, constantly correlating the results obtained with the course of the entire process as a whole and its results. The requirement for a holistic approach is also due to the fact that the structure of education and upbringing can be characterized as dynamic, the development of which is determined by the constant change of states of disequilibrium and the relative balance of its opposing internal forces and tendencies, which cannot be understood and, moreover, cannot influence their development in isolation.

The psychological and pedagogical process is the so-called non-linear system (when one of the elements of the non-linear structure changes, the others do not change proportionally, but according to a more complex law), the study of its structure cannot be carried out by studying its individual elements, since the sum of the actions of component causes acting separately , taken separately, is not equal to the consequence that results from the joint action.

When studying any side, aspect, element of the pedagogical process, one must always take into account the general patterns and the most important interactions of the entire process as a whole.

In the pedagogical process, the interactions studied by synergetics - the modern theory of joint action (from the Greek synergos - jointly acting; the term was introduced by G. Haken) are clearly revealed. This theory focuses on non-equilibrium, instability as a natural state of open nonlinear systems, on the multivariance and uncertainty of the ways of their development, depending on many influencing factors and conditions. This leads to the conclusion that any system, including pedagogical, cannot be imposed a way of behavior or development, but you can choose and stimulate one of those laid down in specific conditions options, counting not so much on a cybernetic (managerial) process, but on a synergistic (self-managing) process, on weak, but coinciding with possible option development of influence (they are called resonant).

A holistic study of such a complex set of phenomena as the pedagogical process involves a very cautious approach to formalization, the introduction of strictly expressed indicators and dependencies, the mathematization of individual components, and even more so the entire process. Formalization is almost always associated with the loss of a certain part of the content, with the impoverishment of the studied processes and phenomena. Therefore, formalization in the study of the psychological and pedagogical process is useful for identifying individual relationships, dependencies (for example, between the effectiveness of psychological protection and the frequency of requests to the appropriate service for help and counseling), but is insufficient for general conclusions about its course. That is why it is necessary to be very careful when trying to accurately express the levels of upbringing, moral maturity, responsiveness, the relationship between the potential for the development of the individual and the degree of its realization, between the influences of the environment and the internal position of the individual, etc. In pedagogy, at least at the present stage development, substantive approaches should play a leading role in comparison with formalized ones.

The complexity of the subject of research, its diversity makes it impossible to directly know it as a whole. In practice, such attempts lead to chaotic and unsystematic analysis. Therefore, there is no other way of deep knowledge of complex phenomena, except for the allocation of certain positions for consideration of aspects. For a particular topic, there should be a leading aspect (angle of view, angle).

The study aspect is closely related to the objectives and nature of the study. For example, a genetic aspect (studying the origin of an object and the main stages of its formation), a prognostic aspect (predicting the prospects for the development of a phenomenon), a functional aspect (studying the functioning of socio-pedagogical, psychological-pedagogical phenomena, ways of managing them in existing conditions) are possible. In other cases, the motivational, content, operational, and managerial aspects in the system under study are singled out.

Psychological and pedagogical research is always complex, multifaceted already due to its interdisciplinarity, involvement of different specialists in it - psychologists, sociologists, doctors, teachers, each of which can have its own position, highlight its own aspect. At the same time, it is important, firstly, to consistently maintain the accepted aspect, secondly, to take into account the possibility of other aspects, and thirdly, to realistically evaluate the results obtained as aspectual, understanding the need for their correlation and synthesis with the analysis data of the processes under study in other aspects. Subject to these conditions, aspectuality does not turn into one-sidedness, but acts as a condition for a complete, multidimensional, holistic study of the subject. It is the synthesis of aspect knowledge that leads to concrete knowledge.

Thus, from a holistic approach to the study of the pedagogical process follows the requirement to combine aspectual, from a certain point of view, analysis with a multidimensional, multifaceted interpretation of its results.

We have considered the substantive characteristics of general scientific methodological principles, which are universal, applicable to a wide range of sciences, taking into account the features inherent in a particular area of ​​scientific knowledge. These methodological principles determine the general guidelines for theoretical and empirical scientific research and the corresponding activities of the performer. It is also natural that there is a certain degree of conventionality in the identification and substantive characterization of methodological principles: they somewhat repeat and complement each other, thereby preventing the emergence of erroneous attitudes in the organization of scientific research.

The research methodology also has specific scientific forms: they are manifested in the orientation towards the system of knowledge created by scientific schools, which have their own explanatory principles and specific ways of organizing scientific research.

Let us now single out some principles related to the specifics of psychological and pedagogical research.

Psychological and pedagogical research should consistently embody the principle of combining what is and what should be (V. V. Kraevsky). This principle consists in the obligatory correlation of the due plan and the existent (essential) plan, explanatory and prognostic elements in each study, which does not exclude the possibility of studies in which one of the parties or functions acts as a leader. Any of the existing pedagogical phenomena can be correctly understood and evaluated only in comparison with the norm or ideal, and any pedagogical perspective cannot be justified and understood without correlation with the existing one, without taking into account the state of modern theory and real practice.

The unity of the existent and the proper makes it possible to avoid both hypertrophied or speculative constructions divorced from practice and its real opportunities, and narrowly empirical constructions, devoid of creative depth and perspective.

The activity approach in psychological and psychological-pedagogical research is also a specific scientific methodological principle. The activity approach is expressed in the desire of researchers to use the provisions of the theory of activity in the methodology and interpretation of the content of their work.

The essence of the activity approach lies in the fact that the real process of human interaction with the outside world is studied, which provides the solution of certain vital tasks. In this case, a person acts as an active principle, as a subject of interaction, performing a certain sequence of various kinds of actions, including mental ones. All functionality the psyches are included and subordinated to the solution of the tasks of the activity being carried out.

With regard to learning problems, the activity approach means identifying and describing those methods of action in activity that should lead to the disclosure of the content of the concept in the studied educational material and the full assimilation of relevant knowledge. At the same time, the assimilation of knowledge leads to the consolidation of known actions, the mastery of new actions that mediate the formation of the general abilities and ways of behavior of the student. Knowledge is not just transferred, it is obtained by the student in the course of his own activity (for example, educational). During this activity great importance have skills related to the implementation of meaningful analysis and design of products of activity.

