Scientific research is one of the types of cognitive activity, the distinctive feature of which is the development of new knowledge.
Scientific research in pedagogy is called the systematic study of educational phenomena and processes, aimed at obtaining new knowledge about them. Scientific research is characterized by objectivity, reproducibility, evidence, accuracy.
According to the method of obtaining knowledge and the nature of information in research, two levels are distinguished - empirical and theoretical.
The empirical level is characterized by the predominance of methods for describing experience, the existence of systematically repeating patterns. The results obtained at this level of knowledge can be directly applied in the practice of education. However, they do not allow explaining the nature of the observed dependencies and, consequently, developing new educational technologies based on them. The empirical level of scientific research is optimal for collecting primary information that requires further analysis, interpretation, and evaluation.
The theoretical level of research differs in that it includes modeling, development of hypotheses, experiment. At the theoretical level, the researcher works not so much with the educational process itself or with another phenomenon, but with their models, which systematically reproduce the essential properties of the original. The modeling method allows you to gain new knowledge about any object by inference by analogy.
The basis of the theoretical level of scientific research in education is the modeling of pedagogical phenomena, processes and activities.
Various models are used in pedagogical research.
Let us consider sequentially the procedures for their construction.
1. To build the first model - the model of the studied phenomenon as an integrity - the teacher needs to present the structure of its content and the dynamics of formation.
In order to build a structural-content model, it is required:
1. on the basis of a theoretical analysis of philosophical, sociological, psychological and pedagogical literature, determine the object (phenomenon) under study as a category of pedagogy, as an integrity isolated from a wider system of personality, activity, etc., for which to identify the typical features of the selected phenomenon;
2. highlight the connections of this object with the environment, a wider system (its functions);
3. analyze the internal content of the object (qualities, spheres or properties of the personality), identify its elements, composites that make up its inherent internal structure, which ensures the fulfillment of the previously identified functions (in this case, each function of the phenomenon must be explained as a function of the corresponding component or their combinations).
Such a model makes it possible to understand the object under study without destroying the holistic view of it in the process of analysis. However, as a result, we get only a static model. To identify the dynamics of the formation of the object under study, one should:
Establish the physiological, psychological and social characteristics of a particular age period of the child, significantly influencing the formation of the phenomenon under study (properties, qualities of the process, activity);
Develop a structure for describing the phenomenon (a system of criteria and indicators) in relation to the characteristics of age and describe the stages (levels, stages) of its development; it is possible that the original theoretical model will then be adjusted or specified based on diagnostic results; as a rule, each of the selected stages of the process is illustrated with examples;
Describe the quantitative changes, the accumulation of which brings the process closer to transitions, "jumps" from one state to another, the features of the crises of these transitions and the possibilities and mitigation (gradual transitions);
Determine the sources (internal forces, factors) of the self-development of the phenomenon, which ensure the self-propulsion of the processes, the features of the functioning of these sources in the considered age period;
Based on the identification of stages and sources of self-development, develop a model of the pedagogical phenomenon, which serves as the basis for building a forecast for the development of the process and developing the goals of pedagogical activity.
A factor is understood as an internal driving force of the process, and a condition is an external circumstance, to some extent more consciously constructed by the teacher, that significantly affects the course of the process, suggests, but does not guarantee a certain result.
2. To build the second model, a model of pedagogical conditions for the development of the phenomenon under study, it is necessary to: 1) identify external conditions that significantly affect the process of its formation, and then 2) select pedagogically controlled conditions from among them.
To build a factorial model of the process of formation of the phenomenon under study, it is necessary to perform the following research procedures:
Based on the developed model of the formation of the phenomenon, select the characteristic manifestations of the property and its isolated components in the behavior, activities of a child of a given age, c. his value judgments, emotional states;
In accordance with these criteria, select the optimal (necessary and sufficient) package (complex) of methods for diagnosing individual components and the phenomenon as a whole; at the same time, it is possible to single out several groups of methods - for the purposes of research, for everyday pedagogical activity, for managerial control;
Conduct and describe a diagnostic experiment; _ summarize diagnostic results: systematize, summarize, analyze (reduce data into tables, charts, charts, monographic characteristics);
Formulate conclusions on the correspondence of the theoretical model to the results of diagnostics (identify the invariant and variable features of the phenomenon, select the optimal diagnostic methods) and on the conditions for the development of the phenomenon under study (identify the factors of development and "extinction" of the property under study in real pedagogical experience).
In pedagogical research, not quantitative relations are revealed to a greater extent, but the quality of the educational phenomenon, the process of its formation and the influence of various conditions on this process.
As a result, the theoretical model is refined and the factors of formation of the phenomenon under study are selected, which makes it possible, on the basis of their analysis, to select pedagogically regulated conditions.
To model the system of pedagogical conditions for the development of the phenomenon under study, it seems necessary to perform the following research procedures:
On the basis of a conceptual analysis of empirical pedagogical material and pedagogical literature, own pedagogical experience, to identify the developing potential inherent in the methods and forms of work with pupils chosen as priority;
In pedagogical experience and existing theoretical approaches, highlight characteristic episodes, tendencies to stimulate or counteract the development of the phenomenon under study;
Based on the analysis, select the most effective and manageable pedagogical conditions, characteristic methods, methodological techniques and forms of work;
To identify the trend of their development, which ensures the maximum gradual involvement of the child in the educational process and the increase in his subjectivity;
Select the means of monitoring (diagnostics and adjustments) of the process, as well as experimentally identify the effectiveness of the proposed system of conditions (what special system results does it give within the framework of this concept?) and its optimality (what content, what methods, techniques, forms become redundant?).
