Scientific research in pedagogy, its main characteristics. The concepts of “scientific research”, “pedagogical research”. Types of pedagogical research Advanced scientific research in pedagogy

Scientific research is one of the types of cognitive activity, the distinctive feature of which is the development of new knowledge.

Scientific research in pedagogy is the systematic study of educational phenomena and processes aimed at obtaining new knowledge about them. Scientific research is characterized by objectivity, reproducibility, evidence, and accuracy.

According to the method of obtaining knowledge and the nature of information in research, two levels are distinguished - empirical and theoretical.

The empirical level is characterized by the predominance of methods for describing experience and the existence of systematically repeating patterns. The results obtained at this level of knowledge can be directly applied in educational practice. However, they do not allow us to explain the nature of the observed dependencies, and therefore, to develop new educational technologies based on them. The empirical level of scientific research is optimal for collecting primary information that requires further analysis, interpretation, and evaluation.

The theoretical level of research differs in that it includes modeling, development of hypotheses, and experiment. At the theoretical level, the researcher works not so much with the educational process or other phenomenon itself, but with their models, which systematically reproduce the essential properties of the original. The modeling method allows you to obtain new knowledge about any object through inference by analogy.

The basis of the theoretical level of scientific research in education is the modeling of pedagogical phenomena, processes and activities.

Various models are used in educational research.

Let us consider sequentially the procedures for their construction.

1. To build the first model - a model of the phenomenon being studied as an integrity - the teacher needs to present the structure of its content and the dynamics of its formation.

In order to build a structural and content model, you need:

1. on the basis of a theoretical analysis of philosophical, sociological, psychological and pedagogical literature, determine the object (phenomenon) under study as a category of pedagogy, as an integrity isolated from a broader system of personality, activity, etc., for which purpose identify the typical features of the selected phenomenon;

2. highlight the connections of this object with the environment, the wider system (its functions);

3. analyze the internal content of an object (quality, sphere or personality properties), identify its elements, composites that make up its inherent internal structure, which ensures the fulfillment of previously identified functions (in this case, each function of the phenomenon must be explained as a function of the corresponding component or their combinations ).

Such a model allows you to understand the object being studied without destroying the holistic idea of ​​it in the process of analysis. However, as a result we will only get a static model. To identify the dynamics of the formation of the object under study, you should:

Establish the physiological, psychological and social characteristics of a specific age period of the child, which significantly influence the formation of the phenomenon being studied (properties, qualities of the process, activity);

Develop a structure for describing the phenomenon (a system of criteria and indicators) in relation to the characteristics of age and describe the stages (levels, stages) of its development; it is possible that the initial theoretical model will then be adjusted or specified based on diagnostic results; As a rule, each of the identified stages of the process is illustrated with examples;

Describe quantitative changes, the accumulation of which brings the process closer to transitions, “jumps” from one state to another, features of the crises of these transitions and the possibility of mitigation (graduality of transitions);

Determine the sources (internal forces, factors) of the self-development of the phenomenon that ensure the self-propulsion of processes, the features of the functioning of these sources in the age period under consideration;

Based on identifying the stages and sources of self-development, develop a model of the pedagogical phenomenon, which serves as the basis for constructing a forecast for the development of the process and developing the goals of pedagogical activity.

A factor is understood as the internal driving force of the process, and a condition is an external, more or less consciously constructed by the teacher, circumstance that significantly influences the course of the process, presupposes, but does not guarantee a certain result.

2. To build the second model, a model of pedagogical conditions for the development of the phenomenon under study, it is necessary to: 1) identify external conditions that significantly influence the process of its formation, and then 2) from among them, select pedagogically controlled conditions.

To build a factor model of the process of formation of the phenomenon under study, it is necessary to perform the following research procedures:

Based on the developed model of the formation of the phenomenon, select characteristic manifestations of the property and its identified components in the behavior and activities of a child of a given age, c. his value judgments, emotional states;

In accordance with these criteria, select the optimal (necessary and sufficient) package (complex) of diagnostic methods for individual components and the phenomenon as a whole; at the same time, it is possible to identify several groups of methods - for research purposes, for everyday teaching activities, for management control;

Conduct and describe a diagnostic experiment; _ summarize diagnostic results: systematize, summarize, analyze (compile data into tables, graphs, diagrams, monographic characteristics);

Formulate conclusions on the correspondence of the theoretical model to the diagnostic results (identify invariant and variable features of the phenomenon, select optimal diagnostic techniques) and on the conditions for the development of the phenomenon under study (in real pedagogical experience, identify factors of development and “extinction” of the property under study).

In pedagogical research, it is not quantitative relationships that are revealed to a greater extent, but the quality of the educational phenomenon, the process of its formation and the influence of various conditions on this process.

As a result, the theoretical model is clarified and the factors of formation of the phenomenon under study are selected, which allows, based on their analysis, to select pedagogically regulated conditions.

In order to model the system of pedagogical conditions for the development of the phenomenon under study, it seems necessary to perform the following research procedures:

Based on a conceptual analysis of empirical pedagogical material and pedagogical literature, one’s own pedagogical experience, to identify the developmental potential inherent in the methods and forms of work with students selected as priority;

In pedagogical experience and existing theoretical approaches, highlight characteristic episodes, trends in stimulating or counteracting the development of the phenomenon under study;

Based on the analysis, select the most effective and manageable pedagogical conditions, characteristic methods, methodological techniques and forms of work;

To identify the trend of their development, ensuring maximum stage-by-stage involvement of the child in the educational process and an increase in his subjectivity;

Select means of monitoring (diagnosis and adjustment) of the process, as well as experimentally identify the effectiveness of the proposed system of conditions (what special system results does it give within the framework of this concept?) and its optimality (what content, what methods, techniques, forms become unnecessary?).