Psychological and pedagogical research (with the exception of purely theoretical) is usually inscribed, woven into the real process of education and upbringing. Such a psychological and pedagogical research must meet the requirement of the unity of research and practical teaching and upbringing work. This requires a very careful, balanced approach to innovations in order to minimize the degree of possible risk and not harm children and pupils. Disagreeing with those who generally believe that it is impossible to take risks in working with children (no research is possible without risk), we believe that the principle “Do no harm!” in pedagogy, as well as in medicine, should be guiding in all work.

MOSCOW STATE REGIONAL UNIVERSITY

FACULTYpsychological

TEST

by discipline " Fundamentals of General Pedagogy »

Pedagogical research and its methods. Experiment as a method of pedagogical research. Other Methods of Pedagogical Research.

Completed by a student

distance learning

speciality "_______"

1 course PS-Z-06 groups

Larcheva A.S.

Scientific adviser:

FULL NAME _________________

Moscow 2006

Introduction……………………………………………………………………………….………3

Pedagogical research…………………………………….……………………..4

Specific methodological principles of pedagogical research ...... 6

Methods of pedagogical research…………………………………………….……7

Experiment as a method of pedagogical research…………………………9

Other methods of pedagogical research…………………………………… 14

Conclusion………………………………………………………………………………….15

List of references…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

INTRODUCTION

Pedagogy is a science that studies a special, socially and personally determined, characterized by pedagogical goal-setting and pedagogical guidance, activities to introduce human beings to life in society.

Pedagogical science performs the same functions as any other scientific discipline: description, explanation and prediction of the phenomena of the area of ​​reality that it studies.

The tasks of pedagogy are divided into practical and scientific. Practical work is aimed at obtaining concrete results, and scientific work is aimed at obtaining knowledge about how this activity objectively proceeds and what needs to be done to make it more effective and consistent with the goals. The tasks of pedagogical science include the identification of objective patterns of the educational process, the rationale for modern pedagogical systems, the development of a new content of education. To accomplish these tasks, a system of methods has been developed, the characteristics of which are presented in this paper.

EDUCATIONAL RESEARCH

Pedagogical research is the process and result of scientific activity aimed at obtaining new knowledge about the patterns of education, its structure and mechanisms, content, principles and technologies. Pedagogical research explains and predicts facts and phenomena.

Pedagogical phenomena can be divided into fundamental, applied and development. The results of fundamental research are generalizing concepts that sum up the theoretical and practical achievements of pedagogy or offer models for the development of pedagogical systems on a prognostic basis. Applied research is work aimed at an in-depth study of certain aspects of the pedagogical process, establishing patterns of multilateral pedagogical practice. The developments are aimed at substantiating specific scientific and practical recommendations, taking into account already known theoretical provisions.

Any pedagogical research assumes the presence in it of the presence of generally accepted methodological parameters. These include the problem, topic, object and subject of research, goal, objectives, hypothesis and defended provisions. The main criteria for the quality of pedagogical research are relevance, novelty, theoretical and practical significance.

The research program, as a rule, has two sections: methodological and procedural. The first includes substantiation of the relevance of the topic, the formulation of the problem, the definition of the object and subject of research, the goals and objectives of the study, the formulation of basic concepts, a preliminary analysis of the object of study, and the formulation of a working hypothesis. The second section reveals the strategic research plan, as well as the plan and basic procedures for collecting and analyzing primary data.

The criterion of relevance indicates the necessity and timeliness of studying and solving the problem for the development of the theory and practice of training and education. Current research provides an answer to the most pressing questions at the present time, reflects the social order of society, pedagogical science, and points to the most important contradictions that take place in practice. In its most general form, relevance is characterized by the degree of discrepancy between the demand for scientific ideas and for practical advice and suggestions that science and practice can give at the present time.

The most convincing basis that determines the topic of the study is the contradiction between social pedagogical practice, reflecting the most acute, socially significant problems that require urgent solutions. But only it is not enough, a logical transition is needed from the social order to the substantiation of a specific topic, an explanation why this particular topic was taken for research, and not some other. Usually this is an analysis of the degree of development of the issue in science.

If the social order follows from the analysis of pedagogical practice, then the problem is on a different plane. It expresses the main contradiction, which must be resolved by the means of science. The formulation of a scientific problem is a creative act that requires a special vision, special knowledge, experience and scientific qualifications. The research problem expresses the need to study some area of ​​social life in order to actively influence the resolution of those contradictions, the nature and features of which are not yet completely clear and therefore not amenable to systematic regulation. Solving the problem is usually the goal of the study.

The subject of the study is a part, the reflected side of the object - the most significant from a practical point of view properties, features of the object that are to be studied.

In accordance with the purpose, object and subject of the study, research tasks are determined that are aimed at testing the hypothesis. A hypothesis is a set of theoretically justified assumptions that is subject to verification.

The criterion of scientific novelty characterizes new theoretical and practical conclusions, patterns of education, its structure and mechanisms, containing principles and technologies that were not known in the pedagogical literature at the moment.

The novelty of the research can have both theoretical and practical significance. The theoretical value is to create a concept, to establish the regularity of the method, model, approach, concept, principle, to identify problems, trends, directions in the development of the system. The practical significance of the study lies in its readiness for implementation in practice.

The logic of pedagogical research. The logic and dynamics of research search contain a number of stages: empirical, hypothetical, experimental-empirical, prognostic.

At the empirical stage, they get functional ideas about the object of study, discover contradictions between real educational practice, the level of scientific knowledge and the need to comprehend the essence of phenomena, and formulate a scientific problem. The main result of empirical analysis is the research hypothesis as a system of leading assumptions and assumptions, the correctness of which needs to be verified and confirmed.

The hypothetical stage is aimed at resolving the contradiction between the actual ideas about the object of study and the need to comprehend its essence. It creates conditions for the transition from the empirical level of research to the theoretical.