3. To build the third model - the model of pedagogical activity - it is necessary: 1) to determine the principles, the system of which will form the concept of activity, 2) to develop the stages of the formation of pedagogical activity, making changes to the existing methodological system of the teacher.
If the purpose of the system of pedagogical conditions is to ensure the progression of the process of formation of the phenomenon under study (personality, personal sphere, individual property, etc.), then pedagogical activity is considered as the design, implementation and adjustment of pedagogical conditions.
To develop a model of expedient pedagogical activity, it is necessary:
Consistently select and justify the principles (or regulatory requirements) for the activities of the teacher, under which it is possible to optimally build the appropriate pedagogical conditions; describe the experimental verification of each principle and draw a conclusion about the appropriateness of its use;
Build a structure of principles or their hierarchical model that determines the subordination of the identified principles, their interconnection and interdependence, the necessary and sufficient nature of the system, the consistency and complementarity of these principles;
Experimentally and theoretically show the optimality of pedagogical activity in the proposed system of principles, the possibilities for the creative self-development of the teacher and the acquisition of the author's pedagogical style;
In a theoretical study, describe an experiment to test and refine this model or system of principles in practice.
To develop the stages of formation of the proposed pedagogical activity, one should:
Select characteristic techniques, methods, organizational forms that a teacher can master at the initial stage of mastering the proposed methodological system;
Highlight the technological features of their application in this methodology, the possibility of combining new elements with effective elements of pedagogical activity that the teacher mastered earlier;
Work out the logic and options for their consistent application, subordination in the proposed methodology, methods for conducting pedagogical activities in a system that has signs of pedagogical technology;
Determine the prospects for improving the proposed methodological system or technology.
As we can see, the logic of development and application of the three models determines the logic of pedagogical research as a whole. This logic essentially depends on the general professional position of the teacher and puts before the researcher the task of choosing adequate methods of work.
The choice of classification criterion depends on the commitment of the researcher to a certain theoretical concept, on his professional and pedagogical position, goals, the task being solved, and the conditions of activity.
The humanitarian pedagogical position of the researcher determines his choice of methods that reveal the patterns of self-formation of the child, self-development of the teacher, taking into account the activity of all participants in the educational process.
Ultimately, the choice of classification and the methods themselves is determined by the values and goals of the researcher: an authoritarian teacher is inclined to "exact", "scientific" methods, which provide information mainly about the external conditions for the formation of the phenomenon under study, and this information is of an evaluative nature; the humanitarian position of the researcher predetermines the choice of methods that reveal the internal potentials of self-development of the studied pedagogical phenomena and processes.
The results of pedagogical research are drawn up in the form of a term paper, bachelor's or diploma work, a qualification work of a teacher, a dissertation for the scientific degree of a master, candidate or doctor of science. Each of them has its own qualitative differences in the research tasks to be solved, the depth of penetration into the subject of research, and the generalization of conclusions.
Regardless of the type of scientific and pedagogical research, it should include general characteristics: substantiation of the problem and its relevance, topic, object, subject, goal, tasks, hypothesis, protected provisions, assessment of scientific novelty, theoretical significance and practical value of the results obtained.
VV Kraevsky proposes to present them in a simplified form in the form of questions.
Research problem: what should be studied from what has not been studied in science before?
Topic: what is the name of the aspect of the consideration of the problem?
Relevance: why exactly this problem needs to be studied at the present time, and precisely in the aspect chosen by the author?
Object of study: what is being considered?
Subject of study: how is the object considered, what relations, aspects and functions inherent in it are singled out for study?
The purpose of the study: what knowledge is expected to be obtained as a result of the study, what is the general view of this result even before it is obtained?
Objectives: What needs to be done to achieve the goal?
Hypothesis and defended positions: what is not obvious in the object that the researcher sees in it something that others do not notice.
The novelty of the results: what has been done from what others have not done, what results are obtained for the first time?
Significance for science: in what problems, concepts, branches of science are changes aimed at its development, replenishing its content?
Value for practice: what specific practice gaps can be corrected by the results of the study?
The listed characteristics constitute a system, all elements of which must correspond to each other, mutually 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 is a generalized indicator of its quality.
The following principles help to ensure the quality of scientific and pedagogical research:
purposefulness - the subordination of research to the tasks of improving the practice of education, the assertion of humane relations in it;
objectivity - theoretical models in the study should reflect real pedagogical objects and processes in their multidimensionality and diversity;
applied orientation - the results of the study should be used to explain, predict the improvement of educational practice in the multiplicity of ways for its development;
consistency - the inclusion of research results in the system of scientific and pedagogical knowledge, supplementing the available information with new aspects;
integrity - the study of the components of a pedagogical object in the dynamics of a multidimensional picture of their relationships and interdependencies;
dynamism - the disclosure of the patterns of formation and development of the studied pedagogical objects, the objective nature of their multidimensionality, multivariance.
These principles are based on the laws of cognitive activity, scientific research and on the specifics of educational practice.
