Actual directions of modern scientific and pedagogical research. Actual problems of modern psychological and pedagogical research and ways to solve them in the conditions of NIRS. Theoretical foundations and problems of modern psychological and pedagogical research

Due to the complexity, versatility pedagogical process in education, very different ones are needed - both in their subject matter and in the subject direction of research. Psychological research is very important. AT psychological research search for the most effective mechanisms for a particular situation mental development, psychological rehabilitation pupils, multiplying their creative potential, conditions for self-realization, the starting positions for the individual are determined.

Research in the field of pedagogy is understood as the process and result of scientific activity aimed at obtaining new knowledge about the laws of education, its structure and mechanisms, content, principles and technologies. Pedagogical research explains and predicts facts and phenomena (V.M. Polonsky).

Let us now designate an approximate problematic of possible psychological and pedagogical research related to the educational process. Although we are still talking about the problem and the topic of research, let us pay attention to the fact that any problem is based on some kind of contradiction, disagreement that requires finding a solution, most often harmonious, and the problem itself must be relevant and true (i.e., really not yet resolved).

Methodological and theoretical research problems include the following:

• 1. The ratio of philosophical, social, psychological and pedagogical patterns and approaches in determining the theoretical foundations (concepts) and solving leading problems pedagogical activity, the choice of directions and principles for the development of educational institutions;
• 2. Methods of selection and integration in the psychological and pedagogical study of approaches and methods of specific sciences (sociology, ethics, valueology, etc.);
• 3. The specificity of psychological and pedagogical systems: educational, educational, correctional, preventive, health-improving, etc.;
• 4. The ratio of global, regional, local (local) interests and conditions in the design of psychological and pedagogical systems and the design of their development;
• 5. The doctrine of harmony and measure in the pedagogical process and practical ways their achievements;
• 6. Correlation and interconnection of the processes of socialization and individualization, innovation and traditions in education;
• 7. Criteria for the success of educational work, the development of the personality of pupils in certain types of educational institutions;
• 8. Methodology and technology of pedagogical design (at the subject level, educational institution, the pedagogical system of the city, district, region, etc.);
• 9. Methods for the correct design and effective implementation of all stages of the research search.

Among the applied (practical) problems are the following:

• 1. Developing capabilities of modern methodological systems;
• 2. Humanities education and the spiritual world of the teacher;
• 3. Ways and conditions for the integration of humanitarian and science education in middle school;
• 4. Health-saving technologies in the educational process;
• 5. Developing possibilities of new information technologies;
• 6. Comparative efficiency modern systems training for various categories of students;
• 7. Traditions of education and upbringing in Russia and other countries and their use in modern conditions;
• 8. Formation of the educational system of the school (or other educational institution):
• 9. School in the system of social education and training;
• 10. Pedagogical possibilities of the "open" school;
• 11. Family in the system of social education;
• 12. Teenage (youth) club as a base for the development of extracurricular interests and abilities;
• 13. Traditions of folk pedagogy in education;
• 14. The role of informal structures in the socialization of youth, ways of interaction between teachers and informal structures.

Of course, the above list is far from complete, it assumes the existence of other serious and urgent problems, and in particular those related to the management of education, the improvement of its infrastructure and its individual components, the problems of vocational education, the problems associated with the implementation of the idea continuing education etc.

Determination of the topic of the report, drawing up a plan, selection of literature, preparation of annotations for the literature intended for use.

The preparation of a scientific report includes several stages of work:

• -Choose the topic of a scientific report.
• -Selection of materials.
• - Drawing up a plan for the report, work on the text.
• - Preparing presentation materials.
• -Preparation for performance.

Let's take a closer look at each of these stages.

I. Choosing a topic for a scientific report. Preparation for a scientific report begins with the choice of a topic for a future presentation. Practice shows that choosing the right topic means half ensuring a successful presentation. Of course, the determining role in this matter is played by the interests, hobbies and personal inclinations of the student, the direct connection of the topic of the report with the future or present practical work(if they are evening students). Some assistance in choosing a topic can be provided by the head of the scientific circle, teacher, presenter seminar session or reading a lecture course. When choosing a topic and its formulation, the following requirements must be taken into account:

• 1. The topic of the speech should correspond to your knowledge and interests. Here the mental attitude is very important. Interest generates enthusiasm that arises in the course of work on a future report. A topic that has become close and exciting to you is able to capture and captivate an audience of listeners.
• 2. You should not choose a too broad topic for a scientific report. This is due to the speaker's limited time. The student report should be 10-15 minutes long. During such a period of time, the speaker is able to fully and deeply consider no more than one or two issues.
• 3. The scientific report should arouse the interest of the audience. It may contain some new information for them or a statement of the controversial points of view of various authors on the problem being covered.

A student starting to prepare a scientific report must clearly define the purpose of the future presentation. It is clear that before studying the literature on the chosen topic, it is quite difficult to formulate the specific goal of your research. In this case, it is necessary to designate a common goal or target setting. A specific target setting gives the direction in which the speaker will work, helps to consciously and purposefully select the necessary material. Let us explain this idea with a concrete example. The student chose the following topic: "The role of large enterprises in a market economy." It is possible, as a general goal, to set ourselves the task of determining the true place of large companies in the modern economy.

It is known that the criterion for a successful performance is the presence of contact between the speaker and the audience. Any contact presupposes the involvement of both parties - both the speaker and the audience - in mental activity. To arouse interest, it is necessary to formulate the purpose of the scientific report at the beginning of the speech. Having defined and outlined the purpose of the report, in the future it is necessary to proceed with the selection of materials. And this is the second stage of preparatory work.

II. Selection of materials

The work on the selection of materials for the report is associated with the study of literature.

It is advisable to start studying the literature on the chosen topic by viewing several textbooks on the discipline under study. This will allow you to get general idea about research questions. Further search for the necessary information involves familiarity with three groups of sources. The first group is the official documents of the Republic of Belarus. The second group includes monographs, scientific collections, reference books. The third group includes periodicals - magazine and newspaper articles. It is this group that mainly contains new information and facts, and the latest figures are given.

III. Drafting a report plan

Work on the text. After the selection of sources is completed and there is a certain idea about the chosen topic, a preliminary plan can be drawn up. At the same time, it should be taken into account that the previously drawn up plan will be changed and adjusted in the process of further study of the topic. And although this plan does not have specific boundaries, its preparation will form the basis of the report being created and, already at this stage, outline the contours of the future speech. In the future, as you master the material being studied, the initial plan can be supplemented, improved and specified. Work on the text of a future speech can be attributed to the most difficult and responsible stage in the preparation of a scientific report. It is at this stage that it is necessary to analyze and evaluate the collected material, to formulate the final plan. When starting to work on the text of the report, one should take into account the structure of its construction.

A scientific report should include three main parts: introduction, main part, conclusion.

The introduction is brief introduction listeners with the problem discussed in the report. “The most difficult task during a business conversation is to win over at its beginning and achieve success at its end,” the opinion of the famous American psychologist Dale Carnegie.

Indeed, although the introduction is short in time (only 2-3 minutes), it is necessary to arouse interest in the audience and set the stage for the report. The introduction is like an overture, as it defines not only the topic of the forthcoming report, but also gives the leitmotif of the entire speech. The introduction is able to interest listeners, create a favorable mood for future perception. You need to start with the main idea, which then takes center stage. Successfully formulated in the introduction, a few phrases can ensure the success of the entire report. You need to start the report by addressing the audience.

The main part is a logical continuation of the issues identified by the author in the introduction. It is in this part of the report that the topic of the speech will be revealed, the necessary evidence and arguments will be given. The choice of arguments and their arrangement depend on the characteristics of the audience.

Arguments are statements that are given in support of the thesis and testify to its truth, justice.

The thesis is the main statement of the speaker, which he tries to substantiate and prove.

Requirements for the main thesis of the speech:

The phrase must state main idea and fit the purpose of the speech;

The judgment should be short, clear, easily retained in short-term memory;

Thought should be understood unambiguously, not contain contradictions.

Some options for systematic construction of argumentation:

Problem presentation (identification and analysis of contradictions, ways to resolve them);

Chronological presentation;

Presentation from causes to effects (from particular to general);

Inductive presentation (from general to particular).

Various aspects are considered that contribute to a better understanding of the idea by the audience. At the same time, it is very important to think over the length so that during the presentation of the main part of the speech, do not overspend time and leave it for the conclusion.

Arguments can be strong or weak. Strong arguments usually include scientific axioms, references to the law, expert opinions, references to authorities, eyewitness accounts, and statistical data.