The theoretical stage is associated with overcoming the contradiction between functional and hypothetical ideas about the object of study, with the need for systemic ideas about it.

The creation of a theory makes it possible to proceed to the prognostic stage, which requires the resolution of the contradiction between the received ideas about the object of study and the need to predict and foresee its development in new conditions.

SPECIFIC METHODOLOGICAL PRINCIPLES OF PEDAGOGICAL RESEARCH

The research methodology is a complex of theoretical and empirical methods, the combination of which makes it possible to investigate the educational process with the greatest reliability.

The methodology of pedagogical research defines the main basic principles that underlie any scientific research: a creative, concrete-historical approach to the problem under study: the principle of objectivity, the principle of comprehensiveness, the unity of the historical and logical, consistency. On the basis of general principles, more particular fundamental requirements have developed: the principle of determinism; unity of external influences and internal conditions of development, activity of the individual; unity of psyche and activity; personal, social and activity approaches, etc.

A method is understood as a normative model of research activity aimed at fulfilling a certain scientific task and implemented in a combination of techniques and procedures. In other words, a method is a way of studying pedagogical phenomena, obtaining scientific information about them. The richer the arsenal of methods of a particular science, the more successful the activities of scientists. As the complexity of scientific tasks increases, the dependence of the results obtained on the degree of development of research tools increases.

The goal of any pedagogical method is to establish regular connections, relationships and build scientific theories.

At present, there is a tendency to transform the methods of science into methods of practical activity of specialists in general education and professional educational institutions. The reason for this process is the updating of didactic models and the emergence of research teaching methods in practice. The cognitive process of schoolchildren and students in this case is carried out according to the logic of scientific research. Before turning to the characteristics of the methods of pedagogical science, it is necessary to emphasize the principles of choosing them for solving specific research problems. There are two main principles. The principle of a combination of research methods means that not one, but several methods are used to solve any scientific problem. At the same time, the methods themselves are reconstructed by scientists, counting on their coordination with the nature of the phenomenon under study. Second - the principle of the adequacy of the method to the essence of the subject under study and to the specific product to be obtained.

Methodology of pedagogical research - the doctrine of the principles, construction, forms and methods of activity in ped. research (activities of scientific research in the field of pedagogy).

The entire methodology performs regulatory and normative functions. Leading domestic methodologist E.G. Yudin emphasizes that methodological knowledge can act either in a descriptive (descriptive - serves as a guide in the research process) or in a prescriptive (normative - aimed at the implementation of activities) form, i.e. the form of prescription, direct instructions for activity.

Cognition grows out of practice, but then itself is directed to the practical mastery of reality. : "From practice to theory - from theory to practice - from action to thought - from thought to reality" – such is the general pattern of the relationship between the theoretical and the empirical, the process is endless.

Ped studies explain and predict facts and phenomena and can be:

· fundamental- as a result they have generalizing concepts that sum up the theoretical and practical achievements of pedagogy or offer models for the development of pedagogical systems on a prognostic basis;

· applied - these are works aimed at an in-depth study of individual aspects of the pedagogical process, revealing the patterns of multilateral pedagogical practice;

· developments - are aimed at substantiating specific scientific and practical recommendations that take into account already known theoretical provisions.

Any pedagogical research involves the definition of the following generally accepted methodological parameters: problem, topic, object and subject of research, goal, objectives, hypothesis and results as the main defended provisions.

Main criteria for the quality of pedagogical research are:

Relevance criterion

Novelty criterion

Criterion of theoretical and practical significance

The research program is traditionally divided into two sections:

Methodological- includes substantiation of the relevance of the topic, formulation of the problem, definition of the object and subject, goals and objectives of the study, formulation of the basic concepts (categorical apparatus), preliminary system analysis of the object of study and the development of a working hypothesis

Procedural– reveals the strategic plan of the study, as well as the plan and main procedures

collection and analysis of primary data. The rationale for relevance includes an indication of the need and timeliness of studying and solving the problem for the further development of the theory and practice of education and upbringing. Relevant research provides answers to the most pressing questions at the moment, reflects the social order of society pedagogical science, reveal the most important contradictions that take place in practice. The criterion of relevance is dynamic, mobile, depends on time, taking into account specific and specific circumstances. In the most general way relevance characterizes the degree of discrepancy between the demand for scientific ideas and practical recommendations (to meet a particular need) and suggestions that science and practice can give at the present time.

The most convincing justification that determines the relevance of the research topic is the social order, which reflects the most acute, socially significant problems that require urgent solutions. Social order requires substantiation of a specific topic.

Research problem is formulated on the basis of highlighting the contradictions between the present (existing) and the desirable. In pedagogy, the problem is often understood as a contradiction between some opposites. These opposites are within a single object. A problem is a kind of boundary between knowledge and ignorance. It arises when the previous knowledge is not enough, and the new one either does not exist or is not developed.

A number of contradictions can be distinguished, but in each case the opposite sides of each contradiction refer either to practice or to theory. Based on the revealed contradiction, the problem is formulated. The problem is recorded as a contradiction, but science does not resolve the contradictions that have arisen in practice, but only creates the prerequisites for their resolution. The research topic is part of the problem.

However, not every contradiction can be resolved by the means of science - it can be due to material, personnel difficulties, lack of necessary equipment. Such contradictions are purely practical in nature and are not the basis for the study.

The formulation of the problem and the topic of research entail the choice of the object of research.

Object of study- the entire array, which is enough independent part pedagogical system or process. The object of research is what the process of cognition is aimed at. They may be:

Pedagogical process Area of ​​pedagogical reality

any pedagogical attitude containing a contradiction

Subject of study- a specific part of the object, which will be studied in detail in the research process.

If the social order follows from the analysis of pedagogical practice, then the scientific problem itself is on a different plane. It expresses the main contradiction, which must be resolved by the means of science. The solution to a problem is usually purpose of the study.

