Theoretical methods of pedagogical research

Theoretical methods are necessary to define the problem of scientific pedagogical research, formulate hypotheses and evaluate the collected facts. Theoretical methods are primarily related to the study of scientific literature, works of classics on issues of human science in general and pedagogy in particular; general and special works on pedagogy and psychology; historical and pedagogical works and documents; periodical pedagogical publications; fiction about school, education, teachers; reference pedagogical literature, textbooks and teaching aids on pedagogy and related sciences. Studying the literature makes it possible to find out which aspects and problems have already been well studied in the field of pedagogy, from which scientific discussions are being conducted, are outdated, and which issues have not yet been resolved. In addition, this makes it possible to find out what the most significant has been created on the problem under study today, since this is important for collecting ideas and determining the thesaurus, that is, the sources on the basis of which all hypotheses, models, and projects for the researcher’s future work will be built.

In order to accumulate scientific facts, it is advisable to use the method of studying normative and instructive-methodological documents on the problem under study, analyzing school (university), teacher and student documentation (plans, analytical reports, student notebooks, student personal files, medical records, journals, student diaries , minutes of general meetings, methodological meetings, pedagogical councils, etc.), “arms” the researcher with certain objective data that characterize the actual practice of organizing the educational process.

Working with literature involves the use of methods such as compiling a bibliography - a list of sources selected for work on the problem under study; summarizing - a brief summary of the main content of one or more works on a general topic; taking notes - keeping more detailed records, the basis of which is highlighting the main ideas and provisions of the publication; annotations - a brief record of the general content of a book or article; citation - a verbatim recording of expressions, factual or numerical data contained in a literary source.

Theoretical research methods include the historical-genetic method, the modeling method, as well as various mental procedures of logical thinking: analysis (division into parts), synthesis, classification, typologization, abstraction, comparison, generalization, etc. Let us consider some of them in more detail.

Comparison. We are talking about comparing the results obtained with the goals outlined. Any assessment is always a comparison with the ideal or optimal. But it is important to compare not only with how it should be, but also with how it was before, what

allows you to see positive and negative changes, that is, the dynamics of the process. Comparison as a mental procedure is very productive when analyzing information about any person included in the pedagogical process: different people (teachers, peers, parents, friends, etc.) talk about it.

Classification. The essence of this mental procedure when analyzing information lies in the logical distribution of facts, data, phenomena, etc. according to any one characteristic characteristic of this group.

When analyzing measures, collected facts, and the work as a whole, the researcher also uses generalizations. Generalization presupposes a logical transition from the individual to the general, from less general to more general judgments, knowledge, and evaluation. A generalized judgment, being a deeper reflection of reality, allows one to penetrate into the essence of events and phenomena and thus evaluate the activities of teachers from a fundamental point of view. But generalizations are not summations. Most often, it is advisable to combine generalizations of information during analysis with highlighting the main, essential. For example, during a psychological and pedagogical consultation, experts named many reasons for the failure of one of the very “difficult” subjects. Summing up these reasons would provide nothing for making optimal management decisions. However, if, having identified all the reasons (the so-called field of reasons), by generalizing, determine the dominant ones, and identify the main and root causes from them, then you can quickly determine justified effective measures. After all, the reasons for underachievement are interconnected, each gives rise to others, therefore, they all depend on the root cause, on the dominant reasons.

Abstraction can also be of great help to the teacher-researcher - the process of mental “distraction” of the researcher from any signs or qualities of an object from the object itself in order to study it more deeply, isolate it from other objects and signs. We are talking about an initial abstraction from specific facts and a search for a scientifically based algorithm of activity (after all, any algorithms involve modeling, imitation, that is, abstraction from specific forms of manifestation of the essence). Then the information is arranged in accordance with the found algorithm, model

(remember the system of measures to optimize management, the learning process, various attractions, etc.). The limiting case of abstraction is idealization, as a result of which the concept of an idealized object is created (an ideal teacher, an ideal school).

Concretization is a logical form, the opposite of abstraction. This is the mental process of transforming an object from previously identified abstractions. During concretization, concepts are enriched with new features, since it is aimed at highlighting the development of the subject as an integral system. Concrete here refers to the unity of the diverse, the combination of many features and qualities of an object. Abstract, on the contrary, is a one-sided feature of an object, isolated from other aspects.

Theoretical analysis is the identification and consideration of individual aspects, signs, features, and properties of pedagogical phenomena. By analyzing individual facts, grouping, systematizing them, we discover the general and special in them, and establish a general principle or rule. Analysis is accompanied by synthesis; it helps to penetrate into the essence of the pedagogical phenomena under study.

Inductive and deductive methods are logical methods for summarizing empirically obtained data. The inductive method involves the movement of the researcher’s thoughts from individual judgments to a general conclusion, the deductive method - from a general judgment to a particular conclusion.

In the search for an optimal solution in experimental work, procedures such as analogy, integration, systematization, etc. are also useful. Moreover, when analyzing information, none of the above-mentioned analytical procedures is performed in its pure form, they are all interconnected, interact with each other and are identified by us according to their dominant sign.

Modeling. The technique of comparison and especially analogy are widely used in theoretical research - a specific type of comparison that makes it possible to establish the similarity of phenomena. Analogy provides the basis for conclusions about the equivalence in certain respects of one object relative to another. Then the object is simpler in structure and accessible for study

became a model of a more complex object called a prototype (original). It becomes possible to transfer information by analogy from a model to a prototype. This is the essence of one of the specific methods of the theoretical level - modeling. In this case, it is possible to completely free the subject from empirical references to conclusion, when the conclusions themselves from model to prototype take the form of mathematical correspondences (isomorphism, homomorphism, isofunctionalism), and thinking begins to operate with real and imaginary models, then embodied in the form of schematic symbolic models (graphs, diagrams, formulas, etc.).

Isomorphism is a relationship between objects that have different compositions, but identical or similar structure, when each element of one object corresponds to one element of another. Homomorphism is the structural similarity of two objects, when each element of one can correspond to a group of elements of the other. Isofunctionalism is the similarity of the functions or actions of objects.

Model - an auxiliary object, chosen or pretended by a person for cognitive purposes, provides new information about the main object. In didactics, attempts have begun to create, at a qualitative level, a model of the educational process as a whole. At the same time, the model representation of individual aspects or structures of learning is already practiced quite widely (for example, an attempt has been made to present the content of education as a multi-level pedagogical model of social order, there are studies in which individual aspects of learning are mathematically modeled).

Modeling in theoretical research also serves the task of constructing something new, something that does not yet exist in practice. The researcher, having studied the characteristic features of real processes and their development trends, searches for new messages based on the key idea, mentally compiles them, that is, models the desired state of the system under study. Hypothesis models are created that reveal the mechanisms of connection between the components of learning (for example, connections between the acquisition of knowledge, methods of activity and mental development of the individual), on the basis of which recommendations and conclusions are built and tested empirically. Tested model hypotheses turn into scientific theories, largely retaining their model character. It is only necessary to remember that any model is always “poorer” than the prototype, reflecting only its individual aspects and connections, since theoretical modeling always includes idealization.

A special type of modeling based on idealization can be considered a thought experiment. In such an experiment, the researcher, based on theoretical knowledge about the objective world and empirical data, creates ideal objects, correlates them in a certain dynamic model, simulating with his opinion the movement and situations possible in real experimentation. At the same time, ideal objects and models reveal in their “pure” form the most important significant connections and relationships for the researcher.

It is significant that the method of modeling real pedagogical processes combines empirical and theoretical methods of scientific pedagogical research. It consists in creating an ideal, from the point of view of scientific data, model of organization and operating conditions for any part of the holistic pedagogical process. Modeling is possible in the process of studying and experimenting with individual pedagogical forms, methods of work, and their relationships. It is also used in organizing large-scale studies. They develop and arrange new models for experimenting with the curriculum, the type of educational institution, the self-government system, the program of action of educational complexes, the organization of educational or productive work, the educational program and regime for those who study or are being educated.

Mathematical and statistical methods in pedagogy

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 phenomena under study. These methods help evaluate experimental results, increase the reliability of conclusions, and provide grounds for theoretical generalizations. The most common mathematical methods used in pedagogy are registration, ranking, and scaling. Using statistical methods, the average values ​​of the obtained indicators are determined: the arithmetic mean (for example, determining the number of errors in test papers of the control and experimental groups); median - an indicator of the middle of the row (for example, if there are 12 students in a group, the median will be the score of the sixth student in the list, in which all students are distributed according to the rank of their scores); degree of dispersion - dispersion or standard deviation, coefficient of variation, etc. Various forms are increasingly used in pedagogical research

mathematical analysis (factorial, regression, correlation, etc.). To carry out these calculations, appropriate mathematical formulas are used and lookup tables are used. The results, processed using mathematical statistics methods, make it possible to establish a quantitative relationship in the form of graphs, diagrams, tables.

