MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FSBEI HPE "Kuban State University"

Faculty of Pedagogy, Psychology and Communication Studies

Department of Defectology and Special Psychology

TEST

discipline: Introduction to psychological and pedagogical research

The work was carried out by a student: Potemkina A.V.

course of the Western Federal District branch

Specialty: Speech therapy (defectology)

Krasnodar 2013

Exercise 1

Pedagogy is the science of educational relationships that arise in the process of interconnection between upbringing, education and training with self-education, self-education and self-training and aimed at human development. Pedagogy can be defined as the science of translating the experience of one generation into the experience of another.

Subject of pedagogy? this is education as a real holistic pedagogical process, purposefully organized in special social institutions (family, educational and cultural institutions).

Object of pedagogy. A.S. Makarenko, a scientist and practitioner who can hardly be accused of promoting “childless” pedagogy, in 1922 formulated an idea about the specifics of the object of pedagogical science. He wrote that many consider the child to be the object of pedagogical research, but this is incorrect. The object of research in scientific pedagogy is a “pedagogical fact (phenomenon).” At the same time, the child and the person are not excluded from the researcher’s attention. On the contrary, being one of the sciences about man, pedagogy studies purposeful activities for the development and formation of his personality.

Psychology is the science of the soul (psyche - soul, logos - concept, doctrine), thus psychology is the science of the psyche and mental phenomena.

The subject of psychology changed during its formation as a separate science. At first, the subject of its study was the soul, then consciousness, then human behavior and his unconscious, etc., depending on the general approaches that psychologists adhered to at certain stages of the development of science. Currently, there are two views on the subject of psychology. According to the first of them, the subject of study of psychology is mental processes, mental states and mental properties of the individual. According to the second, the subject of this science is the facts of mental life, psychological laws and mechanisms of mental activity.

The object of psychology in its definition we encounter certain difficulties. It is usually believed that the object of science is the carriers of the phenomena and processes that this science studies. Thus, the object of psychology must be recognized as a person. However, according to the ethical standards of Russian methodology, a person cannot be an object, since he is a subject of knowledge. To get out of this terminological contradiction, we can designate the object of general psychology as a process of interaction between a person and the surrounding world. Developmental psychology as a more or less isolated branch of psychological science that arose at the end of the 19th century. is aimed at identifying age-related characteristics and dynamics of the process of mental development of the individual throughout life.

The subject of developmental psychology as a scientific discipline is the study of the facts and patterns of human mental development in ontogenesis.

Educational psychology is a branch of psychology that studies the patterns of human development in the conditions of training and education. It is closely related to pedagogy, child and differential psychology, psychophysiology.

The object of educational psychology is the activity processes of transfer and assimilation of social experience in a person.

The subject of educational psychology is the normative structure of joint activity, in which the student assimilates, and the teacher conveys social experience to him and creates favorable conditions for assimilation.

Social psychology is a science that studies the mechanisms and patterns of behavior and activity of people, determined by their inclusion in social groups and communities, as well as the psychological characteristics of these groups and communities

Three main approaches have emerged on the subject of social psychology. According to the first of them, the subject of social psychology is mass phenomena of the psyche. This approach is being developed by sociologists; it studies: the psychology of classes, large social communities, various aspects of the social psychology of groups (traditions, mores, customs). According to this approach, social psychology is defined as the science of social psychology. According to the second approach, the subject of social psychology is personality. This approach has become widespread among psychologists. Within the framework of this approach, the question of in what context to study personality is discussed. It is possible to analyze a personality from the point of view of its position in the group; consideration of personality in the context of interpersonal relationships or in the communication system.

The third approach represents an attempt to synthesize the first two. Social psychology is considered as a science that studies both mass mental processes and the position of the individual in the group. It should be noted that this understanding of the subject of social psychology is most consistent with the actual practice of research. Currently, the most generally accepted definition of the subject of social psychology is the following: the study of patterns of behavior and activity of people determined by their inclusion in social groups, as well as the study of the psychological characteristics of these groups themselves. The object of study of social psychology can be: an individual, a social group (both small, consisting of two or three people, and large, including representatives of the entire ethnic group). In addition, the object of social psychology includes the study of the development processes of the individual and a specific group, the processes of interpersonal and intergroup interaction.

Social pedagogy? branch of pedagogy that studies the impact of social environment for education and personality formation; developing a system of measures to optimize the education of the individual, taking into account specific social conditions. environment. P.S. studies problems of the sociology of education, socio-pedagogical philosophy, theory, psychology and methodology of social sciences. education. The term was introduced in German. teacher A. Disterweg in the 19th century. In our country, leading specialists in the field of P. s. believe A.S. Makarenko, S.T. Shatsky.

The object of socio-pedagogical theory and practice is society at the social level as a relatively stable community of people, and the organizer and conductor of pedagogical actions is the state, various political and public organizations and movements interested in the socialization of members of society in a certain direction.

The object of socio-pedagogical theory and practice in the second sense is the social sphere of society, the microenvironment, groups of people, etc. Typical means of implementation: cultural and educational, physical culture and health, social and educational work, etc. The object of social pedagogy in the third sense is an individual at various stages and levels of socialization, in relation to whom various socio-pedagogical techniques and means are applied in accordance with the stable-level state of his development. The subject of social pedagogy is the social-pedagogical process that determines the content, principles, forms and methods of research (practical activity) and the conditions for its implementation. The immediate content component of the subject is determined by the section of social pedagogy.

Special pedagogy is the theory and practice of special (special) education of persons with disabilities in physical and mental development, for whom education in normal pedagogical conditions, determined by the existing culture, using general pedagogical methods and means, is difficult or impossible.

The object of special pedagogy is the special education of persons with special educational needs as a sociocultural, pedagogical phenomenon.

The subject of special pedagogy is the theory and practice of special education. It includes the study of the characteristics of the development and education of a person with limited ability to live, the characteristics of his formation and socialization as an individual, as well as the use of this knowledge to find the best ways, means, conditions that will ensure the correction of physical or mental disabilities, compensation for the activity of impaired organs and systems of the body and the education of such a person for the purpose of his social adaptation and integration into society and providing him with the opportunity to live as independently as possible.

pedagogy psychology observation expert

Task 2

Process - 1) a consistent change of state in the development of something; development of any phenomenon; 2) a set of sequential actions aimed at achieving results.

Science is a form of social consciousness in which knowledge about the essence, connections and dependencies, objective laws of the development of nature, society and thinking is reflected and accumulated.

Methodology - 1) the most general system of principles for organizing scientific research, methods of achieving and constructing scientific knowledge; 2) the doctrine of the scientific method of knowledge; a set of methods used in any science; a system of principles and methods of organizing and constructing theoretical and practical activities. In pedagogy, methodology is defined as the doctrine of the principles, methods, forms and procedures for cognition of the transformation of pedagogical reality. Methods of pedagogical research - techniques, procedures and operations of empirical and theoretical knowledge and study of the phenomena of reality.

Basic general scientific principles of psychological and pedagogical research and requirements for the process;

) The principle of objectivity is a fundamental principle, expressed in a comprehensive consideration of the factors and conditions in which phenomena arise and develop, dictates the requirements of evidence, the validity of the initial premises, the logic of the study and its conclusion. Stereoscopic requirement;

) The principle of determinism. Their impact on psychological and pedagogical processes requires the identification of the main factors that determine the results of the process, the establishment of a hierarchy, the relationship between the main and the secondary in the phenomenon being studied;

) The principle of essential analysis is associated with the correlation of the general and the particular in the things being studied, the disclosure of the laws of their existence and functioning, the conditions and factors of their development, the possibilities of their purposeful change;

) The genetic principle (principle of development) requires the analysis of all mental (pedagogical) phenomena exclusively in a dynamic sense, based on an analysis of the conditions of their origin, subsequent development and formation;

) The principle of causing damage.

The main types of empirical methods in psychological and pedagogical research.

)Experiment is one of the main methods of scientific knowledge in general, and in psychology - pedagogical research in particular. This is a research method, which consists in creating a research situation, gaining the opportunity to change it, vary the conditions, making it possible and accessible to study mental processes or pedagogical phenomena. Experiments are: laboratory, natural and formative.

)Observation, as a purposeful perception of the object being studied, is one of the leading methods in the study of children with developmental disabilities. It is of particular importance, since the focus on qualitative analysis of experimental data necessarily presupposes their supplementation with observational data.

)Survey methods are divided into oral (conversation, interview) and written (questionnaire).

)Analysis of the products of activity is a research method that allows us to indirectly study the intensity of knowledge, skills, interests, and abilities of a person based on the analysis of the products of his activity

)Evaluation (or the method of expert assessments, or the method of competent judges) is a research method associated with the involvement of the assessment of the phenomena being studied by the most competent people, whose opinions, complementing and cross-checking each other, make it possible to objectively characterize what is being studied.

Types of observation method, advantages and disadvantages:

) standardized (structural, controlled) observation - observation in which a number of pre-distributed categories are used, in accordance with which certain reactions of individuals are recorded. Used as the main method of collecting primary information.

) non-standardized (non-structured, uncontrolled) observation - observation in which the researcher is guided only by the most general plan.

The main task of such observation is to obtain a certain impression about a particular situation as a whole. It is used at the initial stages of research in order to clarify the topic, put forward hypotheses, and determine possible types of behavioral reactions for their subsequent standardization.

) observation in the natural environment (field) - observation of objects engaged in their daily activities and unaware of the manifestation of research attention to them (observation of a film crew, circus performers, etc.).

) observation in significant situations (for example, observation in a team of reactions to the arrival of a new leader, etc.).

) participant observation - observation is carried out by a researcher who is included incognito in a group of persons of interest as an equal member (for example, in a group of tramps, psychiatric patients, etc.).

Disadvantages of participant observation:

) a certain skill (artistry and special skills) is required on the part of the observer, who must naturally, without arousing any suspicion, enter the circle of people he is studying;

) there is a danger of involuntary identification of the observer with the positions of the population being studied, that is, the observer can become so accustomed to the role of a member of the group being studied that he risks becoming its supporter rather than an impartial researcher;

) moral and ethical problems;

) the limitations of the method, which is due to the inability to monitor large groups of people; 5) requires a lot of time.

The advantage of the participant observation method is that it allows you to obtain data about the actual behavior of people at the very moment when this behavior is carried out.

Theoretical methods of pedagogical research.

Analysis is a method of mentally dividing an object (phenomenon, process), properties of an object 9objects) or the relationship between objects (phenomena, processes) into parts (features, properties, relationships). The analysis procedure is an integral part of psychological and pedagogical research and usually forms its first stage, when the researcher moves from a general description of the object of research or from a general idea of ​​it to identifying its structure, properties, and functions. Thus, when constructing a correctional pedagogical process, it is possible for analysis to isolate separately its goals, content, technology, organization, and system of relationships between its subjects. Or, when analyzing the process of development of a certain quality in a student, the researcher identifies the stages of this process, “crisis points” in the development of personality, and then examines in detail the content of each stage. But at other stages of research, analysis retains its importance, although here it acts in unity with other methods.

Synthesis is the combination of various elements, sides of an object into a single whole (system). In this sense, synthesis as a method of scientific research is opposite to analysis, although in practice it is inextricably linked with it.

Comparison - comparison of objects in order to identify similarities and differences between them. Comparison involves two operations - comparison (identifying similarities) and contrasting (identifying differences). The researcher must, first of all, determine the basis of comparison - the criterion. Only such concepts that reflect homogeneous objects and phenomena of objective reality are subject to comparison. Comparing the subject being studied with others according to accepted parameters helps to highlight and limit the object and subject of research. By means of comparison, the general and specific aspects of the pedagogical phenomenon being studied are identified, and the most effective methods of correction, training and education are selected.

Abstraction is the mental abstraction of any property or feature of an object or phenomenon from its other properties and features. This is necessary in order to study the subject more deeply, and in its “pure” form, to penetrate into its essence, to dissociate itself from side influences, connections, and relationships. The opposite of abstraction is the method of concretization. It is aimed at reconstruction and mental re-creation of the subject being studied on the basis of previously isolated abstractions. Psychological and pedagogical knowledge, by its very essence, must be concretized in order to recreate the diverse connections of society with education and personality, to recreate the personality itself as an integrity.

Induction is a research method that makes it possible to generalize and establish general principles and laws based on particular facts and phenomena. Thus, the analysis of a certain number of particular pedagogical facts makes it possible to derive common patterns for them, known and unknown in science. Induction occurs through abstraction.

Deduction is a research method that allows particular provisions, in the process of concretization, to be derived from general patterns and to be subsumed under a concept. Thus, on the basis of theoretical knowledge about the structure and specifics of the learning process in a special (correctional) school, a study of the process of studying specific educational material in a particular academic subject (mathematics, geography, Russian language, etc.) is built. Specification allows you to better understand the general.

Modeling method. Modeling is closely related to idealization. It is a process associated with the formation of certain abstract objects that are fundamentally impossible to realize in experience and reality. Idealized objects serve as a means of scientific analysis of real objects. Modeling also serves the task of constructing something new that does not yet exist in practice. This is, for example, the model of a regional system of early speech therapy assistance or the model of an inclusive school where children with different educational needs are taught.

Method of expert assessments. The essence of the expert assessment method is that experts carry out an intuitive-logical analysis of a problem with a quantitative assessment of judgments and formal processing of the results. The generalized expert opinion obtained as a result of processing is accepted as a solution to the problem. The integrated use of intuition (unconscious thinking), logical thinking and quantitative assessments with their formal processing allows us to obtain an effective solution to the problem.

