An important role in conducting pedagogical research is played by the correct choice of methods. The method of scientific and pedagogical research, according to S.S. Palchevsky, is a way of penetrating into the essence of complex psychological and pedagogical processes of personality formation in order to establish certain objective patterns of education and training for the purpose of their practical use.

The method of pedagogical research is a set of methods and techniques for cognition of the objective laws of the processes of education, upbringing and development. There is no single classification of methods, but there are various approaches to it. Usually, the following groups of methods are distinguished:

2. Formalized - they are characterized by a greater degree of abstraction and such methods of cognition, which are based on abstraction from the content and generalization of the form of various pedagogical phenomena and processes. These include quantitative modeling of pedagogical phenomena and processes. Currently, computer modeling of pedagogical phenomena and processes is being used more and more often.

3. Theoretical - they include: theoretical consideration of the tasks and subject of research, determination of the logic of research, consideration of the necessary research methods and expected results, theoretical analysis and synthesis of research results.

There are also groups of methods according to other criteria:

According to the purpose of the study, these are methods of theoretical search, methods of identifying ways to improve practice.

Sources of information include:

methods of studying theoretical sources;

· methods of analysis of real pedagogical processes, which in turn are divided into methods of studying in natural conditions, and methods of studying in specially organized conditions in accordance with the purpose and hypothesis of the study.

Methods of studying in natural conditions include:

observation - direct, direct, indirect, indirect, short-term, long-term, systematic, selective, included, complex;

conversation - a method of collecting facts about pedagogical phenomena in the process of personal communication according to a specially drawn up program, but along the way you can change questions in accordance with the answers received;

survey - obtaining information by setting a standardized system of questions, is carried out in two main types: questioning and interviewing;

Questionnaire - a survey on a questionnaire to obtain answers to a pre-compiled system of questions, it can be open (free answers of the respondent), closed (selection of an answer from a number of proposed ones) and mixed;

Interviewing - a way to obtain information through oral questioning; it can be free (not regulated by the topic and form) and standardized (on predetermined issues), allows you to accumulate individual facts and therefore plays an auxiliary role - indicative or clarifying,

testing - a standardized research method designed for precise quantitative and certain qualitative characteristics, assessment of individual psychological and pedagogical characteristics and human behavior by comparing these assessments with some pre-set standards - test norms;

analysis of documentation and products of activity - personal files, medical records, characteristics, class journals, lesson plans, diaries, reader forms, curricula, orders, instructions, reports and balance sheets, articles in school wall printing;

The method of expert assessment is used in cases where the reliability of the information necessary for decision-making is relatively low, so it is preferable to participate in such an assessment not just one, but a group of experts.

The methods of studying in specially organized conditions include: a pedagogical experiment in natural and laboratory conditions, experimental verification in a mass school.

According to the logic of research, methods are distinguished: studying the state of the problem, experimental search for new solutions to the problem, processing the results of the experiment, etc.

According to the methods of processing and analyzing data, research methods are distinguished: qualitative analysis, quantitative processing of results (statistical and non-statistical).

In addition, according to the form of causality, deterministic and probabilistic methods are distinguished.

The theoretical methods include:

Analysis is the decomposition of the whole under study into its constituent elements, the selection of individual features and qualities of the phenomenon. For example, the actions of a teacher in a lesson can be divided into separate components (communication techniques, motivations, explanations) and analyzed separately. The analysis is carried out at different levels: socio-pedagogical, organizational-didactic, personal, activity, etc. (in philosophical, psychological, pedagogical, didactic, methodological aspects). Types of analysis: classification, structural (relations and interrelations are revealed), functional (functional dependencies are determined), causal (the causation of phenomena is revealed).

Synthesis is the reunification of elements into a coherent structure. So, observing the lesson, the researcher finds out what changes in the actions of students occur when the actions of the teacher change. Analysis and synthesis are closely interrelated, so the researcher must have equally developed skills in mastering them.

Comparison consists in determining the similarities or differences between phenomena. When comparing, the researcher must first of all determine its basis - the criterion.

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

· Generalization. When investigating a phenomenon, it is necessary not only to single out its main features, but also to generalize them. The greater the number of essential features of phenomena has been compared, the more conclusive the generalization.

· Abstraction. This operation allows you to select a certain side of the phenomenon in a "pure form", i.e. in one in which it does not actually occur. For example, when studying the motivation for teaching schoolchildren, the researcher is interested in their motives, needs, interests, but other qualities (body parameters, hair and eye color) are not taken into account.

· Concretization is the finding of a particular one that meets a general criterion, subsuming it under a concept. Concretization allows you to better understand the general.

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

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

· Method of unity of historical and logical. In pedagogy, “rediscoveries” very often occur (ideas of developmental and problem-based learning, individual approach, etc.). New ideas are interpreted as if they arise independently of past experience, therefore one of the most serious and difficult methodological tasks of raising the theoretical level of works on pedagogy is to establish the optimal ratio of historical and logical principles in them. It is necessary to pay attention to the primacy of the first and the secondary of the second. The historical is an objectively existing reality. The logical derivative of the historical is the mental form of its reflection. Thus, historical is understood as the movement (development) of an object, and logical is a reflection of the movement of this object in human thinking.

· Simulation. The modeling method is such a general scientific method of research, in which not the object of knowledge itself is studied, but its image in the form of a so-called model, but the result of the study is transferred from the model to the object. This second object is called the model of the first. In science, there are model-replacement, model-representation, model-interpretation, model-research. Modeling is the process of building a model. Modeling is successfully used to optimize the structure of educational material, improve the planning of the educational process, manage cognitive activity and manage the educational process (diagnostics, forecasting, design).

Among the methods of pedagogical research, a sociometric survey is widely used. The term "sociometry" itself means "social dimension" in literal translation. This method of sociometry is, firstly, a convenient way to study and measure hidden interpersonal relationships in a team where students know each other well, and secondly, it makes it possible to identify the structure of relationships in the class depending on likes and dislikes, the presence of groupings, to determine the authority elected bodies, the presence of leaders, marginalized (rejected), isolated students. At the same time, it should be noted that on the basis of the picture of the life of the student team obtained with the help of sociometry, recommendations can be made on working with this team, on strengthening the cohesion and organization of the class, on ways of further development, studying within the collective relationships of students.

