Educational psychology: educational and methodological manual

SECTION 1

2 METHODOLOGY AND METHODS OF PEDAGOGICAL PSYCHOLOGY

2.2. Methods of educational psychology

Methods of educational psychology can be considered in a system of various classifications. Today, the classifications of methods by S. L. Rubinstein, B. G. Ananyev, and some other researchers are widely known. Thus, S. L. Rubinstein identified the main methods and auxiliary ones. In educational psychology, the main methods are pedagogical observation and psychological and pedagogical experiment. Considered auxiliary, for example, are psychological and pedagogical conversation, comparative and genetic research methods, and a methodological technique - the study of the products of the activities of pupils and students.

B. G. Ananyev, in his work “On the Methods of Modern Psychology,” proposed a convenient classification for organizing research in educational psychology, which reflects the main steps in developing and conducting research work. In this classification, he distinguishes four groups of methods:

1) organizational;

2) empirical;

3) statistical data processing;

4) interpretive.

Organizational methods are closely related to the determination of the purpose, structure and procedure of the study, the selection of its methodological composition and preparation.

The following organizational methods are distinguished: comparative-slice; longitudinal; complex.

The comparative cross-sectional method consists in determining the dynamics of the mental phenomenon that is being studied in the conditions of an organized pedagogical environment. The time-spatial boundaries here are chosen arbitrarily. It is possible to compare the results of actogenesis of a certain mental function, for example, attention to writing in a group of primary school students under the influence of a new methodological technique, say, cross-assessment, with the indicators of a control group of primary schoolchildren, where this technique is not used. The discrepancy between the indicators will indicate the level of effectiveness of the developed methodological tool, obtained through the use of the comparative cross-sectional method. In the same way, one can evaluate age-related differences in the development of certain mental functions of children in the context of the introduction of new pedagogical technology. Thus, one of the features of children's thinking, which was discovered and described by the famous Swiss psychologist Jean Piaget (1896-1980), is well known as the phenomenon of non-conservation of quantity. The essence of the latter is to orient the child to changes in the level of liquid when pouring it from a vessel with a wide bottom into a vessel with a narrow bottom and a high school. Noticing an increase in the water level in the second case, the child says that there is more of it. The described phenomenon disappears under the conditions of traditional education at the age of 10-12 years, and with the introduction of the Elkonin-Davydov developmental education system, which from the first days of education introduces students to the concept of a degree and its various elements, children as young as 6-7 years old correctly evaluate in an experiment the invariability of the volume of liquid, focusing on the corresponding standard. It is clear that it is not necessary to wait several years to compare the results of traditional and experimental training. The advantage of the comparative-slice method is the undoubted gain in time when implementing this strategy. Its disadvantage is considered to be the leveling of individual differences in the development of subjects of a certain group due to the focus on significant group differences.

If, under the conditions of introducing the comparative cross-sectional method, qualitatively different objects are compared with each other according to a certain set of characteristics, then the longitudinal strategy obliges the researcher to record changes in one object at different points in its time dynamics.

Longitudinal method- this is an individual monograph on the progress of the development of a human individual under certain pedagogical conditions or monitoring the effectiveness of the influence of certain conditions of the developmental and educational environment. The performance of a longitudinal study is driven by two main points. It is its duration (the longer, the more significant the results) and the substantive characteristics of the periods that are studied. The latter is primarily due to the number of variables that are recorded in the study. One of the first and longest-running longitudinal studies in psychology met such requirements that it was introduced in 1929 by the Fels Institute in America. The group of individuals in this study were examined regularly on 27 parameters from birth to age 14, and then examined again 10 years later. These studies are summarized in the book by J. Kagan and G. Mohs, “From Birth to Adulthood: A Study of Mental Development.”

Under the conditions of application of the longitudinal method, individual differences in the development indicators of the sample stand out clearly, and the variability or stability of individual personal qualities of the subjects is clearly recorded. In Ukraine in 1970 - 1980, under the leadership of academician A.V. Kirichuk, one of the longest longitudinal studies of the former USSR was conducted for 11 years. As a result of this study, it was found that the status of a child in a group of peers of preschool and primary school age is not as dynamic as traditionally believed in psychological and pedagogical science.

The complex method aims to establish connections and dependencies between phenomena of various kinds (physical, physiological, mental and social development of the individual). The idea of ​​complexity has deep roots in the history of Russian psychology. The founder of modern educational psychology, the outstanding Ukrainian teacher K. D. Ushinsky back in the middle of the 19th century. called on scientists to create educational anthropology as a comprehensive science about the development of the human individual. At the international level, this idea was actively supported by the American psychologist Stende Hall, who in 1904 began to create a new comprehensive science of child development - pedology. This science should deal with issues of the physical, mental and social development of the child in specially organized pedagogical conditions. Well-known domestic researchers of child psychology L. S. Vygotsky, P. P. Blonsky and others called themselves pedologists. In 1907, V. M. Bekhterev founded the Institute of Pedology in Russia. In the 20s in Petrograd, he realized the idea of ​​comprehensive research through the creation of an entire system of research institutions, each of which in a certain aspect studied the features of human ontogenesis. Among these institutions are the Brain Institute, the Children's Research Institute, the Medical and Educational Institute, the Institute of Social Education and the Vocational Consultation Bureau. Over time, they all united into the State Psychoneurological Academy. Later, V. M. Bekhterev became worthy followers. G. Ananyev and V. S. Merlin. The latter is known in psychology as the founder of a systematic approach to the ontogenesis of integral individuality. A comprehensive longitudinal study of students conducted under the leadership of B. G. Ananyev in the late 1960s - early 70s, within the framework of which their anthropometric and physiological indicators, academic performance, self-esteem, motivation, etc., was also studied and compared. .d.

It should be noted that in the conditions of using longitudinal and complex methods, the risk of increasing individual differences in indicators remains, in contrast to the comparative cross-sectional method, where, on the contrary, they are leveled out. Such features should be kept in mind when using these methods as certain limitations in their application.

Empirical methods Obtaining scientific information is divided into observation, experiment, survey and praxometric methods, each of which has certain varieties. This group of methods should also include the synthetic research method, widespread today in practical educational psychology. Relatively new empirical methods in this area of ​​psychological and pedagogical science are psychological counseling and psychocorrection, which qualify as methods of influence.

Observation is a method of collecting empirical information, which is used in conditions natural to the object of study, without interfering with the course of its activity. In pedagogical psychology it is most often called pedagogical observation, which clearly outlines the subject of observation. Here we distinguish between objective observation and introspection, each of which can be both direct and indirect. Improving indirect observation follows the path of improving the technology that is used in it. In the case of self-observation, the mediating factors are the diaries of the research subject, memoirs and other author’s sources reflecting the events of his life. Direct introspection and oral self-report and introspection about it is a typical scheme for the oldest modification of observation in psychology, which is called introspection. Requirements for organizing pedagogical observation may vary depending on the nature of the phenomenon being studied, the age of the child and the chosen research strategy. It can be either continuous (multidirectional) or selective. In any case, well-organized psychological and pedagogical observation is distinguished by purposefulness and analyticalness, due to the specific interest in the object of research, as well as its systematicity and complexity.

An experiment is a method for studying a mental phenomenon, the conditions for the manifestation and development of which are created artificially. The classic experimental design requires an independent and dependent variable. For educational psychology, the independent variable is the conditions for raising and teaching a child, and the dependent variable is the patterns and features of the course of mental processes, the development of which is aimed at pedagogical activity.

According to spatial scope, experiments in educational psychology are divided into laboratory, chamber and natural. Laboratory experiments are rarely used, since the child’s lack of developed adaptation mechanisms does not give her the opportunity to quickly and effectively adapt to the new conditions of laboratory research. And as a result, the researcher receives significant violations of the reliability of information about the object of research. The chamber experiment (proposed by A. A. Lyublinskaya) partially eliminates this problem through the requirement to conduct an experimental examination of the child in a room where the influence of factors that distract her is minimized. Most often in educational psychology, natural or psychological-pedagogical experiment is used. Its author, O.F. Lazursky (1874-1917), back in 1910, at a congress of experimental pedagogy, reported on a research method that combined the advantages of observation and experiment and eliminated the disadvantages of each of them. According to the method of A.F. Lazursky, the experimental subject is placed in conditions prepared in advance, but familiar to him, where information about the characteristics of his behavior is collected. For example, a specially trained teacher can, as part of a study of the peculiarities of thinking, introduce certain experimental tasks into the educational process and, in an acceptable way, record the peculiarities of their solution by students. In this way, the researcher acquires the ability to record caused changes in the child’s behavior, which operates in the natural conditions of the living environment.