There are still many unidentified connections and dependencies in pedagogical science, which provide scope for scientific research by young researchers. The most important condition for the successful development of pedagogy is the cooperation of scientists and practicing teachers who, having mastered the basic methods of pedagogical research, can more purposefully study and analyze their experience and the experience of other teachers, as well as scientifically test their own pedagogical findings and discoveries.

Today, pedagogical research mainly uses complex methods that require the participation of scientists from various specialties: teachers, philosophers, sociologists, psychologists, physiologists, and doctors. Complexity adds a collective character to scientific and pedagogical research and ensures the possibility of obtaining convincing results. Experimental research requires widespread involvement of advanced teachers and innovative teachers in the research process. Therefore, such studies are carried out both individually and collectively.

Theoretical methods of pedagogical research include analysis and synthesis, induction and deduction, comparison, classification, generalization, abstraction, concretization

Analysis and synthesis

These methods of scientific knowledge do not exist in isolation from each other; analysis is the mental or actual decomposition of an entire pedagogical phenomenon or process into parts; synthesis - restoration of integrity; consideration. Duvan of a pedagogical phenomenon or process in all the diversity of its manifestations.

Methods of analysis and synthesis are used in theoretical research to determine the search problem, formulate a hypothesis, and research objectives. They are used and, in order to correct the experiment, one cannot do without them when summing up the results of experimental research work, formulating conclusions and recommendations.

Induction and deduction

In the process of using these methods, there is a transition of knowledge about the individual and separate into knowledge about the general, and vice versa. In pedagogical research, it is used to clarify the cause-and-effect relationships between pedagogical phenomena, generalizing empirical data based on logical reasoning from the specific to the outside.

Using the induction method, conclusions about the general are drawn based on general knowledge. The deduction method involves formulating conclusions from the general to the specific. The basis of the deductive method is a scientific position that does not require experimental confirmation, but is perceived as an axiom.

In pedagogical research, the methods of induction and deduction always interact with each other as a dialectical unity of knowledge of the general and specific

Comparison

As a method of pedagogical research, comparison consists in comparing the obtained research results with the intended goals. During the research process, the results obtained are compared not only with the goals, but also with the state of the object before the start of the study, which allows us to trace the dynamics of the phenomenon under study.

Classification

Its task is the logical distribution of pedagogical facts, phenomena, processes with a characteristic characteristic for the group

Generalization

At its core, it is a logical operation, as a result of which there is a transition from the individual to the general, from less general to more general judgment, knowledge, assessment

Abstraction

This method is resorted to when it is necessary to isolate from the totality of signs, properties of a phenomenon those that constitute the subject of research; abstraction is the process of mental abstraction of the researcher from any signs, qualities of a pedagogical phenomenon, from the phenomenon itself for the purpose of a deeper study of it.

Specification

This thought process involves providing the subject with specific expression. When specifying, pedagogical concepts are enriched with new features, since this method is aimed at highlighting the development of the subject as an integral system.

Mathematical and statistical methods of pedagogical research

These methods are used in pedagogy to process data obtained by observation and experiment methods, as well as to establish quantitative relationships between the phenomena under study. The essence of mathematical political methods lies in the description of pedagogical phenomena using quantitative characteristics, the use of cybernetic models to determine the optimal conditions for managing the process of training and education. Using them to reflect pedagogical phenomena is possible provided they are widespread, typical, and measurable.

In the process of pedagogical research, there often arises a need to compare and contrast pedagogical facts, phenomena and processes according to certain parameters. For this purpose, the level of qualitative characteristics of these parameters n is designated by certain numerical indicators. They help evaluate the results of an experiment, increase the reliability of conclusions, and provide grounds for theoretical generalizations. The most popular mathematical methods include: registration methods, ranking, measurement.

Registration method

This method involves identifying a certain quality in phenomena of a given class and calculating its presence or absence (for example, the number of negative actions committed by students)

Ranking method

This means that this is a method of placing recorded indicators in a certain sequence (decrease or increase), determining the place in this series of objects (for example, compiling a list of students depending on the level of success, etc.).

Simulation method

Its essence is the creation and research of scientific models - a meaningfully presented and materially realized system that adequately reflects the subject of research (for example, models the optimization of the structure of the educational process, management of the educational process, etc.

Method of measurement

This method provides for assigning quantitative measures to objects in accordance with certain rules (intelligence quotient "IQ"). The following measuring scales are used:

1 measurements in the name scale (nominal measurements). To do this, objects are grouped into classes, each of which is assigned a specific number. Psychologists often code gender by designating a female person as a zero and a male person as a one. In this case, they use the peculiarity of numbers, 0 is different from 1, and if the subject. A has 0, and the subject. B - 1, then. A and. B differ from the measured quality. But that doesn't mean that. B contains more quality than lower. A.

2. Order in the measurement scale. Considering that the measured objects have different amounts of quality, the quality of “ordered” numbers is used, according to which the number is assigned. Ah, more than the number assigned. B. This means that c. And it contains more of this quality than usti, nizh u. B.

3. Interval measurements. For example, the same differences in numbers correspond to the same differences in the value of the measured characteristic or quality of an object (the time between 1940 and 1945 is equal to the time between 1980 and 1985)

4 dimensions of relationships. It differs from interval only in that the zero point is not arbitrary, but indicates the absence of the quality being measured. An example of this type of scale is the height and weight of zero height does not exist, and a man 183 cm tall is twice as tall as a boy, has a height of 91.5 cm.

Pedagogical phenomena and processes are dynamic and constantly changing. Variables are characteristics of people or things, such as weight, age, reading speed, number of children. Some of these variables are continuous, i.e. ism. They can have any value (weight, age, reaction time). Other variables are discrete (continuous) - measurements can only give individual values ​​(for example, the number of children).

Changes in various personality traits can be conditionally assessed on a five-point scale:

“5” - quality manifests itself very strongly and constantly;

“4” - quality manifests itself strongly and often;

“C” is difficult to define (manifestations and non-manifestations are the same);

“2” - quality manifests itself weakly and rarely;

"1" - quality is manifested very weakly or not at all

The use of any of the methods of pedagogical research is aimed at obtaining reliable data about pedagogical reality. It is important that the data obtained as a result of using one method. They confirmed the data obtained with the help of others.

METHODS OF SCIENTIFIC AND PEDAGOGICAL RESEARCH

Research method – the path of knowledge and awareness of the most general and widely operating laws of reality, objective reality.

In order for a researcher to solve a given problem, a set of methods, means and techniques of scientific knowledge, i.e. methods of scientific knowledge, is necessary.

To solve specific problems of studying the characteristics of the human psyche and behavior in the pedagogical process, it is used many methods have been researched. Methods must be chosen adequately the essence of the subject being studied and the product to be obtained; adequate to the task. That is, it is necessary to harmonize the methods with the nature of the phenomenon being studied.

Research methods are grouped according to various criteria: according to the level of penetration into the essence, a group is distinguished methods of empirical research based on experience, practice, experiment, and theoretical research methods, associated with abstraction from sensory reality, construction of models, penetration into the essence of what is being studied (history, theory).

The main research methods are observation and experiment. They can be considered general scientific methods. There are many others specific to the social sciences: conversation method, method of studying processes and products of activities, questioning method, testing method, etc.

How methods or means of concretizing and implementing the research method are used specific techniques psychological research. For example, if testing is a research method, then specific tests are used as methods: Cattell’s questionnaire, Eysenck’s questionnaire, etc.

Empirical methods:

1) observation is one of the most common and also the most accessible method of studying pedagogical practice. scientific observation is a specially organized perception of the object under study in natural conditions: a) tasks are determined, objects are identified, observation schemes are drawn up; b) the results are necessarily recorded; c) the received data is processed.

To increase efficiency, observation must be long-term, systematic, versatile, objective and widespread. There are also disadvantages: the observation does not reveal the inside of ped.phenomena; it is impossible to ensure complete objectivity of the information. Therefore, obs. Most often used at the early stages of research in combination with other methods.

2) survey methods:

Conversation - an independent or additional research method used to obtain the necessary information or clarify what was not clear enough during observation. The conversation is conducted according to a pre-planned plan, highlighting issues that require clarification. The conversation is conducted in a free form without recording the interlocutor’s answers. A type of conversation is interviewing, introduced into pedagogy from sociology.

Questioning - method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed provide written answers to the questions.

Interviewing the researcher adheres to pre-planned questions asked in a certain sequence. During the interview, responses are recorded openly.

The effectiveness of conversations, interviews and questionnaires largely depends on the content and structure of the questions asked. The conversation plan, interview and questionnaire are a list of questions (questionnaire). Stages of compiling a questionnaire:

Determining the nature of the information that needs to be obtained;

Drawing up an approximate series of questions that should be asked;

Drawing up the first plan of the questionnaire;

Its preliminary verification through a trial study;

Correction of the questionnaire and its final editing.

3) studying the products of students’ activities : written, graphic, creative and test works, drawings, drawings, details, notebooks in individual disciplines, etc. These works can provide the necessary information about the student’s personality, his attitude to work and the achieved level of skills in a particular area.