The method of independence of characteristics consists in the fact that it makes it possible, firstly, to obtain more complete and generalized information about a student or a class (group) from many persons (teachers, class teachers, head teacher, director, parents, comrades, friends, leaders public youth organizations, representatives of social institutions, etc.). Secondly, to characterize the student in different conditions of his life and activity, at various stages of development (for example, primary school age, adolescence, youth). Practice shows that the information collected from different persons gives a fairly objective description of the students. The use of the method of independent characteristics for the study and analysis of the development of difficult students is especially recommended.

The method of studying and generalizing advanced pedagogical experience is the practice of teaching, upbringing and education, i.e. an organized purposeful pedagogical process and its results, which are reflected in the quality of the student's personality. Mass pedagogical experience is a typical experience of the work of public education institutions, which characterizes the achieved level of teaching practice, education and implementation of the achievements of pedagogical science in it.

The concept of "advanced pedagogical experience" is used in a broad and narrow sense. In a broad sense, best practice is understood as the high skill of a teacher, i.e. a practice that gives a high stable pedagogical result. Professor M.N. Skatkin believes that "the experience of a teacher may not contain anything new, original, but based on the successful application of the principles and methods established by science, it will be a good model for those teachers who have not yet mastered pedagogical skills" .

In a narrow sense, advanced pedagogical experience is understood only as a practice that contains elements of creative search, novelty, originality, what is otherwise called innovation. The innovators of pedagogical work include Sh.A. Amonashvili, O.S. Gazman, N.P. Guzika, E.N. Ilyina, V.A. Karakovsky, V.F. Shatalova and others.

Scientific study and generalization of pedagogical experience is aimed at solving various research goals:

Identification of the existing level of solving educational and upbringing tasks;

Identification of bottlenecks, "white" spots and contradictions that arise in practice;

Identification of leading trends, original ideas, elements of innovative, progressive, born in the everyday creative search for the best teachers, as well as characteristic shortcomings and mistakes;

The study of the availability and effectiveness of scientific recommendations that become the property of science and practice.

When choosing a method, one should not so much formally go through their entire set, but it is necessary to determine their optimal complex for each stage of the study. In this case, it is necessary to be guided by the following requirements for the choice of research methods:

apply a combination of methods that allows you to obtain versatile information about the object;

methods should reflect the dynamics of the development of the phenomenon and process under study, the conditions for their functioning and the results over a certain period of time;

apply methods that allow obtaining information from as many different sources as possible (for example, obtaining information about the student from the most competent persons who are in constant communication and joint activities with him: from students, teachers, friends, neighbors, parents, grandparents).

Research methods are ways of solving research problems.

These include the following.

The study of pedagogical phenomena requires the researcher to directly observe them, accumulate and record factual material related to pedagogical work.

Using this method, the researcher finds out the opinion and attitude of both educators and students to certain pedagogical facts and phenomena, and thereby tries to get a deeper understanding of the essence and causes of these phenomena.

Studying the stimulating role of assessing students' knowledge for their academic performance, one cannot do without the analysis of class journals, progress sheets for the past years of study.

The essence of the experiment as a research method lies in the special organization of the pedagogical activity of teachers and students in order to test and substantiate pre-developed theoretical proposals or hypotheses.

Depending on the target settings, the following types of experiments are distinguished: ascertaining, creative-transformative and control.

Ascertaining experiment is usually carried out at the beginning of the study and has as its task the clarification of cases in school practice on one or another problem under study.

Essence creative and transformative experiment consists in the development of theoretical foundations and specific methodological measures to solve the problem under study. A new psychological situation is being created in order to transform the state of affairs for the better.

The next step in the study of this problem is the verification of the findings and the developed methodology in mass school practice. This task is solved using control experiment, the essence of which lies in the application of a proven methodology in the work of other schools and teachers.

essence natural experiment consists in the analysis of certain pedagogical phenomena, the desire to create pedagogical situations in such a way that they do not violate the usual course of activity of students and teachers and, in this sense, are natural in nature.

This method is based on the study and theoretical understanding of the practice of the best schools and teachers who successfully carry out training and education.

If it is necessary to conduct a mass study of certain issues, it is legitimate to conduct questioning and invite students to answer a few specially selected questions. Thus, it is possible to study this problem relatively quickly and interview a large number of students.

Methods of mathematical statistics are used for quantitative analysis of the factual material obtained in the process of research.

Theoretical analysis of pedagogical ideas makes it possible to make deep scientific generalizations on the most important issues of education and upbringing and to find new patterns where they cannot be revealed using empirical (experimental) research methods.

Introduction…………………………………………………………..........………….2

1. Features of the study of the pedagogical process………………………………………………………………………………………..3

2. Traditional pedagogical methods of studying pedagogical reality…………………………………………………………………....6

3. Methods for studying collective phenomena………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

4. Quantitative methods in pedagogy………………………………………………………………………………………………………………………………………………………………………………………………………..9

Conclusion………………………………………………………………......................11

References………………………………………………………..............12

Introduction

Everyone knows that the course of the researcher's thinking, 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 usually called research methods. With the help of research methods, science obtains information about the subject under study, analyzes and processes the data obtained, and is included in the system of known knowledge. That is why the dependence of the pace and level of development of science on the research methods used in it is so strong.

The objectivity and reliability of scientific conclusions also depend on the general approach to understanding the essence of the studied phenomena and processes. Methodological platform for the research of pedagogical activity - theory of knowledge, methodology. The general method of scientific knowledge, the requirements that are universal in nature, perform a guiding function.

Methods of scientific research are always closely related to the objects of knowledge. The means of extracting information should correspond to the specifics of the subject being studied. This means that each science must develop and use its own methods, reflecting the characteristics of the phenomena being studied.

1. Features of the study of the pedagogical process

A characteristic feature of pedagogical processes is the ambiguity of their course. The results of training, education, upbringing, development depend on the simultaneous impact of many factors. It is enough to change the influence of even one or two factors so that these results differ significantly from each other.