According to the degree of intervention in the object of study, psychological and pedagogical experiments are divided into ascertaining and formative. Constitutive experiments involve obtaining information about the current state of an object. In the framework of a formative experiment, the goal of the study is to cause the actogenesis of a certain mental function. If these are cognitive functions, then we are talking about a teaching experiment, and if the personal formations of the experimental subject are formed experimentally, such an experiment is called educational. Each of these experiments can be either individual or group.

The uniqueness of the organization of an experiment in educational psychology reflects a number of requirements, which are stricter the smaller the child, they can be formulated as follows:

short duration of the experimental procedure;

the attractiveness of the activity that the child must perform in the experiment;

ease of mastering the formal side of the activity provided for by the experiment;

The opportunity for the child to complete each experimental task with success or the appearance of success.

Depending on the objectives, experiments can be research or testing. If the research objective contains the need to obtain a qualitative and quantitative characteristic of a mental phenomenon, then such an experiment is called a research experiment. In cases where it is important to obtain data for the psychological characteristics of an individual for the purpose of examining his condition, counseling or corrective work, we are talking about a trial experiment or test.

A test (translated from English as a sample, check, test) is a standardized, often time-limited test to establish quantitative and qualitative individual psychological differences between people. The main difference between tests and other empirical research methods in psychology is the presence of clear pre-established norms with which the results of a particular study are compared before its interpretation. Further work involves transferring the characteristics of the mental functions of the group, the norms of which the obtained result corresponds to, to the object of study.

Tests have been known in psychological and pedagogical practice since 1896, when the French psychologist A. Binet proposed a new type of experiment, which he called synthetic. It was a battery of tests, each of which consisted of several test items aimed at studying the child’s memory, imagination, perception, suggestibility, willpower, dexterity and aesthetic feelings. In 1904, A. Binet and the doctor T. Simon received from the French Ministry of Education the task of developing methodological support that would help separate children with congenital mental defects from those who are capable of learning, but lazy, and, thus, select a contingent for specialized schools . The results of their work became the world-famous Binet-Simon scale - a battery of tests, which was based on the understanding of the possibility of identifying not only the chronological, but also the psychological age of a child on the basis of an examination. The latter was understood as her ability to demonstrate positive results in completing tasks both characteristic and uncharacteristic of her peers. In the first case, we were talking about the coincidence of chronological and psychological ages, in the second, it was obvious that there was over-development or insufficiency of the child’s psychological development relative to the age norm.

In general, there are several groups of tests that are usually used in research on educational psychology. These are achievement tests, tests of intellectual development, tests of personality and interpersonal relationships.

Achievement tests are focused on diagnosing a person’s achievements after completion of training, the level of his acquisition of knowledge, skills and abilities in a specific subject that was studied. Such tests are widely used in psychological and pedagogical research as a means of introductory, current or final control of knowledge when testing the effectiveness of introducing the latest pedagogical techniques, techniques and technologies.

Intellectual development tests are a set of techniques aimed at diagnosing the development of an individual’s general cognitive abilities. Among the latter, there are such cognitive qualities as logical thinking, semantic and associative memory, the ability for spatial visualization, comparison, generalization, concretization and transfer of certain heuristics to new conditions, etc. A general indicator of the development of intelligence is expressed in the IQ. In domestic educational psychology, to assess the general cognitive abilities of students, the following methods are most often used: “School Test of Mental Development”, “Wechsler Intelligence Measurement Scale”, “Amthauer Intelligence Structure Test” and others.

Researchers use personality tests to study the characteristics of children’s behavior in certain social situations, the uniqueness of their interests, value orientations, emotional-volitional manifestations and other characterological characteristics. Such tests include: “Thematic apperception test”, “Luscher test, René Gilles test - film”, etc.

Praxometric method (method of analyzing the process and products of activity). Based on the principle of the unity of the psyche and activity, an important method of research in educational psychology is the method of analyzing the process and products of activity. Methods built on such a basis are called praxometric (from the Greek praxis, that is, action, activity). Through such methods, a child’s learning abilities, features of his creative activity, interests and inclinations are examined. When analyzing the products of activity, the principle of projection is actively used, that is, the crystallization in the products of the activity of a particular person of the content of his mental activity and its characteristics. The written work of schoolchildren, their works (poetry, prose), drawings, technical products, computer products and other results of productive activity are used as such products in psychological and pedagogical research.

Projective research methods occupy an exceptional position in psychological and pedagogical diagnostic practice. These are, for example, the given personality tests, praxometric means, techniques for completing sentences or stories.

A special place among the projective psychological and pedagogical tools is occupied by various artistic techniques (“draw a person”, “kinetic drawing of a family”, “non-existent animal”, etc.), since drawing for a child is not the art of copying objects of reality, but speech, through which he reproduces not what he sees, but what he knows, that is, his inner plane of consciousness. This situation is especially indicative for a child aged 5 to 10 years, when the communicative potential of her oral and written speech is not sufficiently developed to express the full variety of impressions from things and information, situations and events of real and fantastic content that she encounters. Considering this, it is useful to familiarize yourself with the principles of using drawings in child psychological diagnostics, which were developed by L. Schwanzer and Schwanzer.

A psychologist who works in child diagnostics must be able to classify a drawing from the perspective of the content characteristics of the child’s personality, the level of his development (indicators of general abilities), developmental deviations (indicators of organic and functional anomalies) and from the perspective of unusual features (creative indicators). But the older the child, the less reliable an indicator of his mental development is drawing.

For preschool children and some younger schoolchildren, drawing is a game, therefore the diagnostic situation should be organized as a play activity.

When performing a series of examinations, it is necessary to use a single methodological support (the same paper format of a certain grain size, pencils of a certain hardness and color, pastels of the same shades).

During the examination, it is necessary to record such circumstances as the date, time of examination, lighting, the child’s adaptation to the situation, the level of her aspirations, verbal support for drawing, general vision of the task, the way of holding a pencil, rotation of the drawing plane, etc.

In individual diagnostics, one should proceed primarily from those patterns whose occurrence it was possible to observe.

A drawing should never be the sole starting point for interpretation. The projective tendencies discovered with its help must be checked using other examination methods.

In order to increase the reliability of the conclusions, it is advisable to interpret the drawing by two specialists.

Survey methods. Survey methods (questionnaire method, conversation method) have become widespread in psychological and pedagogical practice. their tools are techniques, the tasks of which are presented in the form of questions, and this makes it possible to obtain information about the subject from his words. In psychology, the first psychodiagnostic questionnaires for the needs of pedagogical practice at the beginning of the 20th century. developed by the American S. Hall. The questions in these questionnaires concerned the moral and religious feelings of schoolchildren of different ages, their early memories, attitudes towards other people, etc. Having summarized thousands of responses, S. Hall wrote a number of works on the psychology of school-age children, the most popular of which, “Youth,” is dated 1904. Today, such methods exist in two main forms:

oral form (conversation and interviews, which differ in the degree of standardization of the procedure);

written form (personal questionnaires and questionnaires; the content of the former characterizes certain aspects of a person’s personality, while others reveal a person’s position on a wider range of issues).

Each of these forms has its own advantages and disadvantages, which boil down to the following:

Oral questionnaires provide active direct contact between the researcher and the subject, the possibility of individualization and variability of questions, and their clarification. At the same time, when there is contact between both sides of an organized study, there is a threat of indoctrination into the position of the interviewer to the respondent, and organizational difficulties arise when it is necessary to cover a large circle of people with the study.

Written questionnaires, on the contrary, allowing for both group and individual methods of data collection, provide the opportunity to cover a large number of respondents in the study. But the standard nature of the questions and the lack of individualized contact with each of the study participants reduce the completeness and frankness of the answers.

There are certain limitations in the use of survey methods related to the age characteristics of the development of the children's sample. Limitations in the use of written forms of questionnaires are associated with the child’s level of mastery of writing. Since the basic psychological function that is exploited when using survey methods is self-awareness and reflection of the respondent, it is clear that the use of personality questionnaires is appropriate only if such a function of the child’s psyche, which is personal reflection, is sufficiently developed. Chronologically, this falls on the period of early adolescence - 12 years or more.

The most appropriate means of questioning for psychological and pedagogical practice in training children of preschool and primary school age are conversation and interview. The latter can be controlled, that is, standardized (have a stable strategy and tactics) and partially standardized (stable strategy, tactics allow certain variations). The conversation is also divided into two types according to the criterion of controllability - uncontrollability. In the first case, it is assumed that there is a stable strategy in general terms and completely free tactics in relation to the number, sequence and time of discussion of issues. The initiative to conduct the conversation remains with the psychologist.