3. To build the third model - a model of pedagogical activity - it is necessary: ​​1) to determine the principles, the system of which will form the concept of activity, 2) to develop the stages of the formation of pedagogical activity, making changes to the existing methodological system of the teacher.

If the purpose of the system of pedagogical conditions is to ensure the progression of the process of formation of the phenomenon under study (personality, personal sphere, individual property, etc.), then pedagogical activity is considered as the design, implementation and adjustment of pedagogical conditions.

To develop a model of expedient pedagogical activity, it is necessary:

Consistently select and justify the principles (or regulatory requirements) for the activities of a teacher, when observed, it is possible to optimally build the appropriate pedagogical conditions; describe the experimental testing of each principle and draw a conclusion about the advisability of its use;

Build a structure of principles or their hierarchical model that determines the subordination of the selected principles, their interconnection and interdependence, the necessary and sufficient nature of the system, the consistency and complementarity of these principles;

To experimentally and theoretically show the optimality of pedagogical activity in the proposed system of principles, opportunities for creative self-development of the teacher and the acquisition of an original pedagogical style;

In a theoretical study, describe an experiment to test and test this model or system of principles in practice.

To develop the stages of development of the proposed pedagogical activity, you should:

Select characteristic techniques, methods, organizational forms that a teacher can master at the initial stage of mastering the proposed methodological system;

Highlight the technological features of their use in this methodology, the possibility of combining new elements with effective elements of pedagogical activity that the teacher has mastered previously;

To work out the logic and options for their sequential application, subordination in the proposed methodology, methods of conducting pedagogical activities in a system that has signs of pedagogical technology;

Determine prospects for improving the proposed methodological system or technology.

As we see, the logic of the development and application of the three models sets the logic of pedagogical research as a whole. This logic significantly depends on the general professional position of the teacher and confronts the researcher with the task of choosing adequate methods of work.

The choice of classification criterion depends on the researcher’s commitment to a certain theoretical concept, on his professional and pedagogical position, goals, the problem being solved, and the conditions of activity.

The researcher’s humanitarian pedagogical position determines his choice of methods that reveal the patterns of the child’s self-development, the teacher’s self-development, and take into account the activity of all participants in the educational process.

Ultimately, the choice of classification and the methods themselves are determined by the value-target settings of the researcher: an authoritarian teacher is inclined to “accurate”, “natural-scientific” methods that provide information mainly about the external conditions of the formation of the phenomenon under study, and this information is of an evaluative nature; The researcher’s humanitarian position predetermines the choice of methods that reveal the internal potential for self-development of the pedagogical phenomena and processes being studied.

The results of pedagogical research are formalized in the form of coursework, bachelor's or diploma work, qualification work for a teacher, a dissertation for the scientific degree of master, candidate or doctor of science. Each of them has its own qualitative differences in the research problems solved, the depth of penetration into the subject of research, and the generality of the conclusions.

Regardless of the type of scientific and pedagogical research, it must include general characteristics: justification of the problem and its relevance, theme, object, subject, purpose, objectives, hypothesis, protected provisions, assessment of scientific novelty, theoretical significance and practical value of the results obtained.

V.V. Kraevsky suggests presenting them in a simplified form in the form of questions.

Research problem: what needs to be studied that has not been studied previously in science?

Topic: what to call the aspect of considering the problem?

Relevance: why does this particular problem need to be studied at the present time, and precisely in the aspect chosen by the author?

Object of study: what is being considered?

Subject of research: how is the object viewed, what inherent relationships, aspects and functions are highlighted for study?

Purpose of the research: what knowledge is expected to be obtained as a result of the research, what is this result in general terms even before it is obtained?

Objectives: what needs to be done to achieve the goal?

Hypothesis and protected provisions: what is not obvious in the object, what the researcher sees in it that others do not notice.

Novelty of the results: what has been done that others have not done, what results were obtained for the first time?

Significance for science: what problems, concepts, branches of science are changes being made aimed at its development, replenishing its content?

Value for practice: What specific practice gaps can be addressed by the study findings?

The listed characteristics constitute a system, all elements of which must correspond to each other and complement each other. By the degree of their consistency one can judge the quality of the scientific work itself.

The system of methodological characteristics of scientific research acts as a general indicator of its quality.

Compliance with the following principles helps ensure the quality of scientific and pedagogical research:

purposefulness - the subordination of research to the tasks of improving the practice of education, the establishment of relations of humanity in it;

objectivity - theoretical models in research should reflect real pedagogical objects and processes in their multidimensionality and diversity;

applied orientation - the research results should be used to explain and predict the improvement of educational practice with multiple paths of its development;

systematicity - inclusion of research results in the system of scientific and pedagogical knowledge, supplementing existing information with new aspects;

integrity - the study of the components of a pedagogical object in the dynamics of a multidimensional picture of their relationships and interdependencies;

dynamism - revealing the patterns of formation and development of the studied pedagogical objects, the objective nature of their multidimensionality, multivariance.

These principles are based on the laws of cognitive activity, scientific research and the specifics of educational practice.