The presentation must contain at least three arguments. A distinction is made between descending argumentation of arguments - the arrangement of arguments from strong to weak - and ascending argumentation - the arrangement of arguments from weak to strong. The use of ascending argumentation is effective in a prepared, interested, benevolent audience, descending - in an unprepared audience. Proving his main thesis, the speaker can only give arguments in defense of his point of view. Such an argument would be considered one-sided. It is advisable to use it to convince people who have not completely consolidated their point of view or who are poorly versed in the problem. But for a prepared audience that understands the essence of the issue well, and also if the speaker wants to convince the audience, such an argument is unsuitable. In such a situation, two-way argumentation is effective, when different (not necessarily opposite) points of view are presented to the listeners, which they can compare.

Two-sided argumentation can be rebuttal, when the speaker builds his speech based on real or possible arguments of the opponent, or supportive, when the speaker's goal is to support someone's point of view. Refuting arguments are usually intended for an audience that can be further pressured by opponents. Supporting - to speak to their supporters.

There are also methods of argumentation according to the type of logical proof. Argumentation based on deductive presentation is built from conclusion to arguments, argumentation based on inductive presentation - on the contrary, from arguments to conclusion. Deductive reasoning is more effective in a male audience, by education - natural science, over 23 years old, critical. Inductive reasoning is more effective for female, youth, friendly and unprepared audiences.

In order to correctly build the main part of your report, you need to draw up its detailed plan. The importance of drawing up such a plan is related to the main task of the author. He must, within 10 minutes allotted for the main part, be able to present and state the author's point of view on the problem identified in the topic of the report.

The presence of a detailed plan allows you to complete this task, allows the author to convey his ideas to the audience in a concise form and meet the established regulations. How should the material be presented in the main part of the report?

The plan for the development of the main part should be clear. The subject of the speech should be revealed specifically and harmoniously. As many factual materials and necessary examples as possible should be selected.

Text scientific work differs from any other in its logic. Therefore, the selection of issues in the main part should correspond to the logic of the problem identified in the report. It is necessary to rely on the above most general principles material presentation:

1. From particular to general. This principle of presentation of the material involves the following presentation. At the beginning of the report, examples are given on the basis of which a generalization is made. The examples given in the report should be colorful, memorable, carefully selected. The author should not use random facts in the report and draw far-reaching conclusions based on them.

When presenting the material, it is also necessary to take into account that in order to analyze the problem, it is necessary to use a larger amount of information and facts than is directly required to write the text of the speech. The back-up material makes the report more vivid and convincing. “A good report is one that has a lot of reserve material behind it, much more than the speaker had the opportunity to use” (D. Carnegie). Backup material can also be used to answer possible questions from the audience.

• 2. From general to particular. This principle involves the presentation of general theoretical provisions, which are then concretized and explained. Here is one possible use of this principle. “Currently, the central place in the economy of any state belongs to a large company. It holds key positions in all spheres of the economy. Thus, for example, the US industry accounts for 40% of the country's GDP for the two hundred largest companies. In most manufacturing industries in America, the largest companies have concentrated from 25 to 100% of industry production. Domestic big business provides more than 50% of industrial output. The situation is similar in most countries of the world.”
• 3. The principle of historicism. Typically, this principle of presenting the material is used in the analysis of the history of the problem being presented. Often, individual points of the report are presented according to the principle from the general to the particular, others - using the principle of historicism, or ascending from particular examples to a general conclusion.

When working on the main part, the author should be aware that the general rule for any scientific report is the evidence of the statements made. Each thesis (recall once again that the thesis is a concentrated expression of a separate thought of the report) cited in the report must be substantiated, cited as evidence by several figures, facts or quotes. At the same time, it is important to observe the “golden mean” and not overload the report with an abundance of numbers. They must be given with great limitation. Human consciousness cannot simultaneously perceive more than 7 (+ - 2) digits. A simple enumeration of numbers should be avoided. It is better to group them, classify and present them in the form of a graph or diagram. Do not abuse sayings, proverbs or funny stories. Any proverb should organically fit into the content of the report. The imagery of a speech is created by the logic of its construction and its persuasiveness.

The conclusion aims to summarize the main thoughts and ideas of the speech. It, like the entire report, must be prepared in advance in a calm and unhurried atmosphere. Impromptu should not be counted on. “The end of the speech is indeed the strategically most important section of the speech. What the speaker says at the end, his last words continue to resound in the ears of the listeners when he has already finished his speech, and apparently they will be remembered for the longest time. How to develop self-confidence and influence people by speaking in public).

In conclusion, we can briefly repeat the main conclusions and statements made in the main part of the report. The conclusion can also be entrusted with the function of summarizing all the material presented by the speaker.

IV. Preparation of presentation materials. The report prepared by you and your future presentation in the audience is aimed at its auditory perception. Oral speech provides the speaker with additional means of influencing listeners: voice, intonation, facial expressions, gestures. However, at the same time, the ability of the listeners to see must be used successfully. The author of a scientific report can perfectly complement his presentation using diagrams, illustrations, graphs, images on the board, drawings, posters. However, for the use of visual aids to have the intended effect, the following rules must be considered:

• 1. It is advisable to use visual material. If there is no need to demonstrate it, the application will only distract the attention of listeners.
• 2. Graphs, posters and diagrams are prepared in advance.
• 3. Images must be visible to everyone. Complex statistical tables should be given an accessible form of charts or graphs.
• 4. Visual materials should be shown to the audience, not to oneself.
• 5. Abstracts of the report should be closely related to the image of visual materials.
• 6. In order not to distract the attention of the audience, you need to remove them in a timely manner and move on to the demonstration of other materials.
• 7. It is necessary to pause in your presentation if the audience is busy looking at visual materials.

V. Preparing for the speech

When preparing for a speech, it is necessary to take into account the features oral speech. Oral speech is created directly, does not tolerate delay, delay. This forces the speaker (responder) to express his thoughts in relatively simple sentences and limit the length of phrases, otherwise the listener will forget its beginning by the end of the phrase.

Oral speech is designed for auditory (and often visual) perception and is characterized by the presence of such elements as stress, intonation, pause, rhythm, tempo, facial expressions, and gestures. Written speech is designed only for visual perception (reading), there is no direct communication here.

Compared to oral, written speech is slower: in the same time, a person will say much more (about 5-6 times) than he will write. When a person expresses his thoughts in writing, he has more possibilities concentrate, think; you can read what has already been written before, correct, improve, even rewrite the work. Written work is the result of reflection. In addition, the limitations of human memory require in oral speech to control the length of phrases. It has been found that short phrases are easier to hear than long ones.

Only half of adults are able to understand a phrase containing more than thirteen words. And a third of all people, listening to the fourteenth and subsequent words of one sentence, generally forget its beginning. It is necessary to avoid complex sentences, participles and participles. Outlining complex issue, you need to try to convey information in parts.

Written speech allows you to build more complex grammatical structures, express yourself in more common sentences.

Having prepared the material for the report, you should decide on the notes for the speech: prepare the full text of the report, draw up detailed abstracts of the speech, or prepare short working notes.

and some others. That is why it is important when creating a new nomenclature of specialties scientists and a new network of dissertation councils to take into account the positive experience accumulated by the world scientific community, to critically evaluate the five-year experience of working with the existing nomenclature, not to lose their own achievements, to take into account the wishes of the scientific community and the priorities of the country's development.

(University news. - 2005. - No. 23)

V. A. Slastenin SOME PROBLEMS OF PEDAGOGICAL RESEARCH

It has long been noted that no most sophisticated methodological and technical training relieves the teacher-researcher of the need to master the methodology of a holistic educational process, its laws, driving forces, contradictions, i.e., everything that gives the key to the knowledge and transformation of pedagogical phenomena. Empirically fixed manifestations of the methodological culture of the researcher are: understanding of the procedures "fixed" to the categories of materialistic dialectics and to the basic concepts that form the conceptual framework of pedagogical science; perception of various definitions of upbringing (education) as stages of ascent from the abstract to the concrete; installation on the transformation of pedagogical theory into a method cognitive activity; the focus of questioning thinking on the genesis of pedagogical forms and their "integral" properties; the need to reproduce educational practice in the conceptual and terminological system of pedagogy; the desire to reveal the unity and continuity of psychological and pedagogical knowledge in its historical development; a critical attitude to "self-evident" provisions, to arguments lying in the plane of ordinary pedagogical consciousness; reflection on the prerequisites, process and results of one's own cognitive activity, as well as the movement of thought of other participants in the research process; evidence-based refutation of anti-scientific provisions in the field of human knowledge; understanding of the ideological, humanistic functions of pedagogy.

