6. Lecture complex

Lecture 1 (1 hour). Topic: Basic methodology of scientific and educational research

Any scientific study - a specially organized ¬ cess knowledge, in which the production and theoretical ¬ Skye systematization of knowledge about reality. In the case of pedagogical research ¬ Skog case of pedagogical reality. Educational research is subject to the general requirements, worked out the theory and practice of scientific research in the field of social sciences ¬ ty. Such requirements include objectivity, accuracy, reproducibility, evidence. Educators ¬ logical research has a number of features that are unique to it, and, namely, it always requires special attention, responsive ¬ STI researcher, as its subject is people, it is usually focused on the most practical use in the study of the most complex, sometimes a purely theoretical question, pedagogical research - is a joint creation of researchers, teachers and students.

Features pedagogical research can be considered in a different plane. Thus, in educational research, we ¬ emsya Faced with the variability of the processes that determine the uni ¬ locality every teaching situation, the inclusion of people as part of the system, which gives rise to certain difficulties in all stages of research, the study of the failure of the system without and sometimes change other its related systems.

In addition, in educational research, we are dealing with the teaching process, which is characterized by a pronounced ¬ nonlinearity. If one of the elements of the non-linear structure ¬ other change is not proportional, but in a more complicated law. Therefore, the study of such a structure can not be made the study of its individual elements, because the sum of the component causes of action, separate influence, is not equal to the investigation, which is obtained by their Joint ¬ stnom action. This is an important methodological feature of pedagogical research.

In pedagogical literature repeatedly made attempts to classify pedagogical research. Most widely used propagation of ¬ received the following classification: 1) fundamental and applied studies (books, manuals, software, etc.), 2) the theoretical, practical and theoretical, practical, and 3) the theory ¬ retical and experimental. The first two reflect the purpose and direction ¬ laziness pedagogical research, and the third - the method.

In philosophy are two interrelated levels of research: empirical and theoretical. At the first level mustache ¬ tanavlivayutsya new facts of science and on the basis of their generalizations form ¬ stimulating empirical regularities. On the second - are pushing ¬ and formulate common domain-law ¬ license plate, to explain the previously discovered facts and empirical ¬ tric patterns and predict and anticipate will ¬ ing events and facts. In teaching allocate another level - methodology. At this level, based on empirical and theoretical research on the shared principles and less ¬ vestigation pedagogical phenomena a theory.

The problem of the empirical and theoretical in domestic ne ¬ dagogike is in the last twenty years, one of the leading. This problem is dealt with in BS Gershunskogo, VV Davydov, VV Krajewski, IJ Lerner, MN Skatkin, VM Rosina, B.C. Shvyreva, GP Shchedrovitsky and many others. For example, Article AJ Danyluk isolated and analyzed ¬ strated two main mutually opposite directions, which ¬ which under the new conditions were different public response. Per ¬ new direction - teaching methodology nigidazm (BS Gershunsky, VM Rozin, etc.), the second - methodological and pedagogical traditionalism (VV Krajewski, IJ Lerner, MN Skatkin and others). Each of these areas has contributed to the understanding of the investigated ¬ my issues and identify new methodological paradigm.

Today the problem of empirical and theoretical concen ¬ ruetsya in plane methods of pedagogical research. In this case, both a theoretical and empirical levels reflect the level of a particular study. According to the pedagogical research includes two major blocks - a theoretical and ex ¬ tal.

Before turning to a more detailed description of the methods of scientific knowledge, discuss the main obschemetodologiche ¬ skih positions.

In the philosophical works (VA A lecture, BC Shvyrev, Iudin etc.) are four methodologies. The first level - philosophical methodology - analysis of the general principles of learning and categorical system science in general. The second level - general science (naukovedcheskoy) knowledge. Their main function consists ¬ um in the study of general scientific concepts that affect all or most of the academic disciplines. These knowledge relative ¬ FNF, including mathematical and cybernetic methods. The third level - concrete scientific methodological knowledge (for example, the methodology of pedagogy). Its objectives were to describe the methods and principles of research procedures used in some special scientific discipline. The fourth level - methods and techniques of scientific research. This level provides processing times ¬ selection procedures for the empirical ¬ of the material and its initial processing.