Every student of the theory of pedagogy sooner or later has a question: how are certain conclusions obtained, can they be trusted? It is known that the course of the researcher's thoughts, the paths that led him to certain conclusions, decisively affect the quality of these conclusions and conclusions, therefore, knowledge of the subject of pedagogy in isolation from the methods of obtaining information about it cannot be successful.
Ways, methods of cognition of objective reality are called research methods. They allow you to extract information about the subject under study, analyze and process the data obtained, include the knowledge of science in the system of known knowledge. The level of development of science is directly related to the methods used in it. Each science develops and uses its own methods, reflecting the characteristics of the phenomena being studied.
The study of pedagogical reality occurs through pedagogical research. Its purpose is to reveal order, regularity in the process under study, i.e., to establish a law or pattern. A rigorous scientific pedagogical experiment must satisfy the following four criteria: 1) to assume the introduction of something new, a fundamentally new impact (change) into the pedagogical process in order to obtain a certain result; 2) provide conditions that allow to highlight the links between the impact and its result; 3) include a fairly complete, documented accounting of the parameters (indicators) of the initial and final state of the pedagogical process, the difference between which determines the result of the experiment; 4) be sufficiently conclusive, ensure the reliability of the conclusions.
Pedagogical scientific research- this is the process of forming new pedagogical knowledge, a type of cognitive activity aimed at discovering the objective laws of education, upbringing and development. There are three levels of pedagogical research: 1) empirical - new facts are established in pedagogical science; 2) theoretical - puts forward and formulates the main, general pedagogical patterns that make it possible to explain previously discovered facts and predict their future development; 3) methodological - on the basis of empirical and theoretical research, general principles and methods for studying pedagogical phenomena and building a theory are formulated.
A scientific experiment carried out as part of a scientific research aims to obtain one or another pedagogical effect for the first time, according to a theoretically formulated hypothesis; in scientific research, new knowledge is the goal of the experiment, acts as a goal function.
Pedagogical experiment- this is a scientifically delivered experience in the field of educational or educational work in order to find new, more effective ways to solve a pedagogical problem; research activity on the study of 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 the results of interaction and pedagogical impact; repeated reproducibility of pedagogical phenomena and processes.
If we arrange all the cases encountered in practice according to the degree of fulfillment of the criteria of scientific experimentation, then we get a series, on one pole of which there are strictly scientific experiments, and on the other - those in which none of the criteria is satisfied (experimental type "let's try what happens"). All experiments between these poles are non-rigorous, so-called quasi-experiments, in which sufficiently “clean” conditions are not provided, there is no proper level of monitoring indicators, etc.
To designate quasi-experiments in school practice, a number of terms are used: experimental teaching, experimental verification, experimental implementation, experimental comparison, approbation (approbation, trial), trial use (application), experimental teaching, experimental work, creative experimentation, etc. There are no sharp boundaries between all these concepts, and the task of the researcher (and methodological services) is to bring each experiment as close as possible to a strict scientific level.
The desire and readiness of the teacher for experimental work;
The experimenter has a certain hypothesis, which would involve the introduction of some new element into the pedagogical process in order to obtain a certain result;
Careful development of intervention in the pedagogical process, ensuring the conditions for the observability of pedagogical influence and its consequences;
Compliance with the principle of "do no harm"; ensuring the mandatory learning outcomes provided for by the curriculum;
Careful fixation of the conditions and results of the experiment;
Scientific honesty and conscientiousness, striving for reliability in formulating conclusions;
Mutual understanding between the researcher and children, benevolent attitude towards the experiment on the part of others: administration, parents and children.
There are the following types psychological and pedagogical research.
1. Review-analytical study. It involves the selection and study of literature on the problem. The main task is to highlight questions that have already been answered, as well as questions that have yet to be answered.
2. Review-critical. It is similar to the analytical, but is critical.
3. Theoretical. Includes, in addition to a review and critical analysis of the literature, the author's own theoretical proposals aimed at solving the problem.
4. Empirically descriptive. Here, empirically, using certain methods of collecting and analyzing facts, some new facts are obtained and described regarding little-studied objects or phenomena.
5. Empirically-explanatory. Explains the facts obtained, and not only collects and describes them.
6. Methodical. Its purpose is to develop, substantiate and test any methodology in practice.
7. Experimental. During this study, an experiment is carried out.
In the future, we will understand the most common research as experimental research.
Pedagogical research is based on the following principles.
The principle of unity of historical and logical. The teacher-researcher is obliged in the process of solving the problem to correlate and take into account what has already been done in the history of pedagogy, pedagogical theory and practice. Ignoring this principle often leads to the "invention of a long forgotten old."
Systems approach. It is necessary to consider the object of study as an integral system.
Personal approach. It requires studying and taking into account the individual, age-related characteristics of the personality, as well as the natural opportunities and social conditions in which its development takes place.
Activity approach. The researcher must take into account the characteristic features of the type of activity that he organizes with students and on the basis of which their education, upbringing, and development are carried out.
The affiliation of any work or manuscript to science is determined by the signs of the nature of goal-setting, the allocation of a special object of study, the use of special means of knowledge, and the observance of unambiguous terminology.
Research in the field of pedagogy is understood as the process and result of scientific activity aimed at obtaining new knowledge about the patterns of education, its structure and mechanisms, content, principles and technologies. Pedagogical research explains and predicts facts and phenomena. Pedagogical research according to their focus can be divided into fundamental, applied and development.