2. Methodological principles of pedagogical research

Pedagogical research is carried out to understand the objective pedagogical reality, to explain and predict its development. Pedagogicstudy is the process and result of scientific activity,aimed at obtaining new knowledge about the patterns of learning,taniya and education, their structure and mechanisms, content, principles andtechnologies.

Pedagogical research may have theoretical and experimental experimental character. According to the direction of pedagogical research are divided into fundamental, applied and development.

Basic Research results in generalizing concepts that sum up the theoretical and practical achievements of pedagogy or offer models for the development of pedagogical systems on a prognostic basis.

Applied Research - these are works aimed at an in-depth study of certain aspects of the pedagogical process, revealing the patterns of multilateral pedagogical practice.

Developments are aimed at substantiating specific scientific and practical recommendations that take into account already known theoretical provisions.

When conducting pedagogical research, it is necessary to be guided by the following principles:

proceed from the objectivity and conditionality of pedagogical phenomena: they exist and develop due to the action of internal objective laws, contradictions, causal relationships;

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

study the phenomenon in its development;

to study the given phenomenon in its connections and interaction with other phenomena;

when choosing research methods, proceed from the fact that not one, but a set of complementary methods is used to solve any scientific problem;

research methods should be adequate to the essence of the subject being studied;

consider the process of development as self-movement and self-development, due to its inherent internal contradictions, acting as a driving force and source of development;

it is not allowed to conduct an experiment that is contrary to moral standards, capable of harming the subjects, the educational process.

3. Methods of pedagogical research

When conducting pedagogical research, certain scientific methods are used.

Methods pedagogical research- these are ways of obtaining scientificinformation in order to establish regular connections, relationships, dependbridges and building scientific theories.

In pedagogy, both pedagogical methods proper and methods drawn from other sciences are widely used: psychology, sociology, physiology, mathematics, etc. When conducting pedagogical research, general theoretical methods: analysis, synthesis, comparison, induction, deduction, abstraction, generalization, concretization, modeling; sociological methods: questioning, interviewing, rating; socio-psychological methods: sociometry, testing, training; mathematical methods: ranking, scaling, correlation.

Methods of pedagogical research are conventionally divided into theorhetic and empirical (practical).

Theoretical Methods research allows you to clarify, expand and systematize scientific facts, explain and predict phenomena, increase the reliability of the results obtained, move from abstract to concrete knowledge, establish relationships between various concepts and hypotheses, and highlight the most significant and secondary among them.

Let us characterize some theoretical research methods. Analysis - mental decomposition of the whole under study into components, selection of individual features and qualities of the phenomenon.

One and the same phenomenon under study can be analyzed in many aspects. A comprehensive analysis of the phenomenon allows you to reveal it more deeply.

Synthesis - mental connection of signs, properties of a phenomenon into a semantic (abstract) whole.

However, synthesis is not just a summation, but a semantic connection. If we simply connect phenomena, no system of connections arises between them, only a chaotic accumulation of individual connections is formed.

Analysis and synthesis are closely interconnected in any scientific research.

Comparison- establishing similarities and differences between the phenomena under consideration.

When comparing, first of all, it is necessary to determine the basis of comparison - criterion.

In order to compare certain phenomena with each other, it is necessary to single out the known features in them and establish how they are represented in the compared objects. Undoubtedly, an integral part of the comparison is always analysis, since during the comparison in the phenomena it is necessary to isolate the measurable features. Since comparison is the establishment of certain relationships between the features of phenomena, it is clear that synthesis is also used in the course of comparison.

abstraction - mental abstraction of any property or attribute of an object from its other attributes, properties, connections.

Specification - mental reconstruction, re-creation of an object on the basis of previously isolated abstractions (in its logical nature, it is opposite to abstraction).

Generalization - highlighting common features in processes and phenomena, i.e. generalization of the researched.

Comparing the phenomena with each other, the researcher establishes common features of the phenomena and, on the basis of the latter, combines the phenomena into one semantic group. The more convincing the generalization, the more essential features of the phenomena were compared.

Modeling - study of processes and phenomena using their real or ideal models.

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

Toempirical (practical) methods studies include: data collection and accumulation methods(observation, conversation, questioning, testing, etc.); methods of control and measurement(scaling, slices, tests); data processing methods(mathematical, statistical, graphic, tabular); assessment methods(self-assessment, rating, pedagogical council); methods of implementation of research resultsinto teaching practice(experiment, experiential learning, large-scale implementation), etc.

Let's take a closer look at some of these methods.

Observation- purposeful, systematic study of a certain pedagogical phenomenon. Observation is widely used in pedagogical science. It can be both the main method of accumulating scientific material, and an auxiliary one, which is part of some more general methodology. Observation, along with self-observation, is the oldest research method.

Observation as a research method has a number of features that distinguish it from ordinary human perception of ongoing events. The main ones are:

purposefulness of observation;

analytical nature of observation. From the overall picture, the observer singles out individual aspects, elements, connections that are analyzed, evaluated and explained;

complexity of observation. One should not let out of sight any essential side of the observed;

systematic observation. It is necessary not to limit ourselves to a single “snapshot” of the observed, but on the basis of more or less long-term (prolonged) observations, to identify statistically stable relationships and relationships, to detect changes and development of the observed over a certain period.

There are many types of observations, subdivided according to various criteria.

Bytemporary organization allocate continuous and discrete(in separate intervals of time) observation.

By volume observation happens wide (solid), when all the features of behavior that are available for the most detailed observation are recorded, or observations are made of a group of observables as a whole. Ousecospecial (selective) observation is aimed at identifying individual aspects of a phenomenon or individual objects.

By way of obtaining information observation happens direct(direct), when the observer registers directly seen facts during the observation, and indirect (mediated), when not the object or process itself is directly observed, but its result.

According to the type of connection between the observer and the observed distinguish included and notincluded observation. Included Surveillance assumes that the observer is himself a member of the group whose behavior he is investigating. Participant observation, in which the researcher is disguised and the objectives of the observation are hidden, raises serious ethical problems. AT notenabled surveillance the position of the researcher is open, this is the perception of a phenomenon from the outside.