When fulfilling their role in the management process, experts perform two main functions: they form objects (alternative situations, goals, decisions, etc.) and measure their characteristics (probabilities of events occurring, coefficients of significance of goals, preferences for solutions, etc.) . The formation of objects is carried out by experts based on logical thinking and intuition. In this case, the knowledge and experience of the expert play a big role. Measuring the characteristics of objects requires experts to know the measurement theory. The characteristic features of the expert assessment method as a scientific tool for solving complex non-formalized problems are, firstly, the scientifically based organization of all stages of the examination, ensuring the greatest efficiency of work at each stage, and secondly, the use of quantitative methods both in organizing the examination and and when assessing expert judgments and formal group processing of results. These two features distinguish the method of expert assessments from the usual long-known examination, widely used in various spheres of human activity.

Expert collective assessments were widely used on a national scale to solve complex problems of managing the national economy already in the first years of Soviet power. In 1918, a Council of Experts was created under the Supreme Council of the National Economy, whose task was to solve the most complex problems of reorganizing the country's national economy. When drawing up five-year plans for the development of the country's national economy, expert assessments of a wide range of specialists were systematically used. Currently, in our country and abroad, the method of expert assessments is widely used to solve important problems of various nature. In various industries, associations and enterprises there are permanent or temporary expert commissions that formulate decisions on various complex non-formalized problems.

The entire set of poorly formalized problems can be divided into two classes. The first class includes problems for which there is sufficient information potential to successfully solve these problems. The main difficulties in solving first-class problems during expert assessment lie in realizing the existing information potential by selecting experts, constructing rational survey procedures and applying optimal methods for processing its results. In this case, the survey and processing methods are based on the use of the principle of a “good” meter. This principle means that the following hypotheses are satisfied: 1) the expert is a repository of a large amount of rationally processed information, and therefore he can be considered as a high-quality source of information; 2) the group opinion of experts is close to the true solution to the problem.

If these hypotheses are correct, then the results of measurement theory and mathematical statistics can be used to construct survey procedures and processing algorithms.

The second class includes problems in relation to which the information potential of knowledge is insufficient to ensure confidence in the validity of the specified hypotheses. When solving problems from this class, experts can no longer be considered “good measurers.” Therefore, it is necessary to process the examination results very carefully. The use of averaging methods that are valid for “good meters” in this case can lead to large errors. For example, the opinion of one expert, which is very different from the opinions of other experts, may turn out to be correct. In this regard, for problems of the second class, qualitative processing should mainly be used.

The scope of application of the expert assessment method is very wide. We list typical problems solved by the method of expert assessments:

) compiling a list of possible events in various areas over a certain period of time;

) determination of the most probable time intervals for the occurrence of a set of events;

) determination of management goals and objectives, ordering them by degree of importance;

) identification of alternatives (options for solving a problem with an assessment of their preferences;

) alternative distribution of resources for solving problems with an assessment of their preference;

) alternative decision-making options in a certain situation with an assessment of their preference.

To solve the listed typical problems, various types of expert assessment methods are currently used. The main types include: questionnaires and interviews; brainstorm; discussion; meeting; operational game; scenario.

Each of these types of expert assessment has its own advantages and disadvantages, which determine the rational scope of application. In many cases, the greatest effect is achieved by the integrated use of several types of examination.

The questionnaire and script require individual work by an expert. Interviewing can be carried out either individually or with a group of experts. Other types of examination require the collective participation of experts in the work. Regardless of individual or group participation of experts in the work, it is advisable to obtain information from many experts. This makes it possible to obtain, based on data processing, more reliable results, as well as new information about the dependence of phenomena, events, facts, and expert judgments, which is not explicitly contained in the statements of experts.

When using the method of expert assessments, problems arise. The main ones are: selection of experts, conducting a survey of experts, processing survey results, organizing examination procedures.

Basic interpretive research methods The interpretative methods of psychological and pedagogical research include genetic and structural. The genetic method involves analyzing the material in terms of the origin, development and transformation of certain mental (pedagogical) phenomena, highlighting individual phases, stages, etc. The structural method is aimed at establishing structural connections between the parameters (characteristics) of the object being studied.

Task 3

How do methodological principles and requirements correlate in psychological and pedagogical research?

Answer: Requirements follow from one principle or another, but their use is largely dictated by the specifics of the situation, and individual exceptions to the general rules are allowed.

What type of results processing (qualitative or quantitative) prevails in psychological and pedagogical research?

Answer: the quantitative type of processing of results prevails in psychological and pedagogical research. Statistical methods today have become an integral part of pedagogical research; without them it is impossible to give an objective interpretation of measurement results.

What approaches are implemented in modern pedagogical research?

Answer: System approach and activity approach.

List of sources used

1. Beshelev S.D., Gurvich F.G. Expert assessments in making planning decisions. M.: Economics, 1976.

Bruner D.S. Psychology of cognition: beyond immediate information [Text] / D.S. Bruner. - M.: Higher. school, 1987.

Vasilkova Yu.V. Social pedagogy / Yu.V. Vasilkova, T.A. Vasilkova. - M., 2001.

Gamezo M.V., Petrova E.A., Orlova L.M.

Developmental and educational psychology: Proc. a manual for students of all specialties of pedagogical universities. - M.: Pedagogical Society of Russia, 2003.

Zagvyazinsky V.I. Methodology and methods of psychological and pedagogical research / V.I. Zagvyazinsky., R. Atakhanov. - M., 2005.

Kapterev P.F. Child and educational psychology. - M.: Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 1999 (Series "Psychologists of the Fatherland")

Kon I.S. Psychology of adolescence. M: Enlightenment, 1979.

Kodzhaspirova G.M., Kodzhaspirov A.Yu. K 57 Pedagogical Dictionary: For students. higher and Wednesday ped. textbook establishments. - M.: Publishing Center "Academy", 2003.

Nazarova N.M. Special pedagogy Moscow ACADEMA 2000

Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook establishments / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002.

Smirnova L.V., Gutkovskaya E.L., Lavrentieva I.V. Organization of research work of defectologists students: a methodological manual for students Krasnodar, 2013

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Methodology is the science of the most general principles of cognition and transformation of objective reality, the ways and means of this process.

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

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

The purpose of the methodology is to perform regulatory and normative functions. Methodological knowledge can appear either in descriptive (descriptive) or prescriptive (normative) form, i.e. in the form of instructions, direct instructions for activities (E.G. Yudin).

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

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

The third level is specifically scientific methodology, i.e. 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, such as, for example, problems of a systems approach or modeling in pedagogical research.

The fourth level - technological methodology - consists of research methods and techniques, 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 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.

The methodology indicates how research and practical activities should be carried out.

The methodological principle is a way to achieve a goal based on taking into account objective patterns and connections. When conducting scientific and pedagogical research, it is necessary to be guided by the following principles:

Based on the objectivity and conditionality of pedagogical phenomena, i.e. comprehensive consideration of factors and conditions that give rise to a pedagogical phenomenon;

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

Study phenomena in their development;

Study phenomena in their connection and interaction with other phenomena;

Credibility;

Evidence (validity);

Alternativeity (the ability to highlight different points of view).

Main methodological approaches in pedagogy:

Systems approach. Essence: relatively independent components are considered as “a set of interrelated components: the goals of education, the subjects of the pedagogical process: the teacher and the student,

The teacher’s task: taking into account the relationship of the components.

The personal approach recognizes the individual as a product of socio-historical development and a bearer of culture, and does not allow the reduction of personality to nature. Personality as a goal, subject, result and the main criterion for the effectiveness of the pedagogical process.

The task of the educator is to create conditions for the self-development of inclinations and creative potential of the individual.

Activity approach. Activity is the basis, means and condition for the development of personality; it is an expedient transformation of the model of the surrounding reality.

Tasks of the educator: selection and organization of the child’s activities from the position of the subject of knowledge of work and communication (the activity of the child himself).

Polysubjective (dialogical) approach. The essence of a person is richer than his activity. Personality is the product and result of communication with people and the relationships characteristic of it, i.e. Not only the objective result of an activity is important, but also the relational one. This fact of the “dialogical” content of a person’s inner world was clearly not sufficiently taken into account in pedagogy, although it was reflected in proverbs (“tell me who your friend is...”, “whom you will get along with...”).

The task of the educator is to monitor relationships, promote humane relationships, and establish a psychological climate in the team.

The dialogical approach in unity with the personal and activity approach constitutes the essence of the methodology of humanistic pedagogy.

Cultural approach. Basis: axiology - the doctrine of values ​​and the value structure of the world. It is determined by the objective connection of a person with culture as a system of values ​​developed by humanity. A person’s mastery of culture represents the development of the person himself and his formation as a creative personality.

Ethnopedagogical approach. Education based on national traditions, culture, customs. The child lives in a certain ethnic group.

Anthropological approach. Justified by Ushinsky. This is the systematic use of data from all human sciences and their consideration in the construction and implementation of the pedagogical process.

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

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

Methods for studying teaching experience – These are ways to study the actual experience of organizing the educational process. Studied as best practice, i.e. the experience of the best teachers and the experience of ordinary teachers. When studying teaching experience, methods such as observation, conversation, interviews, questionnaires, study of written, graphic and creative works of students, and pedagogical documentation are used. Observation- purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observations are kept. Observation is usually carried out according to a pre-planned plan, highlighting specific objects of observation.

Stages of observation: determination of tasks and goals (why, for what purpose is the observation being carried out); selection of an object, subject and situation (what to observe);

choosing an observation method that has the least impact on the object under study and most ensures the collection of the necessary information (how to observe);

choosing methods for recording what is observed (how to keep records); processing and interpreting the information received (what is the result).

A distinction is made between included observation, when the researcher becomes a member of the group in which the observation is being conducted, and non-involved observation - “from the outside”; open and hidden (incognito); continuous and selective.

Observation is a very accessible method, but it has its drawbacks due to the fact that the results of observation are influenced by the personal characteristics (attitudes, interests, mental states) of the researcher.

Survey methods- conversation, interview, questionnaire. Conversation - an independent or additional research method used to obtain the necessary information or clarify what was not clear enough during observation. The conversation is conducted according to a pre-planned plan, highlighting issues that require clarification. When interviewing, the researcher adheres to pre-planned questions asked in a certain sequence. During the interview, responses are recorded openly.

Questionnaire- a method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed provide written answers to the questions. Conversations and interviews are called face-to-face surveys, while questionnaires are called correspondence surveys.

The effectiveness of conversations, interviews and questionnaires largely depends on the content and structure of the questions asked.

The listed methods are also called methods of empirical knowledge of pedagogical phenomena. They serve as a means of collecting scientific and pedagogical facts that are subject to theoretical analysis. Therefore, a special group is allocated methods of theoretical research.

Theoretical analysis- this is the identification and consideration of individual aspects, signs, features, properties of pedagogical phenomena. By analyzing individual facts, grouping, systematizing them, we identify the general and special in them, and establish a general principle or rule. Analysis helps to penetrate into the essence of the pedagogical phenomena being studied.

Inductive and deductive methods- these are logical methods of generalizing empirically obtained data. The inductive method involves the movement of thought from particular judgments to a general conclusion, the deductive method - from a general judgment to a particular conclusion.

Theoretical methods are necessary to define problems, formulate hypotheses, and evaluate collected facts. Theoretical methods are associated with the study of literature: the works of classics on issues of human studies in general and pedagogy in particular; general and special works on pedagogy; historical and pedagogical works and documents; periodical pedagogical press; fiction about school, education, teachers; reference pedagogical literature, textbooks and teaching aids on pedagogy and related sciences.

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

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

Plays a special role in pedagogical research experiment - a specially organized test of a particular method or method of work to identify its pedagogical effectiveness. A pedagogical experiment is a research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena, which involves experimental modeling of a pedagogical phenomenon and the conditions for its occurrence; active influence of the researcher on the pedagogical phenomenon; measuring response, results of pedagogical influence and interaction; repeated reproducibility of pedagogical phenomena and processes.

The following stages of the experiment are distinguished:

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

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

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

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

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

A pedagogical experiment can be ascertaining, establishing only the real state of affairs in the process, or transformative (developing), when it is purposefully organized to determine the conditions (methods, forms and content of education) for the development of the personality of a schoolchild or children's group.

Mathematical methods in pedagogy are used to process data obtained by survey and experimental methods, as well as to establish quantitative relationships between the phenomena being studied. They help evaluate the results of an experiment, increase the reliability of conclusions, and provide grounds for theoretical generalizations. The most common mathematical methods used in pedagogy are registration, ranking and scaling.

Statistical methods are used when processing mass material - determining the average values ​​of the obtained indicators: arithmetic average; calculating the degree of dispersion around these values ​​- dispersion, i.e. standard deviation, coefficient of variation, etc.

To carry out these calculations, there are appropriate formulas and reference tables are used. The results processed using these methods make it possible to show a quantitative relationship in the form of graphs, diagrams, and tables.

The volume and duration of scientific and practical research are determined by the nature of the problem. The final and main stage of scientific and practical research is the implementation of its results in the educational process.

New pedagogical knowledge is disseminated through oral presentations by researchers at conferences, through the publication of scientific articles, brochures, books, methodological recommendations and program and methodological documents, through textbooks and teaching aids on pedagogy.

Lecture questions:

1.1. Pedagogical methodology: definition, tasks, levels and functions.

1.2. Methodological principles of scientific research.

1.1. Pedagogical methodology: 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 standpoint of dialectics, that is, the science of the most general laws of development of nature, society and thinking, makes it possible 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 -this 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 pedagogical sciencehas increased significantly. What is this connected with?

Firstly, in modern science there are noticeable trends towards the integration of knowledge, a comprehensive analysis of certain phenomena of objective reality. At present, for example, in the social sciences, data from cybernetics, mathematics, probability theory and other sciences 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 the economic analysis of social problems and the psychological and pedagogical study of personality; between pedagogy and genetics, pedagogy and physiology, etc. Moreover, at present, the integration of all sciences has a clearly defined object - man. And here psychology and pedagogy play an increasingly important role in combining the efforts of various sciences in its study.