1. Fundamental research results in generalizing concepts that summarize the theoretical and practical achievements of pedagogy or offer models for the development of pedagogical systems on a prognostic basis.
2. Applied research is work aimed at an in-depth study of individual aspects of the pedagogical process, revealing the patterns of multilateral pedagogical practice.
3. Developments are aimed at substantiating specific scientific and practical recommendations taking into account already known theoretical positions.
The Logic of Educational Research.
The logic and dynamics of research search involve the implementation of a number of stages: empirical, hypothetical, experimental-theoretical (or theoretical), prognostic.
1. At the empirical stage, they get a functional idea of the object of study, discover contradictions between real educational practice, the level of scientific knowledge and the need to comprehend the essence of the phenomenon, and formulate a scientific problem. The main result of empirical analysis is the research hypothesis as a system of leading assumptions and assumptions, the validity of which needs to be verified and confirmed as a preliminary research concept.
2. The hypothetical stage is aimed at resolving the contradiction between the actual ideas about the object of study and the need to comprehend its essence. It creates conditions for the transition from the empirical level of research to the theoretical (or experimental-theoretical).
3. The theoretical stage is associated with overcoming the contradiction between functional and hypothetical ideas about the object of study and the need for systemic ideas about it.
The creation of a theory makes it possible to proceed to the prognostic stage, which requires the resolution of the contradiction between the received ideas about the object of study as a holistic entity and the need to predict and foresee its development in new conditions.
Any pedagogical research involves the definition of generally accepted methodological parameters. These include the problem, topic, object and subject of research, goal, objectives, hypothesis and defended provisions. The main criteria for the quality of pedagogical research are the criteria of relevance, novelty, theoretical and practical significance.
The research program, as a rule, has two sections - methodological and procedural. The first one includes justification of the relevance of the topic, the formulation of the problem, the definition of the object and subject, the goals and objectives of the study, the formulation of the basic concepts (categorical apparatus), a preliminary system analysis of the object of study and the development of a working hypothesis. The second section reveals the strategic plan for the study, as well as the plan and basic procedures for collecting and analyzing primary data.
The most convincing basis that determines the topic of the study is the social order, which reflects the most acute, socially significant problems that require urgent solutions. But only it is not enough, a logical transition is needed from the social order to the substantiation of a specific topic, an explanation why this task was taken for research, and not some other. Usually this is an analysis of the degree of development of the issue in science.
If the social order follows from the analysis of pedagogical practice, then the scientific problem itself is on a different plane. It expresses the main contradiction, which must be resolved by the means of science. The formulation of a scientific problem is a creative act that requires a special vision, special knowledge, experience and scientific qualifications. The research problem acts as a state of "knowledge about ignorance", i.e. an expression of the need to study some area of social life in order to actively influence the resolution of those contradictions, the nature and features of which are not yet completely clear and therefore not amenable to systematic regulation. Solving the problem is usually the goal of the study. The goal is a reformulated problem.
The formulation of the problem entails the choice of the object of study. It can be a pedagogical process, or an area of pedagogical reality, or some kind of pedagogical relationship that contains a contradiction. In other words, an object can be everything that explicitly or implicitly contains a contradiction and generates a problem situation. An object is something to which the process of cognition is directed. The subject of research is a part, side of an object. These are the most significant from a practical or theoretical point of view properties, aspects, features of an object that are subject to direct study.
In accordance with the purpose, object and subject of the study, research tasks are determined, which, as a rule, are aimed at testing the hypothesis. The latter is a set of theoretically substantiated assumptions, the truth of which is subject to verification.
Research methods:
In accordance with the logic of scientific research, the development of a research methodology is carried out. It is a complex of theoretical and empirical methods, the combination of which makes it possible to explore such a complex and multifunctional object as the educational process with the greatest reliability. The use of a number of methods makes it possible to comprehensively study the problem under study, all its aspects and parameters.
Methods of pedagogical research unlike methodology, these are the very ways of studying pedagogical phenomena, obtaining scientific information about them in order to establish regular connections, relationships and build scientific theories. All their diversity can be divided into three groups: methods of studying pedagogical experience, methods of theoretical research, and mathematical and statistical methods.
1. Methods for studying pedagogical experience- these are ways to study the really emerging experience of organizing the educational process. Studied as best practice, i.e. the experience of the best teachers, as well as the experience of ordinary teachers. Their difficulties often reflect the real contradictions of the pedagogical process, urgent or emerging problems. When studying pedagogical experience, methods such as observation, conversation, interviews, questionnaires, the study of written, graphic and creative works of students, and pedagogical documentation are used.
2. Theoretical Methods needed to identify problems, formulate hypotheses, and evaluate the evidence collected. Theoretical methods are associated with the study of literature: the works of the classics on the issues of human knowledge 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, teacher; reference pedagogical literature, textbooks and manuals on pedagogy and related sciences.
3. Mathematical Methods in pedagogy, they are used to process data obtained by survey and experiment methods, as well as to establish quantitative dependencies between the studied phenomena. They help to evaluate the results of the experiment, increase the reliability of the conclusions, and provide grounds for theoretical generalizations. The most common of the mathematical methods used in pedagogy are registration, ranking, scaling.
The personality of the teacher. Modern requirements for the personality and professionalism of the teacher. Motivation of pedagogical activity. Advanced training and certification of teaching staff. Teachers-innovators of modern Russia.