Methodological culture sets a new, modern style of scientific and pedagogical thinking, its empirical, reflective and prognostic components. The concept of style of thinking is interpreted today as a method (or law) that determines the content and logic of thinking systematically, normatively and specifically historically. At the same time, such attributes of it as dialectical and systematic cannot be attributed to pedagogical thinking “in general”, since

ku they develop through overcoming the previous types of styles, which are just characterized by metaphysical and fragmentary reflection and awareness of pedagogical reality.

The modern style of scientific and pedagogical thinking is based on philosophy, concretizing its worldview, socio-axiological and logical-epistemological potential for understanding and transforming the existing educational practice. Representing a way of functioning of the scientific picture of pedagogical reality and professional worldview, the style of thinking, on the one hand, is mediated by them as style-forming factors, and on the other hand, it mediates them.

The development of the modern (according to the definition of Y.K. Babansky, problem-search, variable) style of pedagogical thinking today is still opposed by the unambiguous prescription, reproductive style. I believe that now it is extremely important to reveal pedagogy as a specific field humanitarian knowledge, with its inherent personal subject-subject fundamentally dialogic value attitude to the subject of its study. Without a critical revision of the content of psychological and pedagogical education from these positions, one cannot avoid vulgarly politicized (and therefore defective), dogmatic thinking.

To prevent this from happening, it is necessary to subject the process of teaching pedagogical disciplines to methodological reflection. Firstly, it, this teaching, must be conceptual, that is, educational material is constructed in such a way that the theory derived from initial stage learning, was constantly used as a "basal scheme" (according to P.Ya, Galperin) of orientation in the structure of each individual class of studied objects. Secondly, teaching must meet the requirements of operational ™, the meaning of which is that pedagogical categories must appear to the student as a certain set of strategies. professional activity. Thirdly, teaching should be problematic, which involves the creation of problem situations (primarily due to the confrontation between ordinary and scientific thinking). Finally, the requirement of reflexivity means that the teaching of pedagogy encourages students to realize the logic and means of their cognitive and practical actions.

Unfortunately, many problems of pedagogical theory and practice are not currently being studied on the scale they deserve. So, on the periphery of research are: the unity of theoretical and spiritual-practical (value) forms of mastering pedagogical reality; factors that determine the internalization of socially normalized methods of solving pedagogical problems, the transformation of these methods into the personal property of the teacher; the union of science, art and journalism in the formation of the modern style of pedagogical thinking; taking into account the ethnic characteristics of the mass pedagogical consciousness; productive possibilities of institutionalized science in improving educational practice; incentives and anti-stimulus

ly, which determine the direction and dynamic characteristics of the knowledge of the laws of education, upbringing, development and socialization of the individual, etc.

The methodological discipline of thought is an unmistakable criterion for the effectiveness of pedagogical research.

In the totality of the means of scientific support for modern educational and professional programs, pedagogy is asserting itself more and more decisively. And although the process of its self-determination has not yet been completed, the interest of researchers in pedagogical problems is steadily growing. There would be nothing reprehensible in this if the quantitative growth of dissertations was accompanied by an improvement in their qualitative characteristics. Per last years hundreds of new directions have appeared in thousands of large and relevant pedagogical problems. Theoretically, at such a pace, many issues of educational practice should have already been resolved, but in reality the same problems have been developed for many years and without the desired effect.

The definition of novelty is often shrouded in complete fog. Instead of revealing those new scientific provisions that the applicant has developed, and theoretical conclusions, one has to deal with some kind of hints and unfounded promises. When describing the novelty of research results, it is often said that the topic is important for science and practice, that it has not yet been considered. But these circumstances do not characterize the result of the study, but rather relate to the substantiation of the topic. Another very common shortcoming in the formulation of novelty is the repetition of well-known provisions that have already been adopted by pedagogical science, proof of what has already been proven. Along with direct duplication of well-known theoretical propositions, pedagogical research is characterized by obtaining well-known results presented in new terminology.

In most dissertations on pedagogy, theoretical significance is not disclosed, but declared, identified with novelty. A typical formulation of this significance is an enumeration of the problems that the author managed to solve. What changes can occur under the influence of the results obtained, what is the significance of theoretical conclusions for the development of science - we can only guess about this.

The practical significance of scientific results is usually described with varying degrees of generalization and completeness, often in the most in general terms, in the form of an annotation, schematically and indefinitely.

A large number of dissertations on pedagogy are in line with traditional ideas, habitual clichés and stereotypes. Their authors often solve minor issues of interest to a narrow circle of specialists. Studies that highlight problems of a regional nature, covering a short stage of development, prevail. With a significant number of works, many topics are represented by single developments.

What are the reasons behind all these phenomena? Why do many dissertations in pedagogy lack the necessary heuristic and

gnostic power? Like any other "unclaimed" science, pedagogy will be doomed to a dull and colorless existence, and practice will take shape spontaneously without strictly verified and scientifically based guidelines.

The first group of reasons is directly related to the human resources of pedagogical science. It so happened that in our country there are very few higher educational institutions who provide basic fundamental education in pedagogy and psychology. As a result of this, people who do not have a full-fledged general pedagogical and psychological preparation. There are, of course, among graduate and doctoral students who have graduated from philological or physical and mathematical faculties, people who have acquired good knowledge in pedagogy and psychology through self-education, but this is rather an exception than a rule. Therefore, supervisors and consultants have to deal unduly much with a kind of psychological and pedagogical "educational program", since our applicants often studied pedagogy in the amount of not more than 160-200 hours on the student bench. To this it must be added that in recent years engineers, doctors, artists, musicians, and athletes have “thrown” into pedagogy. A paradoxical situation has arisen: pedagogy in the mass consciousness is reproduced as a quasi-science, as an easy science and accessible to everyone, and its human resources are formed at the expense of people who are not sufficiently trained.

The way out of this situation is seen in reviving the one-year higher pedagogical courses that worked at a number of pedagogical universities and ceased to exist in 1952. Of course, other options are possible, but one way or another, our science is in dire need of an influx of young, creative, highly educated forces.

It seems unlawful to increase the number of dissertation, first of all, doctoral councils, some of which turned out to be insufficiently prepared for the qualification assessment of dissertations.

The level of dissertations is significantly reduced due to the difficulties that arise in the process of primary examination. Thus, more than 30 candidate's dissertations are annually passed through the department of pedagogy of the higher school of the Moscow State Pedagogical University, and now up to a dozen doctoral dissertations are being added to them. They must be read, analyzed, reviewed, and then, based on the results of revision, give a final conclusion. And all this in addition to the planned assignments, in the so-called "afternoon" of the working day, in fact, on a voluntary basis. Hence - haste, superficiality, uncertainty, optionality. And why shouldn’t the leading, graduating departments with large postgraduate studies, doctoral studies, numerous applicants, allocate an additional 2-3 staff units to redistribute training assignments and encourage the most active specialists in the form of supplementing them with at least a quarter, and maybe even half of the rate . It is necessary to look for and find means of economic incentives for chairmen, academic secretaries

Gary and members of dissertation councils.

It is known that the progress of any science is determined by the state of its methodology and theory. That is why the development of the theoretical and methodological foundations of science should not be regarded as a distance, a departure from practical issues. On the contrary, “questions of great theory, correctly and correctly understood, are at the same time practical questions of great significance. To really see big theoretical problems

It means seeing them in relation to the concrete questions of life. Such an approach makes it possible to evaluate and interpret the available concrete material in an appropriate way, to show the dialectics of the transition from the levels of phenomenological description to the construction of a truly scientific theory.

The weakness of many dissertations known to us is often explained by the looseness, vagueness of their methodological grounds. At the same time, it must be borne in mind that pedagogy generally "speaks" the language of philosophy (regularity, principle, contradiction, logic, etc.). Since the essence of the basic pedagogical concepts and terms can be most meaningfully characterized only taking into account their initial philosophical meaning, the task of forming a methodological (philosophical) culture among teachers-researchers is put forward to the forefront.

In the dynamics of the research process, as is known, there are

several stages. At the first, empirical, stage, the scientist must get a functional idea of ​​the object of study, discover the contradiction between what is and what should be, between the real need and the need to make this need the property of scientific research, i.e., to pose a scientific problem. At the same time, which is extremely important, the practical need itself is not yet a fact of science. The existence of a practical need cannot directly and directly lead to the development of the necessary theory. A scientific problem is fundamentally different from a practical need by the corresponding methodological actions, with the help of which the discovered need becomes the subject of a special study.