Considering the fact that psychology and pedagogy are increasingly absorbing the achievements of various branches of knowledge, strengthening qualitatively and quantitatively, constantly enriching and expanding their subject, the question arises of whether this growth is realized, corrected, controlled, which directly depends on the methodological understanding 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, and new facets are emerging in the subject of their research. In this situation, 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 hand, problems of the philosophy of psychology and pedagogy, and on the other, special methodological issues of psychological and pedagogical research. In a word, psychologists and educators are increasingly faced with problems that go beyond the scope of a specific study, that is, methodological ones that have not yet been resolved by modern philosophy. And the need to solve these problems is enormous. Because of this, it is necessary to fill the created vacuum with methodological concepts and provisions in order to further improve the direct methodology of psychological and pedagogical research.

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

However, due to epistemological reasons, using mathematical methods, as we know, it is possible not to get closer to the truth, but to move away from it. And to prevent this from happening, quantitative analysis must be supplemented with qualitative – methodological. In this case, the methodology plays the role of an Ariadne thread, eliminates misconceptions, does not allow one to get confused in countless correlations, allows one to select the most significant statistical dependencies for qualitative analysis and draw correct conclusions from their analysis. And if modern psychological and pedagogical research cannot do without good quantitative analysis, then to an even greater extent they need methodological justification.

Fifthly, a person is a decisive force in professional activity. This position seems to follow from the general sociological law of the increasing role of the subjective factor in history, in the development of society as social progress progresses. But it also happens that, accepting this position at the level of abstraction, some researchers deny it in a particular situation or specific study. More and more often (albeit sometimes scientifically substantiated) the conclusion is found that the less 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 at the psychological-pedagogical and philosophical-sociological levels. The methodological equipment of researchers helps to correctly solve these and other complex issues.

From the above, we can draw a well-founded conclusion that the importance of methodology in psychological and pedagogical research is currently increasing immeasurably.

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

The term “ methodology" of Greek origin 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 is the doctrine 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 problem.

V.V. Kraevsky in his work “Methodology of Pedagogical Research” 1 gives a comic parable about a centipede, which once thought about the order in which it moves its legs when walking. And as soon as she thought about it, she spun in place, and the movement stopped, as the 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 the centipede from the parable, since understanding one’s own activities only from the standpoint of one’s own experience turns out to be unproductive for activities in other situations.

If we talk in terms 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, methodological generalization becomes 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 develop a generalized understanding of their activities. Returning to our topic, we note that such a generalized idea of ​​activity, taken in its socio-practical, and not psychological, section, is the doctrine of structure, logical organization, methods and means of activity in the field of theory and practice, i.e. methodology in the first, broadest sense of the word.

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

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

What is pedagogy methodology? Let's look at this 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 means the 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 Pedagogical methodology, along with the above, also performs other functions:

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

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

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

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

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

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

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

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

– firstly, 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;

– secondly, the study of all processes in research from the standpoint of their internal and external conditionality, development and self-development. With this approach, for example, education 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.;

– thirdly, 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 a person in the interests of creating optimal pedagogical systems;

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

– fifthly, identifying and resolving contradictions in the process of training and education, in the development of a team or individual;

– and, finally, sixthly, the development of connections between theory and practice, ideas and their implementation, the orientation of teachers towards new scientific concepts, new pedagogical thinking while eliminating the old, obsolete, overcoming rigidity and conservatism in pedagogy.

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

At the same time, we should not lose sight of broader definitions, since today we need a methodology that would orient pedagogical research 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? This can only be answered by recognizing an obvious fact - the study of practical activities in the field of education (practices of teaching and upbringing), if we consider this activity from the standpoint of a specific science, is not dealt with 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 the 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 assessment of the quality of research work” 2.

In this definition V.V. Kraevsky, along with the system of knowledge about the structure of pedagogical theory, principles and methods of obtaining knowledge, identifies a system of researcher activities for obtaining 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 is particularly acute. 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.

The methodology of pedagogy as a branch of scientific knowledge acts in two aspects: as a system of knowledge and as a system of scientific research activity. 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. To provide research methodologically means to use existing methodological knowledge to justify the research program and assess its quality when it is underway or has already been completed.

These differences determine the identification of two functions of pedagogy methodology– descriptive , i.e. descriptive, which also involves the formation of a theoretical description of the object, and prescriptive – normative, creating guidelines for the work of a teacher-researcher.

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

TO theoretical foundations that perform descriptive functions include the following:

– definition of methodology;

– general characteristics of the methodology of science, its levels;

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

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

Regulatory grounds cover the following range of 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;

– determination of 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 outline the 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 the structure of methodological knowledge E.G. Yudin distinguishes 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.

The third level is specific scientific methodology, i.e. 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, such as, for example, problems of a systems approach or modeling in pedagogical research.

Fourth level – technological methodology– constitute a 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.

Ministry of Education of the Republic of Belarus

EE "Grodno State University named after. Ya. Kupala"

KSRS No. 2 in the discipline “Special Psychology” on the topic: “ Observation method as the main method for studying children with special needs of psychophysical development»

Prepared by student Olga Shakhnyuk,

Faculty of Education,

Oligophrenopedagogy. Speech therapy,

2nd year, 22nd group.

Teacher: Natalya Vladimirovna Flerko

Signature__________

Basic forms and methods of diagnosis.

Today, the role of diagnostics is very great: timely identification of children with developmental disorders is required; determining their optimal educational route; providing individual support in a general institution; development of individual education programs for children with complex and severe mental development disorders, for whom education in accordance with standard educational programs is not available. All this work can be carried out only on the basis of a deep, comprehensive study of the child. The structure of a psychological and pedagogical examination of a child with special needs of psychophysical development should be distinguished by diversity and a large number of techniques used, which allows for the correct qualification of different disorders and their relationships.

The correct choice of proven diagnostic techniques, a combination of various methods of psychological diagnostics (experiment, test, projective techniques) with specially organized observation and analysis of the products of children’s activities and creativity will help increase the efficiency of the diagnostic process, prevent errors in identifying the causes of difficulties in learning and determining the level of cognitive and personal development of the child.

During the examination, the reasons causing learning difficulties are revealed, ways to compensate for the existing impairment are determined, as well as the conditions necessary for the child to achieve the highest possible level of education and integration into society. An indispensable condition that must be strictly fulfilled is the conduct of a psychological, medical and pedagogical examination of the child with the consent and in the presence of one of his parents or legal representative.

The choice of one or another psychological and pedagogical examination method in each specific case depends on the goals and objectives of the examination, the age of the child and the leading type of activity inherent in him, as well as the child’s developmental disorder, social factor, etc.

A necessary condition for carrying out diagnostics is the creation of a comfortable environment: lighting, sound background, quality of furniture, organization of space, convenient placement of necessary materials. The examination procedure must be adequate to the capabilities of a child with special needs in terms of the nature of the stimulus material and the sequence of its presentation.

The results of the examination are also influenced by the personality of the adult conducting the diagnosis. Creating a benevolent atmosphere, establishing contact with the child, and relieving his anxiety and uncertainty depend on his professionalism and demeanor.

Introductory goal: identification of the initial level, condition of children for drawing up a child development program, work plan.

Intermediate goal: assessment of the effectiveness of pedagogical influences, timely correction of development programs, drawing up a further work plan.

Target: identification of the achieved level of development of abilities, emergency necessary correction for children of graduating groups, comprehensive assessment of teaching activities.

Forms intermediate diagnostics:

Shear control

Test tasks

Keeping a diary of observations of a child

Competitions

Exhibitions of drawings, etc.

Methods of psychological and pedagogical research.

Observation- purposeful perception of facts, processes or phenomena, which can be direct, carried out using the senses, or indirect, based on information received from various instruments and means of observation, as well as other persons who conducted direct observation.

Classification of types of observation:

by time: continuous and discrete;

by volume: broad and highly specialized;

by type of connection between the observer and the observed: not included (open) and included (hidden).

Observation– one of the main methods used in teaching practice. It is a method of long-term and targeted description of mental characteristics manifested in the activities and behavior of students, based on their direct perception, with the obligatory systematization of the data obtained and the formulation of possible conclusions.

In order for an observation to be scientific, it must satisfy the following requirements:

Focus– observation is carried out not on the student in general, but on the manifestations of specific personal characteristics.

Planning– before starting observation, it is necessary to outline certain tasks (what to observe), think over a plan (timing and means).

Indicators (what to record), possible miscalculations (errors) and ways to prevent them, expected results. Independence

– observation should be an independent and not an incidental task. For example, not the best way to find out the qualities of students would be to go on an excursion to the forest, because the information obtained in this way will be random, since the main efforts of attention will be aimed at solving organizational problems. Naturalness

- observation should be carried out in natural conditions for the student. Systematicity

– observation should be carried out not from case to case, but systematically, in accordance with the plan. Objectivity

– the teacher should record not what he “wants to see” to confirm his assumption, but objective facts. Fixation

– data should be recorded during observation or immediately after it.

Observation is a labor-intensive method.

It is almost impossible to exclude the influence of random factors.

It is impossible to record everything, so you can miss the essential and note the unimportant.

Intimate situations cannot be observed.

The method is passive: the teacher observes situations that appear regardless of his plans; he cannot influence the course of events.

Observation provides information that is difficult to quantify. can be conducted orally (conversation, interview) and in the form of a written or questionnaire survey.

Application conversations and interviews requires the researcher to clearly set goals, main and auxiliary questions, create a favorable moral and psychological climate and trust, the ability to observe the progress of a conversation or interview and direct them in the right direction, and keep records of the information received.

Conversation– a method of establishing, during direct communication, the mental characteristics of a student, which allows one to obtain information of interest using previously prepared questions.

The conversation can be carried out not only with students, but also with teachers or parents. For example, in a conversation with teachers of various subjects, you can not only trace the interests of specific students, but also establish the characteristics of the class as a whole.

A conversation can also be conducted with a group, when the teacher asks questions to the whole group and makes sure that the answers include the opinions of all group members, and not just the most active ones. Typically, such a conversation is used for initial acquaintance with group members or to obtain information about social processes in the group.

The conversation can be both more standardized and freer.

In the first case, the conversation is conducted according to a strictly regulated program, with a strict sequence of presentation, clearly recording answers and processing the results with relative ease.

In the second case, the content of the question is not planned in advance. Communication flows more freely and wider, but this complicates the organization, conduct of the conversation and processing of the results. This form places very high demands on the teacher.

There are also intermediate forms of conversation that try to combine the positive qualities of both of these types.

When preparing for a conversation, preliminary work is very important.

The person leading the conversation must carefully think through all aspects of the problem he is going to talk about and select the facts that he may need. A clear statement of the purpose of the conversation helps to formulate clear questions and avoid random ones.

He must determine the order in which he will raise topics or ask questions.

It is important to choose the right place and time for conversation. It is necessary that there are no people nearby whose presence could confuse, or, even worse, affect the sincerity of the interlocutor.

When conducting a conversation, especially a free one, you should adhere to the following recommendations:

You should start communicating with a topic that is pleasant to the interlocutor, so that he will willingly start talking.

Questions that may be unpleasant for the interlocutor or cause a feeling of testing should not be concentrated in one place, they should be evenly distributed throughout the conversation.

The question should provoke discussion and development of thought.

Questions should take into account the age and individual characteristics of the interlocutor.

Sincere interest and respect for the opinion of the interlocutor, a friendly attitude in conversation, the desire to convince rather than force an agreement, attention, sympathy and participation are no less important than the ability to speak convincingly and reasonedly.

Modest and correct behavior inspires trust.

The teacher must be attentive and flexible in conversation, preferring indirect questions to direct ones, which are sometimes unpleasant to the interlocutor.

Reluctance to answer a question should be respected, even if it means that important information for the study is missed. If the question is very important, then during the conversation you can ask it again in a different wording.

From the point of view of the effectiveness of the conversation, it is better to ask several small questions than one large one.

In conversation with students, indirect questions should be widely used. It is with their help that a teacher can obtain the information he is interested in about the hidden aspects of a child’s life, about unconscious motives of behavior, and ideals.

In no case should you express yourself in a drab, banal or incorrect manner, thus trying to get closer to the level of your interlocutor - this is shocking.

For greater reliability of the results of the conversation, the most important questions should be repeated in various forms and thereby control previous answers, supplement, and remove uncertainty.

You should not abuse the patience and time of your interlocutor.

The conversation should not last more than 30-40 minutes.

The undoubted advantages of the conversation include:

Having contact with the interlocutor, the ability to take into account his responses, evaluate his behavior, attitude to the content of the conversation, and ask additional, clarifying questions. The conversation can be purely individual, flexible, and maximally adapted to the student.

At the same time, it should be taken into account that in a conversation we do not receive an objective fact, but a person’s opinion. It may happen that he arbitrarily or involuntarily distorts the real state of affairs. In addition, the student, for example, often prefers to say what is expected of him.

A particular problem is recording the conversation. Tape recording made without the consent of the interlocutor is prohibited for ethical and legal reasons. Open recording confuses and depresses the interlocutor in the same way as shorthand. Direct recording of answers during a conversation becomes an even more serious obstacle if the interviewer is interested not so much in facts and events, but rather in a point of view, position on a particular issue. Notes taken immediately after a conversation are fraught with the danger of subjective transformations.

Experimental methods

Experiment– a scientifically conducted experiment associated with the observation of the phenomena under study in conditions created and controlled by the researcher.

Psychological and pedagogical experiment (PE) was created on the basis of a natural experiment. During the PES, the researcher actively influences the course of the phenomena being studied, changes the usual conditions, purposefully introduces new ones, identifies certain trends, evaluates qualitative and quantitative results, establishes and confirms the reliability of the identified patterns.

An experiment is a method of psychological research that allows not only to describe a phenomenon, but also to explain it. The researcher influences what is happening in a planned manner in order to identify patterns and identify a set of the most favorable conditions.

This method is used mainly in scientific work in the field of pedagogy. It can also be used in the daily activities of a teacher to test the effectiveness of new and optimize well-proven working methods.