At present, there is a need for a qualitatively different teacher training, which allows combining the fundamental nature of professional basic knowledge with innovative thinking and a practice-oriented, research approach to solving specific educational problems.
In Russian science, the problem under study is usually considered in terms of the formation of professional requirements for a specialist (A.G. Bermus, N.F. Efremova, I.A. Zimnyaya, D.S. Tsodikova), as well as a new approach to the design of educational standards (A.V. Khutorskaya). The concept of professional competence of a teacher comes to the fore. The analysis of approaches to the concept of "competence" would take a lot of time, suffice it to say, researchers identify from 3 to 37 types of competencies and competencies.
The pedagogical phenomenon of the competence of a teacher (teacher) attracts the attention of many researchers (I.A. Zimnyaya, V.N. Kuzmina, A.K. Markova, V.A. Slastenin, etc.). Let's take a look at some definitions.
So, in particular, developing the problem of pedagogical activity, N.V. Kuzmina determined the structure of the teacher's activity.
In this model, five functional components were designated:
- The gnostic component (from the Greek gnosis-knowledge) refers to the sphere of knowledge of the teacher. It is not only about knowing your subject, but also about knowing the methods of pedagogical communication, the psychological characteristics of students, as well as self-knowledge (one's own personality and activity).
- The design component includes ideas about the promising tasks of training and education, as well as strategies and ways to achieve them.
- The constructive component is the features of the teacher's design of his own activity and the activity of students, taking into account the immediate goals of training and education (lesson, lesson, cycle of classes).
- The communicative component is the features of the teacher's communicative activity, the specifics of his interaction with students. The emphasis is placed on the relationship of communication with the effectiveness of pedagogical activity aimed at achieving didactic (educational and educational) goals.
- The organizational component is a system of teacher skills to organize their own activities, as well as the activity of students.
It should be emphasized that all components of this model are often described through a system of corresponding teacher skills.
The original concept of the teacher's activity was developed in the works of A. K. Markova. In the structure of the teacher's work, she identifies the following components:
1) professional, psychological and pedagogical knowledge;
2) professional pedagogical skills;
3) professional psychological positions and attitudes of the teacher;
4) personal characteristics that ensure the mastery of professional knowledge and skills.
Professionally competent is ... such work of a teacher, in which pedagogical activity, pedagogical communication is carried out at a sufficiently high level, the personality of the teacher is realized, in which good results are achieved in the education and upbringing of schoolchildren.
Especially A.K. Markova singles out the dominant block of the teacher's professional competence - the personality of the teacher, in the structure of which she singles out:
- motivation of the personality (orientation of the personality and its types);
- properties (pedagogical abilities, character and its traits, psychological processes and personality states);
- integral characteristics of the personality (pedagogical self-awareness, individual style, creativity as a creative potential).
T.G. Brazhe understands professional competence as a multifactorial phenomenon that includes a system of knowledge and skills of a teacher, his value orientations, motives of activity, integrated indicators of culture (speech, style, communication, attitude towards himself and his activity, to related fields of knowledge).
To meet all of the above requirements, the teacher must also have a number of abilities.
The set of professionally conditioned requirements for a teacher is defined as professional readiness for pedagogical activity. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness, and on the other hand, scientific, theoretical and practical competence as the basis of professionalism.
To date, a wealth of experience has been accumulated in building a teacher's professiogram, which allows us to combine professional requirements for a teacher into three main complexes that are interconnected and complement each other: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty). When substantiating a professiogram, psychologists turn to establishing a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky highlights didactic, academic, communication skills, as well as pedagogical imagination and the ability to distribute attention.
A.I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational skills among the most important pedagogical abilities. He also believes that in the psychological structure of the teacher's personality, general civil qualities, moral-psychological, social-perceptual, individual-psychological characteristics, practical skills and abilities should be distinguished: general pedagogical (information, mobilization, developing, orientation), general labor (constructive, organizational, research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and their application in solving pedagogical problems and obtaining a new information).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating a personality, affirming a person in a person. In this regard, the goal of teacher education can be represented as a continuous general and professional development of a new type of teacher, which is characterized by:
- high civic responsibility and social activity;
- love for children, the need and ability to give them your heart;
- genuine intelligence, spiritual culture, desire and ability to work together with others;
- high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions;
- the need for constant self-education and readiness for it;
- physical and mental health, professional performance.
The problem of motivation of pedagogical activity, as well as the problem of motivation of human behavior and activity in general, is one of the most complex and underdeveloped. There are practically no special studies that would trace the relationship between the motives for choosing a teaching profession and the motivation for pedagogical activity.
The division of motives into leading (dominant) and situational (stimulus motives), external and internal allows us to assume with a high degree of probability that both for future teachers, teaching and for working teachers, their activities proceed as a chain of situations, some of which act as a purposeful attraction. The purpose of the activity and the motive here coincide. Other situations are perceived as purposeful coercion, when the goal and motive do not match. In this case, the teacher may treat the goal of pedagogical activity indifferently and even negatively.
In situations of the first type, teachers work with passion, inspiration, and therefore, productively. In the second case, it is painful, with inevitable nervous tension and usually does not have good results. But complex activity, which is pedagogical, is usually caused by several motives, differing in strength, personal and social significance. The polymotivation of pedagogical activity is a common phenomenon: a teacher can work well to achieve high results, but at the same time satisfy his other needs (recognition of colleagues, moral and material encouragement, etc.).