The main theoretical product of the second stage is a hypothesis as a system of assumptions and assumptions, the truth of which needs to be verified and confirmed, as an unproven theory. The hypothetical stage paves the way from the empirical level of research to the theoretical one. At this stage, the contradiction between the factual ideas about the object under study and the need to comprehend its essence is resolved.

The purpose of the third, theoretical, stage is to overcome the contradiction between functional and hypothetical ideas about the object of study and the need for holistic, system-structural and algorithmic ideas about it.

Finally, the fourth, prognostic, stage is designed to help resolve the contradiction between the existing ideas about the object under study as an integral entity and the necessary

ability to predict, to foresee its behavior in new conditions.

Hypothesis is one of the initial parameters of the study, which is very difficult for most dissertators. At one time, D.I. Mendeleev emphasized that the building of science requires not only material, but also a plan. And such a starting thought, necessary for the systematization and ordering of facts, is given by a hypothesis. It acts as a means of orientation in the problem. One of the alternative solutions to the problem is chosen for a more detailed and in-depth development, which ensures the transformation of a guess put forward for testing into theoretically substantiated knowledge. Unfortunately, there are endless “games” in hypotheses in dissertations, which, as a rule, are banal and already initially become a kind of synonyms for the results of the study. Why carry it out if already at the "start" the results were practically known? In passing, we note that the initially put forward hypotheses in dissertations, as a rule, are always “confirmed”. Most likely, this is due to the fact that either the empirical material is adjusted to the initial position, or the hypothesis itself is formulated so trivially that there is nothing to prove in the studies.

The characterization of the reliability and reliability of scientific results does not bring satisfaction either, which are often reduced due to the fact that research methods are inadequate to its tasks and logic, do not take into account the nature of the object under study. So, for example, while working on a dissertation on university pedagogy, the applicant must imagine that “student”, “students” as a social group are different concepts. The sociologist is interested common signs student (often regardless of the specific course), and for the teacher-researcher, the student acts as a participant in the educational process. The dissertation student cannot but take into account that in the dynamics of this process the internal position of the student, the qualities of his personality are very changeable. Therefore, the researcher is required to have diagnostic thinking in relation to junior, middle or senior students, in relation to the object-subject transformation of the personality of the future specialist.

The methodological culture of research also lies in the professional possession of the ability to extract, dissect and systematize scientific information.

The powerful growth of science determines not only the development of its theoretical apparatus. He left an imprint on the forms and style of modern thinking, one of the features of which is the desire for strict factual certainty. Thus, the problem of actual knowledge in pedagogical research arises. A theory may be unscientific, distortedly reflecting reality, but continues to be called a theory if it satisfies certain logical conditions, the rules for its construction. Facts are such an element of knowledge that retains the right to be called such only under the condition of strict and exact correspondence to reality and practice.

Theory is such a logical organization of knowledge that no longer obeys the fact, but owns it, when all the facts related to this goal are

solidity, can be explained, deduced from one unifying principle, or root principle. The laws discovered by science are manifested through facts. The general does not exist except in the individual and through the individual. Fact is a form of existence and direct manifestation of the law.

The term "fact" in its usual usage means something that happened, happened, took place or is taking place. In this sense, apparently, it is necessary to understand the thesis of V.I. Lenin: “Practice is higher than (theoretical) knowledge, because it has not only the virtues of universality, but also immediate reality”, If the universality of practice is fixed in theoretical knowledge, which is the final conclusion, a generalization of “billions of times repeating” relations of reality, then “immediate reality ”is fixed in facts, and these latter precede theoretical knowledge.

Pedagogical facts exist in the same way as natural scientific, historical, economic, and legal facts. A pedagogical fact is one or another type of pedagogical attitude. A person can enter into various relationships - moral, cognitive, aesthetic, labor, etc. The basis of the pedagogical relationship is always the desire to change a person, influence his inner position, behavior and activity, and manage the formation of his personality. In a pedagogical fact, its evaluation is always presented in relation to its purpose.

The collected facts, even if turned into scientific facts, are still far from playing any heuristic role in creative process. The discovery of truth, law, regularity is always mediated by the knowledge of the entire class of phenomena to which each established fact belongs. Hence the inevitability of classifying facts as a serious and natural stage on the way to a creative solution.

The development of pedagogical practice, its richness and complexity give rise to a huge variety of pedagogical facts. According to the forms of description, among pedagogical facts, qualitative and qualitative-quantitative facts, simple and complex, facts-events, facts-situations (processes), facts of non-existence are distinguished.

According to the level of generalization, pedagogical facts are divided into individual and mass-like facts, single and general facts (summary facts). Depending on the frequency of the connections recorded in them, general facts can act as dynamic and as static. The latter reflect the overall result, the average result, a trend that does not coincide with each individual case included in the mass population.

In relation to the law, some pedagogical facts act as a typical, essential phenomenon (the law is expressed in them very fully, comes through with all distinctness and obviousness - typical facts), others - express the regularity remotely, indirectly (atypical facts), and some are generally a deviation from her (negative facts). Negative facts help to establish the boundaries of this law, the conditions in which it operates, they are the impetus for

the development of new approaches, new theories, a new, deeper scientific explanation of pedagogical phenomena.

The thought of K.D. Ushinsky that “more or less of the facts of upbringing experienced by the educator remain only facts, do not give experience. They must make an impression on the mind of the educator, be classified in him according to their characterological features, generalize, become a thought, and this thought, and not the fact itself, will become the rule of the teacher’s educational activity ... The connection of facts in their perfect shape, the ideal side of practice will be theory in such a practical matter as education.

It is extremely important to distinguish fact from opinion about fact. As paradoxical as it may sound, it is easier to separate theory from fact than fact from theory, it is easier to single out the subjective in the content of a theory than in a fact. Every person who is convinced that he is stating facts, and only facts, necessarily introduces something of himself into the presentation of each fact.

Facts cannot be chosen randomly. Only those are selected that are included in the system of connections with a mass of other phenomena by all their faces, have a high degree of penetration into the limiting big number objects of the real world and science, i.e., facts that are repeatedly repeated in numerous solutions and unresolved problem situations.

The accumulation of pedagogical facts is often identified with the collection of various techniques that turned out to be successful in their work. individual teachers. But composed of these individual successes, findings, often not of a logical nature, but determined by the uniqueness of the situation, the characteristics of the personality of the teacher, the “pedagogical system” is essentially a pedagogical conglomerate, which, without revealing any significant regular connections in the process of education, contains an artificial combination individual isolated cases of pedagogical practice.

The fact of reality only then becomes a fact of science when it is interpreted, interpreted not subjectively, not "by eye", but from the standpoint of a certain theory. The remark of Claude Bernard is partly true: "A fact in itself is nothing, it matters only because of the idea with which it is associated, or the proof that it gives." Only a theoretical comprehension of the facts makes it possible to destroy the methods of judgment habitually transferred from everyday practice to scientific pedagogy, which entail the illusion of evidence that is harmful to pedagogical knowledge.

Emphasizing the importance of the accumulation of objective facts, it is appropriate to note that this alone is not enough. Pedagogical research does not always analyze deeply the relationships between facts, the conditions for their emergence and functioning, the cause-and-effect relationships between the conditions of education (education) and its results. And sometimes a direct correlation of one or another pedagogical influence with its final results is allowed.

To measure the results of experimental work, researchers resort to slices as a set of zero and control marks that characterize the conditions and state in which the object under study is located. Turning to sections, many dissertators do not always realize that they themselves personal qualities immeasurable, measurable only their external manifestations. These manifestations can be presented in the form of a distribution in ascending ranks or steps and subjected to a quantitative characteristic. The presence of such a characteristic opens up wide opportunities for applying the methods of statistical calculation and analysis.

In this regard, it seems necessary to pay attention to various options for measuring the level characteristics of the phenomena under study. In most cases, rating is used for this purpose. Since the value judgments obtained in this way form the basis of rather serious generalizations, it is extremely important to analyze, firstly, how adequately the respondents understand the meaning of the questions posed to them; secondly, how often the appraised phenomena (qualities) occur in their personal experience; thirdly, on the basis of what standards (criteria) they formulate their value judgments. Unfortunately, it is precisely these points that are often left out of the field of view of researchers, which creates the danger of replacing peer review with simple peer review or authoritarian judgment of competent persons.