The uncertain, ambiguous nature of pedagogical processes limits the possibilities of using research methods known in science, forcing teachers to resort to various tricks to extract truthful information.

Pedagogical processes are characterized by their uniqueness. In the field of natural sciences (physics, chemistry), a researcher can repeat an experiment many times using the same materials and creating constant conditions. As a result, he comes to an unambiguous conclusion - the relationship between the studied factors exists or it does not exist. The teacher-researcher is deprived of such an opportunity. When re-examined, he is actually dealing with a different "material", and the conditions almost never manage to be kept the same. As a result of the previous work, the characteristics of the data used change irreversibly. That is why a "pure" experiment in pedagogy is impossible, no matter how carefully it is prepared and carried out. Given this circumstance, teachers formulate their conclusions correctly and carefully, understanding the relativity of the conditions in which they were obtained.

It also makes sense to emphasize another important feature of pedagogical processes. They involve people of all ages, from infants.

Pedagogical research should be planned, organized and conducted in such a way as not to cause the slightest harm to the health and development of the subjects. It is also desirable that they also give a positive educational and educational result.

There is only one way to compensate for the variability of pedagogical processes and obtain objective conclusions when studying them - by multiplying the number of observers. In this case, the shortcomings of individual studies are smoothed out due to the mass character. In the social sciences, to which pedagogy also belongs, conclusions are formulated only in an averaged, generalized form. Extreme deviations are usually cut off, giving way to a calm mass trend.

The ultimate goal of any pedagogical research is to identify order, regularity in the process being studied, that is, to establish patterns. The concept of regularity can be defined as the fact that there is a constant and necessary relationship between phenomena. If it (regularity) always exists under certain conditions, manifests itself constantly, then the regularity is obvious here. Science scholars are trying to clarify the limits of this category, to establish differences between the concepts of "regularity" and "law", which in essence coincide. When one speaks of a regularity, here, first of all, the fact of the existence of a constant and necessary connection between phenomena is emphasized, although this connection itself may not be fully explored. It is sometimes said that regularity is not a fully known law, or that it is a law whose limits and form have not yet been established. Often the concept of regularity is used to denote such a connection between phenomena, a feature of which is mass character. It is also used to denote such a connection between the phenomena of objective reality. It is in this sense that the concept of regularity is used in pedagogy.

The law is a strictly fixed pattern. Philosophers define it as an internal constant and necessary connection between phenomena, processes or systems. It is also emphasized that the scientific law reflects the objective, essential, necessary, general, stable and repeating under certain conditions connections between the phenomena of reality.

Reducing the diversity of phenomena to essential relationships, regularities and laws at the same time, as it were, simplify knowledge, clarify it, give it a more rational form, convenient for storage and transmission. Thanks to regularities and laws, humanity can operate with an incomparably smaller amount of information, but information of a higher quality.

The dialectical way of knowing the truth consists in establishing regularities and laws. To know the law means to understand its operation. To explain a law means to answer the question: why is it the way it is, or, what is the same thing, why can't it be different from what it really is?

The law cannot be repealed, but it can be properly used to your advantage.

Scientific laws are classified according to the criterion of generality, depending on the range of phenomena they apply to. The first group includes laws, the scope of which is relatively narrow, these are the so-called specific, specific laws. The second group consists of general laws, the scope of which is quite wide and is not limited to one or more types of phenomena. The third group consists of the universal laws of the material world, the action of which is manifested in all areas.

Scientific laws are distributed according to other criteria. So, for example, there are laws that reflect the relationship between phenomena in time, in space, dynamic and static laws. There are laws expressing functional, probabilistic, static connections. Laws are also divided into quantitative and qualitative. The former allow the performance of mathematical operations to calculate changes in the processes to which they apply. The second quantitative manipulations are not allowed. But that doesn't mean the law is wrong. We emphasize that the objectivity of the law does not depend on the form of expression. If it correctly reflects the connection, then it does not matter in what form it is expressed.

2. Traditional pedagogical methods for studying pedagogical reality

It is customary to call traditional methods inherited by modern pedagogy from the researchers who stood at the origins of pedagogical science. These are the methods used by Plato and Quintilian, Comenius and Pestalozzi; they are used in science to this day. The traditional methods of pedagogical research include: observation, study of experience, primary sources, analysis of school documentation, study of student creativity, conversations.

Observation is the most accessible and widespread method of studying pedagogical practice. Scientific observation is understood as a specially organized perception of an object, process or phenomenon under study in natural conditions. Scientific observation differs significantly from ordinary, everyday. The main differences are as follows: 1. Tasks are defined, objects are singled out4 2. results are necessarily recorded; 3. The received data is being processed.

To increase the effectiveness of observation, it must be long-term, systematic, versatile, objective and massive. Emphasizing the importance of the method of observation, its accessibility and prevalence, it is also necessary to point out its shortcomings. Thus, observation does not reveal the inner aspects of pedagogical phenomena. When using this method, it is impossible to ensure complete objectivity of information. Therefore, observation is most often used in the initial stages of the study in combination with other methods.

The study of experience is another method of pedagogical research that has been used for a long time. In a broad sense, it means organized cognitive activity aimed at establishing the historical links of education, isolating the common, stable in educational and educational systems. With the help of this method, ways of solving specific problems are analyzed, balanced conclusions are drawn about the appropriateness of their application in new historical conditions. Therefore, the method under consideration is often called the historical one. Closely linked with another method - the study of primary sources, also called archival. Monuments of ancient writing, legislative acts, projects, circulars, reports, reports, resolutions, conference materials are subjected to thorough scientific analysis. We also study educational and educational programs, textbooks, class schedules - in a word, all materials that help to understand the essence, origins and sequence of development of a particular problem.

Under the methodology of pedagogical research is meant a set of principles, methods, techniques, techniques, procedures and organization of the actual research work, i.e. the study of pedagogical phenomena, the solution of scientific problems in the educational process.

What is the methodology of pedagogical research

To date, this is a fairly developed branch of pedagogical science. There are methods that have long been historically established and have already become traditional, but there are also those that have arisen relatively recently, or are being created at the present time. Previously known are processed; modern computer, computing and video equipment is used.