Under the terms of the allocate field observations(under natural conditions) and laboratory(using special equipment).

According to planning distinguish informal (free) observation and formalized (standardized). informal observation does not have a predetermined framework, program and procedure for its implementation. It can change the subject, object and nature of observation, depending on the desire of the observer. Formalized observation is conducted according to a previously thought-out program and strictly follows it, regardless of what happens in the process of observation with the object or the observer.

By frequency of use observations are permanent, repeated, onemultiple, multiple.

By way of obtaining information allocate direct and indirect observationnie. direct- this is an observation when the researcher himself conducts it, and indirect - observation through the description of phenomena by other people who directly observed it.

The type of observation depends on the nature of the object and the goals set.

Like any method, observation has its positive and negative aspects.

Dignity this method is that allows you to:

study the subject in its entirety;

in natural conditions;

in multifaceted relationships and manifestations. Flaw this method is that:

does not allow coverage a large number of persons, phenomena; actively intervene in the process being studied, change it or deliberately create certain situations; take accurate measurements;

takes a lot of time;

there is a possibility of errors related to the identity of the observer;

Observation of certain phenomena and processes may be unavailable. Pedagogical observation is a rather passive form of scientific research. The more active form is explored body conversation. Conversation as a method of scientific research makes it possible to find out the opinion and attitude of both educators and educators to certain pedagogical facts and phenomena and thereby form a deeper understanding of the essence and causes of these phenomena. The conversation is used as an independent or as an additional research method in order to obtain the necessary information or clarify what was not understood during the observation. Because of this, the data obtained through conversations are more objective. Conversation requirements:

preliminary preparation;

the ability to call the interlocutor to frankness;

the inexpediency of posing questions "on the forehead";

clarity of questions, tact, trust.

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 recording the interlocutor's answers. The type of conversation is interviewing.

When interviewing, the researcher adheres to pre-planned questions asked in a certain sequence. Answers can be recorded openly.

The research methods discussed above, with all their merits, have one drawback: with their help, the scientist receives a relatively limited amount of data, and these data are not sufficiently representative, that is, they relate to a small number of subjects. Meanwhile, it often becomes necessary to conduct a mass study of certain issues. In these cases, the questionnaire method is used.

Questionnaire - a method of mass collection of material using specially designed questionnaires (questionnaires). There are different types of questionnaires: open, requiring self-constructing a response, and closed, in which you have to choose one of the ready-made answers; half closed (half open)- ready-made answers are given and you can add your own answers; nominal, requiring the name of the test subject, and anonymous- without indicating the author of the answers; full and truncated; propedeuce and control etc.

Applies also "Polar" questionnaire with a scoring.By analogies are compiled questionnaires for self-assessment and assessment of others. For example, when studying personality traits, a five-point scale is introduced into the questionnaires:

Then each quality is evaluated on a scale.

The number of points can be different, including positive and negative gradations (-5, -4, -3, -2, -1, 0, +1, +2, +3, +4, +5).

Testing - purposeful, identical for all subjects examination, conducted under strictly controlled conditions, which allows objectively measuring the studied characteristics of the pedagogical process.

Test(from the English test - test, research) - a standardized measurement procedure. It usually consists of a series of relatively short tests, which can be various tasks, questions, situations.

The test acts as a measuring tool, so it must meet strict and clear requirements. A randomly selected set of tasks cannot be called a test. The quality of the test is determined by their reliability(stability of test results), validity(compliance of the test with the goals of diagnosis), differentiating power of tasks(the ability of the test to subdivide the tested according to the degree of severity of the studied characteristic).

Pedagogical experiment- intentional changes in the pedagogical process, deep qualitative analysis and quantitative measurement of the results of changing the process.

Like observation, the pedagogical experiment is considered the main research method. But if, during observation, the researcher passively waits for the manifestation of processes of interest to him, then in the experiment he himself creates the necessary conditions to invoke these processes.

There are two types of experiment: laboratory and natural. Laborator experiment- This is an experiment that is carried out in artificial, laboratory conditions.,

natural experiment carried out in the usual environment for the test subject. It excludes the tension that arises in the subject, who knows that he is being experimented on.

Depending on the nature of the research problems being solved, both laboratory and natural experiments can be ascertaining or formative. Ascertaining experiment- reveals the current state, existing pedagogical facts (before the formative experiment).

Formative (educational, transformative, creative) experimentcop is the active formation of something. On the basis of ascertaining and theoretical understanding, new pedagogical phenomena are singled out and introduced, their truth is checked.

The experiment can be lengthy and short-term.

Requirements for the pedagogical experiment:

avoid risk to the health of children;

do not conduct an experiment with a clearly negative result.

When conducting a pedagogical experiment, at least two groups of subjects are organized: control and experimental. Comparison of the results in these groups, given the equality of the general conditions of the ongoing pedagogical activity, allows us to conclude about the effectiveness or inefficiency of those innovations that are included in the pedagogical process.

Studying documents is also a method of pedagogical research. document An object specially created by a person designed to transmit or store information is called.

According to the form of fixing information exist:

written documents(contain mostly literal text);

statistical data(information is mostly digital);

iconographic documentation(film and photographic documents, paintings);

phonetic documents(tape recordings, gramophone records, cassettes);

technical products(drawings, crafts, technical creativity). To written documentation class journals, diaries

students, working (calendar) plans of teachers, curricula, medical records of students, minutes of meetings, programs, student notebooks, tests, etc.

Methods of pedagogical research include study and generalizationpedagogical experience. This method is aimed at analyzing the state of practice.

The object of study can be mass experience- to identify leading trends; negative experience - to identify typical errors and shortcomings; innovate experience - to identify and summarize the elements of a new, effective in the activities of the organizers of educational and management processes.

M. N. Skatkin identifies two types of excellence: pedagogical excellence and innovation.

Pedagogical excellence consists in the rational use of the recommendations of science and practice.

Innovation- these are their own methodological discoveries, new content.

scaling- also one of the methods of pedagogical research, which allows turning qualitative factors into quantitative series.