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

5 ) ped experiment method – the main research method in pedagogy and psychology (as well as observation; general scientific). a specially organized test of a particular method or method of work to identify its pedagogical effectiveness. A pedagogical experiment is a research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena, which involves experimental modeling of a pedagogical phenomenon and the conditions for its occurrence; active influence of the researcher on the pedagogical phenomenon; measuring response, results of pedagogical influence and interaction; repeated reproducibility of pedagogical phenomena and processes.

The following stages of the experiment are distinguished:

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

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

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

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

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

A pedagogical experiment can be ascertaining, establishing only the real state of affairs in the process, or transformative (developing), when it is purposefully organized to determine the conditions (methods, forms and content of education) for the development of the personality of a schoolchild or children's group. A transformative experiment requires control groups for comparison. The difficulties of the experimental method are that it is necessary to have excellent command of the technique of its implementation; special delicacy, tact, and scrupulousness on the part of the researcher are required, and the ability to establish contact with the subject.

Theoretical methods:

1) modeling – reproduction of the characteristics of some object on another object specially created for their study. The second of the objects is called a model of the first (minimal in size, reproducing the original).

There are also mental models called idealized.

2) idealized model – any theoretical idea developed as a result of observations and experiments.

3) Literature Study makes it possible to find out which aspects and problems have already been sufficiently well studied, which scientific discussions are ongoing, what is outdated, and which issues have not yet been resolved:

- compiling a bibliography- a list of sources selected for work in connection with the problem under study;

- abstracting - a condensed summary of the main content of one or more works on a general topic;

- note-taking- keeping more detailed records, the basis of which is highlighting the main ideas and provisions of the work;

- ;annotation- a brief record of the general content of the book or article;

- citation- verbatim recording of expressions, factual or numerical data contained in a literary source.

Mathematical methods in pedagogy they are used to process data obtained by survey and experimental methods, as well as to establish quantitative relationships between the phenomena being studied:

- Registration- a method of identifying the presence of a certain quality in each group member and a general count of the number of those who have or do not have this quality (for example, the number of those actively working in class and those who are passive).

- Ranging(or the rank assessment method) requires arranging the collected data in a certain sequence (usually in descending or increasing order of some indicators) and, accordingly, determining the place in this series of each of the subjects (for example, compiling a list of the most preferred classmates).

- Scaling- introduction of digital indicators in the assessment of individual aspects of pedagogical phenomena. For this purpose, subjects are asked questions, answering which they must choose one of the specified assessments. For example, in the question about engaging in any activity in your free time, you need to choose one of the evaluative answers: I am interested, I do it regularly, I do it irregularly, I don’t do anything.

Statistical methods are used when processing mass material - determining the average values ​​of the obtained indicators: arithmetic average (for example, determining the number of errors in test work of the control and experimental groups)

Research method– a way of understanding the reality under study, which allows you to solve problems and achieve the goal of search activity.

Theoretical: analysis, content analysis, retrospective analysis, abstraction, analogy, systematization, specification, modeling

Empirical: survey methods (questioning, conversation, interviewing), experiment, observation, sociometric methods, trainings

Traditional pedagogical methods

We will call traditional methods that modern pedagogy inherited from the researchers who stood at the origins of pedagogical science.

Observation- the most accessible and widespread method of studying teaching practice.

Disadvantages of observation: it does not reveal the internal aspects of pedagogical phenomena; when using this method, it is impossible to ensure complete objectivity of information.

Learning from experience- another long-used method of pedagogical research. In a broad sense, it means organized cognitive activity aimed at establishing historical connections of education, identifying the general, sustainable in educational systems.

Using this method, ways to solve specific problems are analyzed and balanced conclusions are drawn about the advisability of their use in new conditions. Therefore, this method is often called historical.

Studying the products of student creativity- homework and class work in all academic subjects, essays, abstracts, reports - will tell an experienced researcher a lot.

Conversations- a traditional method of pedagogical research. Conversations, dialogues, and discussions reveal people’s attitudes, their feelings and intentions, assessments and positions. A type of conversation, its new modification - interviewing, transferred to pedagogy from sociology. Interviewing usually involves

public discussion; the researcher adheres to pre-prepared questions and poses them in a certain sequence.

Pedagogical experiment- this is a scientifically based experience in transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only record what already exists, experimentation in pedagogy has a creative character. By experimentation, for example, new techniques, methods, forms, and systems of educational activities make their way into practice.

A pedagogical experiment can cover a group of students, a class, a school, or several schools. The decisive role in the experiment belongs to scientific hypothesis. The study of a hypothesis is a form of transition from observing phenomena to revealing the laws of their development. Reliability of experimental findings

directly depends on compliance with the experimental conditions.

Depending on the purpose pursued by the experiment, there are:

1) ascertaining experiment, in which existing pedagogical phenomena are studied;

2) verification, clarifying experiment, when a hypothesis created in the process of understanding a problem is tested;

3) creative, transformative, formative experiment, in the process of which new pedagogical phenomena are constructed.

Depending on the location, a distinction is made between natural and laboratory pedagogical experiments.

Natural represents a scientifically organized experience of testing the put forward hypothesis without disrupting the educational process. Subjects of a natural experiment

Most often they become plans and programs, textbooks and teaching aids, techniques and methods of teaching and upbringing, forms of the educational process.

Laboratory is used when it is necessary to check a particular question or if, in order to obtain the necessary data, it is necessary to ensure particularly careful observation of the subject, while the experiment is transferred to special research conditions.

Pedagogical testing

Testing- this is a targeted examination, the same for all subjects, conducted under strictly controlled conditions, which allows for objective measurement of the studied characteristics of the pedagogical process. Testing differs from other methods of examination in accuracy, simplicity, accessibility,

possibility of automation. If we talk about purely pedagogical aspects of testing, we must first of all point out the use achievement tests. Widely used basic skills tests, such as reading, writing, simple arithmetic operations, as well as various tests for diagnosing the level of training™ - identifying the degree of mastery of knowledge and skills in all academic disciplines.

Final test contains a large number of questions and is offered after studying a large section of the curriculum. There are two types of tests: speed And power. In speed tests, the test taker usually does not have enough time to answer all the questions; according to power tests, everyone has such an opportunity.

Methods for studying collective phenomena

The processes of upbringing, education, and training are collective (group) in nature. The most commonly used methods for studying them are mass surveys of participants in these processes, conducted according to a specific plan. These questions can be oral (interview) or written (survey). Scaling and sociometric techniques and comparative studies are also widely used.

Questionnaire- a method of mass collection of material using specially designed questionnaires called questionnaires. Questioning is based on the assumption that the person answers the questions asked to him frankly. Teachers were attracted by the survey due to the possibility of quick mass surveys, de-

superiority of the methodology and the possibility of automated processing of the collected material.

Nowadays, various types of questionnaires are widely used in pedagogical research: open, requiring an independent response, and closed, in which you need to choose one of the ready-made answers; personal, requiring the test subject's surname to be indicated, and anonymous, doing without it; full And trimmed; propaedeutic And control etc. Widely used method of studying group differentiation(sociometric method), which allows you to analyze intra-collective relationships. The method allows you to make “slices” that characterize the various stages of relationship formation, types of authority, and the state of the asset. Perhaps its main advantage is the ability to present the obtained data in a visual form using so-called matrices and sociograms, as well as quantitative processing of the results.

Quantitative methods in pedagogy

Quality- this is a set of properties that indicate what an object is, what it is. Quantity determines dimensions, is identified with measure, number. It is necessary to distinguish two main directions in the use of quantitative methods in pedagogy: the first - for processing the results of observations and experiments, the second - for "modelling, diagnostics, forecasting, computerization

educational process. The methods of the first group are well known and widely used.

Statistical method contains the following specific techniques.

Registration- identifying a certain quality in phenomena of a given class and calculating the quantity based on the presence or absence of this quality.

Ranging- arrangement of the collected data in a certain sequence (decreasing or increasing recorded indicators), determining the place in this series of objects being studied (for example, compiling a list of students depending on the number of missed classes, etc.).

Scaling- assignment of points or other digital indicators to the characteristics being studied. This achieves greater certainty. An increasingly powerful transformative means of pedagogical

research is becoming modeling. A scientific model is a mentally represented or materially realized system that adequately reflects the subject of research and is capable of replacing it so that studying the model allows one to obtain new information about this object. Modeling is

method of creating and studying models. The main advantage of modeling is the integrity of the information presentation. Modeling has been successfully used to solve the following problems:

Optimization of the structure of the educational process;

Improving the planning of the educational process;

Management of cognitive activity, educational process;

Diagnostics, forecasting, training design.

3.7. Methods of pedagogical research

Methods of pedagogical research name the methods by which pedagogical phenomena are studied and the problems of improvement and progress in the field of education and training are solved. These include both forms of logical thinking of the experimenter (general methods, algorithms of mental actions), and external actions and procedures that ensure the fulfillment of the experimental tasks.