Science will develop only if it is replenished with new facts. “If pedagogy wants to educate a person in all respects, then it must first of all get to know him in all respects,” wrote K.D. Ushinsky. The objectivity of the acquired knowledge will be determined by the choice of methodology.

Under methodology usually understand the doctrine of the principles and methods of scientific knowledge of objective reality.

Based on general ideas about methodology, methodology of pedagogy defined as a system of knowledge about the foundations and structure of pedagogical theory, about approaches to the study of pedagogical phenomena and processes, about ways of obtaining knowledge that reflects pedagogical reality.

In the structure of methodological knowledge E.G. Yudin identifies four levels:

Æ philosophical,

Æ general scientific,

Æ concrete scientific,

Æ technological.

Higher, philosophical level methodology, performs general methodological functions.

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

Third level – concrete scientific methodology - includes problems specific to scientific knowledge in a given field, a set of methods, research principles, procedures used in a specific scientific discipline.

Fourth level – technological – constitute the methodology and technique of research; at this level, methodological knowledge has a clearly defined normative character.

In accordance with the logic of scientific research, a research methodology is being developed. It is a complex of theoretical and empirical methods.

All levels of the 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.

Currently, various philosophical directions coexist, acting as the methodology of various human sciences, including pedagogy: existentialism, pragmatism, dialectical materialism, neo-Thomism, neo-positivism.

Dialectical-materialist pedagogy proceeds from the fact that the individual is the object and subject of social relations. Its development is determined by external circumstances and the natural organization of man. The leading role in the development of personality is played by education, which is a complex social process of a historical and class nature. Personality is manifested and formed in activity.

The philosophical level of pedagogy methodology today represents one of its pressing problems.

General scientific methodology may be presented systematic approach , reflecting the universal connection and interdependence of phenomena and processes of the surrounding reality, and orients researchers and practitioners to the need to approach the phenomena of life as systems that have a certain structure and their own laws of functioning.

The essence of the systems approach is that relatively independent components of the process (phenomenon) are considered not in isolation, but in their interrelation, development and movement. It allows us to identify integrative system properties and qualitative characteristics that are absent in the elements that make up the system.

Specific scientific methodology each science and the practice it serves is revealed through specific, relatively independent approaches, or principles. In pedagogy this is:

Ø holistic,

Ø personal,

Ø active,

Ø polysubjective (dialogical),

Ø cultural,

Ø ethnopedagogical,

Ø anthropological

approaches that are her methodological principles.

Technological level of methodology Pedagogy consists of research methods and techniques. It is conditioned by all previous levels, since the organization of pedagogical research and its methodology depend on them.

Under pedagogical research understands the process and result of scientific activity aimed at obtaining new knowledge about the laws of education, its structure and mechanisms, content, principles and technologies. Pedagogical research explains and predicts facts and phenomena (V.M. Polonsky).

Pedagogical research according to its focus can be divided into fundamental, applied and development. The result of fundamental research is generalizing concepts that summarize the theoretical and practical achievements of pedagogy or offer models for the development of pedagogical systems on a predictive basis.

Applied research is work aimed at in-depth study of individual aspects of the pedagogical process, establishing the patterns of multilateral pedagogical practice.

The developments are aimed at substantiating specific scientific and practical recommendations that take into account already known theoretical principles.

Any pedagogical research presupposes the presence of generally accepted methodological parameters. These include:

Æ problem,

Æ subject of research,

Æ tasks,

Æ hypothesis and

Æ protected positions.

An object- this is what the process of cognition is aimed at.

Subject of study- part, the reflected side of the object. These are the most significant properties and features of an object from a practical or theoretical point of view, which are subject to direct study.

Hypothesis is a set of theoretically based assumptions, the truth of which is subject to verification.

Main quality criteria pedagogical research are relevance, novelty, theoretical and practical significance.

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

Methods of pedagogical research- these are ways of studying pedagogical phenomena, obtaining scientific information about them in order to establish natural connections, relationships and build scientific theories. All their diversity can be divided into three groups:

Ø methods for studying teaching experience,

Ø theoretical research methods,

Ø mathematical and statistical methods.

Methods for studying teaching experience- these are ways to study the actual experience of organizing the educational process. Both advanced practices and the experience of ordinary teachers are studied. Their difficulties often reflect real contradictions in the pedagogical process, existing or emerging problems. When studying teaching experience, the following methods are used:

û observation,

û conversation,

û interview,

û survey,

û study of written, graphic and creative works of students, pedagogical documentation.

Main methods empirical research in pedagogy are observation and experiment.

Observation− this is a system for recording and recording the properties and connections of the object being studied under natural conditions or in an artificial, specially organized experiment. Under favorable conditions, this method provides sufficiently extensive and diverse information for the formation and recording of scientific facts.

There are:

a participant and non-participant observation,

a open and hidden,

a continuous and selective.

Observation must satisfy a number of requirements, the most important of which are:

Ø planfulness;

Ø purposefulness;

Ø activity;

Ø systematic;

Ø The results of observations must be recorded.

The disadvantage of observation is the possibility of influence of the personal characteristics of the researcher.

An experiment is a specially organized test of a particular method or method of work to identify its pedagogical effectiveness.

Pedagogical experiment is a research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena, which involves experimental modeling of a pedagogical phenomenon and the conditions for its occurrence.