Laboratory experiment characterized by the fact that the researcher himself causes the phenomenon being studied, repeating it as many times as necessary, and arbitrarily creates and changes the conditions under which this phenomenon occurs. By changing individual conditions, the researcher has the opportunity to identify each of them.

A laboratory experiment is carried out in conditions that are artificial for the student, specially created and precisely taken into account. It is often carried out in a specially equipped room (for example, light and soundproof booths), with the active use of various physical instruments and recording equipment.

The unnaturalness of the experimental situation leads to tension, constraint of the subject, and his constraint due to unusual conditions.

In addition, although a laboratory experiment reflects to a certain extent real life situations, it is often still far from them. Therefore, it is rarely used to solve pedagogical problems in the educational process. Nevertheless, like no other method, it makes it possible to accurately take into account the conditions and maintain strict control of the progress and all stages of the experiment. Quantitative assessment of the results, a high degree of their reliability and validity allows not only to describe, measure, but also explain mental phenomena.

Natural experiment(developed by the Russian psychologist A.F. Lazursky) is carried out in ordinary conditions familiar to the subjects, without special equipment.

A natural experiment is distinguished by the fact that students, who are in the natural conditions of their gaming, educational or work activities, are not aware of the psychological research being conducted.

A natural experiment combines the advantages of observation and laboratory experiment, although it is less precise and its results are more difficult to quantify. But here there is no negative influence of emotional stress, no intentional response.

Simulation experiment represents an explanation of mental phenomena through their modeling. In an experimental situation, the student reproduces (models) one or another activity that is natural to him: emotional or aesthetic experiences, memorizing the necessary information. During this modeling, researchers also try to identify the most favorable conditions for this process.

Topic 2. Psychological and pedagogical research

1. General characteristics of psychological and pedagogical research

1.1. Modern strategy for the renewal and development of education

Despite all the difficulties, the Russian education system survived and retained its high global status. Moreover, our education has not only been preserved, but has also acquired new qualities:has become more mobile, democratic and variable. Appeared a real opportunity to choose the type of educational institution, the level of programs studied, the degree and nature of assistance. It should be emphasized that education survived precisely because it was updated, because there was a persistent and productive search for new options, new content and means of teaching and education.

The education crisis has developed against the backgroundchildhood crisis,which manifests itself in a reduction in the birth rate, a high level of morbidity among children (according to the latest data, in Russia less than 10% of healthy children and 35% are chronically ill), an increase in juvenile delinquency, vagrancy, social orphanhood (with living parents), the emergence of a large group of adolescents and young people people who do not study and do not work.Instead of acceleration in recent years, there has been"deceleration » - slowdown in the growth and development of the younger generation.Sociologists recorddecreased value of childhood, need for children.

The crisis of education, as well as the entire social sphere, is not fatal; rather, it isrenewal crisis,and, by updating itself, the education and training system strives to overcome the crisis and break out of it.

Analysis of the social situation, the practice of transformation, world pedagogical experience from the perspective of modern scientific approaches allows us to outline new guidelines for the development of education,strategy for its renewal.We believe that these strategic guidelines form the core of new pedagogical thinking - the most important condition for the success of transformations.

First of all, a major change is taking placeeducational goals,and, consequently, criteria for its effectiveness. Not the quality of knowledge, as such, and especially not the volume of acquired knowledge and skills, butPersonal development, realization of unique human capabilities, preparation for the difficulties of life become the leading goal of education,which is not limited to the school, but goes far beyond it.

Our educational system is still focused on knowledge, skills and abilities as the ultimate goal, as a result. The level of knowledge serves as the main criterion when graduating from school, when entering a university and other educational institutions. The “cult of knowledge” often remains the ideal to which the school strives. This, however, is not entirely true. Even the ancients argued: much knowledge does not teach intelligence.Our schoolchildren, as evidenced by the latest UNESCO data, occupyby subject knowledgeand skills place somewhere in the second ten.In this regard, we lag behind South Korea, Taiwan, Switzerland, Hungary, and a number of other countries, but are noticeably ahead of the USA, England, France, Germany and other developed countries. It would seem not so bad.

However, according to development of creative intelligenceexperts give us a much more modest place.It seems like a paradox. But in reality everything is understandable.Knowledge in itself does not ensure development, even intellectual development. But modern learning goals cover not only the development of intelligence, but also the development of emotions, will, the formation of needs, interests, the formation of ideals, character traits. Knowledge is the basis, the springboard for developmental education, an intermediate, but not its final result. All training should be focused on the development of the personality and individuality of a growing person, on the realization of the potential inherent in him.From knowledge-centrism, our education must come to human-centrism, to the priority of development, to the “cult of personality” of each student.Education in this regard acts as a way to implement educational tasks, as part of it. The entire educational system should be a broad field for human life, affirmation and development and include the family, extracurricular institutions, informal contacts, etc.

It is worth noting that it is not so much the content of the goals (guidelines) of education that has changed, but rather their hierarchy and subordination. This is very clearly reflected in Art. 14 of the Law “On Education”.Nominated as presenterthe task of self-determination and self-realization of the individualand further - the task of developing civil society, strengthening and improving the rule of law.

Changes content of education,its cultural basis, and this change occurs in several directions:

- significant increase in the cultural intensity of education, the basis of which becomes the entire world and domestic culture, and not the ideologically filtered, “approved” part of it, in other words, the content of education becomes not only the acquired knowledge, but also the spheres of human achievements that go far beyond the scope of science: art, traditions, creative experience activities, religion, achievements of common sense;

- increasing the role of humanitarian knowledgeas the basis for development, as the meaningful “core” of personality;

- movement from mandatory, identical content for everyone to variable and differentiated, and in the extreme case - individualized; from a single state, officially approved content to original author's programs, courses and textbooks (with the mandatory preservation of a single educational core, determined by the mandatory minimum and state standards).

- an approach to the selection and assessment of content from the point of view of its educational and developmental potential is approved, capable of providing:

Formation of an adequate scientific picture of the world among students,

Civic consciousness,

Integration of the individual into the system of world and national cultures,

Promoting understanding and cooperation between people(Article 14 of the Law “On Education”).

The task is set to form in the student a holistic picture of the world, to help him, on the basis of universal and national values, to identify personal meanings in the material being studied, to pass on the best traditions and creative abilities to the younger generation, so that these traditions develop b.

The movement fromunified forms of organizationeducation (secondary school, vocational school) tovariety of forms of education and types of educational institutions:gymnasiums, lyceums, colleges, private schools, higher vocational schools, complex educational institutions such as kindergarten-school, lyceum-college university, etc.Particularly relevant are the searches in the field of modernization and renovation of the public school so that it is adapted to the development opportunities and needs of different categories of students, as well as problems associated with the development of rehabilitation, educational, health and specialized institutions of various profiles.

The absolutization of the lesson as a form of organizing teaching at school is beginning to be overcome, albeit very timidly.Along with lessons, seminars, lectures, workshops, debates, and educational games are held.

The need for a transition from mass education todifferentiated- not in the sense of abandoning collective forms of work, but in the sense of individualization and level differentiation of programs and methods, taking into account the needs and capabilities of each student.

It is also realizedthe need for a transition from delayed education to advancing, although this problem cannot be solved within a single school. It is associated with increasingmultifunctionalityeducation as a whole as a social sphere and each of its cells - an educational institution. Along with the leading traditional functions - educational, upbringing and development - education and its institutions have to increasingly take on the functions of cultural continuity and cultural creation, social protection of teachers and students, and play the role of a social stabilizer and catalyst for socio-economic development. Finally (as has already been discussed), in recent years it has played an increasingly important rolesearch and research function.

Begins graduallytransition of education and upbringing to a diagnostic basis, which is facilitated by the development of psychological services in educational institutions. A new understanding of the standard in education is affirmed not as a mandatory unification of requirements, but as a single basis, a mandatory minimum of knowledge, a level of minimum requirements and a limiter of the educational load.

An upward trend is making its waythe role of regional and local (municipal, community) factors in education. As the experience of many civilized countries, and domestic traditions, shows, community - association of people at their place of residence (based on the neighborhood principle) - is the most interested and caring owner of a preschool institution, school, social center of a microdistrict. Of course, a balance of universal, all-Russian (federal), regional and local values ​​and attitudes and interests of the region is always necessary, subject to the priority of federal and universal values.

Happening intensely transition from a regimented, authoritarian upbringing destroyed by lifeto humanistic, non-violent, free education, based on the voluntary choice of forms of activity, initiative and mutual trust of educators and students.Education is reoriented towards universal human values, towards the ideas and ideals of humanism and mercy. These ideas do not necessarily have to be expressed in religious form. The child must be protected from the imposition of any ideology, both communist and religious. In the modern educational system, the ideas of a school that is not closed in itself, but open to the social environment, actively participating in the life of the microdistrict and using its pedagogical and material resources, are increasingly making their way and sprouting. The school educational and upbringing system actively interacts with additional (out-of-school) education focused on the family, the individual, and humanitarian values.

1.2. The concept of psychological and pedagogical research

Due to the complexity and versatility of the pedagogical process in education, very different research is needed - both in its subject matter and in its subject focus.

Very important psychological research. In psychological research, a search is being made for the most effective mechanisms for mental development, psychological rehabilitation of pupils for a specific situation, increasing their creative potential, conditions for self-realization, and determining the starting positions for individual and personality-oriented approaches, for monitoring the results of training and education.

There is an increasing need forsociological researchto identify the needs of the population, the attitude of parents and the public towards certain innovations, and assessments of the activities of an educational institution or educational system.

Research valeological and medical natureare aimed at finding educational options that preserve and strengthen the health of students and pupils.

Very versatile and multifunctionalpedagogical research.These are studies of historical-pedagogical, philosophical-pedagogical, social-pedagogical, psychological-pedagogical, methodological nature.

Under research in pedagogyunderstands 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).

However, almost all applied research related to the functioning and development of the educational process and educational institutions iscomprehensive psychological and pedagogical(often social-psychological-pedagogical, medical-pedagogical, etc.) nature.Even when it came to the knowledge concept of learning, it was impossible to study the educational process without researching and developing attention, memory, thinking, emotions, and abilities for various types of activities of students and pupils. It was always about the education of a holistic, versatile personality, about the development of will, about the formation of beliefs, about taking into account individual characteristics. It was impossible to construct a genuine study in the educational sphere without determining its psychological content.

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

At the same time, pedagogical research always retains its specificity: it talks about about the pedagogical process, about training and education, about the organization and management of the process, in which the teacher and student necessarily participate, pedagogical relationships function and develop, and pedagogical problems are solved.

And one more nuance. Well-known (standard) psychological approaches, methods and techniques can be used to determine positions, diagnose, and interpret results. Then it is more correct to determineresearch as pedagogical using psychological knowledge and methods.

If there is a search for personality-oriented, individualized or group-oriented positions and approaches, more precise psychological approaches or methods (for example, methods for determining the creative potential of an individual and the degree of its realization), thenthe research truly becomes psychological and pedagogical.

1.3. Nature and functions of educational innovations

Carrying out experimental research work seems to be a very important means of purposefully searching for effective ways of training and education. This work is intended to contribute to the solutionthe main practical tasks of education at the modern level.

Let's briefly describethe main components of such work.

1. Diagnostics situations of renewal and development in school, family, microsociety at the moment, pedagogical analysisachievements and shortcomings, the degree of realization of opportunities, the effectiveness of the approaches and means used.Such work has always been carried out by specialists in the field of education. The measure of completeness, depth, and thoroughness of implementation is determined by the nature of the tasks that the developers face, their level of qualifications, and the available tools. In research work, this level, in principle, should be higher than in mass practice (considering that advanced practice itself rises to the level of research search).

1. Forecasting, psychological and pedagogical design and advanced experimentation. Such work is necessary when drawing up long-term and current plans, when determining directions and guidelines for practical activities. It is needed in order to give predictive and design activities scientific consistency and validity. Special mention should be made of advanced pedagogical experimentation. Its essence is that it allows you to obtain certain prognostic information, see the features of a possible future. Such experimentation allows you to create your own development model in specific conditions for performing activities and bring it to life, creating a model for wider practice.
2. Formation of the personality of a creative teacher with a clearly expressed individual style of activity. It is known that the nature and content of jointly performed activities that develop in a group, the nature of interpersonal and other types of relationships ultimately shape the personality. The personality of a creative teacher develops in joint creative activity. This is evidenced by the experience of schools that have produced entire constellations of talented teachers. These are, for example, the school of V. A. Su-khomlinsky (Pavlyshskaya secondary school), the school of S. E. Jose (secondary school No. 345 of Moscow), the school of V. A. Karakovsky (secondary school No. 825 of Moscow), E. A. Yamburg (secondary school No. 109 of Moscow), etc.
3. Development of initiative and creativity of students. It is clear that the content and direction of the creative activity of the teacher and the student most often do not coincide. The teacher is engaged in pedagogical creativity, the student is engaged in subject (artistic, technical, etc.). However, the general spirit of creativity, respect for search, encouragement of initiative and innovative thinking - all this develops best in a searching teaching team. Well, where the subject of the search for a teacher and his student coincides, which often happens (joint amateur artistic activities, debates, drawing up projects, including pedagogical ones, etc.), the conditions for co-creation and mutual enrichment become even more favorable.
4. Overcoming myths, stereotypes, inertia and dependency. Search promotes the most effective cleansing from routine, stimulates energy, and strengthens faith in one’s strength.The process of revising many mythical ideas and judgments such as: the ideal schoolchild is a comfortable, obedient student; the teacher's word is law; good study is an indicator of well-being in personal development; The more educational activities, the more intense the education.

Mastering experimental research work stimulates psychological and pedagogical creativity, including teachers and psychologists in the general innovation flow.