The socially valuable motives of pedagogical activity include a sense of professional and civic duty, responsibility for raising children, honest and conscientious performance of professional functions (professional honor), passion for the subject and satisfaction from communicating with children; awareness of the high mission of the teacher; love for children;
One of the ways to motivate a teacher is to evaluate his professional activities. In particular, the certification system. The Regulations on the procedure for attestation of pedagogical and executive employees of state and municipal educational institutions spell out the main tasks of certification:
stimulation of purposeful, continuous improvement of the level of professional competence of pedagogical and managerial staff,
· Providing teachers and executives of educational institutions with the opportunity to increase the level of remuneration.
The main principles of certification are:
· Voluntary attestation for the second, first and highest qualification categories for teachers and for the highest qualification category for executives;
obligatory certification of executives and persons applying for a managerial position, for the first qualification category;
· openness and collegiality, providing an objective, humane and benevolent attitude towards the certified pedagogical and executive employees.
The normative basis for certification are:
Law of the Russian Federation “On Education”;
Regulations on the procedure for attestation of pedagogical and executive employees of state and municipal educational institutions.
It is well known that pedagogical activity is creative. Creativity is usually defined as a process, the result of which is the creation of new material or spiritual values. The novelty criterion can have both objective content (new for a given branch of knowledge) and subjective content (new for an individual - a subject of activity). The professionalism of the teacher is in close connection with creativity. However, these concepts are not synonymous: professionally competent actions are not necessarily the result of the teacher's creativity. Pedagogical creativity is effective if it is based on high professional and pedagogical competence. In fact, there are very few teachers who create objectively new technologies for teaching or upbringing. But already any lesson, practical lesson, successfully combining known methods and techniques, is to some extent the result of creativity. However, let's name those teachers who can really be considered teachers as innovators.
1. Shatalov Viktor Fyodorovich- People's teacher of the USSR (Donetsk) His education system is built on the principle of respect for the personality of the student, humane attitude towards him. V.F. Shatalov in the first place in the learning process puts the educational task, as well as the formation in students of socially valuable motives for learning, curiosity, cognitive interests and needs, a sense of duty and responsibility for the results of learning. And only then follows the task of educational and cognitive. In the experience of V.F. Shatalov on educational work, a number of features can be distinguished.
A strictly defined organization of the educational process, which can be called an algorithm of educational activity, consisted of the following stages:
1) a detailed explanation of the teacher;
2) a concise presentation of educational material on supporting posters;
3) study of sheets with reference signals (reduced copies of reference sheets and posters);
4) work with a textbook and a sheet of reference signals at home;
5) written reproduction of reference signals in the next lesson;
6) answering at the blackboard or listening to the oral answers of comrades.
2. Lysenkova Sofia Nikolaevna- teacher-innovator, people's teacher of the USSR (1990). From 1946 she worked as a primary school teacher in Moscow schools. Developed a methodology for the prospective teaching of primary school students using reference schemes with commented management of the educational process. I used the algorithmization of educational material in the form of reference signals. Proposed by Lysenkova S.N. The technique of "commented management" is that not only the teacher, but also the students manage the activities of the class in the lesson, commenting aloud on the task and leading the rest of the students, thereby setting the general pace for the lesson. The most important element of Lysenkova S.N. - anticipatory learning, which consists in a preliminary trial study of the most difficult material (acquaintance with the concepts of a future topic, their clarification, etc.) long before its passage through the program.
3. Didactic system of L.V. Zankov
L.V. Zankov, together with the staff of his laboratory in the 60s. of the twentieth century, he developed a new didactic system that promotes the overall mental development of schoolchildren. Its main principles are the following:
1. high level of difficulty;
2. leading role in teaching theoretical knowledge, linear construction of curricula;
3. advancement in the study of the material at a rapid pace with continuous concomitant repetition and consolidation in new conditions;
4. students' awareness of the course of mental actions;
5. education in students of positive motivation for learning and cognitive interests, inclusion in the learning process of the emotional sphere;
6. humanization of the relationship between teachers and students in the educational process;
7. development of each student in this class.
In the system of L.V. Zankov's lesson has a flexible structure. It organizes discussions on what has been read and seen, on fine arts, music, work. Didactic games, intensive independent activity of students, collective search based on observation, comparison, grouping, classification, elucidation of patterns, independent formulation of conclusions are widely used. This system focuses the teacher's attention on the development of children's ability to think, observe, act practically.
4. Daniil Borisovich Elkonin was born in 1904 in the Poltava province, studied at the Poltava gymnasium and at the Leningrad Pedagogical Institute. A. I. Herzen. D. B. Elkonin created an original concept of the periodization of mental development in ontogenesis, the basis of which is the concept of leading activity. This concept was developed on the basis of the development of the ideas of the cultural-historical concept of L. S. Vygotsky and the activity approach in the version of A. N. Leontiev. He also developed a psychological theory of play, studied the formation of a child's personality.