Experimental study of objects compared to observation has a number of advantages: in the process of experimentation it becomes possible to study this or that phenomenon in its “pure form”; the experiment allows you to study the properties of objects of action in specially created conditions; The most important advantage of the experiment is its repeatability.

A pedagogical experiment can be:

Æ stating,

Æ formative

Æ control.

Conducting a pedagogical experiment requires careful preparation and organization, which begins with a clear definition by the researcher of the goal, the nature of the change in conditions, the expected stages and possible results of the experiment.

TO survey methods include conversation, interview, questionnaire, the effectiveness of which depends largely on the content, structure and nature of the questions. A plan for a conversation, interview or questionnaire is a list of questions to be asked. Differences between survey methods: the conversation is conducted in a free form without recording the interlocutor’s answers; During the interview, questions are written down openly. Questioning is a method of mass collection of material using a questionnaire.

The study of school documentation will arm the researcher with objective data characterizing the actual practice of organizing the educational process.

The most important methods of pedagogical research include studying and summarizing work experience.

Methods of other sciences are used quite widely in pedagogical research, for example, testing, sociometric analysis, projective techniques, etc.

The methods listed above are also called methods empirical knowledge pedagogical phenomena, since they serve as a means of collecting scientific and pedagogical facts, which are then subjected to theoretical analysis.

Among theoretical methods Scientific and pedagogical research is distinguished:

Æ theoretical analysis,

Æ logical methods of generalizing the obtained data (induction, deduction),

Æ constructing a thought experiment,

Æ method of analogies,

Æ forecasting,

Æ modeling, etc.

Theoretical analysis- this is the identification and consideration of individual aspects, signs, features, properties of pedagogical phenomena. By analyzing individual facts, grouping, systematizing them, the researcher identifies the general and special in them, establishes a general principle or rule. The analysis is accompanied by a synthesis, which helps to penetrate into the essence of the pedagogical phenomena being studied. In theoretical analysis, other groups of research methods are used - inductive and deductive. These are logical methods for summarizing empirically obtained data.

Theoretical methods are associated with the study of scientific and pedagogical literature, which makes it possible to find out what problems have already been studied, what scientific discussions are ongoing, what issues have not yet been resolved.

For quantitative processing of the obtained empirical data in pedagogy, they use mathematical and statistical methods , which allow one to evaluate the results of an experiment, increase the reliability of conclusions, and provide grounds for theoretical generalizations. The most common mathematical methods in pedagogy are: registration, ranking And scaling.

The ambiguity of the course of pedagogical processes, the multiplicity of factors simultaneously influencing their results, requires the use of a variety of complementary research techniques and methods, verification and double-checking of the information received. The uniqueness of pedagogical processes, in contrast to research in the field of natural sciences, requires the researcher to formulate the correct conclusions.

The highest indicator of a teacher’s professional readiness is the presence of methodological culture.

Also F.V.A. Disterweg argued that without the desire for scientific work, an elementary school teacher falls under the power of three pedagogical demons: banality, mechanicalness and routine.

L.V. Zankov is the first Russian researcher to speak about the need for a teacher’s methodological culture for the successful implementation of educational practice. Some educational systems require from the teacher not only a high level of professional knowledge, but also knowledge of philosophy (for example, V.V. Davydov’s system of developmental education can be successfully implemented subject to knowledge of Hegel’s philosophy).

A.N. Khodusov considers methodological culture as a holistic multi-level and multi-component education, including the teacher’s pedagogical philosophy (beliefs), methodological reflection (understanding), and the internal plane of consciousness (self-awareness).

Among components of teacher methodological culture also distinguished:

Ø gnostic(special knowledge about methods and sources of obtaining scientific information),

Ø motivational(readiness and desire for independent research activities),

Ø practically effective(mastery of research skills).

At the same time, the methodological culture of a teacher can also be characterized based on the semantic shades of the categories included in this concept - “methodology” and “culture”, then methodological culture will act as a high level of teacher proficiency in methods of scientific knowledge, a high level of mastery of techniques, rules and norms scientific activity, expressed in the ability, based on the chosen methodology, to accurately formulate problems, choose appropriate ways to solve them, obtain well-founded conclusions and consciously use these conclusions in practice.

Main signs of methodological culture speakers:

û awareness of the concepts of education as stages of ascent from the abstract to the concrete;

û focus on transforming pedagogical theory into a method of cognitive activity;

û the focus of the teacher’s thinking on the genesis of pedagogical forms and their “integral” properties;

û the need to reproduce the practice of education in the conceptual and terminological system of pedagogy;

û the desire to identify the unity and continuity of pedagogical knowledge in its historical development;

û a critical attitude towards “self-evident” provisions, towards arguments that lie in the plane of ordinary pedagogical consciousness;

û reflection on the prerequisites, process and results of one’s own cognitive activity, as well as the movement of thought of other participants in the pedagogical process;

û evidence-based refutation of anti-scientific positions in the field of human science;

û understanding of the ideological, humanistic functions of pedagogy.

Having mastered the methodology, the teacher begins to think in its principles, and in this regard, his thinking becomes “principled,” distinguished by supra-situational activity.

A teacher with a methodological culture is distinguished by scientific thinking, creative reflection and self-reflection, and a high degree of pedagogical communication. It should be noted that methodological culture is manifested not only in knowledge, individual skills and abilities, but also in style, logic of thinking, and in making productive decisions. The formed methodological culture of the teacher determines his positive attitude towards science as the most important means of diagnosing, forecasting and improving teaching practice.