Classification

Methods of pedagogical research, although very conditionally, can be divided into two large groups: general scientific and specific pedagogical. Another division is also possible: methods of theoretical research, modeling, formalization, probability theory; systemic, structural-functional, statistical analysis. Logical methods: comparison and comparison, analysis and synthesis, analogy, induction and deduction, proofs, generalization and abstraction. We do not dwell on their characteristics.
There are also practical methods (as opposed to theoretical ones) that have the task of creating, collecting and organizing empirical material - facts of pedagogical content, products of educational activity.
There are classifications of research methods according to the sources of information accumulation, according to the study of the pedagogical process in natural conditions, the same - in specially modified conditions, according to the method of processing and analyzing research data.

Pedagogical sources: pitfalls of the question

Before proceeding to the presentation of questions of research methodology, we emphasize that sources precede methods. This should be understood as follows: before applying the methods as a research tool, one must have a base of facts and the facts themselves. For it is they that prompt the researcher, who has seen a pedagogical problem, to formulate it as a scientific problem, and then turn to research methods. In short, the idea of ​​sources and facts precedes the idea of ​​research methods. The very idea of ​​scientific research begins when a discrepancy, a contradiction, a gap between some new, unknown fact and a known theory is discovered.
We draw attention to the expressed idea because in the textbooks on pedagogy published over the past 30 years, there is no clear and precise presentation of this issue. Moreover, they, firstly, do not even single out as an independent question about pedagogical sources; secondly, in a number of manuals, confusion (contamination) of the concept of "method" with the concept of "source" of pedagogical research is allowed. In some of them, the following are named as methods: the study of school documentation and student work; also - the study of written, graphic works and products of students; study of children's work and documentation of educational institutions; studying the products of students' activities, etc. In the textbooks on pedagogy of recent publications, this issue is covered in a similar way.
The inaccuracy here lies in the fact that only the products of student work and products of student activity are meant, and, for example, not preschoolers, students, etc. But the main drawback of this judgment is that sources (products of activity, student work, school documentation) are classified as methods. In this case, the addition of the word “study” or “analysis” to them does not save, since the actual methodology of study and analysis is not disclosed, and this is the essence: what methods to study and analyze - this is exactly what, unfortunately, not shown. In addition, the "products of students" (student and children's work) are studied by one method, and the documentation of educational institutions - by others.
In some manuals on pedagogy, among the methods of pedagogical research, “study and generalization of advanced pedagogical experience” is named. But the fact of the matter is that this "study and generalization" itself needs methods and organization of research; these are not methods, but rather an area of ​​study. And experience, practice are, as already mentioned, an inexhaustible pedagogical source, but not methods.