Each of the above levels performs certain functions in scientific knowledge, and together they form a complex ¬ tion system in which the two are certain to ¬ submission. Note that the methods of the special sciences are related to scientific methods as the particular to the general. Each con ¬ crete method manifested in some way the general principles of scientific thinking.

The term "method of scientific research" in fact refers to a category, and combining forms of scientific thinking, and general models of research procedures and methods (techniques) holds ¬ of research activities. Under methods of pedagogical research understand certain set of methods and operators ¬ radios designed to study educational phenomena and solutions ¬ tion of various scientific problems of the educational character ¬ tera. Among their most important features include: objectivity (base on explicit knowledge), validity (universality, intersubjectivity universal application), reproducibility (Jn ¬ variance obtained on the basis of any of his subjects ¬ is in any similar situation), feasibility (full ¬ determined laziness and assignments of intellectual movements, awareness of the known methods of knowledge in anti ¬ oppositely unconscious quest by trial and error) the need (to ensure receipt of the intended result, in contrast to non-scientific features accidental, unintentional achieve the goal) efficiency (planned ¬ tion of social assimilation, use and implementation of the result ¬ Tats, identified on the basis of the scientific method).

In accordance with the specifics of the phenomenon, appoint ¬ cheniem and maintenance performed by the study, the methodological ¬ youkai base may include a variety of scientific and pedagogical methods. There is plenty of research ¬ tions on the development and characterization methods of scientific knowledge.

Classified the diversity of research methods for different reasons: depending on the purpose of the study vyde ¬ lyayut theoretical methods and search methods to identify ways to ¬ vershenstvovaniya practice. Depending on the accu ¬ sources of information - theoretical methods for studying the sources and methods of analysis of the actual teaching process. Depending on the development of research methods for studying the release of the problem, the experimental search for new solutions to the problems of processing the experimental data, etc. According to the method of processing and analysis of data ¬ lease study - methods of qualitative analysis and quantitative methods Di ¬ processing results (statistical and non-statistical). Depending on the forms of causality used in the analysis of the results, distinguish de ¬ terministskie and probabilistic methods.

Most "working" is the classification, which is based on the division of the theoretical and empirical methods. This classification successfully entered the so-called nepedagogiche ¬ skie methods, ie methods of mathematics, cybernetics, etc., which are widely used pedagogy, but not yet on ¬ as it adapted to acquire the status of pedagogical ¬ skih.

Lecture 2 (1 hour). Topic: Historiography scientific problem as a result of historical and pedagogical analysis

The historical aspect of the science issues and is one of the most significant, is still not clearly structured and understood among the scientific and educational community, while a full investigation of the pedagogical process ¬ tion or its components is not possible without knowledge of the history of their development. The assertion that it is not necessarily studying history repeat its mistakes, accurately reflects the need to address educational problems is in their historical perspective through the implementation of research and teaching ¬ Toriko analysis. So unambiguous, correctness ¬ tion definition of the nature, purpose and impact of historical and pedagogical analysis is currently relevant and theoretically significant problems for the methodologies of pedagogy.

Study of the genesis of a scientific problem, as the goal of any self-pedagogical research is of great theoretical importance, because it allows:

- To analyze and assess the experience of the problems we have in the past ¬, record productive and wrong ¬ on board in its development, which allows significant concentration kretizatsiyu field of scientific research and the exclusion of the possibility of repetition of previously proposed solutions or ways of insolvent;

- The regularities of formation problems sprognozi ¬ strated the prospects of its development, which ensures the accuracy of the author's proposals and their consistency with the objective fixed by evolutionary trends:

- Representing sequential logic-theoretic interpretation methodology ¬ REFLECTION studied problem, substantiate timely ¬ nancy and relevance that it was set that is stated by researchers that can reveal the author's vision and slaborazrabotannyh important issues, identify real ¬ WIDE possibilities of science to address the issue, thereby extending the problem field of pedagogy.

The first attempts to systematize the historiographical scientific knowledge were made by Aristotle, Herodotus, Xenophon, Confucius, Plutarch, etc. In Russia historiographer ¬ logical studies carried KN Bestuzhev-Rumin, NM Karamzin, VO Kliuchevsky, AD Nechvolodovym, MM Shcherbatov etc.