Almost every type of experiment has its own group of methods. Thus, there are methods of didactic, educational, private methodological, managerial, laboratory and natural, limited and mass, qualitative and quantitative experiments, etc. The methods of pedagogical experiment are adjacent (and interpenetrate) methods of psychological, physiological, medical, sociological, economic and others research.

Within the experiment, understood as a complex research method, theoretical methods are used: analysis and synthesis, induction and deduction, comparison, analogy, idealization, thought experiment, etc.

Methods of studying the individual, the collective (sociometric), and the environment are grouped.

Finally, the methods of pedagogical experiment are differentiated according to the stages of the search. This classification identifies methods: 1) pedagogical diagnostics; 2) pedagogical forecasting, including planning; 3) organization of the experiment, including scientific organization of work; 4) formative, ascertaining and controlling experiments, including parallel and crossover; 5) collecting and obtaining information, including methods of observation, working with documents, results of student activities; 6) processing of experimental data, including various mathematical methods; 7) implementation of research results into practice.

The totality and sequence of methods and techniques used forms a system of methods, or experimental technique.

In psychological research, the term “methodology” is often used in the narrower sense of “procedure” - a set of actions by the experimenter that allows one to obtain this or that information about the object. For example, sociometric techniques are a system of survey procedures designed to determine the characteristics of groups and teams.

When conducting a pedagogical experiment, one should distinguish between methods of teaching and upbringing (as objects of research) and methods of cognition and study of pedagogical processes and objects (as means of experiment). They can be closely connected, intertwined and even combined. Thus, conducting a test can perform a control function (method of knowledge control) in the educational process and at the same time be a method for measuring the level of knowledge in an experiment.

The choice of methods is determined by the content and nature of the goals and objectives, methodological guidelines and specific experimental conditions.

The hypothesis is tested for truth using specially selected (adequate to the purpose and subject) research methods. The research method is a path, a way of understanding objective reality.

IN AND. Zhuravlev identifies two basic principles for choosing methods of pedagogical research: 1) the principle of a set of research methods, according to which, to solve any scientific problem, one rather than several methods are used. At the same time, the methods themselves are reconstructed by scientists in the hope of harmonizing them with the nature of the phenomenon under study; 2) the principle of adequacy of the method to the essence of the subject being studied and to the specific product that should be obtained.

Research methods are divided into theoretical and empirical.

Basic mental operations used in theoretical research methods,– analysis, synthesis, comparison, ranking, generalization, abstraction, specification, systematization, formalization.

Analysis– this is the decomposition of the whole under study into its constituent elements, the identification of individual features and qualities of the phenomenon. For example, a teacher’s actions in a lesson can be divided into separate components (methods of communication, motivation, explanations) and analyzed separately. The analysis is carried out at different levels: social-pedagogical, organizational-didactic, personal, activity-based, etc. (in philosophical, psychological, pedagogical, didactic, methodological aspects).

Types of analysis: classification, structural (relationships and interconnections are identified), functional (functional dependencies are determined), causal (the causality of phenomena is revealed).

Synthesis is the reunification of elements into a coherent structure. Thus, by observing a lesson, the researcher finds out what changes in the students’ actions occur when the teacher’s actions change.

Analysis and synthesis are closely interrelated, so the researcher must have equally developed skills in both.

Comparison consists in determining the similarities or differences between phenomena. When making a comparison, the researcher must first determine its basis - the criterion.

Ranging- this is a method by which everything secondary that does not significantly affect the phenomenon under study is excluded. Ranking makes it possible to identify the main thing and separate secondary facts.

Generalization. When studying a phenomenon, it is necessary not only to highlight its main features, but also to generalize them. The greater the number of essential features of phenomena that have been compared, the more conclusive the generalization.

Abstraction. This operation makes it possible to isolate a certain aspect of a phenomenon in its “pure form,” that is, in a way in which it does not actually occur. For example, when studying the learning motivation of schoolchildren, the researcher is interested in their motives, needs, interests, but other qualities (body parameters, hair and eye color) are not taken into account.

Specification- this is finding a particular that meets a general criterion, subsuming it under a concept. Specification allows you to better understand the general.

Systematization. This operation is necessary to systematize and classify phenomena, that is, to distribute them into semantic groups according to certain (set by the researcher) grounds.

Formalization. True science is possible only on the basis of abstract thinking, consistent human reasoning, proceeding in logical and linguistic forms in the form of concepts, judgments, and conclusions.

TO theoretical methods include the method of unity of historical and logical and the modeling method.

Method of unity of historical and logical. In pedagogy, “rediscoveries” very often occur (ideas of developmental and problem-based learning, individual approach, etc.). New ideas are interpreted as if they arise independently of past experience, therefore one of the most serious and difficult methodological tasks of raising the theoretical level of works on pedagogy is to establish in them the optimal balance of historical and logical principles.

It is necessary to pay attention to the primacy of the first and the secondary nature of the second. Historical is an objectively existing reality. The logical is derived from the historical and is a mental form of its reflection. Thus, by historical we understand the movement (development) of an object, by logical - the reflection of the movement of this object in human thinking.

These principles are closely interconnected. A historical method without a logical one is blind, and a logical method without studying the real history of an object is pointless. In this case, the abstract-theoretical analysis of the object dominates in the logical method, and the concrete-historical analysis dominates in the historical method.

A feature of the logical method is that it allows us to consider a phenomenon at its highest point, where the process reaches full maturity. The historical method is used to study complex developing objects. It is used only where the history of the object becomes the subject of research in one way or another.

Modeling. The modeling method is a general scientific research method in which not the object of knowledge itself is studied, but its image in the form of a so-called model, but the result of the research is transferred from the model to the object. The study of one or another object is carried out through the study of another object, in some respect similar to the first, with the subsequent transfer of the results of the study of the second to the first object. This second object is called model first. In science, there are substitution models, representation models, interpretation models, and research models. Modeling is the process of building a model.

Scientific model is a mentally represented or materially realized system that adequately reflects the subject of research and is capable of replacing it so that studying the model allows one to obtain new information about this object. The main advantage of modeling is the integrity of information presentation. For hundreds of years, pedagogy has developed mainly through analysis - breaking the whole into parts; synthesis as such was neglected. Modeling is based on a synthetic approach: entire systems are isolated and their functioning is studied.

Modeling is successfully used to optimize the structure of educational material, improve planning of the educational process, manage cognitive activity and manage the educational process (diagnosis, forecasting, design).

Modeling serves the following purposes: a) heuristic – for classification, designation, finding new laws, constructing new theories and interpreting the data obtained; b) experimental – to solve the problem of empirical testing (verification) of a hypothesis by operating with certain models; c) computational – for solving computational problems using models.

The model reflects the subject not directly, but through a set of purposeful actions of the subject:

Model construction;

Experimental and (or) theoretical analysis of the model;

Comparison of analysis results with the characteristics of the original;

Detection of discrepancies between them;

Model adjustment;

Interpretation of the information received, explanation of the discovered properties and connections;

Practical verification of simulation results. The epistemological essence of scientific models lies in the fact that they allow one to systematically and clearly express knowledge about an object, its functions, parameters, etc. The main purpose of a model is to explain the totality of data related to the subject of knowledge.

TO empirical methods should include: observation, pedagogical experiment, methods of pedagogical measurements, analysis of the results of educational activities of students or schoolchildren, analysis and generalization of advanced pedagogical experience, etc.

Empirical data in most cases are processed using methods of mathematical statistics, which by definition are not proper methods of pedagogical research.

Observation method.Scientific observation– this is a specially organized perception of the studied object, process or phenomenon in natural conditions. The difference between scientific observation and everyday observation is as follows:

Tasks are defined, objects are identified, an observation scheme is developed;

The results are necessarily recorded;

The received data is processed.

To increase efficiency, observation must be long-term, systematic, versatile, objective, and widespread.

Basic requirements for observation: purposefulness, planning, systematicity, objectivity, mandatory recording of results.

The following types of observations are distinguished:

– direct And indirect. Along with direct tracking of the progress of observed processes, indirect tracking is also practiced, when the process itself is hidden, and its real picture can be recorded by some indicators;

– continuous and discrete. The first covers processes in their entirety, from beginning to end, the second represents a dotted, selective recording of the phenomena and processes being studied;

- open and secretive. The first means that the subjects know the fact of their scientific control, and the researcher’s activities are perceived visually. Conspiratorial observation presupposes the fact of covert monitoring of the actions of the subjects;

– longitudinal(longitudinal, long-term) and retrospective(addressed to the past).

Research observation is organized from three positions: 1) neutral, from the position of the head of the pedagogical process and when the researcher is involved in real natural activities; 2) the researcher himself teaches the lesson, combining practical goals with research tasks; 3) the researcher is included in the structure of the subjects’ action as an ordinary performer of all cognitive operations together with the students.

The means of recording observation materials can be protocol, diary entries, video and film recording, phonographic recordings, etc.

The observation method, with all its capabilities, allows one to detect only external manifestations of pedagogical facts. When using this method, it is impossible to ensure complete objectivity of information.