Questions and tasks

1. What is usually understood by methodology?

2. Reveal the structure of methodological knowledge.

3. What is educational research? What is its purpose?

4. Name the generally accepted methodological parameters of pedagogical research.

5. Describe the main methods of scientific and pedagogical research.

Literature for independent work

1. Vulfov B.Z., Ivanov V.D. Fundamentals of Pedagogy - M.: URAO, 2000.

2. Zagvyazinsky V.I. Methodology and methods of didactic research. - M.: Pedagogika, 1982.

3. Kodzhaspirova G.M. Pedagogy. - M., 2004

4. Kraevsky V.V. Methodology of pedagogical research. - Samara: SGPI, 1994.

5. Likhachev B.T. Methodological foundations of pedagogy. - Samara: Publishing House SIU, 1998.

6. Pedagogy / Ed. I.P. Pidkasistogo - M.: Rospedagenstvo, 1995.

7. Pedagogy / Ed. Yu.K. Babansky. - M.: Education, 1988.

8. Pedagogy / S.A. Slastenin, I.F. Isaev, A.M. Mishchenko, E.N. Shiyanov. - M.: Shkola-press, 2000.

9. Podlasy I.P. Pedagogy: In 2 books. - M., 2000.

10. Podlasy I.P. Pedagogy of primary education. – M.: Vlados, 2002.

11. Smirnov V.I. General pedagogy in theses, definitions, illustrations. - M.: Ped. Society of Russia, 1999.

Lecture 8-9. Methodology of pedagogy

8.1. The concept of science methodology, pedagogy methodology. The success of any research is largely determined by specific scientific approaches and principles that make up the content of the methodology. What is the methodology of the science of pedagogy? Let us turn, first of all, to the concept of methodology of science, the word “methodology” itself comes from the Greek methodos - the way of knowledge or research and logos - the word, concept - the doctrine of the scientific method of knowledge.

The methodology of science is understood as the doctrine of the principles of construction, forms and methods of scientific and cognitive activity. Those. it gives a description of the object and subject of knowledge, research tasks, the set of means necessary to solve them, and also gives an idea of ​​the sequence of actions, i.e. logic for solving research problems.

Methodology in pedagogy is the doctrine of the principles, methods, forms and procedures of cognition and the transformation of pedagogical reality. From the definition, two spheres of methodology can be distinguished: the first sphere is the knowledge of pedagogical reality, i.e. Sciences; and the second is the development of transformation technologies, i.e. practical activities.

In science, the existence of hierarchies of methodology is recognized, and therefore different levels of methodologies are distinguished.

1. The philosophical level includes general principles of cognition (it determines ideological approaches to the process of cognition and transformation of reality), the categorical apparatus of science.

2. The general scientific level includes theoretical concepts of knowledge of reality, applied to all or most disciplines, for example, a systems approach that reflects the universal connection and interdependence of phenomena and processes of reality. The systems approach focuses on approaching the study of complex developing objects as systems that have a certain structure and their own laws of operation, and relatively independent components are considered not in isolation, but in interconnection.

3. Specific scientific level, this level includes initial theoretical concepts, as well as a set of methods and principles of research used in a particular science.

4. Technological, it includes research methodology and technology.

Scientific research in pedagogy, its main characteristics

Research refers to the process and result of scientific activity aimed at obtaining new knowledge. People gain knowledge not only through research, but also through life and practical experience. However, they must be distinguished. Everyday, spontaneous-empirical knowledge differs from scientific knowledge in that this knowledge reflects external, insignificant, conspicuous signs that are taken as the basis for classifications. They do not reveal the depth and essence of phenomena, they are not reliable enough, and are often erroneous. The task of science is to overcome these shortcomings, to make knowledge more reliable and evidence-based. For example, people taught and raised children long before the advent of pedagogy, relying on the observed connections of pedagogical phenomena. However, along with correct generalizations that reflect objectively existing connections, false ideas have also become widespread among teachers (spanking children improves their behavior, mechanical repetition of text gives students good knowledge, reading should be taught by adding individual letters, etc.).

When starting scientific research, the teacher must understand that this is a new type of activity, different from teaching in terms of goals, methods and results. It is necessary to distinguish between the goals of a practical worker and the goals of a scientist. For a practical worker, this is obtaining high results of training and education, and for a scientist, this is obtaining new knowledge.

The question arises: why should a teacher engage in research and scientific activities? It also relies on data from pedagogical science. However, science provides only a general, “average” path to the goal, while the teacher has to use knowledge in specific, atypical situations. The results of work will be higher for a thinking, searching teacher than for a teacher working according to a template or stencil.

Features of scientific activity:

1. Clear definition and limitation of the purpose of scientific work. The ability to focus only on the problem that is being dealt with.

2. Scientific work is built on the shoulders of predecessors, so you should first study what has been done in this area.

3. A scientist must master scientific terminology and build his conceptual apparatus. The existence of various scientific schools.

4. The result of any scientific work must be in writing.

Pedagogical research by focus is divided into fundamental (resulting in generalizing concepts); their results do not find direct access to practice and serve to enrich the theory and methodology of pedagogy; applied - works aimed at studying certain aspects of the pedagogical process, usually they are a continuation of fundamental research; developments are aimed at substantiating specific scientific and practical recommendations, are based on well-known theoretical principles, these include training programs, teaching aids, recommendations, etc.; educational and research projects serve to develop research skills among undergraduate and graduate students. They are drawn up in the form of educational projects, coursework, diploma papers, etc.