In an uncontrolled conversation, the initiative to choose the topic and content of the issues to be discussed passes to the respondent.

The structure of a diagnostic interview (conversation) is as follows:

introduction: attracting the child to cooperate, establishing psychological contact with him if it is necessary to relieve the stress of the child’s experiences;

free, uncontrolled utterances of the child;

General questions (like “Can you tell me something about your classmates?”, “How do you usually spend your time after school?”), which, together with preliminary information, make it possible to localize the semantic sphere of the child’s psychological problems;

detailed examination through in-depth study of identified problems;

conclusion expressing gratitude to the child for his cooperation and expressing hope for further cooperation. When organizing an interview (conversation), it is appropriate to adhere to

principles that were once formulated for the needs of non-directive psychotherapy:

The psychologist must demonstrate a warm, understanding attitude towards the child; this is the basis for establishing contact with her.

He must accept the child as he is.

With his position, the psychologist creates an atmosphere of condescension in which the child freely expresses his feelings.

The psychologist treats the di-tina’s position tactfully and cautiously, does not condemn anything, but does not justify anything, and at the same time understands everything.

Tactical means such as:

addressing the child by name (preferably in the form used by the mother or another person close to the child);

stylization of speech, which is ensured by the psychologist’s awareness of the peculiarities of children’s vocabulary, selection of expressions and phrases depending on the age, gender and living environment of the child;

a flexible combination of direct (for example, “Are you afraid of the dark?”), indirect (“What do you feel in the dark?”) and projective questions (“Are children afraid of the dark?”), avoiding suggestive questions (“Should you be afraid of the dark?”) .

stylization of questions through: a) softening the generally accepted negative attitude towards the phenomenon (“Everyone has to fight... Well, what about you?”); b) acceptance of negative reality as usual (“Now tell me, who do you fight with sometimes?”); c) using a paraphrase or comments on the child’s story in a conversation (“That offended you...”).

recording the child’s answers using a special system for quick and discreet recording that would not disrupt the social connection with the child (tape recorder, video camera, shorthand recording or shorthand recording of important answers).

A unique type of survey method in psychological and pedagogical research is expert assessment. The essence of the assessment is to attract information about the phenomenon that is being studied, the opinions of competent persons (usually psychologists, teachers), which confirm and complement each other. Taken together, this allows us to come to an objective conclusion about the features of the subject of research, which here may be the level of educational capabilities of students, the prospects for using certain diagnostic tools, methods or techniques of teaching and education. Assessment can be carried out orally and in writing through the use of a specially designed questionnaire or interview questions.

The following scientific and methodological requirements can be formulated for the organization of psychological and pedagogical research using the assessment method:

selection of a convenient and accurate rating system and corresponding scales with a detailed description of the procedure for assigning a specific score;

careful selection of experts according to the criteria of competence in assessing the industry and the ability to make an objective, impartial assessment;

ensuring the independence of individual experts' assessments.

This method has not only individual and group, but also a collective form of application. In the latter case, we are talking about a psychological and pedagogical council, within the framework of which a collective discussion of the issue is organized by competent and interested persons. Such means are most often turned to in real pedagogical practice, when there is an urgent need to solve a specific problem of educational or educational content, having completed a collective analysis of the causes, psychological factors of the pedagogical situation and outlining ways to implement adequate means of achieving better results.

Synthetic research method. A synthetic research method in educational psychology is the compilation of a psychological and pedagogical characteristics of a student’s personality. Most often in psychological and pedagogical practice, these types of characteristics are compiled for the purpose of a thorough study of the intellectual or personal potential of the experimental subject, for the needs of individualization of training and education, initial counseling of the student, as well as to determine the prospects for psychological and pedagogical correction of his cognitive or communicative spheres.

The student’s personality profile is created according to the following scheme:

1. General information about the student: last name, first name and patronymic, age, educational institution, class. State of physical development and health.

2. Information about the social origin, family and living conditions of the student’s life and study: origin, place of stay, marital status, material and living conditions; or requires some kind of help, who provides it, the attitude towards that same student.

3. The student’s position in the educational community: relationships with other students, official and unofficial status among them; the degree of sensitivity to influences (educational and other) from other persons, group membership; personal activity, attitude towards others, etc.

4. Educational activities, participation in educational and research work: attitude to studies in general and to individual subjects that are studied, in particular, performance in them; participation in scientific circles, olympiads (pay attention to planning, execution and productivity of work).

5. Mental processes, states, qualities of the student:

A) attention, sensation, perception, individual characteristics;

B) memory, thinking and imagination, their features, in particular: memorizing, understanding and mastering educational material; the ability to express thoughts orally and in writing, reason logically; efficiency, breadth and depth of thinking, its criticality, flexibility, ability to draw correct conclusions and generalizations, direction and productivity of imagination;

C) emotions and feelings, their characteristics;

D) interests, focus, activity, curiosity and determination in the activity of assimilation, cognition of scientific positions and truths; the degree of desire for something new, for independent search, responsibility for the results of classes, training and education, moral, intellectual and cultural growth and education.

6. Individual psychological characteristics of the student: qualities of temperament and character; skills, habits, actions, style of behavior and activity, business characteristics. Discipline, commitment, responsibility, demanding of oneself and others.

7. The student’s social and civil face: interest in events in the domestic political and international life of the country, in socio-economic issues.

8. General conclusions and suggestions: characteristic psychological characteristics of the student’s personality, which must be taken into account when approaching him individually in the process of training and education. Direction and prospects for the development and use of the student’s capabilities and abilities.

9. Full information about the last name, first name, patronymic, position of the person who compiled the description, date and purpose of compilation.

Methods of psychological counseling and correction. Within the framework of practical educational psychology, the implementation of direct psychological and pedagogical influence on a child involves the use of methods that are relatively new to psychological science, such as psychological counseling and correction.

Counseling is a method of providing verbal assistance to a child or adults who care for her, in the form of advice and recommendations based on a preliminary examination of the child and the conditions of his socialization and highlighting the problems that the child or his parents and teachers encountered during upbringing and education.

Consultation is carried out in the form of conversations with the child and adults interested in its development, within the framework of which they are provided with qualified advice on organizing further actions to solve identified psychological and pedagogical problems in order to optimize the current situation.

Correction as a method involves the direct psychological and pedagogical influence of a psychologist on a pet that needs psychological help. It is clear that, as in the previous case, such assistance is organized on the basis of a careful examination of the child’s psyche, identifying individual and social reserves for its more complete adaptation to the conditions of the pedagogical and broader social environment.

The goal of psychological and pedagogical correction is to help the child develop precisely those psychological functions, the lag in the indicators of which does not give her the opportunity to reach the milestones of developmental achievements characteristic of people of her age. The correction method has proven itself to be especially effective in situations of overcoming educational lag caused by insufficient development of mental and mnemonic functions, violations of the emotional-volitional regulation of student activity, and phenomena of importance-consciousness in pedagogically neglected children and students with accentuations of character development.

A method is a path of scientific research or a way of understanding any reality. In its structure, the scientific method is a set of techniques and operations, in our case aimed at studying psychological and pedagogical phenomena.

One of the main methods in the studied sciences is observation method, i.e. deliberate, systematic and purposeful perception of a person’s external behavior for the purpose of its subsequent analysis and explanation. The subject of observation is the actions and deeds of a person, his statements and the accompanying facial expressions and gestures. The perception of a person’s external behavior is subjective, so one should not rush to conclusions; it is necessary to repeatedly check the results and compare them with data from other studies.

The main condition for scientific observation is its objectivity, i.e. the possibility of control through either repeated observation or the use of other research methods (for example, experiment). Historically, observation is the first scientific method. There are several types of observation: standardized(carried out strictly in accordance with the planned program), free(not having a pre-established framework), included(the researcher becomes a direct participant in the process being observed), hidden(an example would be the TV show "Hidden Camera"). Observation may be external(observation of a person from the outside) and internal(self-observation, introspection - observation of one’s thoughts and feelings). For a teacher, external observation is one of the main methods of studying not only the behavior of a student, but also his character, as well as mental characteristics. Based on external manifestations, the teacher judges the internal causes of behavior, emotional state, difficulties in perceiving educational material, relationships with peers, adults, etc. Observation is an important professional quality of a teacher. Some teachers keep observation diaries. For example, based on the diaries of A.S. Makarenko wrote "Pedagogical Poem".