An additional methodological analysis requires the observation procedure, without which no researcher can do. Here special attention deserves the choice of those empirical referents (directly observed phenomena), by the presence or absence of which one judges the studied characteristics of the personality and its activity. Meanwhile, the assessment of the diagnostic capabilities of selected units of observation is not always carried out, and the mathematical processing of such units is often carried out without their preliminary verification for homogeneity. In such cases, "reference to mathematics" only masks an insufficiently high research culture, fraught with the danger of incorrect conclusions and recommendations.

To a large extent, pedagogical research is built on the basis of thought experiment. Hence - the desire to see any phenomenon in all its complexity and apparent simplicity, an attempt to penetrate the human system, to notice and understand how external mechanisms are reflected in the consciousness of a person, in his internal subjective state, and then to predict what actions of the external order these internal ones will lead to. changes.

In dissertations on the pedagogy of higher education are increasingly being used various methods testing: success tests (knowledge assessment scale), professional suitability tests (correlation of existing personal properties with a professiogram), projective tests(identification of character traits and motives of activity). The correct and professional use of tests is to be welcomed.

As experience has shown, the method of comparative diagnostics has great potential. Its essence lies in the fact that a comparative analysis of the final results of pedagogical influence is carried out in terms of a set of indicators at different phases of training and education. Encouraging results are obtained by a combination of qualitative-quantitative, correlation, factorial and dispersion analysis.

If a PhD dissertation is a story or a short story, then a doctoral dissertation can be classified as a novel genre. A doctoral dissertation is a creative discovery of a scientist: a new problem of science, a new scientific direction, a fundamentally new approach to solving a major scientific problem. In all cases, this refers to work that has a fundamental and scientific and applied value.

The doctoral dissertation reflects the unity of methodology, theory and technology of pedagogy. This unity expresses the scientific erudition of the dissertator, his ability to construct methodological approaches, an effective theory, which is the basis for new pedagogical technologies of training and education.

A doctoral dissertation in higher education pedagogy inevitably leads the applicant to an interdisciplinary level of research, to the intersection of pedagogy with sociology, philosophy, psychology, physiology, with the need for mathematical processing of extensive empirical data. At the interscientific level, broad general scientific training and the creative intellect of the researcher are manifested.

This is also related to the dissertation student's ability to design original methods (methods) of research in the field of pedagogy, since the general pedagogical research tools acquire their inevitable specificity in the field of university pedagogy in relation to the personality of a student, teacher, student (pedagogical) teams.

A doctoral dissertation should have a heuristic potential so that in line with a new problem (direction, approach) a series of original studies could arise, a new scientific school. The quality of dissertations in pedagogy directly depends on the methodological culture of researchers.

For a general orientation, I would like to present the recommendations of the Higher Attestation Commission.

The scientific novelty of the study is characterized by the fact that it:

The content of new, previously unexplored concepts is revealed;

New essential features of known scientific concepts are revealed;

A new scientific idea has been enriched within the framework of a well-known scientific concept.

The theoretical significance of the study is determined by the fact that it:

All methods of scientific research were used in formulating the theory: analysis, synthesis, generalization, etc.;

Ideas, arguments, evidence are presented that confirm or refute trends, scientific facts, conclusions, stages, stages, factors and conditions;

The concept has been updated, containing the theoretical prerequisites for solving important practical problems;

A theory has been created that makes it possible to explain the essence and predict the development of complex processes in the field of education.

Practical significance of the study:

The sphere of application of the theory in practice is outlined;

A normative model of the project has been created effective application knowledge in real pedagogical reality.

Literature

1. Lenin, V.I. Complete collection. op. / IN AND. Lenin. - T. 29. - S. 195

2. Rubinshtein, S.L. Being and consciousness / S.L. Rubinstein. M., 1957. - S. 3.

3. Ushinsky, K.D. Sobr. op. / K.D. Ushinsky. - T. 2. - S. 18-19.

D. I. Feldshtein

PRIORITY DIRECTIONS FOR THE DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH

Development of pedagogical and psychological sciences in a modern situation, it involves not just the deployment and deepening of research focused on certain historical changes. This was typical for scientific growth in previous periods. Now, however, there is an urgent need to develop a new strategy and determine on its basis the main areas of activity of scientific educators and psychologists, taking into account the degree and depth of fundamental shifts that have fundamentally changed the human community, where a specific situation has formed, which, firstly, is due to the global global crisis and multifaceted structural transformations, They manifest themselves in all areas of human life and pose a huge number of problems, causing intellectual, spiritual, emotional, physical stress of a person. Secondly, this is due to the changes that have taken place in the economic, technological, social, cultural spheres of Russian society itself, the nature, level and depth of which testify to the destruction of the basic foundations of the world in which we lived quite recently. And, thirdly, it is determined by visibly fixed changes in the modern man, its life rhythms, the space of activity, relations between people, between generations of people.

1

In modern science, great attention is paid to research in the field of pedagogy and psychology on the problems of personality development in terms of education and society. The methodology of psychological and pedagogical research should be well mastered by undergraduates of the relevant specialties of the university, as well as by students involved in the search for effective solutions to the problems under study.

In KSU them. Sh. Ualikhanov students and undergraduates are actively engaged in research work. Young researchers led by d.p.s., prof. Stukalenko N.M. and other experienced teachers of the Department of Pedagogy, Psychology and social work cover a wide range of studies, based on the criteria of relevance, theoretical and practical significance. This work is carried out with the support of undergraduates of the specialty "Pedagogy and Psychology" (Koptelova S.S., Lavrika R.A., Burdyga I.V., Gruzdeva K.V., etc.), as well as the head of the department, Ph.D. D., Associate Professor Murzina S.A. and practical psychologist of the department, master Zhantemirova M.B.

So, a 4th year student of the specialty "Pedagogy and Psychology" Tulegenova A., working on the topic "Correction of anxiety in younger schoolchildren by means of art therapy", explores art therapy as a method of psychotherapy with fine art, aimed at influencing the psycho-emotional state of the individual. Visual activity is an internal human need, tk. the most important thoughts and experiences of a person are manifested in the form of images, and a child's drawing can serve as a kind of analogue of speech. Younger students often experience anxiety, a state of increased anxiety, experience fear and anxiety in situations related to the crisis of 7 years and the adoption of new social roles when moving to school. In this case, a psychologist using art therapy can provide the necessary professional assistance.

A 4th year student of the specialty "Psychology" Mamyrbayeva M., conducting a study "The influence of music on the emotional state of the individual", revealed that not always the musical impact has a positive effect on our emotions. Aggressive music can negatively affect the human psyche, especially for children. Classical music has a special beneficial effect on the emotional state of a person. The block of works, when listening to which the psyche comes to a calm state, has been studied: Vivaldi, Mozart, Albinoni, Slavonic chants, Vangelis, Khan Michel Jarre, Space recordings, Paul Mauriat's orchestra, pop arrangements of Beethoven's Moonlight Sonata, For Elise and etc. These works are recommended for listening to pregnant women, which subsequently has a very positive effect on the child. Of particular note is the violin, which calms the psyche, helps to enter the path of self-knowledge.

Bigarina D. on the topic “Studying the syndrome of emotional burnout among employees of legal organizations, taking into account gender roles” revealed that today, with great competition in the labor market, the requirements for professionalism, especially personal qualities and emotional state, are increasing. Important qualities of a professional are emotional stability and the ability to get along with people. The study of gender views on "emotional burnout" is associated with the emergence in our environment of a new social group of "business women". Gender research is a new direction not only in domestic psychology, but also abroad. Differences in social status between a woman and a man are not caused by their biological sex, but by a complex social idea of ​​female and male roles, rules of behavior and emotional state. The study showed that there are features of emotional burnout of men and women in legal organizations associated with individual personality characteristics.

Ushakova T. (4th year of the specialty "Pedagogy and Psychology" under the guidance of the senior teacher of the department, master Voronova R.M.), conducting a study "Correction of aggressiveness in younger students by the method of psychological training", revealed that aggressiveness in most cases is the main source difficulties in interpersonal relationships, and children's team it still calls large quantity difficulties. It's related to the crisis family education, propaganda of the cult of violence in the media. An aggressive state undermines the mental health of children, leading them to arousal that is difficult to control. In addition, aggressiveness, becoming a stable personality trait, negatively affects the development of the child's personality and his socialization in subsequent years. age periods. The study showed that timely diagnosis and correction through the method of psychological training help reduce the level of aggressiveness in younger children. school age, because psychological training is a method of developing a person's ability to learn, master new skills, increase resistance to stressful situations.