Survey methods. Methods for studying pedagogical processes based on receiving verbal (verbal) responses from its participants to the applied influences are called survey methods. They are carried out using: conversations, interviews, questionnaires, tests.

The advantages of survey methods are: the speed of obtaining information, the ability to obtain information within a wide range of a given topic, the possibility of mathematical processing of the information received, the relative ease of obtaining a large amount of data.

The survey can be continuous and selective, individual and group, in person and in absentia, public and anonymous.

General requirements for survey methods: 1) compliance of questions with the goals and objectives of the study; 2) adequate reflection of the measured characteristics in the content of the questions; 3) neutrality and unambiguity of questions, ensuring the greatest objectivity of answers; 4) accessibility and clarity of questions; 5) independence of answers; 6) a confidential psychological environment during the survey.

In pedagogy, three well-known types of survey methods are used: conversation, interviewing and questionnaires.

Conversation is a method of obtaining information based on verbal communication between the experimenter and the subject in the form of free dialogue on a specific topic. Conversation requires special skill: flexibility and sensitivity, the ability to listen and at the same time lead the conversation along a given path, understand the emotional states of the interlocutor, reacting to their changes.

Interview differs from a conversation in that the experimenter only asks questions, and the subject only answers them.

During a conversation or interview, the ability to record information is of great importance. It is necessary to strive for detailed (even verbatim) recording of answers (using abbreviations, shorthand); however, the use of a microphone is undesirable, since this circumstance greatly constrains the respondents.

Survey methods for studying pedagogical problems are relatively simple in organization and universal as a means of obtaining data on a wide thematic spectrum.

Questionnaire is a method of mass collection of material using specially designed questionnaires called questionnaires. This method is more productive, documented, and flexible in its ability to obtain and process information. Questioning is based on the assumption that the person answers the questions asked honestly. The following types of surveys are distinguished:

contact(carried out when the researcher distributes, fills out and collects completed questionnaires during his direct communication with the subjects);

correspondence(organized through correspondent relations. Questionnaires with instructions are sent by mail and returned in the same way to the research organization);

press(implemented through a questionnaire posted in the newspaper. After filling out such questionnaires by readers, the editors operate with the data received in accordance with the goals of the scientific or practical design of the survey).

Types of questionnaires: open(contains questions without accompanying ready-made answers for the subject’s choice), closed type(structured in such a way that for each question answers are given that are ready for the respondents to choose from), mixed(contains elements of both. Some of the answers are offered for choice and at the same time free lines are left with a proposal to formulate an answer that goes beyond the proposed questions), anonymous, complete and truncated, propaedeutic and control, polar with a score.

Pedagogical experiment. An experiment (from the Latin expe-rimentum - sample, experience, test) is the study of any phenomena by actively influencing them by creating new conditions that correspond to the goals of the study, or by changing the flow of the process in the right direction. Pedagogical An experiment is a scientifically conducted experience of transforming the pedagogical process under precisely taken into account conditions.

As a general methodological tool, the experimental teacher can recommend the modeling method (see above for more details).

Types of pedagogical experimentation. Each specific experiment covers a certain part of the educational process, introducing into it a number of pedagogical influences, research procedures and organizational features. The uniqueness of the combination of these features (components) determines the type of experiment.

The area of ​​pedagogical phenomena subject to experimental influences provides the researcher with a number of specific opportunities and limitations. Depending on the studied aspects of the pedagogical process The following types of experiment are distinguished: a) didactic (content, methods, teaching aids); b) educational (ideological, political, moral, labor, aesthetic, atheistic, environmental education); c) private methodological (learning of knowledge in the subject); d) managerial (democratization, optimization, organization of the educational process); d) complex.

A pedagogical experiment is in one way or another connected with related scientific fields and in these cases is called psychological-pedagogical, social-pedagogical, medical-pedagogical, pedagogical-economic, etc.

The scale (volume) of an experiment is determined primarily by the number of objects participating in it. There are: a) individual experiment (single objects are studied); b) a group experiment in which groups of schools, classes, teachers, and students participate; limited (selective); c) massive.

A massive experiment has a number of advantages compared to a limited experiment: it allows you to solve more difficult problems, collect richer material and draw more substantiated conclusions.

Pedagogical experiments may vary:

According to the coverage of one or another part of the educational process (intra-subject, inter-subject, intra-school (wide-school), inter-school, regional - district, city, etc.);

By duration (short-term - within one situation, lesson; medium duration - usually within one topic, quarter, half-year, academic year; long-term - long-term, longitudinal, covering years and decades when observing the long-term results of education);

By goals(ascertaining - existing pedagogical phenomena are studied, for example, the current level of knowledge; testing, clarifying, or piloting - a hypothesis created in the process of understanding the problem is tested; creative, teaching, transformative, formative, in the process of which new pedagogical phenomena are constructed, a new factor is introduced or conditions that, according to the hypothesis, should increase the effectiveness of the educational process; monitoring - are carried out at some period of time after the training in order to identify their results);

By content(comparative: in one class, training is conducted on the basis of some methods or on one content of educational material, and in others - on the basis of other, possibly newly developed, methods; variable - new experimentally tested conditions or methods are varied, for example, to one newly introduced condition through some time the second, third, etc. are added);

By venue(natural - scientifically organized experience of testing the put forward hypothesis without disrupting the educational process and laboratory, which is transferred to a specially equipped room, specially created research conditions);

By nature of the(parallel and cross).

Testing. A test (from the English te-t - sample, test, study) is a set of questions and tasks presented to the test subject for the purpose of measuring (diagnosing) his personal characteristics. The test is scored based on the number of correct answers on an ordinal (or interval) scale.

The test methodology allows you to obtain more objective and accurate data compared to a questionnaire survey, and facilitates mathematical processing of the results. However, testing is inferior to other methods in terms of the depth of qualitative analysis and deprives subjects of a variety of opportunities for self-expression.

In foreign psychology and pedagogy, testing is used very widely; In our country, the development of testological research was slowed down until recently: officially, tests were used only for the purposes of professional selection, psychopathological diagnosis, studying the physiological capabilities of a person in various sports and some other areas. Currently, test-logical studies are beginning to be used in schools to test the knowledge, skills and abilities of students.

The control program embedded in the test can have a global, national status (standardized test) or local, local, amateur status (non-standardized test). Test standardization involves the creation of uniform content, procedures for conducting and assessing the performance of test tasks. Such a test is built on a serious scientific and methodological basis and is tested on a large number of subjects. After this, it is accepted as an interval scale for assessing a particular quality (and is called standardized).

In the practice of mass pedagogical experimentation, adapted tests (modifications of standardized ones) and tests independently developed by teachers and methodologists are used. Therefore, the results of their use have limited reliability.

Types of tests. Depending on the areas that are subject to diagnosis, distinguish between tests of special abilities, interests, attitudes, values; tests diagnosing interpersonal relationships; tests to identify student performance and determine professional predisposition. Psychology uses tests of achievement, intelligence, creativity (abilities), projective, personality, etc.

There are two types of tests: speed tests (time is limited) and power tests (time is enough).

By focus There are intellectual, diagnostic, classification, and analytical tests.

A test used abroad to quantify the level of mental development of children contains a certain number of questions and tasks. With the help of tables worked out in advance on a large contingent of subjects, the number of correct answers and solutions is converted into the corresponding indicator. According to most psychologists, IQ evaluates mainly the current level of knowledge, the degree of a person’s involvement in culture, and not the general characteristics of the qualities of intelligence.

Quantitative methods. Quality is a set of properties that indicate what an object is, what it is; Traditionally, quality is revealed through a description of characteristics. Quantity determines dimensions and is identified with measure, number. Qualitative and quantitative are inextricably linked, so they should be studied in unity.

If in the exact sciences measurement comes down to comparing a given quantity with a homogeneous quantity taken as a unit (standard), then for psychological and pedagogical parameters there are no such standards. Moreover, most of these parameters (signs, qualities, properties, factors) are hidden (latent), their manifestations can be judged only indirectly, i.e. very approximately. For example, data from testing creativity (the sum of correct decisions) may not completely coincide with the quantitative value that the test is intended to measure.

Pedagogical dimension call the operation of assigning digital indicators to objects and their properties in accordance with certain rules. In a pedagogical experiment, four main measurement methods are used, which are called measurement scales (nominal, ordinal, interval and ratio scale). Scaling is the assignment of digital values ​​(points) to the characteristics being studied.

Nominal the scale (name scale) divides all objects into groups according to some characteristic (difference). For further processing of information, each feature is assigned a digital code. There is no quantitative relationship between objects on a nominal scale.

Examples

A. Students in the class are divided into two categories and designated: girls - 01, boys - 02.

B. Groups of discipline violators and their designation (coding): in the classroom - 1, on the street - 2, at home - 3.

Ordinal the scale is intended to measure (indicate) the degree of difference of any sign or property in different objects. The most striking example of an ordinal scale is the five-point system for assessing students' knowledge of learning. Criteria and measurement methods have been developed for it. It is much more difficult to use an ordinal scale for quantitative assessments of other personality traits (in the educational process). There are several types of ordinal scaling: a) ranking (in a row); b) grouping (ranking by groups); c) paired comparison; d) rating method; e) polar profile method.