Now historians understood by scholars not only as one of the results of the research search, but also as a necessary means of understanding the scientific issues. Increasingly all ¬ th, the need of its construction is defined thematic spe ¬ fikoy the problem, the selected angle of scientific work that does not always allow the researcher to restrict existing data on the history of education and you ¬ lacks its own to build the chronology of formation investigated question.

The concept of "historiography" is defined as a combination of historical research relating to any period problem. Etymologically, it is directly related to the two terms "history" - the study of the past and "The Count" - writing.

Consider the substantive content of historiography, namely the way in which she can and should be represented in the scientific and educational research. Some discretion in this matter zalo ¬ wife Professor VA Chudinov in "The Eve of the scientific re-involution in historiography," which notes that historians - is not just a description of the history and the conscious alignment of the chain of historical events in a completed ¬ tion historiographical essay dedicated to definitely mu ¬ historic region. However, having the right to self ¬ autonomy of choice and interpretation of the facts chronologically reflecting the emergence of a phenomenon, the researcher must create a set of information that uniquely identifies a historiography of the scientific problem.

Since the construction of historiography it is a historical ¬ cesses, then, like any other process of social hundred ¬ lished, the genesis of the problem is a natural teacher, focused and sustained manner, so it is advisable to study ¬ tion to implement the logic of the process approach.

Recognizing the importance of centuries certainly pedagogical ¬ Skog experience, however, should take into account that pro ¬ posing problems, which is reflected in the theme of the study. With apparent comprehensiveness throughout the history of formation of educational thought, researcher, essentially pushing the beginning of time to directly study the genesis of the problems he inevitably goes beyond it. In this historical and pedagogical analysis, usually reduced to isolated quotations of classical pedagogical pro ¬ process as a whole, regardless of the stated problem. This deficiency occurs precisely because of the significant difference of the period under review, the life and work of the teacher-classic from the current system, its priorities and specific functions ¬ ning. In addition, the researcher has to constantly "think out" and "hold out" made by teachers last thoughts to the ideas appropriate to the selected research topic, which significantly reduces the level of confidence as to those obtained at this stage of historical data, and to use ¬ conducted investigations in general.

On this basis, the most appropriate is og ¬ straints historiography of the problem of the date on which the public ¬ ve set the objective conditions for its development: from ¬ is the functioning of educational institutions or processes in their present state, the normative fixed functionality of some experts, is introduced into scientific terminology correspond ¬ sponding etc. Note that due to independent evolution of each of the aspects of selected issues (diversity intensity ¬ development time, duration of the development, or the specific content domains ¬ implementation), in learning and synchronize their time ¬ development researcher is faced with the unevenness of becoming almost any scientific problem . This singular ¬ singularity, in our opinion, is natural and does not require the consideration of historical stages of the artificial suppression or updating influence on a specific aspect of pro ¬ problems in general.

Patterns of development of a scientific problem, as determined by its internal content directly affect the definition ¬ tion periods of its development. As the methodology pro ¬ process approach to the history of science, the basis of allocation of periods of the problem is phasing mastering social practice in some object of knowledge.

Usually on the first stage ¬ tion of the phenomenon is not an object of conscious ¬ tive activity, the reference to it is spontaneous character ¬ ter knowledge of it are extremely scarce and contradictory. The object of labor and the object of knowledge is merged, and the main way of knowledge supports action with objects. In the second phase begins the systematic study of certain aspects of the phenomenon, which leads to the emergence of scientific hypotheses, concepts and theories. Practical use of objects that ¬ in some form or other it promotes more intensive theoretical study. The third stage is characterized by a fully fledged ¬ nym scientific study of the object, as well as its possible universalization and disseminate the ideas to new areas of knowledge. Note that such a generalized character ¬ istics of stages in each case subject to substantial ¬ Xia specification in accordance with the specifics of the selected research problems. Moreover, each of vyde ¬ lennyh periods should be characterized in terms of the qualitative changes that have taken place with key phenom ¬ menom regarding its scientific understanding, substantive content, practices, functioning etc.

Characteristics of the selected researcher periods, in our view, should include not only the results of scientific and practical ¬ cal activity of scientists, a description of the characteristics of their activities ¬ STI, but also reveals the social and pedagogical conditions within which the solution of the problem.