Methods

After these remarks, we will briefly consider the methods of pedagogical research, without adhering to a strict classification. The fact is that the researcher uses them in combination, although at certain stages of activity he turns to one or another method.
Observation (observational methods) is a universal method of many sciences: psychology, biology, chemistry, astronomy, and also pedagogy. To emphasize that we are talking about the observation of the phenomena of education, henceforth we will call it pedagogical observation. The term “pedagogical observation” itself has a number of meanings: worldly meaning (“Follow the child, don’t run out into the road”); observation of a practical teacher (educator, teacher, teacher); control supervision (inspector, director, school administration); educational observation (student-trainee, cadet, listener, trainee teacher) and observation of the researcher. We will talk about the latter in more detail.
Pedagogical observation is a method of understanding the pedagogical process and the phenomena of education through purposeful, systematic, direct perception of them, tracking the change and development of the conditions and results of educational practice. Pedagogical observation is carried out both in natural and experimental conditions. It can be organized at school, and in out-of-school and preschool institutions, and in the family, and in health camps, and in the university, and in the labor collective - in a word, everywhere where the experience of upbringing, training, pedagogical phenomenon is studied and researched.
Observation is non-included and included. An example of non-participant observation can be a visit by the head teacher or methodologist of a teacher's lesson to study the cognitive activity of students, and the observers do not interfere in any way with the work of the class. And at the same time, the researcher himself can lead the lesson, while simultaneously studying some pedagogical issues, for example, the development of students' cognitive activity, the effectiveness of collective cognitive activity, etc. At the same time, he himself actively manages the cognitive process, dynamically manages it. This is an example of participant observation.
In practice, both types of observation are widely used. With non-involved observation, the researcher evaluates the visible, perceived phenomena more fully and objectively, fixes them more accurately than the one who conducts the classes. But at the same time, he will not always be able to identify the motives for some actions of the teacher leading the lesson, he will not fix his thoughts on a creative approach to the educational process. When observation is turned on, the researcher knows about all this himself. But at the same time, he is more subjective and biased in evaluating his own actions and deeds, say, in a lesson. The possibility of fixing some essential details of the lesson becomes more complicated, some incompleteness of the facts will turn out, and this will affect the overall assessment of the lesson and lead to an inaccurate assessment by the teacher of his own actions.
Pedagogical supervision is carried out not randomly and spontaneously, but purposefully and systematically. This requires prior preparation. Based on the topic, objectives of the study, a specific, selected scientific and pedagogical problem, it is necessary to formulate the purpose and objectives of observation, outline its object, place and calendar dates, and determine the participants. You should also prepare a plan, questions, sequence, organization of observation.
At the time of non-participant observation, one should not interfere in the educational process. It is desirable that those who are being monitored do not know its purpose and themes. Otherwise, their behavior may turn out to be deliberate, unnatural. Then the observed facts will be atypical, random and even distorted.
It is necessary to fix the observed material. This may be an ordinary protocol recording or a transcript, or, if possible, a sound recording, a phonogram. The protocol must indicate the exact conditions of observation: the date and hours, who is being observed (group, class, brigade, individual), where, type of occupation or activity (lesson, extracurricular activity, labor business, camping trip, etc.), who conducts observation: teacher, educator, someone else. Recording is carried out in free form or in some other way.
After the lesson, the observation materials are supplemented and refined by a conversation with the teacher and, if necessary, with the students. The protocol is being specified. Subsequently, his materials will provide the necessary facts in the analysis of the topic under study.
The entry in the diary is usually kept in the following form: on the left half of the sheet - observations, on the right - value judgments. In this case, it is necessary to record all information about the observed process: date, place, time, object, etc.
Observation provides living facts, obtained, as a rule, in natural conditions, and sometimes in specially created conditions, for example, during an experiment. In this case, the facts are true. The disadvantage is that when observing, facts that reveal the topic of research may not appear, or there may be few of them. Then the observations will have to be repeated many times, and this takes a lot of time.
Survey methods: conversation, questioning, interviews are quite widespread in pedagogical research.
Conversation- this is an exchange of judgments, thoughts of two (dialogue) or several persons, a group. There is its presenter and other participants. It has different forms.
catechetical(from the Greek. katechesis - instruction, teaching) - a question-answer form of presentation of the topic (originally - Christian dogma): a question is formulated and an answer is immediately given to it. For example, on the topic “Spelling the particle “not” with adjectives” - 1) How is the particle “not” spelled with adjectives? Answer: Together and separately. 2) In what cases is it written together? Answer: When a word with a “not” particle can be replaced by another word of the same meaning without a particle (cheerless - sad, low - low) or when this word is not used without a particle (for example, ridiculous, unsightly). 3) When is the spelling separate? Answer: When there is an opposition in a sentence - not long, but short; not big, but small.
Heuristic(from the Greek. heurisko - I find) - a learning system in which a series of leading questions is asked. During the conversation, her leader gradually brings the interlocutors to the perception of new information. They become, as it were, accomplices in its discovery. The ancient Greek thinker Socrates mastered the high art of such a conversation, therefore such a conversation is also called Socratic.
In pedagogy, there are three types of conversation according to its purpose: informational, educational and research.
IN informational In a conversation, her leader informs the interlocutors of new information, for example, from the field of science, technology, art, politics, sports.
purpose educational conversations - explain, inspire interlocutors with ideas and concepts about the principles and norms of ethics, law, aesthetics, a healthy lifestyle that exist in a given society, about the rules of human relations according to the laws of morality, beauty, health. Often such a conversation is called ethical, but this is inaccurate, because the topic of the conversation is not limited to moral issues, it is much broader. The conversation reveals the meaning of the regulation of people's behavior in society in accordance with the specified norms. The ultimate goal of such work is the formation of personality behavior.
A research conversation involves the receipt by its leader of new information of pedagogical content from the interlocutors themselves. In a heuristic and educational conversation, its leader gives others new knowledge, forms and transforms the behavior of others; in a research conversation, he himself receives new information from others. This is his goal.
The art of a research conversation consists in the fact that, through a series of questions, “extract” from the interlocutors as much new information as possible on the topic of research, to learn more facts. Before the conversation, it is necessary to formulate specific questions to which the researcher would like to receive answers.
The number of answers may vary depending on the topic, situation. In the process of talking, it is advisable not to look into the prepared questionnaire: trusting relationships always predispose the interlocutor to frankness, to greater objectivity and informativeness. You should not ask the interlocutor questions that offend his honor, dignity, inquire about the intimate, deeply personal aspects of his life. Respectful attitude to the interlocutor, tact and goodwill will ensure the success of the research conversation.
The content of the research conversation must be recorded immediately after it has been held, so to speak, in hot pursuit. Recording, especially tape recording, during the conversation is possible only if the interlocutor does not object and if such a recording does not constrain, does not distract him, does not lead to isolation and does not cause a feeling of wariness.
In each case, it is necessary to accurately indicate the date, place of the conversation and information about the interlocutor: last name, first name, patronymic, profession, specialty, position, etc., for example, a physics teacher, a class teacher of the 7th grade, a school principal such and such, grandmother of a student of such and such, etc.
The value of conversation as a method lies in the fact that it is always a live contact between the researcher and the object of study. Direct communication makes it possible to vary questions, ask clarifying questions. At the same time, the researcher often receives information about such valuable facts, the existence of which he did not even suspect.
Questioning is a method of written survey, developed in detail in sociology. At present, questioning is widely used in pedagogical research and especially in social pedagogy.
The questionnaire is a questionnaire from a series of ordered questions and statements. There are two options for answers: selective, when the respondent chooses the one that corresponds (or is closest) to him personally from several proposed and analyzed ones, and constructive, in which the respondent himself formulates the answer. The survey is conducted either with an indication of the respondent's face, or, for greater objectivity, anonymously, i.e. without indicating the name of the respondent. Questions of the questionnaire are closed, ie. nothing more is added to the proposed questions; open when there can be additions to the proposed questions and possible answers.
Having chosen a topic for the survey, the researcher composes questions so that they can be answered specifically. For example, the wording of questions like: What kind of music do you like?
What profession do you like? It is difficult to answer them specifically, as they are too broad and vague. There could be a clarification here: what genre of music do you like or prefer? What area of ​​work do you like? As in a conversation, the questionnaires should not contain questions that affect the dignity of the individual, intimate moments of life.
Advantages of the survey: it allows you to get a lot of information in a relatively short time. His data can be subjected to quantitative analysis by referring to statistical methods, using computer technology. Thus, a generalized picture of the pedagogical phenomenon will be captured.