Both psychologists and teachers widely use conversation method. Conversation serves as the main way to obtain information about the subject, attitudes and motives for his actions, mental states, the degree of his assimilation of educational material, etc. A specific type of conversation is a conversation as an “introduction to an experiment,” i.e. attraction to cooperation, as well as “experimental conversation”, during which working hypotheses are tested. One type of conversation is interview - a conversation between a researcher and a person or group of people, whose answers serve as source material for scientific generalizations.

Of great importance for teachers and psychologists is a method of studying documents and products of the subjects' activities. Using them, an experienced researcher can give detailed typological characteristics of personality qualities (properties), see characteristic features, discover inclinations and abilities.

Recently, it has become increasingly widespread biographical method Personality studies, which includes the study of autobiographies, diaries, letters, memoirs and eyewitness accounts, as well as audio or video recordings.

Currently widely used testing method, which was once underestimated in domestic science and practice. Now psychologists and teachers have several thousand tests. Test (English) test - test, check) is a system of tasks that allows you to measure the level of development of personality qualities (properties). Testing is used as a method of psychological and pedagogical diagnostics. With its help, the researcher, based on standardized tasks that have a certain scale of values, with a certain probability reveals the individual’s current level of development of the necessary skills, knowledge, personal characteristics, etc. There are questionnaire tests, task tests, and projective tests. The latter are based on the mechanism of projection, according to which a person tends to attribute unconscious personal qualities (especially shortcomings) to other people.

One of the main methods of scientific knowledge in general, and psychological and pedagogical research in particular, is experiment. It differs from observation and other methods by the active intervention in the situation on the part of the researcher. There are three types of experiment: laboratory, natural and formative. Laboratory experiment carried out in specially created and controlled conditions, as a rule, using special equipment and instruments. Natural experiment grew out of pedagogical practice and received wide application and recognition in it. The idea of ​​conducting a psychological experiment in natural conditions belongs to the domestic psychologist A.F. Lazursky (1874-1917). Its essence lies in the fact that the researcher influences the subjects in the usual conditions of their activity. Subjects often have no idea that they are participating in an experiment. For example, a teacher has the opportunity to vary the content, forms, techniques and pace of teaching in parallel classes and student groups. Formative experiment - This is a research method under the conditions of a specially organized experimental pedagogical process. It has different names: transformative, creative, educational, teaching method, psychological and pedagogical method of active formation of the psyche. A number of intensive pedagogical techniques are based on it, for example, unique immersions in the problem, training groups. The results of the experiment make it possible to confirm, clarify or reject a previously developed model of influence on an individual, group or collective.

The study of psychology and pedagogy has practical significance for future specialists: the knowledge gained during the learning process is necessary in working with personnel and social groups, in addition, it will help build business and everyday interpersonal relationships, and are also intended to help in self-knowledge in order to rationally approach own destiny, personal growth.

Let us recall that according to the research of B. G. Ananyev in psychology it is customary to distinguish four basic groups methods of psychological research:

1)organizational methods(comparative, longitudinal (traces the formation and development of the phenomenon under study over several years), complex);

2) empirical methods: A) observational methods(observation and self-observation); b) experimental methods(laboratory, field, natural, formative or, according to B. G. Ananyev, psychological and pedagogical); V) psychodiagnostic methods(standardized and projective tests, questionnaires, sociometry, interviews and conversations); G) praximetric methods, by B. G. Ananyev, techniques for analyzing processes and products of activity (chronometry, cyclography, professional description, work evaluation); d) modeling method(mathematical, cybernetic, etc.) and f) biographical methods(analysis of facts, dates, events, evidence of human life);

3) data processing: methods of quantitative (mathematical and statistical) and qualitative analysis;

4) interpretive methods: including genetic And structural method.

In the practical activities of each individual teacher, the main ones are observation and conversation, followed by analysis of the products of the students’ educational activities. Observation– the main empirical method of purposeful systematic study of a person. The observed person may not even know that he is the object of observation. Observation is carried out using a special technique, which contains a description of the entire observation procedure:

a) selection of the object of observation and the situation in which it will be observed; b) observation program: a list of those aspects, properties, features of the object that will be recorded; c) a method of recording the information received.

When observing, a number of requirements must be met: the presence of an observation plan, a set of signs, indicators that must be recorded and assessed by the observer, preferably several expert observers whose assessments can be compared, the construction of a hypothesis that explains the observed phenomena, testing the hypothesis in subsequent observations. Based on observation, an expert assessment can be given. The results of observations are recorded in special protocols, certain indicators and signs are identified that should be identified during observation of the behavior of the subjects in accordance with the observation plan. Protocol data is subjected to qualitative and quantitative processing.

Conversation– a widespread empirical method in educational psychology and pedagogical practice for obtaining information about a person in communication with him, as a result of his answers to targeted questions. Responses are recorded either by tape recording or shorthand. A conversation is a subjective psychodiagnostic method, since a teacher or researcher subjectively evaluates the student’s answers and behavior, while influencing the student with his behavior, facial expressions, gestures, and questions, determining one or another degree of openness and trust-mistrust of the subject.

Questionnaire– an empirical method of obtaining information based on answers to specially prepared questions that make up a questionnaire. Preparing the questionnaire requires professionalism. Questioning can be oral, written, individual, or group. The survey material is subjected to quantitative and qualitative processing.

In educational psychology it is used method of analyzing activity products. This is the most common research method in teaching practice. Purposeful, systematic analysis of essays, presentations, texts of oral and written messages (responses) of students, that is, the content, form of these messages, contributes to the teacher’s understanding of the personal and educational orientation of students, the depth and accuracy of their mastery of the academic subject, their attitude to study, school, the institute, the academic subject itself and the teachers. In relation to the study of personal, individual psychological characteristics of students or their activities, the method of generalization of independent variables is used, which requires generalization of data from one student obtained from different teachers. Only data obtained under different conditions, when studying personality in various types of activities, can and should be generalized. "The purpose of any experimental research– ensure that conclusions based on a limited amount of data remain valid beyond the experiment. This is called generalization."

Testing– psychodiagnostic methods of using standardized test methods for identifying and quantitatively assessing the level of development of cognitive, intellectual, typological and personal characteristics of students and teachers, the structure of interpersonal relationships and interaction in teams. Tests are developed by professional psychologists. Tested tests that have high reliability and validity, including standardized rules for conducting testing and processing and interpreting the data obtained, can be used by teachers and school psychologists after preliminary training and mastery of test methods.

Test reliability indicates that the test is capable of detecting stable psychological characteristics of a person And resistant to random factors, therefore, the test results remain largely unchanged even when the same person is re-tested under different conditions, over long periods of time. Test validity shows that the test is capable of identifying exactly those parameters, which is claimed, capable have prognostic value.

In pedagogical practice, special tests of educational and professional achievements are also used, which measure the level of knowledge, skills, effectiveness of programs and the learning process. Achievement tests are test batteries covering curricula for holistic educational systems, all tasks are given in the form of multiple choice questions. They are considered as a means of objective assessment and a tool for adjusting educational programs.

Experiment- the main empirical method of scientific research, has been widely used in educational psychology. During the experiment, the experimenter influences the object under study in accordance with the research hypothesis.

Any kind of experiment includes the following stages: 1) goal setting: specification of a hypothesis in a specific task; 2) planning the course of the experiment; 3) conducting an experiment: collecting data; 4) analysis of the obtained experimental data; 5) conclusions that experimental data allow us to draw.

Varies laboratory And natural experiment. In a laboratory experiment, subjects know that some kind of test is being carried out on them, but a natural experiment takes place under normal conditions of work, study, and human life, and people do not suspect that they are participants in the experiment. Both laboratory and natural experiments are divided into ascertaining and psychological-pedagogical formative experiments.

Ascertaining experiment used in cases where it is necessary to establish the current state of existing phenomena. During formative experiment changes in the level of knowledge, skills, attitudes, values, abilities and personal development of students under targeted teaching and educational influence are studied. The experimenter determines the purpose of the study, puts forward a hypothesis, changes the conditions and forms of influence, and strictly records the results of the experiment in special protocols. Experimental data is processed using mathematical statistics methods (correlation, rank, factor analysis, etc.).

The formative experiment in the behaviorist approach to learning is focused on identifying the conditions that make it possible to obtain the required given reaction of the student. A formative experiment in the activity approach assumes that the experimenter must identify the objective composition of the activity that he is going to form, develop methods for forming the indicative, executive and control parts of the activity.