At ranking The objects being studied are ordered (arranged in a row) according to the degree of expression of any quality. The first place in this row is occupied by the object with the highest level of this quality, which is assigned the highest score (the numerical value is chosen arbitrarily). Then each object in the ranked series is assigned lower scores corresponding to the places it occupies.

When using the method rating the object is assessed by averaging the value judgments of a group of competent experts. Having common evaluation criteria (on an ordinal scale, in points), experts independently of each other (orally or in writing) make their judgments. The average result of the expert assessment - the rating - is quite objective.

Method polar profiles involves the use of a conditional scale for assessment, the extreme exact values ​​of which are the opposite values ​​of the attribute (for example, kind - evil, warm - cold, etc.). The gap between the poles is divided into an arbitrary number of parts (points).

Example

The assessment of the degree of trust in a candidate for an elected position is given on a polar scale: (I trust completely) 10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 – 1 (I don’t trust at all).

Interval a scale, or interval measurement, is the assignment of digital indicators to objects. The interval scale provides certain distances between individual (any two) numbers on the scale. The zero point of the scale is chosen arbitrarily. Examples of interval scales: temperature scales, standardized intelligence testing scales.

Scale relations differs from an interval scale in that its zero point is not arbitrary, but indicates the complete absence of the property being measured. This includes all quantitative data obtained by recalculating objects of any set (number of students, number of lessons, etc.).

Sociometric measurements(techniques) are designed to study interpersonal relationships in groups and teams. They use all of the above methods of nominal and ordinal scaling, and on their basis, through mathematical processing, the characteristics of groups and groups of students are determined.

Using sociometric methods you can determine:

1) sociometric index of personality in a team (S = R+ / N– 1, where S is the index value; R+ – number of positive elections; N– 1 – the number of partners in the team minus one;

2) the place of the individual in the team, leaders and the so-called “rejected”;

3) the relative position of the subjects to each other, etc.

Traditional pedagogical methods modern pedagogy inherited from the scientists who stood at the origins of pedagogical science - Plato and Quintilian, Comensius and Pestalozzi, etc. These methods, described below, are still used today.

Learning from experience in a broad sense, it means organized cognitive activity aimed at establishing historical connections of education, identifying the general, sustainable in educational systems.

Within archival method Materials that help to understand the essence, origins and sequence of development of a particular problem (monuments of ancient writing, legislative acts, projects, reports, reports, educational and educational programs, charters, educational books, class schedules) are subjected to careful scientific analysis.

Purpose studying school documentation is to establish cause-and-effect relationships, the relationship of the phenomena being studied, and obtain valuable statistical data. Sources of information include class journals, books of minutes of meetings and meetings, class schedules, internal regulations, teachers’ calendar and lesson plans, notes, lesson programs, etc.

Analysis of student creativity, in particular, homework and classwork in all academic subjects, essays, abstracts, reports, products of artistic and technical creativity are practiced in studying the individual characteristics of students, their interests, inclinations, attitude to work and their responsibilities, level of development of diligence, diligence, etc. This method requires careful planning, correct use, and skillful combination with observation and conversations.

Pedagogy also uses a number of instrumental methods of physiology and medicine. Various combinations of methods are also used.

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Introduction

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

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

Scientific pedagogical research is the process of forming new pedagogical knowledge; a type of cognitive activity aimed at discovering objective laws of training, education and development. Pedagogical processes are distinguished by their uniqueness and ambiguity of course; Therefore, in pedagogy, it is almost impossible to conduct an accurate scientific experiment, and the conclusions obtained are always quite conditional and relative in nature.

Levels of educational research:

Empirical (practical) - new facts are established in science and empirical patterns are derived; accumulation, selection, comparison, mental analysis and synthesis, quantitative and qualitative processing of pedagogical facts obtained during practical research.

Theoretical - basic, general pedagogical principles are put forward and formulated that make it possible to explain previously discovered facts, predict and anticipate future events.

Methodological - on the basis of empirical and theoretical research, general principles and methods for studying pedagogical phenomena and building theory are formulated. Research at this level is called fundamental.

Methodological principles of scientific and pedagogical research:

objectivity and conditionality by certain factors, causes of pedagogical phenomena;

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

study of a phenomenon in its connections and interaction with other phenomena;

study of a phenomenon in its development.

Basic components of scientific research

The topic of the study is a concise and clear highlighting of aspects of the area under study. The topic must be relevant, i.e. its development should be caused by the objective requirements of the time. The question being studied should not have an already developed answer in science.

The object of research is the sphere (area) of search. The objects of pedagogical research can be pedagogical systems, phenomena, processes (upbringing, education, development, formation of personality, team).

The subject of research is a limited aspect of the search scope within an object; processes of occurrence or implementation of the phenomena being studied; a set of elements, connections, relationships.

A research problem is a question that arises that needs to be answered; it is a formulation of what is still unknown about the phenomenon being studied.

The purpose of the study is to identify cause-and-effect relationships and patterns, develop theories and methods.

The objectives of the research are to specify the objectives of the research: to study, define, identify, generalize, test in experimental work (test), etc.

A research hypothesis is a tentative answer to an emerging question, developed on the basis of a comprehensive study of the theoretical and practical state of the problem. The hypothesis is formulated in such a way that the author provides a new vision or understanding of what he is researching.

All these components must be interconnected and one must flow from the other and be determined by it. Otherwise, the entire study will be structured incorrectly and will not give scientifically reliable and convincing results.

Research logic:

Determination of the topic, problem, goal, object, subject and objectives of the study.

Drawing up a research plan and the first version of a plan for performing the work itself.

Compiling a list of references on the research problem.

Determination of the general methodology and research methods, research base.

Study of the theory and history of the issue, analysis of basic concepts (the concepts on which the research is based).

Studying the experience of solving this problem in practice.

Collection of ascertaining material.

Analysis and generalization of the results obtained and the construction of a hypothesis based on them - assumptions about a possible way to resolve the problem that has arisen.

Development of a methodology for testing a hypothesis.

Conducting experimental work (pilot (trial) and transformative (formative) experiments, experimental work).

Carrying out control cuts.

Analysis and generalization of the results obtained, formulation of the theoretical justification of the study.

Design and literary editing of the work.

Methodological culture of the teacher

The teacher is engaged in pedagogical activities, during which he uses the knowledge acquired in the process of professional training. This is a completely different, in contrast to scientific, activity: a different goal (the teacher educates and teaches, the researcher finds out which methods of education and training and under what conditions will be effective), another object (in the pedagogical process - the child, in scientific pedagogical research - pedagogical phenomena and facts), other methods and means (for a teacher these are methods of education and training, for a researcher these are methods of studying the phenomena and processes being studied), etc. Why should a teacher, if he is not going to engage in science, know the methodology and methods of pedagogical research? Professional activity requires a teacher to constantly solve problems that arise in certain situations, and mastery of a methodological culture will help him correctly and more correctly cope with emerging issues. The methodological culture of a teacher includes knowledge of pedagogical methodology and the ability to apply it in teaching activities. The logic of applying pedagogy methodology by a teacher:

Awareness of the goals and objectives of the educational process in a specific space-time situation;

Diagnostics based on the selection of appropriate techniques and methods of the level of readiness of children to perform upcoming tasks;

Design and construction of the educational process based on the results obtained;

Formulation and creative solution of pedagogical problems;

Psychological, pedagogical and methodological reflection (the ability to objectively and detachedly analyze and evaluate one’s activities, see successes and mistakes, reach the level of awareness and formulation of new pedagogical tasks).

Methods of pedagogical research

Methods of pedagogical research are ways and techniques of understanding the objective laws of teaching, upbringing and development.

A pedagogical research methodology is an ordered set of techniques, ways of organizing and regulating pedagogical research, the order of their application and interpretation of the results obtained in achieving a specific scientific goal.

Principles for selecting research methods:

1. The use of a variety of complementary research methods, repeated testing of the results obtained on a large material, and long-term observations. This is due to the fact that pedagogical phenomena and processes are very complex and there is practically no possibility of reproducing any process absolutely exactly, like the previous time. The results are influenced by a wide variety of factors and conditions. The conclusions obtained by each researcher are formulated correctly, avoiding categoricalness, in an averaged, generalized form.

2. Compliance of research methods with the essence of the phenomenon being studied and the capabilities of the researcher and those being studied. Thus, when working with preschoolers and primary schoolchildren, many tests cannot be used; written questionnaires - specific, understandable and clear, not requiring detailed answers - can be used no earlier than 2-3 grades. It is inappropriate to study the pedagogical activity of a teacher only from documents and surveys: it is necessary to conduct long-term observation of the teacher’s work in the classroom or in extracurricular activities (depending on the subject of the study).