Scaling makes it possible, for example, to depict personality traits in the form of a scale. Scales can be single-sided or double-sided.

For example, the attitude of students to mental work can be assessed on a five-point one-sided scale:

1 - negative, -2 - indifferent,

3 - interested, -4 - active, -5 - very active.

Attitude to work can be assessed on a three-step two-sided scale:

1 - very satisfied with the work +0 - indifferent

1 - dissatisfied with work

Scaling, in which personality traits are assessed with the help of competent people (experts), is called rating.

A variation of scaling is the method paired comparison.

Research methods also include generalization method is notdependent characteristics - involves identifying and analyzing opinions received from various people. This method increases the objectivity of the conclusions. For example, studying the personality of a student, the researcher learns about him from the teacher, class teacher, parents, peers, etc.

Pedagogical Council Method involves a collective discussion and evaluation of the results of studying pupils, identifying the causes of possible deviations in the formation of certain personality traits, and collectively developing ways to overcome the identified shortcomings.

In recent years, more and more widespread sociometry cal methods, which allow you to establish the socio-psychological relationships of members of a group in quantitative parameters. These methods make it possible to assess the structure of small groups and the status of an individual in this group, therefore the methods are also called methods of structural analysis of the team.

A special group is mathematical methods and statis methods tic processing of research material.

Mathematical and statistical methods in pedagogy are used to process data obtained by survey and experiment methods, as well as to establish quantitative relationships between the studied phenomena. They help to evaluate the results of the experiment, increase the reliability of the conclusions, and provide grounds for theoretical generalizations. The processing of the obtained results by mathematical methods using special formulas makes it possible to visually display the identified dependencies in the form of graphs, tables, and diagrams.

These are the most important research methods used in pedagogy. It should be said that each of these methods performs its specific role and helps to study only certain aspects of the pedagogical process. For a comprehensive study, research methods are used in combination.

Scientific research generally refers to any activity in the field of science. Therefore, in order to define what scientific research is, it is first necessary to single out science as a form of public consciousness from other forms of social consciousness, that is, it is necessary to define this scientific cognitive activity in the field of pedagogy and distinguish it from other similar everyday knowledge.

Ordinary knowledge is usually understood as the identification of conspicuous, external signs of objects and phenomena. The knowledge gained as a result of such studies is likely to be superficial, and the identified process connections are random, which, in turn, can lead to a chain of serious errors. This happens because the given acquired knowledge cannot reveal the causes of the phenomena and processes of what is happening, but only have a descriptive effect, that is, they only represent the course of a phenomenon or process.

The differences between scientific knowledge and any other, for example, artistic, religious, etc., are as follows.

1. This is essential knowledge - it reveals a set of stable features of an object.

2. This knowledge has a generalized meaning - it defines the subject only from the point of view of belonging to any category, highlighting the criteria and principles inherent in all phenomena and objects of the category.

3. Scientific knowledge is justified.

4. This knowledge is systematically organized - it is a consistently composed combination of qualities.

5. Scientific knowledge has its own language, which is based on the categorical apparatus of science (in relation to each category, the rules of logic must be followed).

Therefore, it is possible to define the main features of research pedagogical activity as follows.

1. The nature of the goal is cognitive.

2. Identification of a special area of ​​research.

3. Applications special means knowledge.

4. Unambiguous terminology.

Thus, we see that the following factors become the main goal of pedagogical scientific research.

1. Revealing new knowledge about pedagogical processes and phenomena of education and upbringing.

2. Revealing them distinctive features(structure, action, history of development).

3. Identification of the system and principles, i.e., objective regular connections between pedagogical processes and phenomena.

The result of scientific research is knowledge. The highest form in which scientific knowledge exists is theory. theory, in turn, is highest level systematization of the concepts of science, in which knowledge is reflected and consolidated.

Research activity is based on theory, but research activity itself is also a theory, i.e. in this case, the theory of research activity is the result and means of scientific research.

Therefore, research cognitive activity must be defined as cognitive activity leading to theory and based on theory - this is essentially theoretical knowledge. It is this feature of scientific knowledge - the theoretical nature of knowledge - that can be considered decisive in relation to scientificity, while other types of cognitive activity that do not have theoretical knowledge are not considered scientific.

In the process of scientific research, in addition to the theoretical level of knowledge, other necessary steps, but it is theoretical knowledge that is its essence, without which knowledge is not qualitatively scientific. Thus, the theory fills pedagogical scientific research with an important combination of concepts, definitions, laws that are organized and logically interconnected. In other words, theoretical basis the sign of the scientific character of pedagogical knowledge has the necessary logic, which is determined and manifested in the internal interconnection of the stages, phenomena of the pedagogical process.

The following stages of scientific research are distinguished.

1. Empirical.

2. The stage of building a hypothesis.

3. Theoretical.

4. Prognostic.

The logic of pedagogical research consists in determining the following stages, interconnected and smoothly and logically passing into each other.

1. The first stage is the definition goals, in which you can trace a certain logical chain: the goal must foresee the final result, and knowing the outcome of the result makes it possible to choose funds- in science, these are the methods and procedures of scientific knowledge.

2. The next step is to define tasks, a practical description of the pedagogical action, phenomenon and process, identified by independent mandatory practical methods, the formation of a theoretical substantiation of the subject and phenomenon of study, using the available scientific theoretical knowledge other sciences, the creation of a specific idea of ​​the object, the creation of a normative model, the creation of a project for future pedagogical activity.

So, the beginning of scientific pedagogical study for a teacher, it is not the use of study methods, not finding out which subject of study to apply them to, and not defining the subject of study, since the definition of the object of study is revealed using the existing problem in scientific knowledge that the scientist has mastered about one or another part of reality. It is clear that without a preliminary study of the material on the issue of interest, it is impossible to start research in general. Scientific pedagogical research is formed by overcoming several stages. Starting pedagogical research, a scientist must do a lot of theoretical work on the study of issues and problems close to the given problem of study. Ultimately, the teacher relies on the already existing direction of the problem, if there is one, with which he agrees, or criticizes all existing ones, and proves his hypothetical concept.