Among the methods aimed at studying human labor activity, it is widely used professionography method–descriptive, technical and psychophysiological characteristics of human professional activity. This method is focused on collecting, describing, analyzing, and systematizing material about professional activity and its organization from different angles. As a result of professional programming, professiograms or a summary of data (technical, sanitary-hygienic, technological, psychological, psychophysiological) about a specific labor process and its organization, as well as psychograms professions. Psychograms represent a “portrait” of the profession, compiled on the basis of a psychological analysis of a specific work activity, which includes professionally important qualities (PIQ) and psychological and psychophysiological components that are updated by this activity and ensure its implementation. The importance of the method of professionography in the psychology of vocational education is explained by the fact that it allows one to model the content and methods of forming professionally important personality qualities specified by a particular profession, and build the process of their development based on scientific data.

Based on such methodological principles of psychology as systematicity, complexity, the principle of development, as well as the principle of the unity of consciousness and activity, educational psychology applies in each specific study set of methods(private research methods and procedures). However one of the methods always performs as the main, A others - additional. Most often, in targeted research, the main one in educational psychology is, as already noted, a formative (educational) experiment, and additional ones are observation, introspection, conversation, analysis of activity products, and testing.

It should be noted that any psychological and pedagogical research includes at least four main stage:

1) preparatory(familiarity with the literature, setting goals, putting forward hypotheses based on studying the literature on the research problem, planning),

2) actual research(for example, experimental and sociometric),

3) stage of qualitative And quantitative analysis(processing) the received data;

4) interpretation stage, actual generalizations, establishing the causes, factors determining the characteristics of the course of the phenomenon under study.

LUGANSK VNU 2000

MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE
EASTERN UKRAINIAN NATIONAL UNIVERSITY

METHODOLOGICAL INSTRUCTIONS
TO PRACTICAL LESSONS IN DISCIPLINE
“FUNDAMENTALS OF PSYCHOLOGY AND PEDAGOGY”
Topics 1-4
(for full-time students of all specialties)

U T V E R J D E N O
at a department meeting
psychology and pedagogy.

Protocol No. 1 of 08/31/2000

Lugansk VNU 2000

UDC 159.9.072

Guidelines for practical classes in the discipline: “Fundamentals of Psychology and Pedagogy” for full-time students of all specialties, topics 1-4 / Compiled by: V.V. Tretyachenko, O.N. Zadorozhnaya, Yu.A. Bokhonkova. -Lugansk: Publishing house Vostochnoukr. national Univ., 2000. 52 p.

These guidelines are intended for use by students in preparation for practical classes in the discipline “Fundamentals of Psychology and Pedagogy.” The instructions contain plans for practical lessons, assignments for independent work, practical tasks and tests, lists of literary sources necessary for a more in-depth study of a specific topic, and questions for self-control are offered.

Compiled by: V.V. Tretyachenko, prof.

O.N. Zadorozhnaya, assist.,

Yu.A. Bokhonkova, assistant.

Rep. for the release of O.N. Zadorozhna, assistant.

Reviewer S.D. Ivanova, associate professor.

Topic 1. SUBJECT AND METHODS OF PSYCHOLOGY AND PEDAGOGY

Target: gain theoretical knowledge on the topic, have an understanding of the procedure and research techniques and methods of analyzing the results obtained.

Progress of the lesson

1.1. Subject of psychology and pedagogy.

1.2. General concept of the psyche.

1.3. Principles, tasks, areas of psychology that are relevant to pedagogy.

1.4. Method, technique, methodology.

1.5. Classification of methods of psychological and pedagogical research (main and auxiliary).

Note: prepare for the test on the above questions.

2.1. The concept of method, methodology // Philosophical Encyclopedia. - G.: Soviet encyclopedia. T.3 - P.408.

2.2. Vikova and pedagogical psychology / Ed. Gamezo M.V., Matyukhinoi M.V., Mikhalchik G.S. - K.: Nauk.dumka, 1984, pp. 14-25.

2.3. Piaget J. Experimental psychology (issue 2). - G.: Mysl, 1956.

2.4. Lyublinskaya A.A. Child psychology. - G.: Progress, 1971, pp. 17-30 (section “Methods”).

2.5. Rogovin M.S. Introduction to Psychology. - G.: Nauka, 1969, pp. 147-162, pp. 169-179.

2.6. Workshop on general psychology / Ed. Shcherbakova A.I. - M.: Nauka, 1979, p. 19-29 (Topic 27).

2.7. Gilbukh Yu.Z. Method of psychological tests: essence and significance // Questions of psychology. -1986. - No. 2, pp. 30-40.

2.8. Gurevich K.M. Modern psychological diagnostics: ways of development // Questions of psychology. - 1982. - No. 1.

2.9. Gurevich K.M. What is psychological diagnostics // Series “Knowledge” (pedagogy and psychology). -1985. - No. 4, pp. 10-14.

2.10. Dzhuzha N.F. Application of nonparametric statistics methods in psychological and pedagogical research // Questions of psychology. - 1987. - No. 4, pp. 145-151.

2.11. Rutenberg D. Psychodiagnostics as a necessary component of a teacher’s pedagogical skill // Questions of psychology. -1984. - No. 4, pp. 149-152.

III. Experimental study

3.1. Eysenck's method for determining the type of temperament (performed in class).

3.2. Methodology “Are you a good psychologist?” (see Vereina L.V., Tretyachenko V.V., Fedorov V.G. Know yourself. - Lugansk: VUGU Publishing House, 1993, pp. 45-47.)

3.3. Methodology “Did you make a mistake in choosing your profession?” (see Vereina L.V., Tretyachenko V.V., Fedorov V.G. Know yourself. - Lugansk: VUGU Publishing House, 1993, pp. 56-60.)

IV. Main literature

4.1. For primary sources, see paragraph II.

4.2. Lecture notes on this topic.

4.3. General psychology: Textbook. For students of higher educational institutions / Ed. S.D. Maksimenko - K.: Forum, 2000. - 543 p.

4.4. Stolyarenko L.D. Basics of psychology. - Rostov-on-Don: Phoenix, 1997.

4.5. Nemov R.S. Psychology: Textbook for higher education. ped. textbook establishments. In 3 books. - 4th ed. - M.: Humanite. ed. VLADOS center, 2000. Book 1: General fundamentals of psychology. -688 pp.

4.6. Kharlamov I.F. Pedagogy: Textbook. - 6th ed. - Mn.: Universitetskaya, 2000. - 560 p.

BRIEF SUMMARY OF THE TOPIC

Basic Concepts: psychology, pedagogy, education, psyche, consciousness, unconscious, reflection, principle, method, technique, methodology.

Problems that pedagogy explores

1. Study of the essence and patterns of development and formation of personality and their influence on education.

2. Determining the goals of education.

3. Development of educational content.

4. Study of educational methods.

General concept of the psyche

Psyche– a property of highly organized living beings that exists in various forms and the product of their vital activity, ensuring their orientation and activity (Dictionary of a practical psychologist / Edited by Golovin S.Yu.).

Psyche- This is an integral property of living things.

Psyche is the subjective imagination of the objective world.

Psyche is a systemic quality of the brain.

The psyche of both humans and animals- this is the highest form of relationship between living beings and the objective world, expressed in their ability to realize their motives and act on the basis of information about it.

A person’s psyche acquires a qualitatively new character due to the fact that his biological nature is transformed by sociocultural factors, thanks to which an internal plan of life activity—consciousness—emerges, and the individual becomes a personality.

The psyche of both humans and animals includes many subjective phenomena.

Psychic phenomena– these are the brain’s responses to external (environment) and internal (body conditions) influences. At the same time, the human psyche manifests itself, is formed and develops in its activities.

Psychology studies mental processes, mental states and mental properties of the individual.

Mental process– these are individual forms or types of mental activity. With the help of, for example, sensations and perceptions, attention and memory, imagination, thinking and speech, a person understands the world. Therefore they are often called cognitive processes.

Mental properties of personality– the most significant and stable mental characteristics of a person (his needs, interests, abilities, temperament, character, etc.). In other words, the mental properties and characteristics of a person include the quality of the mind, emotional and volitional environment, entrenched in the character, temperament, abilities and behavior of a person.

Mental conditions- this is a special characteristic of a person’s mental activity over a certain period of time. They are caused by the external situation, well-being, individual characteristics of a person and affect his behavior during a certain period (for example, states of fatigue, irritability, activity, etc.).

The concept of “state” characterizes the static nature of a phenomenon (as opposed to processes) and is determined by the manifestation of feelings (moods, affects), attention, will, thinking, etc.

Mental properties, states and processes are closely interconnected and can transform into one another.

The highest form of the psyche, the result of social historical conditions for the formation of a person in the process of his work activity, cognition and communication is consciousness.

Unconscious is a set of mental processes, acts and states caused by various influences, the influence of which a person is not aware of (Fig. 1).