Uniformity descriptions of each of the identified stages is possible through the definition of a set of prerequisites hundred ¬ lished the problems that are the connecting factor between the historical stages and actually determine the trajectory ¬ tory further formation problems.

Under the prerequisite for the development challenges we understand objectively existing (or existing) conditions, reflecting the evolution of scientific understanding of its essence, and connections with science, culture, manufacturing, and social insti ¬ stitutes in historical context.

As our study, the construction of the historiography of the problem it is advisable to carry out, given at least four groups of assumptions:

1) the socio-economic conditions reflect the basic characteristics of ¬ situation in society, allowing lock the ¬ Vat the conditions of life that define the needs and possibilities of their satisfaction over the existing production ¬ governmental relations, the dominant worldview obschegosudarst ¬ governmental cultural values, etc. .;

2) social and educational background can be characterized by oharakte ¬ social order for the solution of the investigated problem, you ¬ Infected usually in the regulations, scientific and popular educational publications, the media, consider ¬ cover target program orientation with respect to science research ¬ problems under study, to assess the social significance of her decision;

3) the theoretical assumptions of the re ¬ reflect results of the theoretical study of the problem under investigation, fixed ¬ Rui scientific heritage of each historical stage, which allows to determine the scientific progress and prospects of development of theoretical problems, identify the most productive ideas, avoid mistakes, give up 1upikovyh research directions and ma ¬ loeffektivnyh means to an end;

4) Research and practical implications characterize the solutions to the problems in educational practice, allowing confirm ¬ dit viability theory, developed to a certain stage, to select only the most productive, sustainable and correspond ¬ sponding to the practical interests of research and teaching community ¬ va ideas, show real practical needs of research ¬ blow up the issue.

In addition, identification of the prevailing to the end of each of the stages of formation of the problems identified at premises with ¬ observations of hierarchical subordination, on the one hand, it requires the alignment of relevant data describing the content of the stages, and on the other, an indication dialectical relation with the following stage, the construction of analytical predictions influence ¬ of every background on all the relevant aspects of the scientific and educational problems. Accounting for these requirements ensures consistency, consistency and validity of the article deals with the scientific view of the problem.

Thus, the main methodological role of historiography ¬ phy is reduced to fair presentation of the trajectory of the problem under study, the definition of promising areas of scientific research and evaluation of the degree of elaboration. Construction of historiography as a result of realization of the historical and pedagogical ¬ whom analysis involves the following procedures: rationale start becoming problems, identifying units of the historical process, a study of its structural framework, including the determination of the periods of development problems and Dachi ¬ Rovani their shift, at each stage of the selection prerequisites hundred the updating problems characterizing each of the selected historical periods.

Lecture 3 (1 hour). Topic: concepts and categorical apparatus of pedagogical research

All scientific research is conducted on the basis of specific ¬ REFLECTION conceptual-categorical system, which determines the language component of the theory and its aims as precisely reflect the ontological side of scientific knowledge in the field of key issues.

Without removing responsibility for conceptual and terminological inconsistency with the researchers themselves, should be recognized and there are objective reasons of content-semantic ambiguity in the use of scientific concepts. Thus, according to a just conclusion ¬ NIJ GN Shtinova, in teaching the situation to a great ¬ erably by the nature itself term system of pedagogy, which include:

- Transparency of educational boundaries, yield a significant part of the terms in the category of highly specialized purpose obscheyazy ¬ kovoy vocabulary, making the most of educational terms commonly used, and therefore, is not always used correctly;

- A close relationship with the other sciences (philosophy, psychology, law, physiology, etc.), the systematic integration of knowledge from other disciplines and permanent terminoobmen, which also often leads to under ¬ meaningful and semantic distortion;

- Breach of polysemy in terminology, which is reflected in many aspects of pedagogical concepts and can not reflect a single definition all their sides (one and the same phenomenon can generally be described as an activity, process, result, teaching design with a specific structure, and so etc.);

terminological variation, along with the use of the primary term of its synonyms or other lexical unit ¬ down, which leads to a parallel existence of terms with the same content but different designation;

5) formation of a terminological system on the basis of "natural selection", the unpredictability of fixing term in the scientific circulation (as opposed to natural or technological ¬ yk, where the term is fixed by copyright and internally with ¬ Niemann scientific community).