Our own need for updating education and the entire social sphere requires special attention toinnovation processes,

TO what hinders and what contributes to the emergence and spread of psychological and pedagogical innovations,

To what role pedagogical and psychological sciences play and should play in this process.

Particularly important for understanding and promoting educational renewal have categories: new, innovation, innovation, innovation, innovation, innovation process, as well asopposite categories and concepts:obsolete, routine, conservatism, projectism, etc.

The task, of course, is not to stick labels and stigmatize conservatives, but to understand the dialectic of interaction between the new and the old, the mechanisms and conditions for replacing the obsolete with the new, and the ways and possibilities of positive influence on these processes. Of course, one should learn to distinguish genuine innovation from its imitation, from projectionism (unfounded projects that supposedly solve complex pedagogical problems).

It can be assumed that new in psychology and pedagogy - these are not only ideas, approaches, methods, technologies for working with a person or a team (their study, improvement, transformation), which in their presented form, in such combinations have not yet been put forward, butand that complex of elements or individual elements of training and upbringing that carry within themselves a progressive principle that makes it possible to solve the problems of upbringing and education quite effectively (at least more effectively than before) in changing conditions and situations.

The new, therefore, contains progressive. However, the concept of “new” does not always fully correlate with the concepts of “advanced”, “progressive” and even the broader concept of “modern”. Advanced, modern always retains much of the traditional. In pedagogical practice this is especially evident: faith in a person, focus on his best sides, the ability to communicate and cooperate, informative and reproductive teaching methods, dialogue, appeal to the educational capabilities of the team - these and many other far from new provisions are preserved and are receiving a “second wind.” » in the latest pedagogical systems and technologies.

The specified position determines the content of the conceptspedagogical innovation and pedagogical innovation. Strictly speaking, innovation - this is a system or element of a pedagogical system that allows you to more effectively solve assigned tasks (and sometimes set the tasks themselves more accurately), corresponding to progressive trends in the development of society.

Pedagogical innovation- introducing innovations into work practices (innovative practice).Pedagogical innovation is most often understood as the penetration of innovations into wider practice (the prefix “in” means penetration into a certain environment).

Innovative processes in education- these are the processes of emergence, development, penetration into widespread practice of pedagogical innovations.The subject and carrier of this process are, first of all, the innovative teacher (or psychologist, or manager) and innovative teams.

1) In the broadest sense of the word, all creative teachers and educators who work creatively and strive to update their arsenal of tools can be called innovators. In a more strict interpretation innovator - this is the author of a new pedagogical system, that is, a set of interrelated ideas and corresponding technologies.In this sense, we have the right to talk about S.T. Shatsky, A. S. Makarenko, V. A. Sukhomlinsky, I. P. Ivanov, Sh. A. Amonashvili, D. B. Elkonin, V. V. Davydov , L.V. Zankov specifically as innovative teachers.

2) A much wider circle of creative teachers, who can roughly be calledinventors, modernizers. They did not create their own pedagogical systems, but introduced new or seriously improved elements of existing systems, combined them in a new way, achieving positive results on this basis.

3) Finally, there is an even wider squadmasters of pedagogical workwho quickly perceive and skillfully use both traditional and new approaches and methods. The activities of all these categories of teachers and psychologists, closely related to the development of psychological and pedagogical science, bringing into practice new ideas, new content and updated technology, constitute an innovative pedagogical stream.

Let's trace the so-calledlife cycle of pedagogical innovations.This cycle includes the following stages:start, emergence, rapid growth (in the fight against opponents and skeptics), maturity, saturation associated with more or less widespread advancement into practice, crisis and finish, associated, as a rule, with the removal of innovation, as such, in a new, more effective , often a more general system. In the process of passing through the life cycle, the contradictions of the innovation itself and its interaction with the environment are revealed, the resolution of which either harmonizes the relationship or leads to the denial of the innovation itself and its disintegration.

It is characteristic that the life cycles of new concepts born theoretically and concepts born from practice are somewhat unique.

In the first option, innovation processes go through the stages commented below in different versions.

1. The emergence of a new concept with an eye to use within a certain framework and in certain situations. For example, the concept of optimization (Yu. K. Babansky, M. M. Potashnik) arose as didactic, and the concept of collective creative activity (I. P. Ivanov, V. A. Karakovsky, etc.) - as applied only in the sphere of socially useful affairs and moral education. The theory of developmental learning was developed in relation to primary school.
2. Expansion of the concept and the field of its application and, in some cases, claims to universality and exclusivity. An example of this is the meaningful and useful concepts of the phased formation of mental actions, activity theory in psychology, problem-based and programmed learning in pedagogy. Claims to universality only undermine the intelligent use of these concepts.
3. The gradual “acceptance” of a concept by practice, and then “fascination” with it and the expectation of a “miracle”, an immediate and comprehensive effect.
4. The concept that has entered into practice begins to work, but, naturally, a “miracle” does not happen, and “cooling” and disappointment begin. This, unfortunately, happened with the theory of optimization, against which, after several years of its development, completely unfounded reproaches arose that it did not solve all the problems of education and did not prevent its crisis, and with some other theories and concepts.
5. The theory is improved, adapts to changing circumstances, there is a need for its transformation, for integration with other theories. In particular, an understanding of the theory and methodology of optimization has become established not as a global pedagogical theory, but as a rational management approach that provides the keys to finding optimal solutions in specific conditions of education and training. The scope of understanding developmental education and its capabilities, on the contrary, has expanded significantly and included many systems of education, up to the modernized traditional one.

The second option is that approaches and concepts born in practice go through a slightly different cycle in their development..

1. The emergence of new approaches, difficult searches that allow us to formalize new ideas and find ways to implement them in methodological means.This is how the pedagogical systems of V.F. Shatalov, I.P. Volkov, S.N. Lysenkova and other innovative teachers were born, the experience of creating social and pedagogical complexes in Yekaterinburg and Almetyevsk (Tatarstan), the search for a model of a mass school for all (adaptive school) .

1. The struggle, in the recent past most often long and difficult, for the approval and recognition of innovation.
2. More or less pronounced claims to universality, which is characteristic, however, not of every innovative system, but only of some.To a decisive extent, this depends on the general culture of the creator of the system, as well as on the position of mass practice, which often relies on innovation as a panacea.
3. Awareness of the scientific ideas underlying experience, its place in the system of scientific research, contribution to theory. In this regard, the position of a well-known galaxy of innovative teachers is interesting, in their first declarations and speeches they completely disowned pedagogical science, and then recognized their blood relationship with it.
4. Integration with other approaches and searches, awareness of the ideas and approaches found in the system of theory and practice (which, again, does not always happen).

1.4. Theoretical foundations and problems of modern psychological and pedagogical research

The originality and specificity of solving pedagogical problems depending on the stage, form, and regional characteristics of education cannot be fully identified and used without knowledge and consideration of the general. Therefore, we will try to start by clarifying the provisions that form the core of modern psychological and pedagogical concepts.

Among the provisions that undoubtedly have a general pedagogical meaning, and therefore form the core of the conceptual platform of any educational programs, apparently, are the following:the most important provisions and the corresponding laws and principles.

1. Social conditioning and continuous renewal of the goals, content and methods of upbringing and education in accordance with the requirements of society. This involves preparing the individual for entry into modern society, taking into account and implementing the changing social order, both officially formalized in policy documents and unofficially, closer to the genuine needs of the person and human communities, creating conditions for the decent development and existence of each person.
2. The integrity of the educational process that shapes a person’s personality both in an officially structured and in an unofficial, not specially organized, open environment. In this environment, the most significant influences are the family and the immediate social environment, so there is a need to identify and use its pedagogical potential.
3. Unity, prospects and continuity of goals, content and methods of upbringing and education, ensuring a single educational space and the integrity of the educational system.

A major role in achieving the unity of education in accordance with the Law “On Education” of the Russian Federation is called upon to play uniform educational standards and educational qualifications established and controlled by the state.

4. Pedagogical multidimensionality, reflection of all the most important aspects of the pedagogical process:any one-dimensional assessments in pedagogical theory and practice are unacceptable and defective. One-sided focus on the collective, on social values, on “tomorrow’s” rather than today’s joy has brought us a lot of harm. However, oblivion, ignoring collective connections, public interests, as well as the prospects for the development of society, the team and the individual, are detrimental to the pedagogical process. Pedagogy, to a large extent, is the science of achieving measure, of ways to harmonize the opposing forces and tendencies of the pedagogical process: centralization and decentralization, personal and public, management and self-government, performance and initiative, algorithmic actions and creativity, normativity and freedom, stability and dynamism of the individual.

5. The unity of socialization and individualization, mandatory consideration of the individual orientation of education and its social essence as undoubted priorities of a democratic society and its educational subsystem. The degree of satisfaction of needs, realization of a person’s capabilities, his right to self-realization, identity, autonomy, free development is the main criterion for success in education and upbringing.

1. Variability and freedom of choice of ways, methods and forms of implementing strategic educational ideas for both the teacher and students. Of course, both variability and freedom of choice are actually limited to one degree or another by social norms, the mandatory volume of education, the minimum acceptable standards of its quality, and the real capabilities of society.
2. Activity approach: it lies in the recognition that the development of personality occurs in the process of its interaction with the social environment, as well as training and education as ways of appropriating socially developed ways of performing actions and their reproduction, that is, in the creative activity of the students themselves. The implementation of the developmental functions of training and education is determined by the nature of the cognitive and practical tasks solved in this process, as well as the peculiarities of the pedagogical management of this process (including the method of presenting information and its structuring - the sequence of presentation of blocks and patterns of actions that are holistic in meaning, reflective comprehension and evaluation effectiveness). At the same time, it is important that the students’ activities are carried out in the form of cooperation both with the teacher and with peers, contribute to the realization of everyone’s capabilities, and be in the student’s “zone of proximal development” (L. S. Vygotsky), in which the student has a basis for further advancement and development, responsive to pedagogical assistance and support.
3. The formative role of relationships in the moral and emotional development of the individual. Emotional coloring, content, novelty of diverse relationships to the subject of activity, moral values, other people (including parents, teachers, friends, classmates, neighbors, colleagues), oneself (self-awareness, self-esteem, character and level of aspirations) -all these attributes of relationships are assigned by a person and become the personal qualities of the emerging person.The social microenvironment (microgroup, collective) serves in this regard as a means, a factor in the creation and functioning of relationships that form the personality.
4. The complexity and integrity of the functioning of educational structures is determined by the versatility of pedagogical tasks, the internal interconnection of personality spheres and the limited time for training and education. Hence the need arises to solve, in the process of one activity, a whole “fan” of educational and educational tasks (Yu. K. Babansky), to integrate for these purposes the educational capabilities of the family, school and microsociety (for example, community and municipal self-government bodies, youth and children’s associations, clubs , sections, cultural institutions, sports, law enforcement, etc.).

10. Unity of optimization and creative approaches to the content and organization of the pedagogical process. Optimization approachinvolves the development and use of algorithms to select the most economical and effective methods of activity, creativity- going beyond algorithms, rules, instructions, constant search using hypotheses, non-standard ideas and plans, mental anticipation of the desired result.Creative ideas and plans, being brought to life and worked out, reach the stage of algorithmic technology, which makes it possible to widely use them.

Based on the above approaches and the provisions set out above, it is necessary in each specific case to develop appropriate recommendations and requirements for the organization of the educational process.

Let us now outline the approximate problems of possible psychological and pedagogical research related to the educational process. Although we are still talking about the problem and the topic of research, let us draw attention to the fact that at the heart of any problem there is some kind of contradiction, a mismatch that requires finding a solution, most often a harmonious one, and the problem itself must be relevant and true (i.e., really not yet resolved).

To the number methodological and theoretical research problemsmay include the following:

the relationship between philosophical, social, psychological and pedagogical patterns and approaches in determining the theoretical foundations (concepts) and solving leading problems of pedagogical activity, choosing directions and principles for the development of educational institutions;

methods of selection and integration in psychological and pedagogical research of approaches and methods of specific sciences (sociology, ethics, valeology, etc.);

the specifics of psychological and pedagogical systems: educational, educational, correctional, preventive, therapeutic, etc.;

the correlation of global, all-Russian, regional, local (local) interests and conditions in the design of psychological and pedagogical systems and the design of their development;

the doctrine of harmony and measure in the pedagogical process and practical ways to achieve them;

the relationship and interrelation of the processes of socialization and individualization, innovation and traditions in education;

criteria for the success of educational work, the development of the personality of students in certain types of educational institutions;

methodology and technology of pedagogical design (at the level of subject, educational institution, pedagogical system of the city, district, region, etc.);

methods of correct design and effective implementation of all stages of research search.

Among applied (practical) problemswe can name the following:

developing capabilities of modern methodological systems;

humanitarian education and the spiritual world of the teacher;

ways and conditions for the integration of humanitarian and natural science education in secondary school;

health-saving technologies in the educational process;

developing capabilities of new information technologies;

comparative effectiveness of modern education systems for various categories of students;

traditions of training and education in Russia and other countries and their use in modern conditions;

formation of an educational system of a school (or other educational institution):

school in the system of social education and training;

pedagogical possibilities of an “open” school;

family in the system of social education;

teenage (youth) club as a basis for the development of extracurricular interests and abilities;

traditions of folk pedagogy in education;

the role of informal structures in the socialization of youth, ways of interaction between teachers and informal structures.

Of course, the above list is far from complete; it presupposes the existence of other serious and pressing problems, and in particular those related to the management of education, the improvement of its infrastructure and its individual components, problems of vocational education, problems related to the implementation of the idea of ​​lifelong education, etc. d.

1.5. Sources and terms of research search

The desire of teachers for psychological and pedagogical research in our time is supported by all levels of education management. But aspiration alone, even one based on awareness of problems, is not enough. It is necessary to use sources that fuel such a search, springs from which approaches, samples, ideas, methods and technologies can be drawn for creative processing.

It is possible to highlight at leastfive such sources.