The disadvantage of the survey can be considered that the factual material received is not personalized, there is no direct contact of the questionnaire with the object of study. In the process of collecting material, it is impossible to ask the respondent clarifying questions. Distortion of the answers is not ruled out either due to a misunderstanding of the question of the questionnaire, or a deliberately frivolous attitude to questions and answers.
When processing questionnaires, doubtful ones (incomplete, filled out not according to the instructions) are not taken for short-cutting. Quantitative data obtained through questionnaires are then supplemented by qualitative analysis and interpretation.
Interview (from the English interview - conversation) is one of the main types of survey through a conversation that the researcher conducts according to a predetermined plan, either with one person or with a group. Their answers serve as the material of pedagogical content for subsequent analysis, interpretation and generalization, of course, in conjunction with the material obtained by other methods. The topics of the interview, as well as questionnaires, can be very diverse, for example, about the student's educational activities: favorite and least favorite subjects, independent study work, preparation of homework assignments, etc. In an interview, in particular, on the last topic, you can ask the following questions: What subjects are given the most homework? Does he prefer to do them alone or with friends? How can this be explained? What subjects do you like to do? Do you get help from your parents when doing homework? Are parents interested in doing homework? As in a conversation, the interviewer should avoid questions that are tactless or that the respondent does not want to answer frankly. In particular, it is doubtful that, on the same topic of the interview, a student would frankly answer, say, such questions: do you always do your homework? If you haven’t done your homework yourself, do you use “cheat sheets”? Do you often write off a task that you have not completed from a friend? To such questions, most likely, the interviewer will not receive a frank answer from the respondent, but most importantly, the student's trust in the researcher will disappear. If he needs to get answers (first-hand factual material) to such questions, then it is better to do this using anonymous questionnaires.
Interviews are free: the interviewer is given freedom in the formulation, formulation and order of questions, in their number, but on condition that they correspond to the research topic. The interview is semi-standardized, when the interviewer uses both strictly necessary and therefore pre-planned, as well as possible and variable questions. A standardized interview is conducted on the basis of strictly formulated questions in the exact sequence - according to the questionnaire. Answers can be open (any possible) or closed, i.e. only those contained in the questionnaire. The material of the interview is analyzed.
The advantage of the interview is the direct communication of the researcher with the object of study, the opportunity to get specific facts first hand. During the interview, electronic and technical means can be used to fix the material. The disadvantage of the interview is the lack of a wide coverage of the studied persons, the limited ability to use the statistical processing of the material received; the moment of chance is also not excluded, i.e. atypical representations of the interviewed person: it may not be a typical representative of the group of people being studied.
Characteristics and essays as research methods are closely related to survey methods.
Characterization as a method can be divided into independent and free. Independent refers to getting references for the same person from different people on the same topic. For example, the leading teacher, the dean of the faculty (as an administrator), the head of the scientific circle in which this student is a member, the coach of the sports section, the attending physician, the chairman of the student council of the hostel, the head of the academic group can independently characterize the same student. , a trade union organization, a friend of a student - a fellow student, etc. In this way, the researcher will receive versatile factual material about the student when studying a specific topic about students in higher education.
Free characterization involves the description by different people of any one personality trait, but different people. For example, all students of one academic group can characterize the ideal student, as each of them imagines him; the same - best friend, authoritative teacher, etc. Then the researcher will analyze what traits different students have identified in an authoritative teacher or an ideal student.
Compositions as a research method are somewhat similar to the characteristics. A group of people writes a free essay on a given topic of interest to the researcher. The amount of work is not defined.
It depends on the ability of the author of the essay to briefly or in detail state the topic under study, as well as on the availability of factual material from the author of the essay. When studying the free time of schoolchildren, the following essay topics can be offered: My holidays; My day off; My daily routine; My favorite activities in my free time, etc. The compositions are analyzed and summarized. A certain difficulty is the analysis of facts, since they are not contained in a standardized form, but in a free description, and therefore it is impossible to apply technical means for analysis. In addition, people of interest to us (the object of study) do not always willingly agree to a request to write an essay.
Method biographies. Studying the biographies of famous scientists, writers, other figures of art and culture, sports, heroes of labor, war, revolution, political figures, etc. provides rich factual material of pedagogical content. The researcher analyzes the conditions in which they were formed as individuals: what was the family, the surrounding social environment, hobbies, where did he study, who and where did he work, which, according to the researcher, contributed to the development, formation and formation of talent, outstanding personality traits. For example, the most interesting material of pedagogical content is provided by the study of the biography of A.S. Boris Alexandrovich Arbuzov; the first cosmonaut of the Earth Yu.A. Gagarin (according to the memoirs of his mother, brother and sister); biographies of G.K. Zhukov, an outstanding commander of the Second World War, a native of a poor peasant family (based on the materials of V.V. Karpov, K. Simonov and others); conditions for raising sister and brother Zoya and Alexander Kosmodemyansky, who became Heroes of the Soviet Union and died for the honor and freedom of the Fatherland in the last war (according to the memoirs of their mother L.T. Kosmodemyanskaya and others). And quite, it would seem, an ordinary example of a large family of Lena Alekseevna and Boris Pavlovich Nikitin on the early and intensive development of children (according to the monographs of parents about their family) is of undoubted interest for teachers and pedagogy. There are many such biographies. We have given only a few notable examples.
The advantage of the biographies method is that the researcher takes for study the life and work of those people who, as a rule, have already shown themselves by outstanding abilities, practical deeds and have become known to society. He mentally restores (reconstructs) the conditions of their life and development, looking for the driving forces for the formation of the outstanding abilities of the individual. This method is difficult. which requires long-term, sometimes lasting for years, painstaking work of the researcher. At the same time, it is practically impossible to resort to the help of statistics and computer technology. On the other hand, the results of research work are rewarded a hundredfold with the facts obtained, primarily of pedagogical content, but not only: the researcher deals with facts related to a wide range of the history of science, culture, sociology, etc.
Pedagogical experiment(from lat. experiment - test, experience). This, although complex and time-consuming, is perhaps the most productive method of pedagogical research. The fact is that pedagogical processes taking place in familiar conditions do not always contain ready-made material on a topic of interest to the researcher. And therefore it is difficult to accumulate factual material by the method of ordinary observation. Then the researcher artificially creates such conditions under which those phenomena that he studies would appear. In other words, he resorts to a pedagogical experiment that uses a set of methods: observations, conversations, statistical studies, etc. The experiment is carried out in specially created (in this sense, unusual, artificial) and at the same time controlled conditions and situations. An experiment is a kind of “pedagogical experience” setting up to test the degree of effectiveness of methods, teaching and upbringing techniques. The experiment allows you to isolate certain pedagogical phenomena, change the situation of the course of pedagogical processes and, if necessary, repeat them.
Depending on the specifics of conducting pedagogical research, various types of experiments are used.
Ascertaining experiment involves experimental work in slightly modified controlled conditions. For example, when studying the degree of effectiveness of the use of technical means in teaching in a regular (traditional) lesson, classes are conducted using devices and equipment, moreover, at different stages of the lesson, as well as without technical means. The results of mastering the material by students are compared and conclusions are drawn: is there a difference in the effectiveness of training with the use of TS or not; if so, in what, and what kind?
Transformative experiment(it is also called creative) means a significant and even significant change in the conditions, sometimes the environment of the pedagogical process. For example, the same topic in literature in the same class is studied in lessons that are traditional in structure: a survey, presentation of new material, consolidation, verification of what has been learned. In another class, it is studied in a different organization - in the form of a business game, "holiday", etc. In this case, both the situation and the atmosphere of conducting classes change and are transformed. The results of mastering the material are also analyzed and conclusions are drawn about the effectiveness of a particular organization of the lesson.
Laboratory experiment in contrast to the natural, which is carried out under normal and familiar conditions, it is organized in a special laboratory. Special devices and equipment are used here, reproducing the pedagogical situation, fixing the corresponding reactions of the subjects. For example, when studying the reaction of the behavior of a 2nd grade schoolgirl in a special room, she alone is shown scenes played out by puppets (a kind of puppet theater). According to the plot, scenes that cause delight, and scenes of conflict relations, etc. are shown. behavior options. The devices record the girl's reaction to these scenes: sympathetic, joyful, trying to help the victim; regret, indifference, etc. The recorded data are compared with the corresponding scenes that caused certain experiences. Conclusions are drawn.