5. Vasily Vasilyevich Davydov ( August 31, 1930 - March 19, 1998) - Soviet teacher and psychologist. Academician and Vice-President of the Russian Academy of Education (1992). Doctor of Psychological Sciences (1971), professor (1973). Since 1953, he worked in the institutions of the USSR APN (vice-president since 1989). Member of the editorial boards of the journals "Questions of Psychology" and "Psychological Journal". Follower of L.S. Vygotsky, student of D.B. Elkonin and P.Ya. Galperin (with whom he later became friends until the end of his life). Works on educational psychology are devoted to the problems of developmental education and age norms of mental development.
6. Elkonin-Davydov system. The system that has become popular in Moscow schools is the theory of learning activities and methods of primary education by D.B. Elkonin and V.V. Davydov. A feature of this psychological and pedagogical concept is a variety of group discussion forms of work, during which children discover the main content of educational subjects. Knowledge is not given to children in the form of ready-made rules, axioms, schemes. Unlike the traditional, empirical system, the courses studied are based on a system of scientific concepts. Children are not graded in elementary school, the teacher, together with the students, evaluates the learning outcomes at a qualitative level, which creates an atmosphere of psychological comfort. Homework is reduced to a minimum, learning and consolidation of educational material takes place in the classroom. As a result of learning according to the Elkonin-Davydov system, children are able to reasonably defend their point of view, take into account the position of another, do not accept information on faith, but require proof and explanation. They form a conscious approach to the study of various disciplines. Education is carried out within the framework of regular school programs, but at a different quality level. At present, programs in mathematics, Russian language, literature, natural science, fine arts and music for elementary school and programs in Russian language and literature for secondary school have been developed and are being practically applied.
Zheleznyakova Olga Mikhailovna
METHODOLOGY AND METHODS OF SCIENTIFIC AND SCIENTIFIC-EDUCATIONAL RESEARCH
Teaching aid
Ulyanovsk, 2017
UDC 37.01 Published by decision of the editorial
LBC 74.00 of the publishing council of the Federal State Budgetary Educational Institution of Higher Education
Zh 51 "UlGPU them. I.N. Ulyanova
Compiled by:
Zh 51 Zheleznyakova O.M. - Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Social Work of the Faculty of Pedagogy and Psychology of the Ulyanovsk State Pedagogical University. I.N. Ulyanov.
Methodology and methods of scientific and scientific-pedagogical research: teaching aid. Zheleznyakova O.M. - Ulyanovsk: UlGPU im. I.N. Ulyanova, 2017. - 29p.
The educational and methodical manual is designed to help in mastering the knowledge, skills and primary skills of organizing and implementing research activities in the field of pedagogical science and practice.
The educational and methodical manual is compiled on the basis of the State Educational Standard of Higher Professional Education and is intended for students, undergraduates, and graduate students.
Zheleznyakova O.M.
FGBOU VO "UlSPU them. I.N. Ulyanova", 2017
Introduction
Topic 1 Functions of scientific and pedagogical research in the education system
Topic 2 Methodology of science. Levels of educational methodology
Topic 3 Methodological characteristics of scientific research as an activity
Topic 4 Conceptual apparatus and its specificity in pedagogical research
Topic 5 General logic and structure of pedagogical research
Topic 6 Classification of pedagogical research methods.
Topic 7 Reliability and validity of research results
Topic 8 Forms of presenting the results of scientific and pedagogical research
Test tasks
Questions for offset
INTRODUCTION
This manual is aimed at preparing for mastering knowledge and practical skills in the disciplines "Methodology and methods of scientific research", "Methodology and methods of scientific and pedagogical research".
This manual is designed to help you develop the skills of organizing and implementing scientific and scientific-pedagogical research, the mastery of which allows you to carry out further career and personal growth and effectively carry out the further development of modern science, primarily pedagogical, at the level of theory and practice.
The topics are arranged in accordance with curricula and programs, correspond to the logic of disclosure of research activities and pedagogical in particular, include both general recommendations on the organization and implementation of scientific research, and its specifics in the field of pedagogical knowledge.
The content is a brief but fairly complete presentation of the program material, which, if necessary, can be deepened and expanded through independent work on the study of the recommended literature presented in the manual. The list of abstract topics presented in the manual, which act as individual tasks, serves the same purpose.
Each topic is accompanied by questions to consolidate and understand what is being studied. To check the learned educational material, a test control is offered.
TOPIC 1 Functions of scientific and pedagogical research in the education system
Pedagogy as a science.
Science is a system of proven and substantiated knowledge that underlies the scientific picture of the world. There are the following signs of science:
social and personal needs,
· object of study,
· subject of study,
research methods,
system of reliable knowledge.
Socio-personal needs as a characteristic of the scientific field of knowledge is determined by the level of development of society and social relations, as well as the level of development of individual individuals and their interests in the phenomena of nature, society, space and life in general. In pedagogy as a scientific field of knowledge, the leading needs are the crisis nature of the entire education system as a social institution, as well as individual pedagogical difficulties, as subjective reactions that hinder the development of certain aspects of the education system.
Object of study are the basic phenomena and processes of a particular scientific field. In other words, this is something that needs to be studied and used, improved and developed. In philosophy it is being, in physics it is physical processes and phenomena, in chemistry it is chemical processes and phenomena, etc. In pedagogy, educational processes and phenomena act as an object, or rather, education as a process and as an integral system.
Subject of study- this is something with which you can successfully improve and develop the object of scientific research for the benefit of man and society. Most often, the subject of any scientific research is the laws and regularities of a particular scientific field. In the field of scientific and pedagogical research, the regularities of the development and functioning of an integral educational system act as a subject.