1. Universal humanistic ideas and ideals reflected in philosophy, religion, art, folk traditions. Education, active stimulation and support for personal development are impossible without the formation of a moral ideal. Meanwhile, after the collapse of the official communist ideology and communist ideals, an ideological vacuum and an acute crisis of ideals are felt in society and among teachers. It is compensated to a certain extent by religious ideology and religious consciousness. However, this solution is not acceptable to everyone. “What to believe in? How can you educate if all ideals have been overthrown? - teachers ask. I think there is a constructive answer to this question

Pedagogical ideals must be associated with enduring humanistic values, with the ideals of philanthropy, with the cult of the individual (not the individual, but the personality of everyone).Faith in man, the search for ways of his maximum realization, respect for the growing personality of the child, for his originality and individuality, for his right to free development and happiness - this is the core of any progressive pedagogical concepts of the past and present.

2. Achievements of the entire complex of human sciences, as well as recommendations arising from modern scientific approaches, especially recommendations from medicine, valeology (the study of health), psychological and pedagogical sciences, including social pedagogy, social, educational and developmental psychology.

There is an argument thatscientific pedagogical knowledge is not so important, since pedagogy is not so much a science as an art, and the teacher compensates for the lack of knowledge with experience. Practical pedagogy, of course, is a great art, where a lot depends on the Master, but this art is based on scientific principles, approaches, systems. If they are identified and used, the practice benefits significantly and the likelihood of losses and errors is reduced. Contrasting scientific theory and practice (art) is the same as contrasting music theory, musical composition, and, ultimately, musical literacy with the art of performance. And a few words about medicine and valeology (health sciences). Few doubt the usefulness of the recommendations of these sciences. However, the entire practice of education and training very slowly and incompletely takes into account advice and recommendations aimed at preserving health, and is looking for ways of health-saving education.

3. Best practices of the past and present, including innovative ones.

Innovate experience is the closest and most understandable source of approaches, solutions, methods, and organizational forms. Its range is very wide. There is an unsuccessful revival of the traditions of past domestic experience. Private schools, lyceums, gymnasiums, governing, teaching rhetoric, ballroom dancing, and the traditions of Russian mercy and charity are being restored. The treasures of world experience are gradually opening up for us, for example, the achievements of the Waldorf school and pedagogy, the free education systems of M. Montessori, S. Frenet. All this is extremely important. A noticeable mark on the domestic practice of school renewal was left by innovative teachers or, as they call themselves, experimental teachers, whose experience was widely promoted at the turn of the 80s and 90s by the Teacher’s Newspaper, Komsomolskaya Pravda, Central Television and other media. During the same period, books by innovative teachers, their articles and articles about them in pedagogical journals began to be published one after another. In recent years, interest in their experience has decreased, and a number of critical publications have appeared containing accusations and negative assessments of their experience.

Let’s try from the perspective of modern times, when passions around innovators have somewhat subsided, to give an objective assessment of their experience, its significance for the renewal of schools and the development of psychological and pedagogical sciences.

To assess the movement of innovators, it is necessary to determine what specific tasks they solved and what role they performed.

What is the specific contribution of innovators, their real services to national education?

First. Very different in creative style (S.A. Amonashvili - a unique humanist philosopher, psychologist and teacher-practitioner, E.N. Ilyin - a bright improviser, V.F. Shatalov - an algorithmic analyst. M.P. Shchetinin - a romantic, R. G. Khazankin - polymath and taxonomist, etc.),In opposition to formalism, bureaucratic restrictions and unification, they defended the teacher’s right to creative independence, to search, to authorial originality.

Second. Through their practice they have establishedhumanistic ideas of cooperation and co-creation with schoolchildren, internal freedom of the emerging personality,expedient assistance to everyone and thereby paved the way for radical democratic changes in education and contributed to the humanization of society.

Third. They created new pedagogical systems, each of which found a solution to certain, very pressing pedagogical problems.V.F. Shatalov showed how, with the help of a system of reference signals, you can teach everyone and give each child a “support point” in his life self-affirmation. Sh. A. Amonashvili managed to find the means to awaken the “silver bells” in the soul of every child, not to discourage his desire for school, knowledge, a teacher, and to ensure his development. M.P. Shchetinin created a new form of educational institution that was especially valuable for the village - a school-complex, and not without success he searched for ways to diversify personality development through emotional and artistic activity.

The life feat of the director of the Sakhnovskaya secondary school A. A. Zakharenko was that he created a rural cultural and educational complex and proved that the school can revive the village. A. A. Katolikov showed how to really brighten up orphanhood and provide boarding school students with a full life, development, and continued education. I.P. Volkov managed to awaken the creativity of every schoolchild. S. N. Lysenkova created a system of early pedagogical propaedeutics through advanced teaching in the primary grades.

Propaedeutics - (from the Greek propaideuo - pre-teach), an introduction to any science, a preliminary introductory course, systematically presented in a concise and elementary form

Particular attention should be paid to the merits of enthusiasts and innovators of social pedagogy, who overcame the narrow traditions of social assistance in the framework of the provision of pensions and care for the elderly, who approved an integrated approach to the protection and rehabilitation of children and adolescents, who created comprehensive social-pedagogical and social-rehabilitation institutions (I.I. Ryabov, S. 3. Revzin, V.K. Volkova, N.A. Golikov, etc.).

And one more touch . In the galaxy of innovative teachers, strange as it may seem at first glance, the majority are men. And this once again suggests thathow the school needs an intelligent and proactive male teacher. Innovative teachers, so to speak, defended the male dignity of pedagogy.

It is therefore necessary to judge innovative teachers precisely by that positive contribution, which is very significant, and not by individual breakdowns, failures or factual errors.

4. The pedagogical potential of a team of teachers and students, the surrounding social environment, manufacturing enterprises, cultural and medical institutions, law enforcement agencies, parents, people of various professions, lives and hobbies.

The creative potential of a team, of course, is created by creative individuals.It develops its own traditions, its own attitude to values, to pedagogical search. The psychological climate, collective attitudes and assessments, and the interactions of people with different creative styles and potential turn out to be either a stimulus or a brake on the development of creativity and initiative.

The theory and practice of social education is based on the premise thatonly the organization of a child’s life in a real social environment with the participation of many social institutions(family, enterprises, clubs, associations, creative associations, law enforcement agencies, physical education institutions, theaters, cinemas, etc.)and masses of unprofessional teachers(primarily parents)allows for full training and education.Here, in a non-professional environment, you can glean many ideas, approaches, and forms that can be successfully applied both at school and in the extracurricular sphere. Already received quite widespreadscientific societies of students led by scientists, sports sections led by athletes or coaches, art studios, etc. The ideas of cybernetics, valeology, hermeneutics (the science of understanding) “work” in education; it needs new approaches from various fields of science and technology, human practice.

5. The creative potential of a professional teacher.

Creative potential of the individualThe teacher is manifested in internal sources of creative search:imagination, fantasy, the ability to predict, combining known methods or elements, the ability to see an object in its unusual functions and connections, make non-standard decisions, etc..e. in everything that characterizes the creativity (creative essence) of the very personality of the teacher-researcher. External factors stimulate the teacher’s creativity, supply him with material and provide him with sample solutions. But a creative teacher has his own pedagogical thinking and is able to produce new ideas and methods (more on this in the last section of the manual).

2. Scientific research in education

2.1. Levels of scientific research in education.

Scientific researchis one of the types of cognitive activity, the distinctive feature of which is the development of new knowledge.In this case, the knowledge obtained must beobjectively new,those. previously unknown not only to the researcher himself, but also to the professional and scientific community. This knowledge must be obtained usingspecial research tools,ensuring its objectivity. It should reveal certain patternsa specially selected object of reality.Finally it must be expressedin terms and categoriesrelevant branch of knowledge and activity.

Scientific researchin education they call systematic cognitive activity aimed at obtaining new knowledge about educational phenomena and processes.

Scientific research is characterized by reproducibility, evidence, accuracy (understood differently in different fields of science).

According to the method of obtaining knowledge and the nature of information, research is divided into two levels - empirical and theoretical.

On the first new facts of science are established and, based on their generalization, empirical laws are formulated.

Empirical levelcharacterized by the predominance of methods for describing experience and detecting systematically repeating patterns in it. The results obtained at this level of knowledge are directly applicable in the practice of education. However, they do not allow us to explain the nature of the observed dependencies, and therefore, to develop new educational technologies based on them. These results largely depend on the nature of the conditions in which the educational process takes place and on the teacher who organizes it. This explains the subjectivity in assessing the nature of the identified patterns and, as a rule, the irreproducibility of the methods proposed on their basis. The empirical level of scientific research is optimal for collecting primary information that requires further analysis, interpretation, and evaluation.

On the second - patterns common to a given subject area are put forward and formulated, making it possible to explain previously discovered facts and empirical patterns, as well as to predict and foresee future events and facts.

Theoretical levelResearch is different in that it includes modeling, hypothesis development, and experimentation. In pedagogy, the division of research into fundamental and applied, widespread in other sciences, seems doubtful. However, at the theoretical level, the researcher works not so much with the educational process itself or other processes, 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 results of scientific research in education are presented in the form of an article, report, 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.

2.2 Principles of scientific research.

As already mentioned, the principles of any activity are based on identified objective patterns and are designed to increase its effectiveness and ensure a high-quality result.

The quality of scientific research is achieved by observing the following principles:

- principle of purposefulness- the research is carried out in accordance with the objectives of improving educational practice and establishing humane relations in it;

- principle of objectivity -theoretical models in the study should reflect real pedagogical objects and processes in their multidimensionality and diversity;

- applied principle -the results of the study should contribute to the explanation, prediction and improvement of educational practice with multiple paths of its development;

- principle of consistency -the results of the research are included in the system of scientific knowledge, supplementing the existing information with new information;

- principle of integrity -components of an educational object are studied in the dynamics of a multidimensional picture of their relationships and interdependencies;

- principle of dynamism- the patterns of formation and development of the educational objects being studied, the objective nature of their multidimensionality and multivariance are revealed.

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

2.3. Basic characteristics of scientific research.

Scientific research, regardless of its type, must include general characteristics, such as: the problem and its relevance, topic, 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?

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

Relevance: Why exactly does this problem need to be studied at this time and in the aspect chosen by the author?

Object of study:What is being considered?

Subject of study:How is the object viewed, what inherent relationships, aspects and functions does the researcher highlight for study?

Purpose of the study: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?

Tasks: what needs to be done for the goal to be achieved?

Hypothesis and protected provisions:What is not obvious about the object, what does the researcher see in it that others do not notice?

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

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

Value for practice:What specific shortcomings of practice can be corrected using the research 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.

2.4. Subjectivity in scientific activity.

With subject - is the carrier of activity, the “doer”, thanks to which activity is carried out. Speaking about the subject of the activity, we answer the question “who performs it?” It would seem that the subject of scientific activity is obvious - this is the researcher.

1) However, the most important characteristic for the subject- ability to self-change.In the process of any activity (including research), the teacher, ensuring his subjectivity, interacts with other people (colleagues, children, their parents), changes in the process of this interaction, thereby making interaction partners the subjects of his changes and providing them with conditions for self-improvement. This process ensures self-acquisition, self-realization and self-development of the teacher in interaction with significant “Others”.

2) It is useful to remember the aphorism of C. Bernard: “Art is “I”; science is “we”.”Scientific inquiry requires constant exchange of information and ideas, as well as discussion: the cognizing subject is not an individual isolated from other people(the so-called “epistemological Robinson” of metaphysical philosophy), anda person involved in social life, using socially developed forms of cognitive activity as material(tools, instruments, devices, etc.), so perfect (language, categories of logic, etc.)".

3) Scientific research, among other things, is alsoa way of creative self-realization, self-expression and self-affirmation of a researcher, and therefore a way of his self-development.

4) Subjectivity presupposes subjectivity in the perception and assessment of observed phenomena and processes, which is determined by the researcher’s past experience, his information needs, and individual differences. In this regard, the results of psychological and pedagogical research can never be completely objective and impartial; they always bear the imprint of the views, worldview, and style of scientific research of the researcher who received them. Moreover, this fact cannot be clearly regarded as a disadvantage. After all, in this way the diversity of pedagogical knowledge is ensured, and, consequently, the need for comparison, comparison, and complementarity of various research data.

The classical concept of objectivity originates from the earliest attempts at scientific knowledge of objects and phenomena of the inanimate world. An observer could consider himself objective if he managed to renounce his own desires, fears and hopes, as well as excluding the supposed influence of God's providence. This, of course, was a huge step forward, and it was thanks to it that modern science took place. However, we must not forget that such a view of objectivity is only possible if we are dealing with phenomena of the inanimate world. This kind of objectivity and impartiality works great here. They also work quite well when we are dealing with lower organisms, from which we are sufficiently alienated to continue to remain impartial observers. After all, we really doesn't matter, how and where the amoeba moves or what the hydra feeds on. But the higher we climb the phylogenetic ladder, the more difficult it is for us to maintain this detachment.

The mother, captivated by her baby, explores its tiny body inch by inch with fascination, and she undoubtedly knows - in the most literal sense - much more about her baby than anyone who is not interested in this particular child. Something similar happens between lovers. They are so fascinated by each other that they are ready to spend hours looking at, listening to, getting to know each other. This is hardly possible with an unloved person - boredom will overcome too quickly."

Partiality towards the object of research (and, in fact, interest in the development of education) not only does not interfere, but helps the researcher to penetrate more deeply into the essence of the ongoing changes in the child and the processes of pedagogical reality.

A. Maslow reveals two advantages of “loving knowledge”:

1) a person who knows that he is loved opens up, opens up to meet another, he throws off all his protective masks, he allows himself to be naked, not necessarily only physically, but also psychologically and spiritually, he allows himself to become understandable;

2) when we love, or are fascinated, or are interested in someone, we are less inclined than usual to dominate, to control, to change, to improve the object of our love and manipulate it.