In modern pedagogical research, the following theoretical concepts are implemented - systemic, personal, activity approach, etc. Let’s briefly consider them. The essence of the first is that relatively independent components are considered as a set of interrelated components: the goals of education; subjects of the pedagogical process; subjects – all participants in the pedagogical process (students and teachers); content of education, methods, forms; etc.)

The personal approach recognizes personality as a product of socio-historical development and a bearer of culture, and does not allow the reduction of personality to nature (vital or physiological needs). Personality acts as a goal, as a result and the main criterion for the effectiveness of the pedagogical process. The uniqueness of the individual, moral and intellectual freedom are valued. The task of the educator from the point of view of this approach is to create conditions for the self-development of the individual and the realization of his creative potential.

The essence of the third approach, the activity approach, is to recognize the unity of the psyche and activity, the unity of the structure of internal and external activity. Activity is the basis, means and condition for personal development. Purposeful transformation of the world. A person develops in activity (intellectual, physical, moral, etc.).

Therefore, in order to prepare students for independent life and varied activities, it is necessary to involve them in these types of activities. The task of the educator is goal-setting (setting goals) of activities, its planning, and organization.

Activity and personal approaches in unity constitute the essence of the methodology of humanistic pedagogy.

The polysubjective or dialogical approach proceeds from the fact that the essence of a person is richer than his activity; personality is a product or result of communication with people and the relationships characteristic of it, i.e. From the point of view of this approach, not only the objective result of the activity is important, but also the relational (interpersonal) one. The task of the educator is to foster humane relationships and create a positive psychological climate in a group or team.

The basis of the cultural approach is axiology - the doctrine of values ​​and the value structure of the world. This approach is due to the objective connection of a person with culture as a system of values. A person’s mastery of culture represents the development of the person himself. The task of the educator is to introduce them to the cultural flow.

Axiological approach – the doctrine of values. We look at some pedagogical phenomenon as a value. This approach cannot be identified with the cultural approach.

Ethnopedagogical approach (borders on the cultural approach) education based on national traditions, culture, customs. The task of the educator is to study the ethnic group and make maximum use of its educational capabilities. In fairy tales there is an archetype of culture (Russian fairy tales - the expectation of some kind of miracle).

The anthropological approach was first substantiated by K. D. Ushinsky. "Anthropos" - man. This is the systematic use of data from all human sciences and their consideration in the construction and implementation of the pedagogical process.

Research work is work of a scientific nature related to scientific research, conducting research in order to expand existing and obtain new knowledge, test scientific hypotheses, establish patterns that appear in nature and in society, scientific generalizations and scientific substantiation of projects.

The word “research” comes from “to explore”, i.e. subject to scientific scrutiny. Scientific research is purposeful knowledge, the results of which appear in the form of a system of concepts, laws and theories. It differs from spontaneous empirical research in the means of cognition, the nature of goal setting, and the requirements for the accuracy of the conceptual and terminological apparatus. In scientific research, not only objects used in direct practical activity are studied, but also new ones discovered during the development of science itself, often long before their practical application.

Research in pedagogy is the process and result of scientific activity aimed at obtaining socially significant new knowledge about the laws, structure, mechanism of teaching and upbringing, theory and history of pedagogy, methods of organizing educational work, its content, principles, methods and organizational forms.

The objects of scientific and pedagogical research are pedagogical systems, phenomena, processes (upbringing, education, development, formation of personality, team); subject - a set of elements, connections, relationships in a specific area of ​​a pedagogical object, in which a problem requiring a solution is identified.

There are three levels of pedagogical research:

empirical- new facts are established in pedagogical science;

theoretical- basic, general pedagogical principles are put forward and formulated that make it possible to explain previously discovered facts and predict their future development;

methodological- on the basis of empirical and theoretical research, general principles and methods for studying pedagogical phenomena and building theory are formulated.

The most common types of research in pedagogy are empirical and theoretical. Empirical research is aimed directly at the pedagogical object (phenomenon, process) being studied and is based on observation and experiment data. Theoretical research is associated with the improvement and development of the conceptual apparatus of pedagogy and is aimed at a comprehensive knowledge of objective reality in its essential connections and patterns.

According to the target orientation, the entire body of research conducted in each field of science, including pedagogy, is conventionally divided into the following main ones: fundamental, applied, development, educational and research projects.

Fundamental research reveals the laws of the educational process, is aimed at deepening scientific knowledge, developing the methodology of science, discovering new areas of science, and does not directly pursue practical goals. In pedagogy, they are also carried out within the boundaries of its individual disciplines: the theory of education, didactics, subject-matter methods, etc. The results of fundamental research, as a rule, do not find direct access to the practice of education. They should serve to enrich the theories and methodology of science itself.

Applied research - solves individual theoretical and factual problems related to the formation of the content of upbringing and education, the development of pedagogical technologies; connect science and practice, fundamental research and development. Usually applied

research is a logical continuation of fundamental research, in relation to which it is of an auxiliary nature.

Developments - have the goal of creating programs, textbooks, manuals, Instructional and methodological recommendations for education and training, forms and methods of organizing the activities of students and teachers, educational systems. Developments serve to directly serve educational practice.