Picture 1. Structure of the psyche

Figure 2 . Basic functions of the psyche

The problem of the emergence (genesis) of the psyche

“Anthropopsychism” (associated with the name of Descartes) - the emergence of the psyche is associated with the appearance of man, that is, the psyche exists only in man.

“Panpsychism” is the general spirituality of nature (Robinet, Fechner).

“Biopsychism” - psyche is not a property of all matter at all, but a property of only living matter (Hobbes, C. Bernard, Haeckel, Wundt).

“Neuropsychism” - psyche - is a property not of all living matter, but only of those organisms that have a nervous system (Darwin, Spencer, many modern physiologists and psychologists).

Each of these views cannot be accepted unconditionally.

The problem of the emergence of the psyche is still considered unresolved.

Principles of Psychology

1. The principle of determinism.

2. Genetic principle.

3. Personal approach.

4. Relationships between personality and activity.

Main groups of methods

I. Organizational methods

1.1. Comparative method (comparison of groups by age).

1.2. Longitudinal method (examination of the same individuals over a long period of time).

1.3. Complex method (studying the same objects using different methods from different sciences).

II. Empirical methods.

2.1. Observation.

2.2. Introspection.

2.3. Experimental methods (laboratory, natural, formative, ascertaining).

2.4. Psychodiagnostic methods (conversation, interview, survey, questionnaire, etc.).

2.5. Biographical methods.

III. Data processing methods.

3.1. Quantitative (statistical).

3.2. Qualitative.

IV. Correction methods.

4.1. Autotraining.

4.2. Group training.

4.3. Education.

4.4. Methods of psychotherapeutic influence.

Basic methods

1. Observation (external, internal, free, standardized, included, outsider).

2. Experiment (laboratory, natural, experimental-genetic, ascertaining, formative).

Helper Methods

1. Survey (oral, written, free, standardized).

2. Psychological and pedagogical test (questionnaire test, task test, projective test).

3. Modeling (mathematical, logical, technical, cybernetic).

4. Psychological and pedagogical analysis of the process and products of activity (drawings, works, technical products, collections).

5. Sociological and pedagogical questionnaires.

6. Sociometry.

PRACTICAL TASK

Eysenck's technique(done independently in class)

Instructions: You are asked several questions. Answer only “Yes” or “No” to each question. Don't waste time discussing questions: there can be no good or bad answers here, as this is not a test of mental ability.

QUESTIONS:

1. Do you often experience a craving for new experiences, to be distracted, to experience strong sensations?

2. Do you often feel that you need friends who can understand, encourage, and sympathize with you?

3. Do you consider yourself a carefree person?

4. Is it very difficult for you to give up your intentions?

5. Do you think about your affairs slowly and prefer to wait before acting?

6. Do you always keep your promises, even if it is not beneficial for you?

7. Do you often have ups and downs in your mood?

8. Do you usually act and speak quickly?

9. Have you ever had the feeling that you are unhappy, although there was no serious reason for this?

10. Is it true that you are ready to do anything in a dispute?

11. Do you feel embarrassed when you want to meet someone of the opposite sex who you like?

12. Does it ever happen that when you get angry, you lose your temper?

13. Does it often happen that you act thoughtlessly, on the spur of the moment?

14. Do you often worry about the idea that you shouldn't have done or said something?

15. Do you prefer reading books to meeting people?

16. Is it true that you are easily offended?

17. Do you often like to be in company?

18. Do you ever have thoughts that you would not like to share with others?

19. Is it true that sometimes you are so full of energy that everything in your hands burns, and sometimes you feel tired?

20. Do you try to limit your circle of acquaintances to a small number of your closest friends?

21. Do you dream a lot?

22. When people shout at you, do you respond in kind?

23. Do you consider all your habits to be good?

24. Do you often have the feeling that you are to blame for something?

25. Are you sometimes able to give free rein to your feelings and have carefree fun in a cheerful company?

26. Can we say that your nerves are often stretched to the limit?

27. Are you known as a lively and cheerful person?

28. After something is done, do you often mentally return to it and think that you could have done it better?

29. Do you feel restless when in a large company?

30. Does it happen that you spread rumors?

31. Does it happen that you can’t sleep because different thoughts come into your head?

32. If you want to know something, do you prefer to find it in a book or ask your friends?

33. Do you have palpitations?

34. Do you like work that requires concentration?

35. Do you have tremors?

36. Do you always tell the truth?

37. Do you find it unpleasant to be in a company where they make fun of each other?

38. Are you irritable?

39. Do you like work that requires speed?

40. Is it true that you are often haunted by thoughts about various troubles and horrors that could happen, although everything ended well?

41. Is it true that you are leisurely in your movements and somewhat slow?

42. Have you ever been late for work or a meeting with someone?

43. Do you often have nightmares?

44. Is it true that you love to talk so much that you don’t miss any opportunity to talk with a new person?

45. Do you have any pain?

46. ​​Would you be upset if you couldn’t see your friends for a long time?

47. Are you a nervous person?

48. Are there people you know that you clearly don’t like?

49. Are you a confident person?

50. Are you easily offended by criticism of your shortcomings or your work?

51. Do you find it difficult to really enjoy events that involve a lot of people?

52. Does the feeling that you are somehow worse than others bother you?

53. Would you be able to bring some life into a boring company?

54. Does it happen that you talk about things that you don’t understand at all?

55. Are you worried about your health?

56. Do you like to make fun of others?

57. Do you suffer from insomnia?

Processing the results:

EXTRAVERSION - is the sum of “yes” answers in questions: 1, 3, 8, 10, 13, 17, 22, 25, 27, 39, 44, 46, 49, 53, 56
and “no” answers to questions 5, 15, 20, 29, 32, 37, 41, 51.

If the sum of the points is 0-10, then you are an introvert, closed within yourself.

If 15-24, then you are an extrovert, sociable, facing the outside world.

If 11-14, then you are an ambivert, you communicate when you need it.

NEUROTICISM - is the number of “yes” answers in questions 2, 4, 7, 9, 11, 14, 16, 19, 21, 23, 26, 28, 31, 33, 35, 38, 40, 43, 45, 47, 50, 52, 55, 57

If the number of “yes” answers is 0-10, then you are emotionally stable.

If 11-16, then you are emotionally impressionable.

If 17-22, then you have individual signs of a weakened nervous system.

If 23-24, then you have neuroticism bordering on pathology, a breakdown or neurosis is possible.

FALSE - find the sum of points for “yes” answers in questions 12,13,30,42,48,54.

If the number scored is 0-3 - the norm of human lies, the answers can be trusted.

If 4-5, then it is doubtful.

If 6-9, then the answers are unreliable.

If the answers can be trusted, then a graph is built based on the data received.

SANGUINE-EXTROVERT: stable personality, social, outward-oriented, sociable, sometimes talkative, carefree, cheerful, loves leadership, has many friends, cheerful.

CHOLERICA-EXTROVERT: unstable personality, touchy, excited, unrestrained, aggressive, impulsive, optimistic, active, but performance and mood are unstable and cyclical. In a situation of stress - a tendency to hysterical-psychopathic reactions.

PHLEGMATIC INTROVERT: stable personality, slow, calm, passive, calm, cautious, thoughtful, peaceful, restrained, reliable, calm in relationships, able to withstand long-term adversity without disruptions to health and mood.

MELANCHOLIC INTROVERT: unstable personality, anxious, pessimistic, very reserved on the outside, but sensitive and emotional on the inside, intellectual, prone to thinking. In a situation of stress - a tendency to internal anxiety, depression, breakdown or deterioration in performance (rabbit stress).

Self-test questions

1. What is the subject of psychology as a science?

2. What is the subject of pedagogy as a science?

3. List and give a brief description of the main views on the psyche and its role.

4. List the main functions of the psyche?

5. Name the tasks of psychology in relation to pedagogy.

6. Define the concepts: “method”, “methodology”, “methodology”.

7. What research methods are used in psychology and pedagogy?

Topic 2. PERSONALITY

Target: will become familiar with the topic and diagnostic techniques for studying the structural components of personality.

Progress of the lesson

I. Self-study questions

1.1. Individual, personality, individuality.

1.2. The concept of personality as a set of social relations.

1.3. Formation and development of personality. Socialization of personality.

1.4. Personality structure.

1.5. Personal activity. Freudian and neo-Freudian concepts of activity.

1.6. Perspectives on personality and frustration.

1.7. Personality and activity.

Note: prepare for a test on this topic.

II. Prepare an annotation for one of the works:

2.1. Dodonov B.I. About the “Personality” system // Questions of psychology. – 1985. - No. 5, pp. 36-45.

2.2. Kovalev A.G. Psychology of Personality. –M.: Education, 1970.

2.3. Petrovsky A.V. Possibilities and ways of constructing a general psychological theory of personality // Questions of psychology. – 1987. - No. 4, pp. 30-45.