A laboratory experiment captures facts more accurately (albeit indirect, but objective), but it can only be carried out in a special room equipped with special devices. The difficulty also lies in deciphering the records of the behavior of the subjects, in decoding the indicators characterizing the behavior of the subject.
Control experiment is organized to check the degree of reliability of the results that were obtained earlier during the ascertaining, transforming or laboratory experiments. It is organized in the form of repeated or cross. The repeated experiment is carried out as a duplication of an experiment that has already taken place. Crossover refers to the swapping of the experimental group (EG) with the control group (CG): the former experimental group in the crossover experiment becomes the control group, and the former control group becomes the experimental group.
Comparing the results of repeated and cross experiments, we can judge how reliable the facts and materials obtained are, to what extent they can be used for subsequent analysis.
pilot experiment can also be called preliminary. Any method of research, and especially a pedagogical experiment, must be carefully prepared. The initial version of the experiment may be successful, but it may not be the best. Therefore, it is necessary to check in practice the level of sophistication and the quality of the experimental methodology. Such a preliminary experiment is first carried out not in full, but in an abbreviated version. This is a pilot experiment designed to test and bring the experimental methodology to a high level. After that, individual links of the experiment or its fragments are corrected. And only then it is possible to organize a pedagogical experiment in full.
Steps and procedures experiment. The experiment is planned: the pedagogical problem under study determines its theme. Its purpose and tasks are formulated, a working hypothesis is put forward; an object is selected, experimental material is developed, the terms and stages of the experiment, its participants are determined. Then the experiment itself is carried out, which can be relatively short in time, for example, a series of lessons within one week, or long, for example, vocational guidance work with students at school according to a special system for a year, two or three years. At the same time, there must be experimental groups and control. In the experimental groups, the educational process is organized under changed conditions. In the control groups, the educational process takes place in normal, familiar conditions. At each stage and after the completion of the experiment, the results of the studied fragment of educational work in the experimental and control groups are compared. In fact, the experiment is carried out in order to compare the results of work in these groups and, based on the facts obtained, draw reasoned conclusions and generalizations.
The test (from the English test - test, research, verification) is an objective and standardized measuring behavior sampling individual. Speaking figuratively, we grab a “drop” from the “sea”, analyze its features and judge the entire “sea” by it. Similarly, from the whole endless series of behavioral decisions, actions and deeds of a person, the researcher selects a fragment of his behavior; this is actually a sample. Sampling refers to the execution of a short-term task, the result of which is analyzed. According to the data obtained, this person is judged in general, extending the same characteristics to other times of the behavior of the person being studied. The test is designed to establish certain, including psychological and pedagogical characteristics of a person. It is characterized by short duration, relative simplicity of the procedure and availability of equipment, direct fixation of the results. Tests are standard, strictly formulated, so that the correct answers to questions and tasks do not allow variability. They can be used as a research tool for both an individual and entire groups at the same time. The results obtained are amenable to statistical processing.
Depending on the purpose, there are tests of achievement, intelligence, creativity (abilities), personality, etc.
Tests achievements designed to identify level achieved by an individual (pupil, student) knowledge, skills and abilities in some area, in particular in academic subjects. According to the indicators of the completed task, they judge the quality of the student's mastery of knowledge. In foreign countries (and now in Belarus) tests have long been successfully used to control students' knowledge; Actually, that's what achievement tests are for. If knowledge is being tested not of some fragment of a subject, but of the entire course or a large section, then they use battery tests, i.e. a whole series.
Achievement tests are described in detail in the topic of monitoring and evaluating the success of training.
The weak side of achievement tests is that the researcher (diagnostician, teacher) cannot identify a number of factors of interest to him. For example, it is possible to identify the breadth, depth and meaningfulness (understanding) of a student's knowledge, but it is impossible to determine the strength (duration of retention of what has been learned). The test also does not establish what causes, what explains this or that level of the revealed knowledge of the student, i.e. it most often does not allow establishing causal relationships in the results of learning. It also does not determine the general education and training of the individual for the entire period of study at school, university.
Intelligence Tests- psychodiagnostic techniques for research and qualitative assessment of the level of human intellectual development. The procedures are quite common and the formula for the intelligence test is well known. It must be said that among scientists, teachers and psychologists, there are both supporters and opponents of the establishment of an intellectual coefficient.
Creative tests(from lat. creatio - creation) are designed to reveal the creative abilities, talent, giftedness of the individual. Performing tests of this kind, the subject finds (or does not find) an unexpected, unusual, extraordinary solution to tasks, showing (or not showing) a creative, unconventional approach. According to the results of testing, the degree of giftedness of a particular individual is judged.
Personality Tests aimed at assessing the emotional and volitional components of mental activity and human behavior.
Predictive tests(from the Greek. prognosis - foresight, prediction) are intended to predict the development of the individual under study in the future, about the prospects and possible outcome of this development. This is kind of one of the difficult tests; the forecast probability does not exceed 50%.
Thus, trusts perform in practice the functions of knowledge control, diagnostics and forecasting of an individual's development. In the last two functions, they are also the explorer's tool. (Achievement tests, as well as intelligence and personality tests, are more common in educational institutions.)
Projective Methods is a type of test. The subject speaks about his possible actions, deeds, behavior in a conditionally proposed situation. For example, what would he do in a particular situation if he became the director of the school. For example, he would introduce a five-day school week in all classes, abolish school grades and all kinds of exams, introduce free attendance for schoolchildren, give students the right to choose their teacher and class teacher, and so on. An analysis of such judgments provides good material for the researcher.
Rating scales(from lat. scala- ladder) as self-assessment and rating. Self-assessment involves an individual's assessment of his achievements, personal qualities, actions, deeds, etc., according to certain parameters. Moreover, a rating scale is established in points, percentages or other quantitative indicators, which are then subjected to statistical analysis and qualitative interpretation. The weak side of this method lies in the significant subjectivity of the individual's assessments of his own personal qualities, actions, deeds and behavior.
Rating(from the English rating - assessment, order, classification, class, category) is a method of subjective assessment of a phenomenon on a given scale. Such assessments are given by experts (competent judges). Their role is played, in particular, by experienced methodologists, school directors, innovative teachers, psychologists, university professors, employees of scientific centers, advanced training institutes, etc. For example, when studying the professional qualifications of a teacher and establishing the level of his pedagogical skills, experts, in accordance with the proposed scale, evaluate the individual qualities and actions of the teacher. The data are analyzed: a quantitative analysis is carried out according to a special formula, and, in addition, a qualitative assessment is given.
Pedagogical Council(lat. consilium - meeting, discussion) as a method of pedagogical research was first developed and proposed by Yu.K. Babansky in the 70s. Now the council is used most often in pedagogical diagnostics.
A council is assembled consisting of a subject teacher, a class teacher, a school psychologist, a doctor, a social pedagogue, a representative of the school administration, a lawyer or other specialists whose opinion on the issue under discussion can be important and useful.
The consultation procedure consists in discussing and comprehensively analyzing some pedagogical fact and phenomenon that are of interest to researchers and diagnosticians. The members of the council express their ideas about the object and subject of diagnostics and research, give facts and arguments confirming their opinion, look for effective ways (methods and means) of educational work in relation to a particular student or group in the current situation, sometimes make a decision about to radically change the environment of the educational process. Such a versatile collective discussion and a deep analysis of the situation give a detailed picture of the pedagogical phenomenon and allow you to draw reasonable and objective conclusions about the object and subject being studied. The course of the consultation is usually recorded. It will have material of a psychological and pedagogical, sometimes legal and medical nature.
The pedagogical council assumes reliance in the teaching and educational process not so much on the intuition of the teacher, but on the data of a thorough and balanced - without haste! - analysis of pedagogical facts and phenomena.
Mathematical statistics and probability theory are used in the study when the material of pedagogical content has quantitative facts, but not all pedagogical phenomena can be expressed in the abstract concepts of statistics. For example, it is difficult to express in quantitative data the measure of humanity, mercy, intelligence, because there are no corresponding meters and norms. They do, however, lend themselves to quality.
A number of authors of textbooks on pedagogy include the study and generalization of the practical experience of teachers and educators among the research methods. But this is hardly legal. It's not a method, but rather an idea. Experience itself is a source that is studied and generalized by the methods that have already been mentioned: observation, questioning, etc.
Finishing the conversation about the methods of pedagogical research, we emphasize that they are not used separately, but in a complex, complementing each other. For example, pedagogical facts accumulated by observation are supplemented by facts obtained by questionnaire, experimental and other methods. Each method has strengths, preferences, and weaknesses that overlap when combined.