We are, of course, not talking about subjectivism as bias and denial of objective facts obtained during the research process. To prevent this, there are statistical methods, peer review methods, and other means of increasing the reliability of research results, which will be discussed in the following chapters.

5) In research activities, the professional position of the researcher is realized, formalized, and optimality is checked.Within the framework of the chosen methodological approaches, the researcher develops an individual style of scientific research and approves it in situations of presenting and defending research results.

2.5. Types of scientific research in education

The structure of psychological and pedagogical research is determinednomenclature of scientific specialties, which is periodically reviewed and approved by the government. This nomenclature is the basis for conferring academic degrees and titles, planning scientific research, and opening dissertation councils. It can also serve as a guide for the researcher to determine the direction of his own search, if he hopes to gain further recognition and find an application for the results obtained.

The current nomenclature for pedagogical and psychological sciences includes the following scientific specialties:

Code	Name
13.00.00	Pedagogical Sciences
13.00.01	General pedagogy, history of pedagogy and education
13.00.02	Theory and methodology of training and education (by areas and levels of education)

Code	Name
13.00.03	Correctional pedagogy (deaf pedagogy and typhlopedagogy, oligophrenopedagogy and speech therapy) -; 4
13.00.04	Theory and methodology of physical education, sports training, health-improving and adaptive physical culture
13.00.05	Theory, methodology and organization of socio-cultural activities
13.00.07	Theory and methodology of preschool education
13.00.08	Theory and methodology of vocational education
19.00.00	Psychological Sciences
19.00.01	General psychology, personality psychology, history of psychology
19.00.02	Psychophysiology
19.00.03	Occupational psychology, engineering psychology, ergonomics
19.00.04	Medical psychology
19.00.05	Social Psychology
19.00.06	Legal psychology
19.00.07	Pedagogical psychology
19.00.10	Correctional psychology
19.00.12	Political psychology
19.00.13	Developmental psychology, acmeology

For each specialty, a passport has been approved that defines the specifics of the relevant research. The passport of a scientific specialty includes a code and name, a specialty formula, a description of the field of study and an indication of the branch of science to which this specialty belongs.

So, the content of the specialty13.00.01 - “General pedagogy, history of pedagogy and education”,which is classified as a branch of pedagogical sciences, according to the passport, is the study of problems of philosophy of education, educational anthropology, methodology of pedagogy, theory of pedagogy, history of pedagogy and education, ethnopedagogy, comparative pedagogy and pedagogical forecasting. The areas of research include:

Philosophy of education (study of ideological and paradigmatic foundations of the theory and practice of education);

Pedagogical anthropology (study of the anthropological foundations of education - upbringing and teaching - a person as a subject of education);

Methodology of pedagogy (study of the place and role of pedagogy in the system of spiritual life of society and scientific knowledge; objects and subjects of pedagogy; methods of pedagogical research);

Theory of pedagogy (research of approaches and directions for the justification and implementation of pedagogical concepts, systems; creation of conditions for personal development);

History of pedagogy and education (study of the historical development of institutionalized and non-institutionalized educational practice, educational policy, pedagogical thought at the levels of social and theoretical consciousness in various spheres of the spiritual life of society);

Ethnopedagogy (study of the formation, current state, features of interaction, development prospects and possibilities of using ethnic traditions of education);

Comparative pedagogy (research of the origins and comparative analysis of the current state of pedagogy and education in foreign countries, various regions of the world, as well as prospects for their development);

Pedagogical forecasting (study of methodology, methodology, theory of forecasting the development of pedagogy and education, determining on this basis the prospects for their evolution in our country and abroad).

Contents of the specialty13.00.02 - “Theory and methodology of training and education (by areas and levels of education)”:development of theoretical and methodological foundations of the theory, methodology and technology of subject education (teaching, education, development) in various educational fields, at all levels of the education system in the context of domestic and foreign educational practice. The areas of research and development reflect the main structural components of the scientific field “Theory and Methods of Subject Education”, determine the prospects for its development, and are focused on solving current problems of subject education. Areas of knowledge: mathematics, physics, chemistry, literature, biology, sociology, political science, Russian language, native language, Russian as a foreign language, foreign languages, computer science, fine arts, history, social studies, cultural studies, ecology, geography, music, humanities and social sciences (primary education level), natural and mathematical sciences (primary education level), management. Levels of education: general education, vocational education.

Areas of study in this specialty include:

Methodology of subject education: history of the formation and development of the theory and methodology of teaching and education in areas of knowledge and levels of education; issues of interaction between the theory, methodology and practice of training and education with the branches of science, culture, and production; trends in the development of various methodological approaches to the construction of subject education, etc.;

Goals and values ​​of subject education: development of the goals of subject education in accordance with changes in the modern sociocultural and economic situation in the development of society; developmental and educational opportunities of academic disciplines; problems of forming positive motivation for learning, worldview, scientific picture of the world, correlations between scientific and religious pictures of the world among subjects of the educational process, etc.;

Technologies for assessing the quality of subject education: problems of monitoring assessment of the quality of education in various subjects; theoretical foundations for the creation and use of new pedagogical technologies and methodological teaching systems that ensure the development of students at different levels of education; assessment of professional competence and various approaches to the development of postgraduate education for subject teachers; development of subject education content, etc.;

The theory and methodology of extracurricular, extracurricular, out-of-school educational and educational work in subjects, including additional education in the subject.

Contents of the specialty 13.00.08- “Theory and methods of vocational education":a field of pedagogical science that considers issues of professional education, training, retraining and advanced training in all types and levels of educational institutions, subject and sectoral areas, including issues of management and organization of the educational process, forecasting and determining the structure of personnel training, taking into account the needs of the individual and labor market, society and state.

The areas of research are defined taking into account differentiation by industry and type of professional activity and include, in particular, issues such as:

Genesis and theoretical and methodological foundations of pedagogy of vocational education;

Postgraduate education;

Training of specialists in higher educational institutions, institutions of secondary and primary vocational education;

In-house training of workers;

Additional professional education;

Retraining and advanced training of workers and specialists;

Continuous professional and multi-level education;

Educational Management and Marketing;

Vocational training for the unemployed and unemployed population;

Interaction of vocational education with the labor market and social partners;

Professional guidance, culture and problems of education;

Professional consulting and advisory services.

Contents of the specialty19.00.01 - “General psychology, personality psychology, history of psychology”:study of fundamental psychological mechanisms and patterns of origin, development and functioning of the human and animal psyche, human consciousness, self-awareness and personality in the processes of activity, cognition and communication; application of these patterns to solve practical problems of diagnosis, counseling, examination, prevention of psychological problems, possible anomalies and support of personal development; historical, theoretical and methodological analysis of psychological theories, concepts and views; development of research and applied methodology, creation of methods of psychological research and practical work.

The area of ​​research includes issues such as:

Development and analysis of the foundations of general psychological and historical psychological research;

Origin and development of human consciousness and activity in anthropogenesis;

Attention and memory; autobiographical memory;

Psychological problems of speech communication and psycholinguistics;

Consciousness, worldview, reflexive processes, states of consciousness, altered states of consciousness;

Activity, its structure, dynamics and regulation, psychology of activity;

Abilities, giftedness, talent and genius, their nature;

Gender differences in cognitive processes and personality;

Individual, personality, individuality; personality structure; the problem of the subject in psychology;

Life path, its structure and periodization; life creation, etc.

Contents of the specialty19.00.07- “Educational psychology”:study of psychological facts, mechanisms, patterns of educational activity and the actions of its individual or collective subjects (students, groups, classes, audiences), the pedagogical activity itself and the actions of its subject - the teacher, multi-level interaction of subjects of pedagogical and educational activities in the educational process; study of the influence of the educational process, the educational environment on the mental development of students, their personal development at different levels of education; study of the development of educational psychology in historical retrospect and the current state.

The area of ​​research includes the following questions:

Psychology of students at different levels of education (preschool, school, university), their personal and psychological development;

Psychology of the educational environment;

Psychology of educational activities, teaching;

Psychological characteristics of students as subjects of educational activities;

Pedagogical activity, professional and pedagogical characteristics of teachers (style, abilities, competence, control);

The educational process as a unity of teaching and upbringing, etc.

Contents of the specialty 19.00.13 - "Developmental psychology, acmeology"in the field of psychological, pedagogical sciences: study of the processes of development and formation of the psyche of people at different stages of their life cycle (from the prenatal period, newborn age to maturity, aging and old age). This development occurs under certain external and internal conditions (environmental conditions, heredity, accumulated experience, targeted or random influences, etc.).

Since specifically human development and functioning of the psyche do not occur outside the processes of communication and organizational structures (from child-parent relationships to business interactions in a surgical team or in public service), social phenomena naturally come into the attention of researchers.

One of the aspects of this specialization is the study of the cultural and historical development of the psyche, the comparative study of the development of the psyche in different cultures, the development of the psyche in anthropogenesis and the comparative study of the biological and historical development of the psyche. Mental development in childhood makes, although not obvious, very significant (sometimes irreparable) contributions to the development of an adult. And the period of adulthood is significant for the existence of society. Acmeology (Greek. act - “blooming power”, “peak”).

If a research approach is dominated by a stating approach (establishing facts, patterns), it can be classified as a psychological science; if a normative-value, design, formative approach is expressed - to the pedagogical sciences. This distinction is left to the discretion of the dissertation committees.

2.6. Choosing a scientific specialty.

The choice of the scientific specialty in which the research is carried out is a responsible and important moment in relation to the expected results, especially if the research is carried out as a dissertation. V. G. Domrachev 1 when choosing a scientific specialty, he suggests proceeding from the following main criteria:

The scientific results of the dissertation must correspond to the passport of the scientific specialty;

The professional training of the dissertation candidate, as well as his scientific interests, must correspond to the list of tasks regulated by the passport of the scientific specialty;

The scientific supervisor must be competent in the issues covered by the scientific specialty;

The graduate school within which the training is carried out must have the right to teach in this scientific specialty;

The dissertation must comply with the specialty and the requirements of the dissertation council in which it is expected to be defended.

A situation is possible when, starting work on a dissertation within one scientific specialty, a researcher discovers that it corresponds to another specialty. The natural path in this case is to act in accordance with the new scientific specialty, but keep in mind the criteria listed above. You can consider defending a dissertation at the intersection of two specialties - the one on which the work began, and a new one, corresponding to several (or one) scientific results submitted for defense. In this case, during the defense, it will be necessary to co-opt additional members to the dissertation council - doctors of sciences who are competent in the results of the dissertation related to the new specialty (or the use of existing doctors of sciences in the dissertation council who are members of another dissertation council in this new scientific specialty). If necessary, a second dissertation supervisor or scientific consultant may be involved. Passing the second candidate exam in a new specialty is not required, since only three candidate exams are taken.

3. Organization of experimental and research work in educational institutions

3.1. Experience and experiment in research work.

Many issues related to the organization of experimental and research work in educational institutions are related tothe problem of the difference between scientific (theoretical) and empirical (experimental) knowledge in pedagogy.

Kraevsky V.V. said:“Often in pedagogy these two types of knowledge are not distinguished clearly enough. It is believed that a practicing teacher, without setting special scientific goals and without using the means of scientific knowledge, can be in the position of a researcher. The idea is expressed or implied that he can acquire scientific knowledge in the process of practical pedagogical activity, without bothering himself with work on theory, which almost “grows” by itself from practice. This is far from true.The process of scientific knowledge is special.It consists of the cognitive activity of people, means of knowledge, its objects and knowledge.<...>

Spontaneous-empirical knowledge lives in folk pedagogy, which has left us a lot of pedagogical advice that has stood the test of experience in the form of proverbs and sayings, rules of education. They reflect certain pedagogical patterns. The teacher himself gains this kind of knowledge in the process of practical work with children. He learns how best to act in a certain kind of situation, what results this or that specific pedagogical influence produces on specific students.” 1 .

Techniques, methods, forms of work that have proven effective in the experience of one teacher may not give the desired result in the work of another teacher or in another class, in another school,because empirical knowledge is concrete. This is its peculiarity - neither strength nor weakness, but difference from theoretical, scientific knowledge.

And now one can still hear complaints that “scientific works suffer from abstraction.” Butabstraction - theoretical generalization of experience. This definition contains the whole answer: there cannot be a theory without previous experience, and the essence of the theory consists of the most general laws, i.e. abstraction. It is in situations when you need to “fly above the bustle”, turn to proven truths,there is a need for scientific knowledge.The help of a scientist is needed either to generalize experience or to draw conclusions from the experience of colleagues.

Case Study. When developing a program for the development of the gymnasium, the administration and teachers turned to a whole group of teaching scientists with a request to help formulate the central problem, the solution to which the teaching staff was already working on. Teachers could talk for a long time about the problems that worried them, about ways to solve them, which they intended to test in experimental work. But they could not formulate all this briefly, which means they did not structurally represent the tasks facing them.

Working together with scientists, teachers divided the tasks into theoretical (search) and practical (organizational and pedagogical). In each group of tasks, in turn, central, leading problems were identified. The main task was defined as “forming a culture of student self-determination in life.”

As a result, the activities of the gymnasium and its departments became clearer. It has become easier to plan work, analyze its results, and carry out ongoing management.

Researchers and teaching practitioners often do not distinguish experience from experiment. Both are types of search activities that involve finding ways to improve existing educational practices.

However, experience - this is empirical knowledge of reality based on sensory knowledge, and experiment - this is cognition carried out in controlled and controlled conditions, reproduced through their controlled change.An experiment differs from observation by actively operating the object being studied; it is carried out on the basis of a theory that determines the formulation of problems and the interpretation of results. Often the main task of an experiment is to test hypotheses and predictions of a theory.

An experiment differs from an experiment in the presence of a theoretical model of achieving a result, which is tested during the experiment.