3. Prohibition of the use of research methods that are contrary to moral standards that can harm research participants and the educational process.

The methodological justification for methods of pedagogical research in domestic science is activity-based, personal and systemic approaches. The activity approach involves considering pedagogical phenomena from the perspective of a holistic consideration of all components of activity: its goals, motives, actions, operations, methods of regulation, adjustment, control and analysis of achieved results. The personal approach involves considering all pedagogical processes and phenomena from the perspective of the individual, its structure, and patterns of development. The systematic approach is aimed at identifying many elements in the pedagogical phenomena being studied and the connections between them. This involves considering the object of study as a system, identifying a certain set of elements of the system that will be studied, establishing connections between elements and their classification, identifying connections (system-forming) that ensure the connection of different elements into a single system, identifying the structure and organization of the system, management paths it as a holistic entity.

Each science widely uses the methods of other sciences. In pedagogy, various groups of general scientific methods are used: general theoretical: analysis and synthesis, comparison, induction and deduction, abstraction and concretization, classification; sociological: questioning, interviewing, rating; socio-psychological: sociometry, testing, training; mathematical: ranking, scaling, correlation.

All research methods used in the course of pedagogical search can be divided into theoretical and empirical (practical).

Theoretical methods: comparative historical analysis, modeling methods, analysis of literature, archival materials and documents; analysis of basic research concepts; methods of cause-and-effect analysis of the phenomena being studied; forecasting methods, mathematical and statistical methods. These methods serve to interpret, analyze and generalize theoretical positions and empirical data.

Empirical methods: methods of collecting and accumulating data ("observation, conversation, questioning, testing, interviewing, analysis of documents and products of activity, teachers' work experience, etc.); assessment methods (self-assessment, rating, pedagogical consultation); methods of control and measurement ( scaling, cross-sections, tests); methods of studying the pedagogical process in modified and precisely taken into account conditions (pedagogical experiment and experimental verification of research findings in a public school); methods of data processing (mathematical, statistical, graphical, tabular).

Theoretical methods of pedagogical research

Any research begins with the formulation of the problem. The problem itself may arise during the practical activities of the researcher or his theoretical research, but regardless of this, its analysis, clear definition and justification are carried out, first of all, with the help of theoretical research methods.

The method of comparative historical analysis assumes that the researcher is familiar with the state of the issue in the literature, historical heritage, scientific monographs and publications. The researcher studies the history of the development of the issue, compares and analyzes different approaches to the problem, draws conclusions and generalizations, determining his attitude towards revealing their essence of the scientific concepts used.

The modeling method is a visual-figurative description of the processes and phenomena being studied using diagrams, drawings, brief verbal characteristics, and descriptions. In some cases, modeling makes it possible to describe pedagogical phenomena using matrices, symbols, and mathematical formulas. The model does not fully reflect the phenomenon being studied, but is its idealization, a certain simplification. The models contain a significant element of convention and creative conjecture by the researcher. However, this does not reduce the scientific value of modeling, since it allows one to abstract from the unimportant, secondary components of the phenomenon being studied, and to highlight the main, system-forming and system-determining connections and factors.

Cause-and-effect analysis. A cause is a phenomenon that causes or changes another phenomenon. A phenomenon caused or changed by a cause is called an effect. Causality is such a connection of phenomena in which the phenomenon-cause always gives rise to the phenomenon-effect. Cause and effect usually have complex relationships. The effect is not only generated by the cause, but also in turn influences the cause, which significantly complicates the process of establishing the fact of causation. Identification, analysis and explanation of these connections will allow the researcher to penetrate deeper into the essence of the phenomenon being studied and draw the right conclusions.

Theoretical methods are associated with the study of literature and the ability to work with it. Having determined the area of ​​research and its problem, the scientist compiles a bibliography - a list of selected sources, which must immediately be compiled correctly in accordance with bibliographic requirements.

In the process of analyzing the literature, annotations are compiled - a short, concise summary of the main content of the source. Quoting - verbatim and in compliance with all the author's features of the text, writing out liked or controversial thoughts from the source being studied. Each citation must have a properly formatted footnote. Theses are a brief listing of the main ideas of the source in the form of quotes or condensed excerpts. Abstracts are a brief, but more detailed than theses, presentation of the main provisions of one source or the state of the problem from several sources. Notes are a more detailed presentation of the main ideas of the source using a summary (retelling), quoting, and defining one’s attitude to the author’s ideas.

Mathematical and statistical methods - establishing quantitative relationships between the phenomena being studied. These include: ranking, graphing method, methods for obtaining average values ​​(arithmetic mean, median, coefficient of variation, etc.), etc. Processing the results obtained using mathematical methods using special formulas allows you to clearly display the identified dependencies in the form of graphs, diagrams, and tables. However, due to the complexity of measuring pedagogical phenomena and expressing them in quantitative terms, these methods are not widely used in pedagogy.

Empirical research methods

pedagogical research observation teacher

Pedagogical observations are direct, targeted perception of the pedagogical process in natural conditions. Starting it, the researcher must know what and for what purpose to observe? when what result is expected. You can begin observation only if you have the necessary knowledge and skills in the field being studied. Observation is effective with a thoughtful and clear plan. You must be able to conduct it correctly, objectively select facts, record results, identify cause-and-effect relationships, and draw correct conclusions and generalizations.

The facts collected during observation can be written down, kept in a diary, drawn up in the form of protocols, shorthand, recorded on videotape, tape recorder, photographed, filmed.

Observations in connection with the object of study can be direct and indirect, open and closed, based on time - continuous, discrete (intermittent), monographic (very long and detailed). The so-called participant observation is effective when the researcher actively participates in the life and activities of the object (for example, studying children in the educational process, the observer becomes their teacher or class teacher). With participant observation, natural relationships develop.

Recently, the method of covert surveillance has been widely used - conducting surveillance in specially designed classrooms through a mirror-reflecting wall or using a closed-circuit television installation. This makes it possible to study the behavior of subjects under natural conditions. Organizing covert observation requires tact from the researcher. In some cases, the self-observation method can be used.

Conditions for conducting observations: purposefulness, systematicity, duration, versatility, objectivity, mass participation, adherence to tact.

The observation method allows you to study the phenomena and processes under study in natural conditions - this is its value. However, observation requires a long time, the phenomenon under study may not always be accessible to observation, one researcher cannot cover a large number of objects by observation, when using this method of recording facts and their interpretation, the researcher’s subjective approach takes place, attention is paid only to the external manifestations of what is being studied.

Surveys: conversations, questionnaires, interviews. A conversation is a dialogue between a researcher and a subject according to a pre-compiled program. A conversation conducted using specially designed questionnaires makes it possible to find out many aspects of the phenomena being studied, the assessments and positions of those being studied, their feelings and experiences, the motives of certain actions, etc. The effectiveness of this method depends on the researcher’s ability to establish friendly relations during the conversation, to call the interlocutor to frankness. A conversation allows you to correctly direct the conversation in the right direction, vary questions for a better and unambiguous understanding of them by your interlocutor. The subject's answers are supplemented by personal impressions of communication with him. The conversation must be recorded, but it is better to use a voice recorder, out of sight (the interviewee knows that it is being recorded), or immediately after the conversation from memory.

This is a complex method that not all teachers know how to use. In a conversation, the subject can hide his true thoughts and experiences and mislead the interlocutor.

An interview is essentially a type of conversation, but it is more focused on clarifying the assessments and positions of the interviewee. An interview, as a rule, is conducted using pre-prepared questions from one side and prepared answers from the other side, which makes their sincerity and accuracy quite relative.

During conversations and interviews, the so-called projective technique can also be used, the essence of which is that the interviewee is mentally put in the place of another person in a specially constructed imaginary situation: “What would you do if...”.

Obtaining information about the typicality of a particular phenomenon in a large group of subjects, identifying attitudes, requests, and wishes is possible using a questionnaire. In this case, you must know and comply with the following requirements:

careful selection of accurate and correct questions that most fully reflect the phenomenon being studied and provide reliable information;

the use of direct and indirect questions to clarify answers and determine their veracity;

the unambiguity of the questions asked and the lack of clues in their wording;

the use of open (when the respondent can express his own opinion), closed (with limited answer options), mixed questionnaires;

checking the prepared questionnaire on a small number of subjects and making the necessary adjustments.

Polar questionnaires with scoring are interesting. Such questionnaires are used for self-assessment and assessment of others. For example, it is necessary to evaluate all members of the group according to a number of moral indicators:

“fair 5 4 3 2 1 unfair”,

“kind 5 4 3 2 unkind.”

Recently, when studying relationships in a team, teachers often use the method of sociometric questionnaires (sociometry): “Who would you like to be in the same group with (first of all, second, etc.), etc.

The obtained results of questionnaires, conversations and interviews are processed by special statistical or computer methods.

Survey methods allow you to collect a variety of information that interests the researcher. Using questionnaires, you can cover very large groups of respondents; well-written closed questionnaires are processed using electronic counting machines. The disadvantage of this method is that in any questionnaire there is always an element of insincerity, and often falsity of the answers given; questionnaires are not possible for all ages and not in all situations.