Note that the need to systematize the conceptual-categorical system in educational research ¬ linked to, above all, to the fact that it performs a number of important methods ¬ logic functions:

provides deductive systematization of scientific knowledge (identifying the basic concepts, the researcher can take on the rules of deduction of these statements and other theoretical positions, including those that allow for empirical interpretation);

contributes to the explanation and systematization of empirical and theoretical knowledge (describing the essential properties of the volume ¬ projects, concepts interpret knowledge from theory and practice, thus establishing communication between them and the system ¬ tematiziruya them);

directs the development of knowledge through the refinement of concepts, deepening ¬ tion and expansion of their volume.

Therefore, it is the construction of a conceptual-categorical ap ¬ Paraty provides scientific study of its binding properties ¬ order, rigor and unambiguous use of language pedagogy. Conceptual-categorical apparatus ¬ rat - is not just a thesaurus covering all the terms used in the study with their scientific interpretation: He represents ¬ exists a set of interrelated concepts, which reflect the key ¬ are meaningful and functional aspects of the semi ¬ chennyh author conclusions.

The modern interpretation of the term "concept" and "category".

The concept of speaking the most important type of thought, reflecting the reality in abstract thinking, ¬ tion of modern science is treated as a specific form (the way) draw objects and phenomena. Its definition as logs ¬ Cesky operation is to give the exact meaning of a linguistic expression that distinguish it from others.

Considering the nature of the concept as a form of human thought, scholars have identified at least four of its sides. According to pro ¬ origin - a generalization, summarizing data obtained ¬ GOVERNMENTAL in human experience. Content and epistemological value - a reflection of the object in the mind of the subject. According to the structure are defined as the presence of opposite sides, indicating the scope and content of the quantitative and qualitative ¬ governmental performance.

Encyclopedic Dictionary of Philosophy defines the categories of the most common and yet the simplest form of action ¬ Indeed, statements and concepts, "generic concept", from which the rest of the concept. Fundamen ¬ Lozhnikov doctrine of the categories considered by Aristotle and Plato.

For all the closeness of the terms "category" and "concept", the differ ¬ ences between them still exist: any category is a concept ¬ ment, but any notion of a category. In addition, category ¬ Riya by limiting the generality does not reflect the specific characteristics of the phenomenon, different variety of interpretations, not operatsionalizuema is the result of a long hundred ¬ restoration and global distribution of the various on-uchnogo knowledge and, as a rule, does not act and the subject of for a specific study. Usually, the aim is not to develop a category, giving yourself this status to a particular concept, and to study the properties, identify links or characteristics corresponding phenomenon.

Recognizing the possibility of the existence of pedagogical categories directly related to the subject of pedagogical ¬ tion of science, believe that the conceptual and categorical apparatus of scientific research should be a closed system of categories (general scientific and educational) and concepts that make up its ideological basis.

We remove the idea of ​​the content of concepts and categorical system of scientific and pedagogical research.

As pedagogical concept in a sense is a generalization of knowledge about the subject, theoretical assertion of its essential characteristics, the very construction of the conceptual-categorical system, involving not only the wording of key definitions, but their ordering, can be regarded as a significant result of the study, and an important component of the study , that may influence the direction of its deployment.

Note that the development of the conceptual and categorical apparatus ¬ that are in line with the principles of completeness, consistency and systematic, as well as the flexibility, mobility, and the dialectic of its constituent concepts. In addition, in terms of content it should match the main components (sections, stages, etc.) of the studied objects that ¬ and its methodological basis, which implies the need ¬ dependence of specific terms. Is it in ¬ structure allows meaningful pedagogical action reflect ¬ tivity in terms of the object. Thus before embarking ¬ attraction terminology related scientific systems.

Along with the general requirements of the conceptual-categorical system allocate requirements to the terms of its constituent oc ¬ nova. According to scientists who have studied the problem ¬ we modern science, the terms should be: 1) is unique in the sense that the content of each strictly fixed, and 2) a systematic, that is, are suitable ¬ E and conceptual, and lexical systems of modern pedagogy, and 3) the corresponding literal and the real meaning of the term, namely, to adequately convey the contents of lexical-cal, morphological means, syntactic constructions ¬ tions, and 4) the ability to word-formation, the creation of so-called ¬ ICDO "nest of terms" (eg training - training - train), 5) short, ie consisting of a minimum possible combinations.