RESEARCH METHODS in Pedagogy

techniques, procedures and operations empiric. and theoretical knowledge and study of the phenomena of reality. The system of M. and, is determined by the initial concept of the researcher, his ideas about the essence and structure of the studied, general methodological. orientation, goals and objectives of a particular study.

Depending on the aspect of consideration of M. and, in pedagogy they are divided: into general scientific, actually pedagogical and methods of other sciences; ascertaining and transforming; empirical and theoretical; qualitative and quantitative; private and public; meaningful and formal; methods of collecting empiric. data, testing and refutation of hypotheses and theories; methods of description, explanation and forecast; specialist. methods used in ped. sciences; methods of processing the results of the study.

To select methods at each stage of ped. research, it is necessary to know the general and specific capabilities of each method, its place in the research system. procedures. Yes, empiric. M. and, create the foundation for further knowledge through observations, conversations, experiments, etc.

The task of the researcher is to determine the optimal set of methods for each stage of the study, guided by the following requirements: apply the methods of comparative history. analysis, allowing to identify the evolution of the study of the problem and predict its future; to use such a combination of methods, which makes it possible to obtain versatile systemic information about the development of an individual, a team, or another object of training (education).

Teacher-educator. the process at school requires systematic study. The system approach is applied to phenomena that have many interrelated elements, united by common functions and goals, unity of control and functioning. The researcher must identify the components and backbone connections of ped. process or phenomenon; determine the main factors affecting the functioning of this system; evaluate the place of this system as an integral formation in the system of other phenomena; identify the elements or groups, on which the transforming will be carried out; to study the management processes that ensure the achievement of the goals; create a system with improved functioning; put the results obtained into practice.

In fundamental research, mainly theoretical research methods and experiment. Applied ped. research and development require empiric. M. i. There is a certain difference between the methods of studying ped. systems in statics and dynamics; a separate but representative object (monographic method) and a set of objects; between panel and langitudinal research. Panel research involves the study of the same ped. object with a certain time interval according to the same methodology and program. In a linguistic study, the change in the same object is considered primarily as a function of time.

Russian Pedagogical Encyclopedia. - M: "Great Russian Encyclopedia". Ed. V. G. Panova. 1993 .

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