Rating and self-assessment method. The rating method is a method for assessing certain aspects of activity by competent (knowledgeable) judges (experts). There are certain requirements for the selection of experts: they must be competent, capable of solving creative problems, have a positive attitude towards examination, be fair, objective, and self-critical.

For objectively obtained information, it is useful to use self-assessment methods according to a specific program compiled by the researcher.

In the course of analyzing the information received, the method of ranking assessments can also be used, when the identified causes are arranged in ascending (descending) order of the degree of their manifestation, or the signs (phenomena) are arranged depending on their significance from the position of the person making the assessment. For example, the task is given to rank the proposed teaching motives in order of importance for the subjects.

The method of generalizing independent characteristics increases the objectivity of conclusions. The essence of the method comes down to processing information received from different sources. For example, when studying the personality of a schoolchild, a researcher learns about him from a teacher, an afterschool teacher, a class teacher, parents, peers, etc.

The method of pedagogical consultation (developed by Yu.K. Babansky) involves a collective discussion of the results of studying students according to a certain program and common characteristics, a collective assessment of certain aspects of the personality, identifying the causes of possible deviations in the formation of certain personality traits, and the collective development of means to overcome detected deficiencies .

The study and analysis of documentation and products of activity allows one to collect specific material about the processes and phenomena of interest to the researcher. Thus, studying student notebooks can provide not only useful information about the level of knowledge and skills of students, but also about the work of the teacher. Studying student works (drawings, essays, diaries, etc.) helps to identify the various interests of children, determine the characteristics of their thinking, ideas, judgments and assessments, and the level of development of educational skills.

Pedagogical testing is a targeted examination conducted under strictly controlled conditions, which allows, using specially designed tasks (tasks, questionnaires), to objectively measure the studied characteristics of the pedagogical process.

Most pedagogical tests are quite simple, automated presentation and processing of results are possible (using a computer, simple technical devices). For pedagogical purposes, achievement tests, tests of elementary skills, and tests for diagnosing the level of training and education are most often used. Psychological tests are widely used in teaching practice and pedagogical research. When working with them, one must observe tact, not disclose the results obtained, not make them the subject of discussion, and maintain confidentiality and anonymity when processing and analyzing the data obtained. It is better not to use a number of special psychological tests (MMPI, Wechsler, Rorschach color spots, etc.) used in the work of professional psychologists independently or without prior and thorough consultation with specialists: they are often labor-intensive and time-consuming to conduct and require special knowledge and skills for processing the results obtained. If you need to use them in your research work, it is more advisable to seek help from qualified psychologists.

The study and generalization of pedagogical experience provides valuable material for the researcher. Often, a teacher in his creative search finds interesting solutions to complex problems (the search of V.F. Shatalov, S.N. Lysenkova, etc.). The object of study can be mass experience - to identify leading trends; negative experience - to identify characteristic shortcomings and errors; best practices - to identify and summarize innovative teacher searches.

There are two types of advanced pedagogical experience: pedagogical excellence and innovation.

Mastery is the teacher’s skillful, rational and comprehensive use of scientific recommendations. Studying how and what a master teacher does brings a clear understanding of the technology of introducing science into practice.

Pedagogical innovation is a pedagogical experience containing innovative approaches in organizing teaching activities.

Best Practice Criteria:

a) novelty: from the introduction of new ones to the effective application of already known provisions and the rationalization of certain aspects of pedagogical activity;

b) effectiveness and efficiency: high level of training, education and development of children;

c) compliance with the requirements of pedagogy, methods and psychology (high results can be obtained through the use of unacceptable methods of training, education and stimulation, then the experience has no positive value);

d) stability and repeatability of results over a long period of use;

e) reproducibility of experience: the possibility of repetition by other teachers with the same result;

f) optimal experience in the holistic pedagogical process: achieving high results with minimal effort and time spent by both the teacher and students, without the need to abandon the solution of any other equally important pedagogical tasks.

The study and generalization of experience is carried out in the following sequence:

description of experience based on observation, conversations, surveys, study of documents;

classification of observed phenomena, their interpretation, subsuming them under known definitions and rules;

establishing cause-and-effect relationships and the mechanism of interaction between various aspects of the educational process, their assessment: understanding the methods and means of activity of the teacher and students, leading to high results.

The introduction of advanced experience is carried out through the patronage (mentoring) of master teachers, pedagogical workshops, seminars and trainings, through various forms of scientific and methodological generalization, reports, brochures, articles, bulletins, methodological developments, etc.

In the study of pedagogical phenomena there is such a thing as experimental work. One of the pedagogical methodologists M.N. Skatkin believed that it becomes an independent research method if it:

set on the basis of data obtained by science in accordance with a theoretically based hypothesis;

transforms reality, creates new phenomena;

accompanied by in-depth analysis and conclusions.

Experimental work is used during the period of trial application of the hypothesis before and after the experiment to test the conclusions and recommendations obtained in practice.

Experimental work is a broad-based test of the results of introducing something new, experimental into mass practice according to a pre-developed program. Experimental training programs in primary schools, developed under the leadership of L.V., underwent many years of experimental testing. Zankov and V.V. Davydov, new textbooks and teaching aids before becoming widespread. Experimental work gives only general ideas about the effectiveness or inappropriateness of using this or that means, this or that system. What exactly turned out to be significant in the application of the system under study, under what conditions it is effective, what was the cause and what was the consequence, can only be clarified with the help of a specially organized pedagogical experiment.

Pedagogical experiment. Observation in a naturally occurring pedagogical process is not always effective; in addition, it may be necessary to check certain assumptions that the researcher has made, to identify not random, but natural connections, and to test the proposed methodology. In order to solve these problems, a pedagogical experiment is carried out, the essence of which is that the researcher creates systematically organized situations. Experiment - active intervention in the subject of research with predetermined research goals; scientifically delivered experience of transforming the pedagogical process in precisely taken into account conditions. It allows you to artificially isolate the phenomenon under study from a number of others, purposefully change the conditions of its occurrence, and repeat individual phenomena under study in similar or changed conditions.

An experiment can be ascertaining, when existing pedagogical facts are studied, clarifying, when a hypothesis is tested, transformative (creative, formative), when, on the basis of ascertainment and theoretical understanding, new pedagogical phenomena are identified and introduced and their truth is verified. The experiment can be long-term or short-term. The most objective assessment of the reliability of the developed model is provided by an experimental verification of the research findings in a public school setting.

There is another classification of pedagogical experiment: natural and laboratory. A natural experiment is an experiment that takes place in natural or similar conditions, when the participants are unaware of their inclusion in it. The researcher himself can act as a teacher (educator), or all observation of its progress is carried out, hidden, and the teacher knows about it, but the children do not. Laboratory experiment - an experiment conducted in a specially equipped laboratory (classroom, auditorium, etc.). Special laboratory methods and research tools can be used (computer testing at the beginning and during the experiment, a permanent observer in the classroom, etc.).

When conducting a pedagogical experiment, at least two groups of subjects are always organized: control and experimental. Comparison of the results in these groups, with the same general conditions of the pedagogical activity being carried out, allows us to draw a conclusion about the effectiveness or ineffectiveness of the experiment.

The strength of a pedagogical experiment is that the phenomena being studied are artificially organized, adjusted in the process of their implementation, and certain approaches to their understanding and implementation are developed. This requires significantly less time than observation and makes the results conclusive and reproducible. The disadvantage of this method is the following: people who know that they are participants in an experiment (whether a teacher or a student) do not always behave as they would behave under normal conditions, and this can distort the real picture of the pedagogical phenomenon being studied. The personality of the experimenter has a great influence on the results of the experiment.

Conclusion

In accordance with the logic of scientific research, a research methodology is being developed. It is a complex of theoretical and empirical methods, the combination of which makes it possible to most reliably study such a complex and multifunctional object as the educational process. The use of a number of methods allows for a comprehensive study of the problem under study, all its aspects and parameters.

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

Methods for studying pedagogical experience are ways of studying the actual experience of organizing the educational process. Studied as best practice, i.e. the experience of the best teachers and the experience of ordinary teachers. Their difficulties often reflect real contradictions in the pedagogical process, existing or emerging problems. When studying teaching experience, methods such as observation, conversation, interviews, questionnaires, study of written, graphic and creative works of students, and pedagogical documentation are used.

List of used literature

1. Introduction to scientific research in pedagogy. M., 1988.

2. Introduction of pedagogical achievements into school practice. M., 1981.

3. Kraevsky V.V. Methodology of pedagogical research. Samara, 1994.

4. Kraevsky V.M., V.V. Polonsky. Methodological characteristics of pedagogical research and criteria for assessing its results. Samara, 1988.

5. Skalkova Y. et al. Methodology and methods of pedagogical research. M., 1989.

6. Skatkin M.N. Methodology and methods of pedagogical research. M., 1986.

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