Since scientific pedagogical research in its complex development process goes through several main stages, it is necessary to find out whether there is a variety of scientific content at each stage of scientific research.

In order to study this issue in detail, it is necessary to define and describe all the above characteristics of scientific pedagogical research and find out what content is typical for each stage.

First of all, it is necessary to start from the initial stage of scientific and pedagogical research, with theoretical erudition and training of the researcher. What this or that researcher knows and owns is a purely individual thing, despite the universality of the education received in educational institutions.

Thus, the teacher must have a definite opinion about the direction that he is going to explore when he begins preliminary work by definition of the problem under study. At the same time, scientists can rely on various concepts, including in their own research and the research of other scientists.

Formulation of the problem. The definition of the problem in general is a description of a contradictory phenomenon and situation, i.e., a description of the discrepancies between the theory about the object of practical activity and the practice itself, which the researcher discovers in the material studied by him. The identification of this or that problem by any teacher is explained by the lack of personal experience of the teacher and the fact that in direct personal experience the scientist-teacher always deals only with one or another part of objective reality. Also important are the concepts of the teacher-scientist about reality, which have developed as a result of all his scientific training. It becomes completely clear that each teacher defines the significance and value of various problems in different ways, therefore, different relevance and significance, priority and value of problems can be identified. Consequently, the goal of scientific pedagogical research, which is the final result of solving the problem, is also revealed in different ways.

Target for the teacher is the definition of the external necessity of pedagogical scientific research.

Object and subject of scientific and pedagogical research. The object of scientific and pedagogical research is a part of objective reality, which becomes an element of practical and theoretical human activity at this stage. The subject is the corresponding properties and relations of the object in scientific research, which are part of the process of practical activity.

Description of the main methodological and theoretical positions. The pedagogical concept, which is the basis of all scientific research, is considered to be decisive in the choice of methods of pedagogical research, since it is precisely its provisions that will be taken by the researcher as the necessary methodological positions. Here, therefore, diversity is also possible.

The main methodological positions are fundamental when choosing research methods. In this case, the method means the integration of systems of various cognitive principles and practical actions that help to obtain new scientific knowledge.

The choice of methods is carried out taking into account the peculiarities tasks, set by the teacher, since the methodological position and tasks of researchers are different, which means that diversity is also possible here.

Empirical and theoretical methods the studies characterize respectively the empirical and theoretical stages of pedagogical scientific research. Empirical methods include observation, experiment, survey, questioning, testing, conversation, interviewing, analysis of the content of documents, study of school documentation, measurement methods, statistical analysis, sociometric methods (these methods will be discussed in more detail in the next lecture).

Thus, the variety of empirical material, the variety of determined empirical criteria for study, and the variety in the creative formation of the method and means - all this indicates the presence of a diverse content, which is obtained by empirical methods.

theoretical methods, the essence of which is to determine the system of empirical and generalized material from the point of view of a certain scientific point of view, that is, it is necessary to formalize all the various empirical material obtained by theoretical methods into a single system of pedagogical knowledge.

Analytical Method

Classification analysis- quite simple, used at the initial, descriptive stage of scientific research, allows you to systematize and classify phenomena at the level of similarity and repeatability. Each scientist determines for himself what exactly will be taken as the basis of unity, based on the purpose of his study. The method itself does not imply the need for any particular foundation. There is a plurality of content received.

Relationship analysis. This method of relationship analysis involves the study of relationships between various aspects of a process or phenomenon. In this case, the possible repetition and pattern of development of one side of the process from the development of the other side is first determined, which is expressed by such a concept as a function. Relationship analysis expresses and shows functional dependencies between processes. Here, too, the method itself does not determine the elements between which regularity is revealed, the functional dependence is the choice for the researcher himself.

Casual analysis. In casual analysis, it is important to determine the causal relationships between processes and phenomena. This is the knowledge of essential relationships. By causal connections here we mean those that always exist under certain conditions. At this stage, for the first time, there should be a transition to the concept necessary knowledge in content. But since the method itself does not have the necessary tools to separate causal connections from single or frequent connections, this transition does not occur. The teacher himself forms the criteria for distinguishing causal connections from those that happen often or once, and he himself is the criterion that this or that connection is repeated.

The casual method combines two methods - the functional method and the comparison method, which logically complement each other. So, for example, the functional method at the initial stage establishes the presence of connections, but cannot determine the principle of repeatability of these connections. At a later stage, the frequency of connections reveals and determines the method of comparison, i.e., a functional analysis is additionally carried out to identify the consistency and regularity of the connection. The scientist himself determines the criteria and conditions for causal relationships.

Dialectical analysis- is determined by the fact that the phenomenon is considered in the general interconnections and development, and the study of analysis leads to an understanding of reality as a whole. This method of dialectical analysis makes it possible to determine the necessary concept of the content of the object of study. The plurality of content is present in this case due to the researcher's ability to choose various objects and subjects of study according to own will. This happens when this method applied to any process, and is not a way to define the object of study.

Structural-system analysis is as follows.

1. The study makes it possible to present the structure of its constituent elements, parts. This knowledge of parts and sides determines the knowledge of the hypothetical principle. The main method of penetration into the properties of the system is the allocation of such a unit that would fully reflect the features of the analyzed object. But the method itself does not lead to the definition of such a unit - a truly universal basis of the phenomenon under study.

2. Determination of links between holistically described components. It is necessary to reveal causal, genetic, functional relationships.

3. Determination of the most stable, essential, necessary connections, i.e., the determination of regular connections of an internal nature.

4. Definition of external relations of the system.

5. Determination of the main regularities of this system.

The synthesis method implies the only and self-evident. The most acute problem of synthesis is realized by those teachers who deal with the problems of interdisciplinary research, suggest that the discovery of new forms of synthesis, integration will completely change the way scientists think about pedagogical science.