Scientific research is the leading source for the development of pedagogical science. Only on the basis of in-depth scientific research is it possible to solve an urgent problem: how to develop new approaches to the qualitative renewal of the entire system of education and upbringing? How to get new scientific data about the pedagogical process? How to determine the ways and conditions for improving pedagogical practice?
The state of pedagogical science is largely determined by the level of scientific and pedagogical research. Deep scientific research creates opportunities for improving school practice.
The basis of scientific research is a certain methodology (from the Greek - the doctrine of the method), which is a set of worldview views, it is the basis for the use of certain research methods.
The concept of "method" comes from the Greek. - way, way. The concept of "scientific method" can be characterized as a purposeful approach, with the help of which certain goals and objectives are achieved.
The term "method" refers to specific ways of using methods.
In the process of research, various methods are used, which can be combined into two groups: theoretical and empirical research methods.
Theoretical Methods research is aimed at a deep knowledge of the pedagogical process and pedagogical phenomena, the identification of their patterns and principles, the formation of theoretical generalizations, conclusions, provisions. These methods include:
Comparative historical analysis;
Modeling;
Thought experiment.
Comparative historical analysis refers to the main research methods. A pedagogical phenomenon, a process, receives the best coverage if it is considered in its historical development.
Modeling- reproduction of the characteristics of one object on another, specially created for study. This second object is called the model. The simulation method can be used as a thought experiment (abstraction).
thought experiment used when there are no conditions for a real experiment. Such an experiment allows you to get ideas about the object of study in an ideal form.
Theoretical research methods involve the development of a research hypothesis, theoretical analysis and systematization of facts, comparison, comparison of various scientific concepts, forecasting the development of pedagogical phenomena.
Methods of empirical research aimed at studying specific pedagogical phenomena and facts. With their help, the collection and analysis of material, scientific facts is carried out.
Observation is one of the main research methods. The purpose of observation is not only the description of facts, but also their analysis, formulation and verification of a scientific hypothesis. Observations may depend: on time (short-term, long-term), on the method of observation (direct and indirect). During the observation, the object of observation is selected, the means of observation are selected, and the observation is recorded. The observer must understand the purpose of the observation and take into account (in direct observation) that the presence of the observer influences the behavior of the observed. Observation is carried out at different stages of the study and is accompanied by other research methods. The higher the theoretical training of the observer, the more information he will draw from the observation and the more effective its processing will be.
Testing- This is a test in which the subject discovers certain qualities. The main purpose of the tests is to identify changes in the level of development of memory, thinking, cognitive interests, in general, in various intellectual activities. With the help of tests, one can study life experience, ideas, judgments, behavioral motives, but always in combination with other research methods.
Questionnaire.
Questionnaire- a list of questions on a specific topic that the study group must answer. Its purpose is to collect initial (indicative) material.
It has much in common with research methods such as conversation. Only questions are asked not to an individual student, but to a large mass of students. Answers are not verbal, but written.
There are distortions in the answers of schoolchildren (if the survey is conducted incorrectly). The correctness of the answers depends on how many questions, their wording, how the psychological preparation for the survey was carried out.
Types of questionnaires: interview questionnaire(the questionnaire is filled in by the researcher himself, clarifying the student’s thoughts, clarifying the motives for the answer, revealing the correct understanding of the question; press form(sent by mail), etc.
When questioning, a series of questions is asked (in grades 3-5 - no more than 4-5; in grades 6-8 - up to 10; in grades 9-11, questionnaires are allowed that require reflection and a written answer within 35 = -45 minutes).
Questionnaires are open about the type and closed(ready-made answers, underline the necessary).
Conversation Method. The goal is to get specific answers to questions. The advantage over the questionnaire is the ability to take into account the level of culture of the respondent, determine his attitude to the topic of conversation by facial expressions, intonation, etc. Starting a conversation, you need to know the goal, to know whether the student is ready to talk frankly, whether he has antipathy for the interlocutor
Pedagogical experiment- the researcher himself organizes the process that he wants to study (laboratory experiment). If there is no special organization, then we are dealing with a natural experiment. It is important when conducting an experiment to repeatedly repeat the situation that is the core of the experiment, the initial assumption (hypothesis) that must be tested. Only with a consistently repeating result, the experiment is considered reliable.
Key concepts of the topic: methodology, pedagogical activity, pedagogical principles, pedagogical methods, pedagogical research, pedagogy, teacher, innovative teacher, teacher, teacher.
Control questions
1. The subject of pedagogical science.
2. Tasks of pedagogical science.
3. System of pedagogical sciences.
4. Communication of pedagogical science with other sciences.
5. Infrastructure of pedagogical science.
6. The role of pedagogy in the development of fundamental problems of upbringing and education.
8. General trends in the modern development of pedagogical science.
9. The concept of “methodology” of pedagogical science.
10. Types of pedagogical research: fundamental, theoretical, applied.
11. General characteristics of the methods of visual pedagogical research.
12. Methods of theoretical research: comparative historical analysis, modeling, abstraction.
13. Methods of empirical research: visual observation, pedagogical experiment, research work.
Assignment for independent work
1. Prepare a message on the topic "Pedagogy as a science and art."
2. Study the section "The emergence and development of pedagogy."
3. Compose a questionnaire for high school students on the topic "your attitude to independent work."
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