Bibliographic link

Stukalenko N.M., Koptelova S.S., Tulegenova A., Ushakova T., Bigarina D., Mamyrbayeva M. ACTUAL PROBLEMS OF MODERN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH AND WAYS OF THEIR SOLUTION IN THE CONDITIONS OF SRW // International magazine experimental education. - 2015. - No. 12-4. – P. 532-533;
URL: http://expeducation.ru/ru/article/view?id=9214 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

In a single scientific space, pedagogy today acts as a developing discipline. However, far from all the problems associated with its organization and development are resolved. Therefore, today it is important to turn to its methodological foundations and comprehend the complexity of solving many problems. This must be done because, firstly, many so-called "pedagogy"(“how many of them do we have?” asked V.V. Kraevsky), which prompts a critical analysis and revision of the fundamental foundations of science itself, an understanding of the sources and causes of this situation, as well as an explanation of new connections with other fields of knowledge and educational reality. Secondly, the nature of the connections between our science and practice has changed significantly, which, naturally, leads to the need to predict the development of educational practice, to foresee the magnitude of the consequences of certain innovations.

Within the framework of the stated topic, we will dwell on only one aspect of methodological problems, i.e. on those landmarks that have become the most significant for researchers in recent years. To this end, we turn to the materials of monographs, scientific collections and dissertations defended in pedagogical specialties in the last decade.

It is known that in the process scientific knowledge objects of modern education, explaining their nature, searching for ways and mechanisms to update or improve educational practice, researchers rely on different approaches, principles and methods, build their own conceptual and terminological apparatus adequate to the subject and tasks.

What guides modern researchers today in the search or choice of methodological guidelines? Can we talk about any trends? The content-target and value-semantic aspects of the selection of methodological guidelines from teachers-researchers of the late XX - early XXI in. Let's think about what place the approach or principle known today occupies in the general set of methodological guidelines, how it affects the construction of a pedagogical model or the development of a concept, the organization of an experiment or the description of a pedagogical innovation. In the course of the analysis, we tried to systematize the existing scientific and pedagogical practice methodological guidelines

entirs, the most demanded in the theory. It turned out that the formation and development of pedagogical methodology and the definition of guidelines for pedagogical research are interrelated and interdependent processes.

Another fundamental position in solving the problem posed was an attempt to reveal the reason for the dominance of different methodological approaches based on the constant and continuous change in other components of pedagogical methodology - the object and subject of pedagogical goals and objectives of research, understanding and disclosure of the links between pedagogical science and practice.

The third basis for posing and analyzing the problem of selecting methodological guidelines in the process of scientific research was the recognition and consideration of the position of a particular researcher, his worldview and methodological reflection in conjunction with traditions and new trends. This means that in assessing the chosen methodological landmark, the researcher must take into account the preference that scientists give to one or another approach, principle or method at a given stage of development.

Today, three groups of researchers can be distinguished in the context of addressing methodological problems. The first group consists of those who, as methodological guidelines, choose a single approach, for example, a personal-activity approach, and are guided by it from the main idea, the design of the study, up to the selection of criteria for evaluating the results of experimental work. The second group includes teachers who in their research focus on several approaches. Revealing the nature of the main pedagogical phenomenon or a process, they, as a rule, are guided by one approach, for example, a holistic one, and when designing the possibilities for transforming educational practice, they are guided by another, for example, an activity approach, while analyzing the results of an experiment, they are guided by a third, for example, a personal one. A careful reading of scientific texts gives the impression that the author himself does not always understand how to combine all the components in accordance with the logic of current research in order to reveal the cause-and-effect relationships between pedagogical phenomena and processes.

The third group is represented by scientists who prefer the traditions of dialogue in the choice of methodological foundations, methods of argumentation and consistency in constructing the methodology of their research. In our opinion, the scientists of this particular group are the most methodologically advanced and more successful in terms of novelty and theoretical significance.

An analysis of pedagogical research on school and university issues, as well as on socio-pedagogical and historical-pedagogical issues, gives reason to talk about the existence of different approaches to describing, explaining, designing and predicting the paths and directions for the development of pedagogical reality.

What approaches do teachers rely on today in their scientific research? We can name just a few: it is scientistic and humanistic, activity and personal, axiological and cultural, anthropological and anthroposocial, holistic, systemic and complex, paradigmatic, polyparadigmatic, interparadigmatic or ontoparadigmatic, civilizational, contextual or environmental, hermeneutic, evolutionary-epistemological, cognitive-informational, reflective, synergetic and parametric approaches.

Each of them contains a fundamental idea in the context of cognition or transformation of the object of pedagogical reality. And in the research procedure, everyone adheres to the rules of the chosen scientific approach (V.A. Yadov, G.P. Shchedrovitsky). In accordance with the leading scientific position, the researcher "conceptualizes" a living pedagogical reality in terms of theoretical knowledge.

You can also name the general methodological principles that guide researchers of pedagogical reality: 1) universal connections and relationships between pedagogical phenomena or processes (causal dependence); 2) the development of a pedagogical object as a system by resolving contradictions, changing its qualitative and quantitative parameters; 3) transformation of known objects in the process of development of pedagogical reality; 4) a combination of objectivity and subjectivity in the analysis and description of educational practice, designing and predicting possible changes. Of course, for the development of pedagogical science and practice, general methodological and subject-scientific approaches and principles remain relevant, each of them has an objective need. As development develops, new ideas, approaches or principles appear. It is important to explain their diversity.

In pedagogical science in recent decades, new cognitive attitudes, approaches, principles have been proclaimed that contradict established regulations that claim the status of methodological guidelines not only for science, but also for practical activity. The modern period of development of pedagogical science is characterized by openness to new ideas, concepts, trends and directions. Various methodological guidelines coexist, which in one way or another influence the choice of strategies and methods, research programs and the content of scientific research. The scientist is forced to choose such methodological foundations and conceptual strategies, guided by which he will be able to explain, describe and predict the trends or directions of significant changes in the pedagogical object.

The value of methodological guidelines is that they:

They scientifically substantiate the statement of the problem of pedagogical research, the selection of methods and methods for solving it, determining the boundaries of the analysis of research results and the search for criteria for their objective and scientifically reasoned assessment;

They determine the self-regulation of scientific activity in the process of developing a concept and building a program of experimental work;

They influence the structure and style of scientific thinking, the selection of the conceptual and categorical apparatus and the language of the scientific text;

They serve as the basis for building a typology or systematization of various manifestations of a certain type of pedagogical reality, setting specific samples and forms of its scientific knowledge.

The pedagogical theories and concepts put forward have various grounds, derived from the individual ideas and preferences of the author, who voluntarily or involuntarily remains in the captivity of specific scientific positions and worldviews. It is hardly possible to say with full confidence that modern pedagogy has sufficient universality and completeness, clear boundaries, logic and scale of development. Judging by the trend in the emergence of "new" pedagogies, it should rather be recognized that we have many different "pedagogical images", where each, to one degree or another, grasps individual moments, sides or aspects of a complex unity. This is due to the fact that the experience of methodological reflection of the existing approaches to the cognition and transformation of pedagogical reality has not yet acquired all the necessary system properties. Although the acceleration in the development of practice, reflected in such a phenomenon as pedagogical innovation (innovation), in turn, influenced not only the pace and direction of development of pedagogical science, but also led to a radical revision of scientific views on the field of education. Scientists are looking for new ways and means, different foundations and structures that ensure the continuity and succession of scientific and pedagogical activities. If we take into account all the tendencies that are manifested to some extent in the development of pedagogy and its methodology, then we can talk not about a "system of pedagogies", but about their integrity and systematization of methodological guidelines.

We offer a variant in accordance with the elements of the research cycle, which begins with a description of the pedagogical reality and ends with an assessment of the changes being made. This is the novelty of modern pedagogical methodology. Methodological guidelines can be grouped: 1) when describing pedagogical reality (empirical); 2) when studying the processes of cognition of the nature of objects of pedagogical reality (epistemological); 3) when it is purposefully transformed from the standpoint of a scientific idea and theory (constructive); 4) when constructing a normative model and project of actions of the participants in the pedagogical process aimed at transforming the educational situation; 5) when evaluating the results of a targeted and evidence-based transformation of practice or the introduction of innovations that arise at the initiative of teachers.