Induction. This is a method in which the systematization of scientific knowledge obtained as a result of experimental practical actions takes place. Empirical scientific knowledge eventually leads to theoretical knowledge, which is the definition of general provisions from known private opinions, also obtained as a result of experimental practical actions, that is, the path of research from the particular to the general. Different kinds the contents obtained by the inductive method are determined by the variety of general empirical facts that scientists choose.

Deduction. This method of research, in which the definition of one main provision is singled out from the existing several provisions. These provisions and statements are accepted by scientists as true, based on the principles of regularity and consistency, that is, this is the path of research from the general to the particular, the process of logical conclusion.

Modeling- transfer of characteristics from one object to another, specially created for their study. When using this method, a model of the phenomenon is formed by abstracting an existing and necessary feature from a random one.

Models are of two types: material (material) and ideal (mental). The ideal model is based on a figurative experiment, which is a special way of perception, when everything that happens in a certain form also happens in an abstract form.

Such an ideal model is formed with the help of two mental operations.

1. abstraction, what does it mean to identify some quality or feature from the whole variety of quality or feature.

2. Idealization, which means the formation of abstract schemas.

The use of idealized schemes in the process of conducting research enables scientists to form a complete scheme of practical actions, this allows them to more thoroughly study their patterns. Idealization and abstraction make it possible to represent the surrounding reality in the categories of the natural, necessary and essential, it becomes possible to represent the relations that interest us. The scientist-researcher himself reveals for himself what is essential in the object under study.

formalization method is a certain definition of the general form of phenomena that are different in content from scientific knowledge. The formalization method makes it possible to form a formal structure of the theory, which in its meaning already implies the plurality of the content of scientific research.

Comparative historical method is a way of comparing historical formations and phenomena as a result of historical development. Using this method, one should pay attention to the dialectical unity of the logical and historical principles. In this case, it is the logical beginning that determines the essence of the historical method of cognition, without which this method of cognition is only a factual description of processes. With the help of the logical method, historical phenomena become free from accidental and non-essential.

It is the logical method that is the only one of the above theoretical methods, because it is defined as the necessary content of the object of study.

There are several principles of pedagogical research.

personal principle indicates the direction to the personality in modeling and conducting pedagogical processes and learning. The personal principle is based on the natural process of self-development of creative potential and characteristic features personality, as well as the formation of certain conditions for this personal development. activity principle involves the transition of the student to the level of the subject of cognition, which requires the use of a polysubjective (dialogical) method. The polysubjective (dialogical) method is based on the premise that the essence of a person is much richer, more versatile and more complex than his practical activity.

Cultural principle has three interrelated aspects of action: axiological (value), technological and personal-creative.

The axiological approach of the cultural principle is determined by the fact that any practical view human activity is characterized as a purposeful, motivated, culturally organized process, which has its own foundations, assessments, criteria (goals, norms, standards, etc.) and assessment methods. This aspect presupposes such an organization of the pedagogical process that would ensure the study and formation of the value orientations of the individual, which are stable, coordinated formations of moral consciousness in a certain way, its main ideas, concepts that express the essence of the moral meaning of human existence and cultural and historical conditions and prospects.

The main meaning of the axiological approach is characterized by the following provisions.

1. The equivalence of philosophical positions in the scope of a single humanistic system of values, which takes into account the diversity of their cultural and ethnic positions.

2. Equality of traditions and creativity, which takes into account the need to study and apply the experience and knowledge of the past and the development of spiritual potential in the present and future.

3. Equality of people.

Culture is a universal definition and description of practical activity. Culture reveals the socio-humanistic program of scientific knowledge and the pedagogical process and phenomenon in general, and also indicates a certain pedagogical orientation of any kind of practical activity, its specific features and final results. The assimilation of practical activity by a person implies the assimilation of culture and vice versa.

Creativity is a certain characteristic property of a person, which is the result of generating the needs of culture and the beginning that creates culture itself. Thus, the individual creative aspect of the culturological principle in pedagogical theory and practice requires taking into account the links of culture, its values ​​with the personality and creative activity.

Anthropological principle first developed and justified K. D. Ushinsky, who defined this principle as systemic use initial various knowledge about a person as an object of education and their consideration in the construction and implementation of pedagogical research.

The fundamental factor of upbringing is primarily the inherited prerequisites for human development, called heredity, i.e., the transfer of certain characteristic qualities, properties and characteristics from parents to children. Carriers of heredity - genes. Heredity can characterize external signs, for example, the color of hair, eyes, skin, blood types, Rh factor, those signs that determine the nature of a person's mental processes. Environment, upbringing are the main factors influencing the personality. The environment is the reality in which human development takes place.

Education combines the components of the influence of the environment and heredity. The productivity and effectiveness of the upbringing process lies in purposefulness, consistency and professional leadership. The interaction of these components may be optimal or insufficient. The environment and heredity initially influence the development of a person at an unconscious level, while the system is based on the consciousness of a person. The effectiveness of the anthropological principle is determined and conditioned by the need to overcome the so-called childlessness of pedagogy, which does not allow science to determine scientific laws and to form on their basis a new pedagogical experience of educational practice. Pedagogical science is not able to perform an effective function in the management of the processes under study if scientific knowledge about the nature of its object and its subject is too small. The anthropological principle makes it possible to combine and unite, on its basis, for practical application, pedagogical science with psychology, sociology, cultural and philosophical anthropology, human biology and other sciences.

System principle involves conducting pedagogical research in unified system, in the interaction, influence and combination of all principles.

Holistic principle in pedagogical science makes it possible to study all facets of the pedagogical educational process. Indeed, a person's personality is not formed in parts. The holistic principle as the formation of a systematic approach implies the presence of a focus on the holistic characteristics of the individual in the organization of the pedagogical educational process.

The mentioned methodological principles of pedagogical research as a branch of humanitarian knowledge allow us to do the following.

1. To identify the real tasks and problems of pedagogical research, which makes it possible to determine the ways of developing the problem and the main methods and conditions for their resolution.

2. Analyze combinations of the most important pedagogical tasks and problems, determine their structure holistically and in unity.

3. Present in a general way the possible probability of obtaining objective scientific knowledge, abandoning the prevailing pedagogical beliefs.