3.2. Experimental work of an educational institution.

In the work of modern schools there is a phenomenon that at first glance seems paradoxical:scientists are increasingly and more persistently invited to cooperate. This happens despite the fact that education authorities do not force people to take such actions; on the contrary, they urge them to save wages. Given the current overload of school administrators, with an acute lack of material and financial resources, there is probablyserious reasons, which encourage practicing teachers to invite scientists to schools.

The main one is probably -departure from uniformity. Now every school, gymnasium, lyceum is looking for its own “image”, its own concept of education, developing its own curricula, programs, methods, and its own development strategy. Moreover, this activity has long ceased to be exotic and has become a legal norm for every school.Innovation activitiesrequires theoretical research, scientific understanding of experience, and special training, which administrative, methodological and pedagogical workers do not have. And for scientists, solving these problems is the essence of their activity.

Even if the school does not pretend to be a scientific experiment, everyday problems naturally lead to the need for search and research activities.

In accordance with paragraph 2 of Art. 32 of the Law of the Russian Federation “On Education” the development and approval of educational programs and curricula are transferred to the competence of the educational institution.

But why are schools so reluctant to take advantage of these rights? Why do the “innovations” they create often result in nothing but trouble for students, their parents, and teachers? Teachers have the right to develop curricula, programs, manuals, but no one taught them this work, and, therefore, they do not have special training for this activity.

In many cases, the main shortcoming of the curricula and programs developed by schools is the lack of concepts, i.e. . systems of basic views and approaches.To develop such a concept and curriculum and programs that implement it is the task of the school’s teaching staff. And only a specialist ready for research can help. Often, for these and other purposes (giving lectures on the latest achievements of science, postgraduate education, special training for certain categories of teaching staff, providing assistance in resolving conflict situations, etc.) scientists are invited to the school.

Lecture by Prof. G.I. Shkolnik on trends in modern pedagogy abroad intensified the work of many creative groups of teachers and helped in improving the gymnasium development program. When subject teaching was introduced in primary schools, the gymnasium administration turned to university specialists with a request to conduct special workshops with teachers. When the position of class teacher (released class teacher) was introduced, special training was also carried out for teachers according to a jointly developed program. Thanks to the participation of university specialists in the commission, problems in admitting children to the gymnasium were reasonably resolved.

The value of experimental work will vary depending on the situation and the role assigned to it. Research, as a rule, is carried out not to develop specific recipes, but with the aim of identifying patterns and methods of mastering methods of theoretical knowledge.

3.3. Research in educational institutions.

When conducting research, teachers in most cases hope to solve specific problems in a particular school. But the research activities of teachers also have their own purpose: it helps to comprehend the situation and optimize their work based on the identified patterns. Solution problems of educational work of the school- the first (and most common) reason for teachers to turn to research activities.

Another reason - the desire to find new, previously unknown pedagogical means, rulesand sequence* of their use(innovations-heuristics)or solve new pedagogical problems that have not yet been mastered either in theory or in practice (innovations-discoveries). In this case, the well-known expression is relevant: “No matter how much you improve a kerosene lamp, it will not become electric.”

The trial and error method, characteristic of empirical research, does not give the desired result - modeling, creation of theories, hypotheses, experimentation are required, i.e. means of scientific knowledge.

Experimental search activities are regulated by local regulatory documents of the educational institution. In most cases, for their development they use the approved order of the USSR State Committee for Public Education “Temporary Regulations on the Experimental Pedagogical Site in the Public Education System” (see Appendix 2).It has lost its legalstrength, but is a well-developed document from an organizational point of view, which can serve as the basis for modern management documents in the field of experimental search work.

As a rule, there are six stages in the experimental work of an educational institution:

- first, preparatory, stage- development of a plan for search work, analysis of the state of affairs, determination of targets, selection of research methods;

Second phase - partial changes in the work of the institution, analysis and evaluation of their effectiveness, consolidation of the project team of teachers;

Third stage - improvement of individual components of the system, areas of work, application of new methods and technologies;

Fourth stage - improving the system of work of the institution as a whole, developing a new logic of education;

Fifth stage - testing the new system and identifying the conditions for its successful functioning;

Sixth stage - analysis and presentation of achieved results, determination of prospects for further research.

3.3. Specifics of studying various aspects of education

1. Didactic studies.

The purpose of diagnostics and scientific research in the implementation of learning objectives seems obvious and traditional. Each teacher diagnoses and evaluates students’ success in mastering the curriculum in order to make informed adjustments to teaching methods based on the diagnostic results.Accordingly, teachers treat the recommendations of scientists in this area with understanding. However, the ease of understanding didactic research is only apparent. Let's look at someproblems directly related to improving diagnostics in education.

Firstly , diagnostics in teaching most often means control (current, periodic, thematic, final, etc.).And control can be carried out outside of diagnostic activities on the basis of empirical signs that are presented to the teacher as “self-evident”. This is what explains thatThe same grades given by different teachers, as a rule, cannot be correlated with the same level of training.

Evidence of the low diagnostic reliability of traditional control methods is the very fact of the introduction and ongoing discussions around such a fundamentally new knowledge assessment system as the Unified State Exam (USE). As the head of the Federal Service for Supervision in Education and Science V.A. Bolotov notes, “... the longer a region participates in the experiment, the more actively parents, school graduates, and teachers of the vocational education system support the Unified State Exam.” Obviously , this is explained by the greater objectivity (diagnostic value) of the final control form based on the test methodology.

The experiment on introducing the Unified State Exam showed that every fifth graduate does not master the school mathematics course. True, the overwhelming majority of respondents believe that the Unified State Exam will not solve the problems of the quality of education. Often he provokes “coaching” on supposed issues, which has nothing to do with the normal educational process. This means that any forms of diagnostics and control must be introduced systematically, in combination with other methods of improving the educational process.

Secondly , traditionally, even in control, “gaps” in training are revealed, rather than the student’s strengths. Of course, these shortcomings are sought out based on “good intentions” in order to make the student stronger. But the technocratic strategy, traditional for teaching practice, encourages the teacher to actually expose the student to his shortcomings, and then correct his preparation, depriving the student of independence. Sometimes researchers studying the problems of didactics follow a similar strategy. This approach reduces theoretical research only to quantitative dependencies and presupposes a search not for humanitarian, but for technocratic knowledge.

Third When identifying the degree of preparedness of a student, researchers sometimes pay attention onlyto master the content of education(knowledge, abilities, skills), without being interested in the development of cognitive abilities, mental operations, attitude to educational and cognitive activity, etc.This approach makes research in the field of learning superficial, unproductive, and useless for improving educational results.

M. Zelman, a specialist in the educational testing service from Princeton (USA), sees the problem of the Unified State Exam in that the essential characteristics of similarities and differences between the exam results that serve as the basis for certification of school graduates based on the results of their studies have not been identified(“test of mastered content” - test of the quality of work of the student and teacher),and a test that provides information to predict the success of an applicant’s studies at a specific or any university(“readiness test” or “aptitude test”).

Test materials for tests based on the results of training are quite easily constructed both in the form of multiple-choice tasks and in the form of tasks (tasks) with a fixed answer. They assess the degree of awareness or development of graduates’ skills and, in principle, do not require intelligence or creativity from the test taker and are designed on the principle of testing the reproduction of information or testing mastery of standard algorithms.

Readiness tests (or ability tests) are more designed to assess a person’s performance “here and now” in a specific cognitive or psychomotor area.They are created in such a way as to find outa person’s potential ability in specialized activities, his readiness for a certain type of learning and in conditions of limited information. The purpose of such tests is not to evaluate his past successes, but to create a picture of his learning capabilities in a given area.

2. Research in education.

In the design and implementation of research, it is necessary to take into account not only general patterns, but also the specifics of the object being studied. Without this, diagnostics will not give any reliable results, but can become a destructive factor for pedagogical phenomena and processes.

In connection with the specifics of education as an activity addressed to the whole person in the dynamics of his self-development,diagnostics and research of educational phenomena and processes also have a number of features.The reasons for this are that the results of education are remote in nature and depend on a large number ofinternal factors and external conditions.

Firstly , the effectiveness of education (“educational effects”), as a rule, cannot be established on the basis of a linear cause-effect relationship “stimulus-response”.The mechanistic approach does not provide any significant results for teaching practice.

For example, the authors of one of the approaches to assessing the results of education propose as a diagnostic criterion the assimilation of three groups of concepts: socio-moral, general intellectual and general cultural (see: Methodological recommendations for certification and accreditation assessment of educational activities of educational institutions implementing general education programs of various levels and orientations // Bulletin of Education. - 2004. - No. 5. - P. 39 - 57). In this way, an attempt is being made to reduce upbringing to teaching: it is obvious that “mastery of concepts” is not an indicator of the effectiveness of upbringing; Orientation towards it leads to scolding and, in fact, to the destruction of not only educational work, but also educational relations in general. It is this logic that leads the authors, when identifying diagnostic indicators, to highlight education as a separate special area, i.e., to reductionism.

Secondly , there is no standard in education.For a democratic society it is simply illogical. Absence leads to the impossibility of comparison (similar to exams). In education, assessment can be made either in relation to the capabilities (individual-personal potential of the pupil or the conditions of educational work), or according to the dynamics of results. But here there are no clear criteria.

How to evaluate, for example, such an indicator: the number of registered offenders has been halved - there were two (smoking in a public place), now there is one (robbery)?

Third , in contrast to training as functional training, education is addressed to the holistic personality of a person and can only be assessed in the logic of qualitative changes. At the same time, the quality of an object from the point of view of philosophy is not reduced to its individual properties. It embraces the subject completely and is inseparable from it. The effectiveness of education cannot be reduced to quantitative indicators (how many concepts are learned, how many activities are carried out, etc.) - they can only be auxiliary, and they can only be assessed in the context of a certain quality of the result.

The school works according to the method of V.A. Karakovsky: the central activity of the month (or quarter) is preceded by a whole system of preparatory activities, and its results are consolidated by subsequent activities. How to count the number of activities carried out: as one comprehensive one or should each be assessed separately? In the second case, is a telephone conversation between the class teacher and the student’s mother, who does not let her son go to rehearsal, a separate event? And the most important question: what will these calculations give us in assessing the educational work of the school?

Fourth , education is fundamentally different from other objects of research in that subjectivity in it does not relate to undesirable phenomena. How a student perceives himself, other people and the world around him, how he feels about his capabilities, actions, prospects - these and many other subjective characteristics are necessary both for assessing the results achieved (the effectiveness of the teacher’s previous actions), and for predicting development prospects, and for selecting optimal means of education.

The main educational resultmany modern researchers admitpupil's positionas a system of his dominant value-semantic relations to himself, other people, and the world.The position is realized in the appropriate nature of social behavior and human activity. In this regard, the position of synergetics is applicable that the formation of a person as a complexly organized system depends to a greater extent not on the past, but on the future. This involves assessing the student’s actions in his own cultural and psychological coordinates, and most importantly, in the context of the subjunctive mood and analysis of alternative scenarios (including unrealized ones) of the student’s development and the process of his interaction with the teacher. In other words, the understanding of what a student “thinks about himself” determines the teacher’s prognosis and goals, and the nature of his activities.

Fifthly , three aspects of education should be taken into account:

Social (acceptance of environmental values, formation of a sense of belonging),

Individual (isolating oneself from the environment through self-determination, self-formation, self-realization and other “selfs” that determine a person’s self-worth in life and activity)

- communicative(interaction with the environment through the exchange of influences, acceptance of the values ​​of the environment and, most importantly, affirmation of one’s views and meaning in it).

These aspects of education correspond to three aspects of human existence (personal, individual and subjective) and can only be considered in unity, interdependence, and interpenetration. A “three-dimensional” vision of a person is impossible without simultaneously taking into account all three of its dimensions. And this requires multifactorial diagnostics and a comprehensive analysis of its results.

At sixth, the study of educational effects is possible only in the unity of aspects of the process and results of education, qualitative assessment and analysis of quantitative relationships.

When researching in the field of education, non-quantitative indicators should be considered(events carried out, knowledge transferred, skills developed, attitudes, etc.), andobtaining a different quality of the pedagogical process, which is realized simultaneously in its subjects(teacher and student) andsubject of their joint activities(pedagogical interaction).

Here it is very important to evaluate not only knowledge or activity - a much more important indicator is relationships, the emotional atmosphere of the educational process, what is called the “spirit of the school.” And in this matter, special correctness and trust are required in diagnostic and assessment procedures, concern for the dignity of those whom we evaluate.

3.4. Research in the system of continuing education.

Based on the non-linearity of the process of human subject formation, in lifelong education we can distinguishfive main stages - “turning points” in the life of every person, his five “transitional ages”:

First - the child’s transition from preschool education to systematic education;

Second - the transition from general education to specialized training (it is increasingly becoming widespread in schools) and choice of profession;

Third - transition from choosing a profession and romantic dreams about it to professional training;

Fourth - leaving the artificially imitative conditions of activity at a university and entering a complex professional reality;

Fifth - transition from reactive professional activity, from self-affirmation in the profession to professional creativity.

Each of these crisis moments intentionally turns a person to reflection, conditionsqualitative change in his self-esteem and self-awareness. However, in everyday practice this happens spontaneously and often leads to the destruction of the integrity of the subject position and the loss of meaning. A person loses his subjectivity, sees himself as a performer, an instrument for implementing programs, plans, instructions and directions - he ceases to be a creator.

The study of the real difficulties of a person at each stage of his development, and especially in moments of crisis, should become the basis for a system of assistance in the continuous self-development of a person. Only then does a person become a subject of activity, behavior and relationships.

Therefore, traditional forms of diagnostics in the form of input control of readiness to master programs, translated andfinal exams are becoming more frequentare complemented by various forms of studying the processes of adaptation of students to changes in learning conditions, opportunities for creative development, and the state of psychological comfortetc. A system of such diagnostics will improve the efficiency of continuing education and ensure the continuous self-development of the student.