2.4. Krupnov A.I. Psychological problems in the study of human activity // Questions of psychology. – 1984. - No. 3, pp. 25-33.

2.5. Petrovsky A.V. Problems of personality development from the perspective of social psychology // Questions of psychology. – 1984. - No. 4, pp. 15-29.

2.6. Feldshtein D.I. Psychological patterns of personality development and solving current problems of education // Questions of psychology. – 1984. - No. 2, pp. 43-51.

2.7. Leontyev A.N. Activity. Consciousness. Personality. –M.: Knowledge, 1977, p. 159-206.

2.8. Leontyev A.N. Activity. Consciousness. Personality // Reader “Psychology of Personality”. – M.: Moscow State University Publishing House, 1982, p.20-28.

2.9. Rubinshtein S.L. Theoretical questions of psychology and the problem of personality // Reader “Psychology of Personality”. –M.: Moscow State University Publishing House, 1982, p.28-35.

2.10. Myasishchev V.N. The structure of personality and a person’s attitude to reality // Reader “Psychology of Personality”. –M.: Moscow State University Publishing House, 1982, p.35-39.

2.11. Ananyev B.G. Some features of the psychological structure of personality // Reader “Psychology of Personality”. –M.: Moscow State University Publishing House, 1982, pp. 39-42.

III. Experimental study.

3.1. Psychogeometric test (done independently in class).

3.2. Method “How do you laugh?” (See Know Thyself, pp. 10-11).

3.3. Method “What is your character?” (See Know Thyself, pp. 63-68).

BRIEF SUMMARY OF THE TOPIC.

Basic concepts: individual, personality, individuality, personality structure, ontogenesis, phylogenesis, personality activity, frustration, orientation, social experience, driving forces of development.

“The people, the slave, and the ruler - everyone recognizes that the highest happiness can only be found in the individual”

Johann Goethe

Personality structure

Personality structure- a holistic systemic formation, a set of socially significant mental properties, relationships and actions of an individual that have developed in the process of ontogenesis and determine his treatment as a conscious subject of activity and communication.

Self-esteem- a person’s assessment of himself, his capabilities, qualities and place among other people. It is one of the most important processes in the self-government mechanism.

Level of aspiration- the level of a person’s desire to achieve something, own something, receive something, exercise rights to something.

There are various views on personality structure

Theory about the biological and social in the structure of personality

1. Biological: endopsyche - expresses the internal interdependence of mental elements and functions. The internal mechanism of personality, identified from the neuropsychic organization of a person (susceptibility, peculiarities of thinking, memory, imagination, ability to exert volition, impulsiveness, etc.) has a natural basis.

2. Social: exopsyche - determined by the relationship of the individual to the external environment - to the entire sphere of what confronts the individual and to which the individual can relate in one way or another (the system of relationships between the individual and his experience, that is, interests, inclinations, ideals, feelings, knowledge and etc.) - determined by social factors.

The theory of three components in personality structure

1. The structure of a personality includes the systemic organization of its individuality, intra-individual (intra-individual) a subsystem represented in the structure of a person’s temperament, character, and abilities.

2. The personality in the system of its “real relations” finds its own special existence, which differs from the bodily existence of the individual, and therefore one of the characteristics of the personality structure should be sought in “space” outside the limitations of the individual’s body, which constitutes interindividual (inter-individual) personality subsystem.

3. Personality is taken beyond the limitations of the individual’s body and moves beyond his existing “here and now” connections with other individuals (“investments” in other people through his activities). All this constitutes the third subsystem of personality - meta-individual (supra-individual).

Personality structure according to S. Freud:

1. “It” (id) - localized in the unconscious of the original instincts and drives (nutrition, sexuality, avoidance of danger and death), which strives for immediate satisfaction of desires regardless of the relationship of the subject and objective reality and is absolutely illogical and immoral. The two main innate instincts are eros (libido) and thanatos (the desire for death and destruction).

2. “I” (ego) – consciousness and self-awareness of the individual, carrying the functions of perception, evaluation and understanding of the external world and adaptation to it in accordance with the principles of reality and rationality.

3. “Super-ego” (superego) - the highest authority in the structure of the mental life of the individual, formed in the process of assimilating the norms and values ​​of culture, playing the role of an internal censor and guided by the principles of conscience and duty, and moral requirements.

Personality structure according to K.K. Platonov

2. Components of experience (knowledge, skill, habits).

3. Component forms of reflection (covers individual characteristics of mental processes that are formed in the process of social life).

4. The biologically determined side of the mental functions of the individual (combines the typological properties of the individual, gender and age characteristics).

Personalization- the process and result of the reflection of the subject in other people, its ideal representation and continuation in them.

Personality and activity

People's activities are diverse, but at the same time they can be reduced to three main types: educational, play, and work.

Labor– the main activity – results in the creation of a socially useful product.

Educational- a specific human activity with the goal of learning.

Gaming– a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in the subjects of science and culture.

Activity components:

- perceptual, associated with sensations and perceptions;

- mnemonic– storing and reproducing information;

- mental– solving problems that arise in the course of activities;

- imaginative– generating various ideas, projects, technologies;

- motor– implementation of ideas in diagrams, drawings, etc.

PRACTICAL TASK

Methodology "Psychogeometric test"

From the figures shown below, choose the one you like best.

SQUARE - hard work, diligence, the need to complete the work started, perseverance, which allows you to achieve the completion of the work - this is what the famous true squares are for. Endurance, patience and methodicality usually make Squares highly qualified specialists in their field. Square loves established order once and for all: everything should be in its place and happen in its own time. The ideal of the Square is a planned, planned life; he does not like “surprises” and changes in the usual course of events.

RECTANGLE - a temporary form of personality that can be worn by other persistent figures at certain periods of life. These are people who are dissatisfied with the lifestyle they currently lead and are therefore busy looking for a better position. Therefore, the main qualities of a rectangle are curiosity, curiosity, keen interest in everything that happens and courage. They are open to new ideas, values, ways of thinking and living, and easily learn everything new.

TRIANGLE - this figure symbolizes leadership. The most characteristic feature of a true Triangle is the ability to concentrate on the main goal. Triangles are energetic, unstoppable, strong personalities who set clear goals for themselves and, as a rule, achieve them. They are ambitious and pragmatic, and they know how to convey to senior management the importance of their own work and the work of their subordinates. The strong need to be right and control the state of affairs makes the Triangle a person who constantly competes with others.

CIRCLE is the most benevolent of the five figures. She has high sensitivity, developed empathy, the ability to sympathize, respond emotionally to the experience of another person, feels someone else's joy and feels someone else's pain as her own. A circle is happy when everyone gets along with each other. Therefore, when he has a conflict with someone, it is most likely that the Circle will be the first to give in. He tries to find commonality even in opposing points of view.

ZIGZAG is a figure that symbolizes creativity. Combining various ideas and creating something new and original based on this is what Zigzags like. They are never satisfied with the way things are currently done or have been done in the past. Zigzag is the most enthusiastic, the most excitable of the five signs. When he has a new and interesting idea, he is ready to tell it to the whole world! Zigzags are tireless preachers of their ideas and are capable of captivating many with them.

Self-test questions

1. What unites and what distinguishes one from another the concepts of “person”, “personality”, “individuality”, “individual”?

2. What is the social essence of the individual?

3. What about personality is determined by its biological structure?

4. What does the personality structure consist of?

5. How does the socialization of the individual proceed? What influences the formation of personality?

6. What is personality orientation?

7. How are self-esteem and level of aspiration related?

8. What is the source and driving force of personality development?

9. Can a person with more adequate self-esteem experience a state of frustration? Justify the answer.

Topic 3. Motivational-need
SPHERE OF PERSONALITY

Target: deepen theoretical knowledge of individual psychological properties of the individual, master methods for diagnosing the motivational-need sphere of the individual.

Progress of the lesson

I. Questions for self-preparation:

1.1. The concept of need. Types of needs.

1.2. The concept of motive, incentive.

1.4. Motivation, its influence on the success of educational activities.

1.5. Professional motivation

Note: prepare for independent work .

II. Make an annotation for one of the works:

2.1. Leontyev A.N. Individual and personality. - G.: Nauka, 1982, p. 140-146.

2.2. Rubinshtein S.L. Personality orientation. -M.: Pedagogy, 1976, p. 152-155.

2.3. Kon I.S. Personality constancy: myth or reality? -M.: Politizdat, 1978, p. 161-169.

2.4. Petrovsky A.V. Be an individual. -M.: Politizdat, 1982, p. 155-161.

2.5. Reader on Psychology / Ed. Petrovsky A.V. -M.: Moscow State University Publishing House, 1977 (one of the works on the topic).