Educational and research projects serve to develop the research skills of undergraduate and graduate students. They are formalized in the form of independently developed methods, educational projects, coursework, diploma and dissertation papers.

When planning any research, it is always necessary to clearly determine which of the listed types it will belong to. As usual, fundamental research is the prerogative of academic institutions, as well as general theoretical departments of universities. Applied research and development is most often the area of ​​activity of industrial scientific institutes, centers and specialized departments of higher educational institutions. Obviously, research conducted by teaching staff at secondary educational institutions will also have the same focus. As a rule, such research should be focused on obtaining specific results that are significant for practice, which will be subject to implementation in the same educational institution. Therefore, when planning and conducting them, one should be guided by the fact that, basically, these will be applied research and, to an even greater extent, development. Although, naturally, this does not exclude the possibility that individual teachers and instructors can engage in fundamental research in collaboration and under the guidance of scientists from universities and research institutes.

The famous Nobel Prize winner J. Thomson writes on this matter: “The most important factor determining the success of research is to look in the right direction. At any moment, in any scientific question, there are several growth points, several buds that are about to open. This is where we need to work, and the art is to recognize these points of growth...”

It should be noted that the theory of physical education in this regard is the most fertile area of ​​scientific knowledge, since science itself is at the intersection of two sciences, pedagogy and economics, which in itself creates a clear example for conducting research in both areas .

Extremely important studies are those that are associated with the development of methodological problems, with the development of a theory of an integral educational process that creates a system of unity of educational work on the formation of personal qualities of a student in the process of physical education and sports.

The value of pedagogical research, therefore, is higher, the more it relates theoretical achievements to the justification of a system of practical measures, the implementation of which will increase the effectiveness of solving pressing problems of the modern physical education system.

Science in modern conditions is an important factor determining progressive transformations in society in all areas, including education, physical culture, sports, and physical education.

Having analyzed the literary sources on this topic, we can say that the methodology of pedagogical research is a set of methods for carrying out any work; branch of educational science that sets out the rules and methods of conducting experiments.

Pedagogical research requires the researcher to: know methods of organizing and conducting research work, be able to organize and conduct methodological work, apply work skills to solve specific problems, prepare and defend their research.

Types of scientific and pedagogical research

The following types of scientific and pedagogical research are distinguished:

- fundamental- aimed at developing basic pedagogical categories, determining the essence of pedagogical facts and phenomena, and allowing them to be given a scientific explanation. As a result of such research, pedagogical theories are created (learning theory, theory of methods and organizational forms, etc.). The results of fundamental research provide the theoretical basis for applied research;

- applied- are carried out in the field of private methods and are aimed at solving issues related to teaching practice;

- methodological developments- final results of research directly applied in practice (curricula, textbooks and teaching aids, methodological recommendations, etc.).

The structure of scientific and pedagogical research includes pedagogical sources and research methods.

For the development of any science, including pedagogy, facts are necessary. We will call these various “repositories” of products of educational activity of a person and society, i.e., a database of facts of pedagogical content, from which the researcher draws information and primary information about the pedagogical process, pedagogical sources.

These include:

Written sources- these are those in which pedagogical facts are recorded in writing (printed and handwritten materials): textbooks and teaching aids, pedagogical monographs, methodological recommendations and developments, works of classics of pedagogy; governing documents of educational authorities: orders, instructions, charters, circulars, regulations; guidance documents of state bodies and public organizations on issues of education and upbringing; accounting and reporting school and extracurricular documentation, etc. A valuable pedagogical source are the diaries of outstanding figures of science, culture, and pedagogy, for example, L. N. Tolstoy, K. D. Ushinsky, etc.

Oral sources- this is everything that is orally perceived at the moment: lectures, reports, speeches, consultations, conversations, instructions, the content of conferences, meetings, seminars, debates, etc.

Practice as a pedagogical source- a massive, constantly renewed and therefore inexhaustible source. A.S. Makarenko expressed himself figuratively, meaning this aspect of pedagogical facts, that education occurs “on every square meter of the earth and every minute.” This is an ever-living, continuously renewed “spring” of pedagogical facts.

Statistical sources contain interesting material on the quantitative characteristics of the phenomena of upbringing, personal development, educational issues, for example, the number of schools, students, graduates of various types of educational institutions, teachers, the education budget, the number of young specialists, quantitative indicators of academic performance, etc.

Visual and pictorial pedagogical sources- this is background, photo, film, video materials and documents of pedagogical content. They provide specific, visual facts about pedagogical phenomena.

Material sources- these are objects and things of the person being studied; they can be made by him or he simply uses them; These are educational supplies, schoolchildren's things, models, models, instruments and other crafts, drawings and objects.

Folk pedagogy is a rich source. Folk traditions, customs, rituals, folklore of adults and children, folk holidays, games and toys, songs, dances, jokes, jokes, counting rhymes, teasers, folk signs, beliefs, legends and tales on various topics, labor and other relationships in the family and society represent a storehouse of folk pedagogical wisdom.

Works of art should also be considered as a pedagogical source. Of course, they primarily represent artistic value, but, in addition, they have a substantive side, and the content can be considered from the perspective of pedagogy.

Materials of related sciences It is quite possible to classify them as pedagogical sources, since they also explore the problems of education, albeit from their own positions.

To expand the base of sources, pedagogy turns to a number of auxiliary scientific disciplines: to pedagogical bibliography, chronology, linguistics, archaeography, emblems, etc.