Another basis for systematizing the methodological guidelines that are actively used today can be structural elements pedagogical science of science - history, methodology and theory of pedagogy. Thus, within the framework of the problems of the history of pedagogy, actions are being taken to systematize the methods and principles of constructing historical and pedagogical research with access to certain classifications. In the context of the subject and tasks of pedagogical methodology, one can also speak about the experience of a systematic analysis of the problems of the relationship between pedagogical science and practice, the development of pedagogical science and scientific and pedagogical activity.

Summarizing the above, we can say that the methodological basis of modern research can be built as a multi-level system of attitudes that initially orient the scientist to a holistic and comprehensive account of the features and type of research being conducted, and not to a linear enumeration separated by commas with freedom of their presentation in a scientific text.

We single out two more strategic directions related to the construction of a fundamental pedagogical theory and the development of a practice-oriented concept. There has been a tendency to create many pedagogical concepts, but it is not entirely clear which pedagogical theory can be said with certainty that it meets the signs of fundamentality. There is an urgent need to revise the methodological foundations in the development of new technologies for teaching and upbringing as applied aspects of pedagogical research.

Despite the difference in methodological approaches, the idea of ​​accepting theory as a unit of the genesis of systematically developing scientific and pedagogical knowledge served as the basis for identifying the heuristic, applied and practical potential of the theory. Discussing the problems of the development of pedagogical science and its methodology, we note that there are other attempts to identify "units", which include "paradigm", "research program", "thematic space", "evolving population of concepts and explanatory procedures", "historical system Ensemble”, etc. From these positions, it is possible and expedient to analyze the development of pedagogical science, relying on other “units”. However, in modern literature, the meaning and adequacy of the use of these terms in relation to pedagogy is not fully understood.

Let's stop on such concept as "paradigm". As you know, this term is also applicable in science, and, according to T. Kuhn, it should be understood as a model of scientific activity. If we focus on its interpretation, then we can talk about something new for the end of the 20th century. approach to the development of pedagogical science, which means a change in its paradigms, and hence new methodological foundations. The development of pedagogical science by changing paradigms is a discrete process that reflects a change in the dominant approach in explaining the essence of pedagogical phenomena or changing them.

If we agree with the adoption of the paradigm as a basis for enriching scientific and pedagogical knowledge, then we can talk about a polyparadigm trend in the development of pedagogical science in conjunction with changes in practice. It is advisable to use the idea of ​​paradigmality in relation to the phenomenon of the integrity of pedagogical science and practice. Is such a transfer to the entire pedagogical reality justified, bearing in mind the history and methodology of pedagogy? This question requires a serious and reasoned answer from the adherents of such an idea. But at the same time, it is not yet clear what determines the choice of one or another paradigm: the development of sciences related to pedagogy, the need for a scientific explanation of the same pedagogical phenomena and processes from different "angles" of view on them, the need to explain pedagogical innovations or the development of the actual methodology of pedagogy?

In connection with the introduction of a new principle in evaluating the effectiveness of a pedagogical theory (or concept) and revealing the reasons for changing the pedagogical concept, there is a need for a new type of experiment - falsifying, giving grounds for the advantage of one hypothesis over another. And in this we also see the novelty of the modern methodological arsenal of pedagogical research. The adoption of this method leads to a revision of the logic of pedagogical research under the assumption of at least two (alternative, and possibly complementary) hypotheses. And the pedagogical experiment, planned and carried out in educational practice, should give preference to one of the assumptions made, will make it possible to make an addition to one of the hypotheses. In the practice of scientific search and research, quite often a scientist follows different paths.

The source of the development of pedagogical knowledge is not always the rational and logical foundations of cognition and comprehension of pedagogical reality. Such a source can be an artistic-figurative reflection of pedagogical reality (musical-activity or theatrical-playing, etc.). In these cases, only two theories or the results of two experiments are compared, as well as predictions made on the basis of the results of the experiment. The discrepancy between theory, experience and experiment generates new theories only within the framework of a formal-logical approach to the development of pedagogical knowledge.

Limiting the process of development of pedagogical science only by the paradigm principle would be erroneous, since it is applicable to the analysis of the development of pedagogical science at the macro level and is associated with a series of successive paradigms. According to the principle of proliferation or proliferation (P. Feyerabend), the macro development of science looks like the simultaneous coexistence of several paradigms and theories at once. The question arises: in what combination are they in relation to each other? Apparently, as alternative, mutually exclusive or complementary, or as an explanation of the essence of the functioning and development of a pedagogical object, etc. There is a subject for reflection and discussion here.

On what methodological grounds can pedagogical concepts be compared and compared? Usually this is done based on the criteria of novelty, theoretical and practical significance of the study. One of the answers to the question posed is to be guided by the indicators of the effectiveness and efficiency of a particular concept in solving the same problem. pedagogical task. Hence, a new methodological problem arises - orientation in determining and evaluating the measure of effectiveness and efficiency of various pedagogical theories.

All this gives grounds to assert that a systematic methodology is gaining strength in pedagogical science, the attribute of which, as science scholars note, is, on the one hand, individual units of development (the subject of our discussion above), on the other hand, extreme principles.

They are also called optimal or variational. They have signs of fundamentalism, the content of which in the process of scientific knowledge allows optimizing pedagogical knowledge, i.e., in the words of I. Newton, "... to explain as many facts as possible with as few starting points as possible." It is known that the true development of pedagogy is based on the fact that the number of explained pedagogical facts increases, while the number of initial positions - postulates and patterns - is reduced. Consequently, the researcher must be guided by the idea of ​​the optimality of means and conditions for achieving a pedagogical ideal that is expedient and perfect according to his plan.

The formation of systemic methodology is also connected, in our opinion, with the process of constructing a dialogic-dialectical disciplinary matrix as a system of assumptions, understood and accepted by all researchers within the boundaries of the subject of pedagogical science. The construction of such a matrix contributes to the creation of a conceptual space where various models of such an object known in pedagogical science can coexist and interact (complement each other).

The proposed process of formation of a systematic methodology of pedagogical research can be considered as a process characterized by some features, one of which encourages researchers to rely not on separate principles or approaches known in science, but on their combination or even a system when creating a conceptual space. Noting this trend, it is important to move on to isolating special classes of research problems, the solution of which will require the choice for each class of specific grounds and the corresponding group of methods.

We will try to systematize the most well-known methodological principles and approaches chosen by researchers as methodological framework:

When forming ontological, multilateral ideas about the studied pedagogical object, systemic and holistic, anthropological and integrated approaches are used;

In the search for the genesis, mechanisms and definition of the dynamics of development, a qualitative change in the studied pedagogical object, system-structural and functional-dynamic approaches, the principles of continuity and discreteness, as well as the ideas of synergetics, cybernetics, information theory and statistical system probability can act;

In disclosing the properties and describing the individual characteristics of a pedagogical object, they most often rely on the principles of natural and cultural conformity, differentiation and individualization, humanization and technologization, as well as the theory of play and dramaturgy or joint activity;

In determining the role of the social mission of a particular pedagogical
process in common system training, upbringing and education of a person, personal, activity and axiological approaches are chosen;

When determining the optimal ways of pedagogical management and organization of the pedagogical process, the principles of democratization and humanization, variability and diversification, the provisions of management theory and organization theory, communication theory and theory are chosen as methodological foundations. social groups, procedural, functional or program-target approaches.

Along with linear systematization, a matrix method of correlating the selected principles in the analysis of a pedagogical object is possible. The transition to the level of constructing a pedagogical theory is associated with such methodological procedures as identifying and compiling the topography of scientific traditions that differ in definitions and formulation of problems in relation to the selected pedagogical object, scientific vocabulary and common phenomena, processes, events and problems characteristic of each tradition.

We will illustrate the construction of a matrix system methodology on the example of creating a theory of pedagogical communication as a dialectical-dialogical form of interaction between a teacher and children. In pedagogy, traditions have developed in understanding and solving communication problems, which we conditionally divided into two groups, in each of which three classifications can be distinguished:

1) social(a certain type of socio-pedagogical relationship and a way to establish a connection between a teacher and children);

2) cultural(dialogue of cultures - an adult and subcultures of children, cultures of teachers of different generations and levels, children from families of different ethno-national and educational traditions, etc.);

3) technological- forms of communication - verbal, non-verbal, direct or indirect communication;

4) informational - exchange of educational, scientific and "life" information;
ideas in finding ways to solve educational and vital tasks, in organizing joint events and collective affairs; opinions regarding the assessment of the work of participants in the educational process, the educational or scientific-cognitive problem under discussion, etc.;

5) procedural- exchange of methods of cognitive, managerial, gaming, educational, research activities;

6)psychological- exchange of feelings, states and experiences
between participants in the educational process at the moment of success, conflict, scientific research, choice, failure or miss.