2.6. Psychology of Personality. Texts. -M.: Moscow State University Publishing House, 1982 (one of the works on the topic).

2.7. Ananyev B.G. Selected psychological works. -M.: Pedagogy, 1980, T1.

2.8. Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities - St. Petersburg: Publishing house "Peter", 2000. -P.183-188.

III. Experimental study:

3.1. Methodology "Personality Orientation" (performed in class under the guidance of a teacher).

3.2. MUN technique (motivation for success, failure) - performed independently by students (see practical task at the end of the topic).

3.3. Differential diagnostic support test by E.A. Klimova - performed independently by students (see practical task at the end of the topic).

BRIEF SUMMARY OF THE TOPIC

Basic concepts: need motive, incentive, direction, self-actualization, activity, motivation, professional motivation.

The motivational sphere of an individual is a set of stable motives that have a certain hierarchy and express the orientation of the individual.

The concept of motive, incentive

Motives- these are incentives for one or another type of activity (activity, communication, behavior) associated with the satisfaction of a certain need.

Stimulus(from the Latin stimulus - a pointed stick that was used to drive animals, a goad) - an influence that predetermines the dynamics of an individual’s mental states (denoted as a reaction) and relates to it as cause and effect.

Motives differ from one another in the type of needs that manifest themselves, the forms they take, and the specific content of the activity in which they are realized (motives for work, educational activities).

Conscious motives- a person is aware of what motivates him to act, what is the content of his needs (interests, beliefs, aspirations).

Unconscious motives- a person is not aware of what motivates him to activity (attitudes and drives).

A motive is always, in one way or another, connected with the processes of cognition: perception, thinking, memory and language.

A motive is an object that meets an actual need, that is, it acts as a way to satisfy and organize it, and in a certain way directs behavior (according to A.N. Leontiev).

A perceived need becomes a motive for behavior. In general, a motive is a reflection of a need.

A set of persistent motives that guide an individual’s activity and are relatively independent of existing situations is called personality orientation.

The orientation of the individual is always socially determined and formed through education.

Personality orientation

Focus- these are attitudes that have become personality traits.

Setting your identity– this is a position taken, which consists in a certain attitude towards the goals or objectives at hand and is expressed in selective mobilization and readiness for activities aimed at their implementation.

Orientation includes several related hierarchical forms: drives, desires, interests, aspirations, inclinations, ideals, worldviews, beliefs.

Attraction– the most primitive biological form of orientation.

Wish- a conscious need and attraction to something very specific.

Pursuit– occurs when a volitional component is included in the structure of desire.

Interest– a cognitive form of focusing on objects.

Addiction– arises when an act of will is included in the interest.

Ideal– the objective goal of inclination, specified in an image or representation.

Worldview– a system of philosophical, aesthetic, natural science and other views on the world around us.

Belief– the highest form of orientation is a system of individual motives that encourages her to act in accordance with her views, principles, and worldview.

Characteristics of interests

Interests ®	Emotional appearances of human cognitive needs; they express the motivating power of significant objects of activity
Content: interests are characterized by a certain orientation. You can define material, socio-political, professional, cognitive, aesthetic, etc.
	Target: interest is direct and indirect. Direct- this is an interest in the process of activity itself Indirect– this is an interest in the results of activities.
	Latitude: interests can be concentrated in one area or distributed between them
	Stability: characterized by varying duration and preservation. The stability of interests is expressed in the duration of preservation.

There are different directions:

For interaction;

On task (business orientation);

On oneself (personal focus).

Professional motivation

The problem associated with studying students’ attitudes towards their chosen profession combines a number of issues:

1. Satisfaction with the profession.

2. Dynamics of satisfaction from course to course.

3. Factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential psychological, including gender and age.

4. Problems of professional motivation, or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession.

Types of professions

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

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

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

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

Firstly , V modern science notices trends towards the integration of knowledge, a comprehensive analysis of certain phenomena of objective reality. At present, for example, in the social sciences, data from cybernetics, mathematics], probability theory and other sciences that previously did not claim to perform methodological functions in specific social research are widely used. The connections between the sciences themselves and scientific directions have noticeably strengthened. Thus, the boundaries between pedagogical theory and the general psychological concept of personality are becoming more and more conventional; between economic analysis social problems and psychological and pedagogical research of personality; between pedagogy and genetics, pedagogy and physiology, etc. Moreover, at present, the integration of all humanities has a clearly defined object - man. Therefore, psychology and pedagogy play an important role in combining the efforts of various sciences in its study.

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

Secondly , The sciences of psychology and pedagogy themselves have become more complex: research methods have become more diverse, new aspects are being discovered in the subject of research. In this situations it is important, on the one hand, not to lose the subject of research - the actual psychological and pedagogical problems, and on the other hand, not to drown in a sea of ​​empirical facts, to direct specific research to solve fundamental problems of psychology And pedagogy.

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

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

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

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

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

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

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

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

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

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

The first methodologist, such a “methodological Adam,” was a man who, in the midst of his activity, stopped and asked himself: “What is it that I am doing?!” Unfortunately, introspection, reflection on one’s own activities, and individual reflection become in this case no longer sufficient.

Our “Adam” increasingly finds himself in the position of a centipede because the positions of his own experience turn out to be unproductive for activity in other situations.

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

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

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

What is pedagogy methodology? Let's look at this issue in more detail.

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

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

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

ensures comprehensiveness of obtaining information about the process or phenomenon being studied (M.N. Skatkin);

helps introduce new information into the fund of pedagogical theory (F.F. Korolev);

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

creates an information system, resting on objective facts and the logical-analytical tool of scientific knowledge (M.N. Skatkin).

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

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

determining the purpose of the research, taking into account the level of development of science, the needs of practice, social relevance and the real capabilities of the scientific team or scientist;

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

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

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

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

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

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

At the same time, broader definitions should not be overlooked, since today we need a methodology that would orient pedagogical research to practice, to its study and transformation. However, this must be done meaningfully, based on a deep analysis of the state of pedagogical science and practice, as well as the main provisions of the methodology of science. Simply “imposing” certain definitions on the field of pedagogy cannot give the necessary results. So, for example, the question arises: if the principles and methods of organizing practical pedagogical activity are studied by methodology, what remains for pedagogy itself? The answer may be an obvious fact: the study of practical activities in the field of education (the practice of teaching and upbringing), if we consider this activity from the standpoint of a specific science, is not done by methodology, but by pedagogy itself.

Summarizing the above, we present the classical definition of pedagogical methodology. According to one of the leading domestic experts in this field, V.V. Kraevsky, “pedagogical methodology is a system of knowledge about the structure of pedagogical theory, the principles of approach and methods of obtaining knowledge that reflect pedagogical reality, as well as a system of activities for obtaining such knowledge and justifying programs, logic, methods and assessing the quality of research work” 1.

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

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

Pedagogical methodology as a branch scientific knowledge acts in two aspects: as a system of knowledge and as a system of scientific research activities. This means two types of activities - methodological research And methodological support. The task of the former is to identify patterns and trends in the development of pedagogical science in its connection with practice, principles for improving the quality of pedagogical research, and analysis of their conceptual composition and methods. The second task - methodological support of the study - means the use of existing methodological knowledge to justify the research program And assessing its quality while it is underway or has already been completed.

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

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

TO theoretical foundations , performing descriptive functions include:

¦ definition of methodology;

general characteristics of methodology as a science, its levels;

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

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

Regulatory grounds cover the following issues:

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

determining whether work in the field of pedagogy belongs to science: the nature of goal setting, the identification of a special object of research, the use of special means of cognition, the unambiguity of concepts;

typology of pedagogical research;

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

logic of pedagogical research, etc.

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

In structure methodological knowledge E.G. Yudin highlights four levels: philosophical, general scientific, specific scientific and technological.

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

Third level - concrete scientific methodology , those. a set of methods, research principles and procedures used in a particular scientific discipline. The methodology of a specific science includes both problems specific to scientific knowledge in a given area, and issues raised at higher levels of methodology, for example, problems of a systems approach or modeling in pedagogical research.

Fourth level - technological methodology - constitute the research methodology and technique, i.e. a set of procedures that ensure the receipt of reliable empirical material and its primary processing, after which it can be included in the body of scientific knowledge. At this level, methodological knowledge has a clearly defined normative character.

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

pedagogical psychological thinking dialectics