Information pedagogy. If computer science is considered as one of the methodological issues of pedagogy, then information pedagogy is rightfully included in the issues of pedagogical sources. Information pedagogy is a new branch of pedagogical science that studies information processes in pedagogical phenomena.

All sources enable the researcher to accumulate the necessary factual material. The accumulated facts must be analyzed,

systematize, generalize, draw conclusions. Currently, pedagogical research is carried out using a whole system of various methods.

Methods of pedagogical research- these are ways of studying the experience of pedagogical activity, as well as pedagogical facts and phenomena, establishing natural connections and relationships between them with the aim of further scientific development of the theory of education and improving its practice.

These methods can be combined into the following groups:

- empirical methods- conversation, observation, study of documentation and performance results, pedagogical experiment (stating, formative, control), natural experiment, sociological methods (sociometry, questioning, method of independent characteristics, etc.);

- theoretical methods- modeling of pedagogical situations and processes, theoretical analysis of pedagogical facts and phenomena;

- methods of quantitative and qualitative processing of pedagogical information- methods of mathematical statistics, scaling, ranking, etc.

We will call traditional methods that modern pedagogy inherited from the researchers who stood at the origins of pedagogical science. Traditional methods of pedagogical research include observation, study of experience, primary sources, analysis of school documentation, study of student creativity, and conversations.

Observation- the most accessible and widespread method of studying teaching practice. Under scientific observation refers to a specially organized perception of the object, process or phenomenon under study in natural conditions. To increase the effectiveness of surveillance, it should be long-term, systematic, versatile, objective And massive.

Learning from experience means organized cognitive activity aimed at establishing historical connections of education, identifying the general, sustainable in educational systems. Closely related to another method - studying primary sources. Monuments of ancient writing, legislative acts, projects, circulars, reports, papers, resolutions, materials of congresses, conferences, etc. are subjected to a thorough scientific analysis. Educational and educational programs, charters, educational books, class schedules are also studied - in a word, all materials helping to understand the essence, origins and sequence of development of a particular problem.

Scientific and pedagogical research does not take place without analysis of school documentation, characterizing the educational process. Sources of information - class registers, books of minutes of meetings and sessions, class schedules, internal regulations, teachers' calendar and lesson plans, notes, lesson transcripts, etc.

Traditional methods of pedagogical research include conversations. In conversations, dialogues, and discussions, people’s attitudes, their feelings and intentions, assessments and positions are revealed. Pedagogical conversation as a research method is distinguished by purposeful attempts by the researcher to penetrate into the inner world of the interlocutor, to identify the reasons for certain of his actions.

A type of conversation, its new modification - interviewing, transferred to pedagogy from sociology. It is rarely used and does not find widespread support among researchers. Interviewing usually involves public discussion; the researcher adheres to pre-prepared questions and poses them in a certain sequence.

Pedagogical experiment- this is a scientifically delivered experience of transforming the pedagogical process in precisely taken into account conditions. An experiment is a strictly controlled pedagogical observation, with the only difference being that the experimenter observes a process that he himself expediently and systematically carries out.

A pedagogical experiment can cover a group of students, a class, a school, or several schools. Research can be long-term or short-term depending on the topic and purpose.

A pedagogical experiment requires substantiation of a working hypothesis, development of the question under study, drawing up a detailed plan for conducting an experiment, strict adherence to the intended plan, accurate recording of results, careful analysis of the data obtained, and formulation of final conclusions. Scientific hypothesis that is, the assumption that is subjected to experimental verification plays a decisive role. An experiment is planned and carried out in order to test the hypothesis that has arisen. Research “cleanses” hypotheses, eliminates some of them, and corrects others. The study of a hypothesis is a form of transition from observing phenomena to revealing the laws of their development.

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

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

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

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

Based on the location of the experiment, a distinction is made between natural (which is a scientifically organized experience of testing a hypothesis without disrupting the educational process) and laboratory pedagogical experiments.

Testing- a targeted examination, identical for all subjects, carried out under strictly controlled conditions, allowing for objective measurement of the studied characteristics of the pedagogical process. Testing differs from other methods of examination in accuracy, simplicity, accessibility, and the possibility of automation.

Widely used elementary skill tests such as reading, writing, simple arithmetic operations, as well as various tests for diagnosing the level of training- identifying the degree of mastery of knowledge and skills in all academic subjects.

Questioning is a method of mass collection of material using specially designed questionnaires called questionnaires. Questioning is based on the assumption that the person answers the questions asked to him frankly.

Enrichment and improvement of research methods is one of the factors in the development of pedagogical science.

The ultimate goal of any pedagogical research is to identify order and regularity in the process being studied, i.e. establishing a pattern. It can be defined as the fact that there is a constant and necessary relationship between phenomena.

Practical lesson 3. The emergence and development of pedagogy.

Goal: understanding general judgments from the history of the origin of the most important pedagogical ideas and their development.

Issues for discussion:

1. Identification of objective prerequisites for the emergence and development of pedagogy, the influence of politics and ideology of society on the development of pedagogical theory.

2. Identification of pedagogical problems appropriate for research.

Literature:

1. Methods of pedagogical research: Textbook for pedagogical students. Inst./Ed. V.I. Zhuravleva. - M.: “Enlightenment”, 1972.

2. Smirnov V.I. General pedagogy in theses, definitions, illustrations. - M.: Pedagogical Society of Russia, 2000.