Methodologically competently built to work with the concepts of the scientific research, includes a four basic analytical procedures.

Targeted study terms: identification of terms and their corresponding ¬ corresponding concepts, selection of basic terms, identifying ¬ tion established practice using them, fixing all non-precision and irrationality of terms and their definitions.

Etymological analysis: elucidation of the initial value ¬ tion words, the study of the language environment, which served as his pervois ¬ sources.

Contextual analysis: the study of the formation and development of concepts in science, research and reflection terms ¬ ginary of concepts from the moment it entered into terminological science characteristic use of the term in the text, written ¬ GOVERNMENTAL at different times.

Normalization of the author term systems: a return to the author's terminological, clarifying its structure with new materials, the construction of a clear concept for each term mustache ¬ tanovlenie unambiguous, logically sound relationships between concepts.

The main methods in the construction of concepts and categories of ¬ tial unit in educational research are the IU ¬ ods of analysis, synthesis, comparison, abstraction, induction, de-induction, classification. Their use gives a variance action with conceptual-categorical system and results. Apart from the creation of fundamentally new concepts, depending on the purpose and features of ongoing studies concepts can be updated or expanded. Clarification of terminology is called the specification, identification of additional ¬ GOVERNMENTAL specifics of the terms used with the object of research, and extension - increase in volume due to the determination of properties characteristic of a generalized notion of the same kind.

The resulting terminological system should have, in our opinion, the following properties:

- Consistency - the semantic match the essential characteristics of the concepts, their obscheparadigmalnoe agreement;

- Consistency - the establishment of appropriate content ¬ tion for the concepts that are in the ratio of genus-species, reflect ¬ tion explicit links in determining their essential characteristics;

- The integrity of the internal unity of the contextual terms ¬ enological system, failure of a fragmented IP ¬ use without distorting the semantic content and the creation of a situation of uncertainty;

- According to modern scientific research, educators ¬ cal knowledge, ideological continuity;

- Completeness - sufficiency component system terminology ¬ energy for understanding the pedagogical research conducted ¬ ment and lessons learned.

In conclusion, the adequate use of the on ¬ structure in the framework of pedagogical research conceptual-categorical system and the realization of its contents may, taking into account the appropriate scientific context: an arbitrary removal of any concept of contextual field problems, changing the boundaries of its use, can lead to full use ¬ distortion of the content of this concept and in erroneous conclusions. Since the representation of concepts and categorical system actually given in the beginning of the performance floor ¬ obtained results, then the researcher is often not an easy task ¬ consistent contextual deployment ¬ tion contained theory, providing uniquely ¬ understanding its language. This problem becomes particularly acute when the study featured a lot of new ter ¬ terminology needs to be explained, a sequence ¬ Tel'nykh scientific conclusions based on analysis, synthesis or generalization. However, the general characteristics of the key ter ¬ Minow appropriate to reflect in the beginning, and a more detailed explanation of the content described in the following sections.

Thus, the conceptual and categorical apparatus educators ¬ logical research, the main purpose of which is to reveal the essential to the understanding of its content concepts, has a complex structure, involves systematizing ¬ on execution and constructed to meet the requirements of consistency, coherence, scientific and complete.

Lecture 4 (2:00). Topic: The language of science: the conceptual apparatus of scientific research

Over the past few centuries, the language of science has not changed significantly. This is referring to the conservative form of scientific work. Form of scientific work does not depend on its type. This means that of course, degree, master's works have a common language, and differ only in the amount of scientific work carried out.

To better understand the language of science, it is advisable to focus on the master's thesis, which is the most regulated and mass character of the product of scientific activity and the closest to the research of student work. When making a master's thesis enumerate conceptual structure is a necessary requirement.

Conceptual apparatus of scientific research form the relevance of research, its purpose, the problem, object, object, hypothesis, objectives, methodology, originality, practical significance.

Background study - is the degree of its importance at the moment and in this situation, to solve these problems, the question or problem. Lighting relevance should not be wordy. Begin its characteristic distance is not necessary. For his master's thesis enough within one or two pages for thesis - one for course work - half a page of printed text to show the point.