The compiled set of alternatives in the context of pedagogical communication, of course, is not exhaustive. The area of ​​pedagogical communication theory is logically open to new approaches and principles, methods and aspects. However, when developing a new approach, it is important to comply with the requirement - each innovation should be based on the actual practice of pedagogical communication in the educational process, presented in the form of a regular model, which, when integrated into a given area, does not duplicate any other, although it may entail a redistribution of identified traditions.

We can talk about the creation of a fundamental theory of pedagogical communication, provided that it reveals a communicative approach to the analysis and explanation of a whole class of phenomena and processes of pedagogical reality - at school, university, family, among adolescents and teachers-colleagues, in the relationship between heads of educational institutions and their employees, etc. In this case, pedagogical communication is not a secondary, but a basic phenomenon that explains all the others - social, psychological, informational, etc.

The method of developing a pedagogical theory, illustrated by the example of the theory of pedagogical communication, allows us to reveal the theoretical and applied potential of all the conceptual models we have identified (within a specific scientific tradition). This method can be conditionally called the method of reconstructing scientific traditions within the framework of pedagogical theory, which is accompanied by reflection in the field of the main scientific and pedagogical problem, in our example - pedagogical communication.

In this regard, a possible direction in the construction of a systematic methodology may be the selection of such pedagogical phenomena, the study of which and the determination of prospects practical application within the framework of the relevant theory, it becomes a generally significant and constructive form of methodological agreement between researchers studying this phenomenon as a general pedagogical one. Such pedagogical phenomena, for example, can be: 1) the style of pedagogical activity: the style of teaching or upbringing, the activity of a teacher or head of an educational institution; 2) the norm in selecting the content of education and determining the strategy for the development of the child by pedagogical means, assessing the pedagogical results of the activities of teachers, educators and heads of schools or higher educational institutions; 3) the quality of the pedagogical process in the analysis and evaluation of the activities of teachers and the entire educational institution, the knowledge of students or the methodological support of the educational process; 4) the pedagogical influence of the family, the personality of the teacher and the nature of his activities, school or university as a whole on the formation and development young man and etc.

All this demonstrates the synthesis of various approaches in the study of pedagogical communication as an object of study, within the framework of a systemic methodology at the crossroads of interests of different sciences. The search for solutions to many scientific problems often takes the teacher beyond the scope of his scientific discipline. In the field of humanitarian knowledge, they are trying to determine the specifics of the methodological principles of the interdisciplinarity of modern research.

The achievement of an interdisciplinary vision of the pedagogical object is provided on the basis of the reorganization of relevant knowledge, i.e. knowledge that has a disciplinary origin and reflects only certain aspects of a pedagogical phenomenon or process as an object of study.

The structure of such a study, understood as the distribution of cognitive tasks between the participants in the study - representatives of different scientific fields pedagogy or other sciences, produced on the basis of a single initial idea of ​​an object based on the mobilization of all relevant knowledge, determines the structure of the object under study in the form in which it is reflected in its scientific model. Knowledge of different types can be "involved" in interdisciplinary research - theoretical and empirical, fundamental and applied disciplinary knowledge, and this confronts researchers with the problem of combining methods, ideas, theories, and concepts that are different in nature and purpose. That is why the next feature of interdisciplinary research is the requirement to satisfy the criteria of congruence, the selection of which is based on the idea of ​​the unity of the studied, pedagogical phenomenon or process, the ways of its research and a clear awareness of the originality of various forms of representing knowledge about it.

Concluding the analysis of the methodological guidelines of pedagogical research, we emphasize that we can confidently speak not only about the expediency, but also about the situation of real and productive changes in the methodology of domestic science, the organization of research and their specific apparatus. A new level of analysis and solution of methodological problems will help improve the quality of ongoing research in the pedagogical sciences and, thereby, further develop pedagogy.

Appointment of a person, his potential
capabilities.
What can a person do? How to intensify it
activities to transform the natural world
(in its new understanding and agreement with it) and according to
transformation of social relations
strengthen its humanistic orientation,
human responsibility? And how to identify
expand opportunities for self-development
human? Despite the diversity and
multidimensionality of this set of issues
the pivotal problem is the definition
place of a person, his position in the system
social ties, revealing, speaking in words
Alexei Nikolaevich Leontiev, "for the sake of which and
how a man uses what is born to him and
acquired by him."

Study of the features of modern
child, psychological, social and psychological changes.
Differentiated Consideration
certain periods of childhood. comprehension,
comparison of the structure, content of different
stages child development, building them
comparative characteristics. "Child"
described by Ushinsky and other great
teachers. Child of the 60s and 70s
twentieth century in the same detail
characterized. At the same time, the child became
worse or better than your peer
thirty years ago, he just became
others! Patterns of Childhood Development,
direction, dynamics, intensity
changes leading to new
characteristics. Periodization adjustment
modern childhood as a scientific basis
development, modernization of the system
education.

Intensive search for new criteria
"growing up" growing people, definitions
degree, nature of their action.
The need to study several
forming such maturation:
disclosure of the prerequisites for the formation of man
as individuals;
definition of character and features
the impact of the social environment and system
educational influences as conditions
personal development;
analysis of content and patterns
the process of human development as a person and
as the subject of action;
identification of conditions, specifics and mechanisms
individualization and
socialization in the modern world.

1.
Revealing Organic Prerequisites
the formation of a person as a person;
2.
Definition of character and features
the impact of the social environment and
systems of educational influences
as a condition of personal development;
3.
Analysis of content and patterns
process of human development
personality and as a subject of action;
4. Identification of conditions, specifics and
implementation mechanisms
individualization and socialization
the modern world.

Revealing
optimal timing
learning.
New ways of assimilation, appropriation
knowledge. What should be young
a person on the way to adulthood. On the
the basis of what and what exactly is needed today
form, develop in a 6, 7, 12, 15 year old child, so that in a number of years he
became a subject of the human community?
Identification of educational opportunities in
growing people personality traits,
cumulative (accumulating,
combining) in unity the best features
a particular ethnic group, the Russian people and
universal human values.

10.

11.

12.

13.

14. Fifth direction

Fifth
direction. Problem
rapid shifts in
development of society
due to "information
explosion", the growth of communications,
which led to dramatic
changes in the living space
which is formed
modern child, and
educational
process.
radical rethinking and
pedagogical and psychological
foundations of education.

15. Fifth direction

radical rethinking and
pedagogical, and psychological foundations
education:
identifying and taking into account the impact on growing
people of a powerful information flow,
including those not controlled by the system
education media exposure
information, video market, Internet;
search for psychological and pedagogical foundations
the process of teaching children, adolescents,
youth in modern conditions,
requiring disclosure of ways, opportunities
not only stimulate interest in
cognition, the formation of cognitive
needs, but also production
selective attitude to information,
the ability to rank it in the process
self-acquisition of knowledge.

16.

sixth
direction.
Definition
action,
impacts of new youth
subcultures, new social
child's ties at disclosure
conditions
and
mechanisms
channeling their influence and
actualization of the development of spiritual
began, including the psychological and pedagogical
support
self-development,
self-realization
growing person.

17.

18.

19.

20.

21. Seventh direction

leaning
for research
progress in development
personality, determine
amplification possibilities
emotional-volitional
stability of young
people, recovery
moral criteria
within the children's community.

22.

Eight direction. Development
psychological and pedagogical foundations and
principles for building multifaceted
and multi-level deployment forms
relationship between adults and
children.
The problem is exacerbated by alienation
between adults and children, deepening
social infantilism of children.
Study of this problem
needed to establish a path
strengthening the continuity of generations.
The problem of fathers and children. objective,
actual position
relations of the World of Adults to Childhood as to
the subject of the interaction.

23.

24.

ninth
direction.
Modern
situation of sharp
exacerbation of the situation in all
the world. Versatility and
extreme complexity and
little knowledge of psychological and pedagogical characteristics
changing
ethnic relations,
issues of prevention of ethno- and
xenophobia, education
tolerance.

25.

26. Tenth Direction

.
The need for a wider
plan to define theoretical
grounds and structure
providing psychological and pedagogical
helping people - growing and
adults due to the growth of neuropsychic, including
post-traumatic,
disorders, which is especially
updates development issues
psychotherapy and the creation of a system
effective psychological and
socio-pedagogical
rehabilitation