How research methods differ from methods. The concept of method, methodology and methodology
In theory experimental psychology the researcher must represent the division of the following epistemological psychological categories: methodology, method, technique, research tool, technology and technology, testing, modeling, etc. (Fig. 1.3), which we will briefly dwell on.
Rice. 1.3.
research
AT scientific literature the term "methodology" is defined in at least four dimensions. Some authors interpret methodology as a system of principles and ways of organizing and constructing research 1 . A. Ya. Antsupov, M. I. Dyachenko and other researchers give this category a guiding status and define it as a way of research using the methods of objective manifestations of the psyche and the disclosure of patterns. The Encyclopedic Dictionary notes that research methodology is a kind of teaching about methods, techniques, methods and means of cognition. According to A. Reber, this is a system of methods, specific procedures and tools used in the study.
The structure of the concept of "methodology" is also presented in the form of four main elements: theoretical, substantive, practical and formal. Theoretical component methodology strives for a model of ideal knowledge - this epistemology(science of knowledge). Content methodology includes the study of laws, theories, the structure of scientific knowledge, the criteria for scientific character and the system of research methods used - this epistemology(science of ways, method of cognition). Practical component Methodology is a program (algorithm), a set of techniques and ways to achieve a practical goal without sinning against the truth. Finally, formal methodology connected with the analysis of research methods from the point of view of the logical structure and formalized approaches to the construction of theoretical knowledge, its truth and argumentation.
The methodology, based on accepted theories and conceptual approaches, defines (and includes) methods, means, methods and technologies of research. The combination of several methods is called the methodological approach.
Method(gr. methodos- way of research or knowledge) is a constantly developing and changing way or a set of methods, techniques and operations, steps, actions. On this point, the views of many researchers coincide. However, in the substantive part (“the way of what?”) The authors disagree. Some define a method as a way to build and substantiate a system of knowledge (reality), others - as a way to solve a specific problem, achieve a goal, others - as a way to do something, work with facts and concepts in a systematic mode 1 . S. L. Rubinshtein writes about the method as a way by which the subject of science is known. The Psychological Dictionary notes that the method is an ego way of studying the psychological manifestations of a person's personality. In the Philosophical Dictionary, the method is interpreted as a way of theoretical and practical development (knowledge) of activity.
Unlike the method technique has copyright. The Glossary of Business Terms defines a technique as a set of methods, techniques, tried and tested to get a job done. S. L. Rubinshtein points to the methodology as a particular, auxiliary or intermediate research method. A. Reber argues that a technique is a derivative of a method, a specific learned procedure or set of procedures specified for a real situation to achieve some specific goal.
Within the framework of the theoretical presentation of the terms of psychological epistemology research tool presented synonymously with the concept of "method" and is interpreted as a technique, way actions to achieve something, a tool (object, set of devices) for the implementation of some activity.
AT modern psychology there is a growing process of acceptance and active development by researchers of concepts that have come to psychological science from other areas of knowledge: philosophy, sociology, computer science, economics, etc. A prime example this is the use of professional psychology and acmeology of the terms "technology", "technique", "tool", "modeling", "model", etc.
Technology(gr. techne- art, craftsmanship, skill + logos- thought, reason; technique, method of production) is a set of methods, processes and materials, a set of organizational measures, operations and techniques aimed at activities in order to obtain a product with nominal quality and optimal costs and due to the current level of development of science, technology and society as a whole. This concept strongly associated with the term "technique". In psychology under technique is understood, on the one hand, as a set of means human activity, including psychological tools (algorithms) and methods (for example, projective techniques, gaming techniques, etc.), and on the other hand, the total characteristic of the skills and techniques learned and acquired by people and used in any area of their life.
Tool(lat. instrumentum- tool) - an object, device, mechanism, machine or algorithm used to influence an object - change or measure it in order to achieve a beneficial effect 1. The design and use of the tool are based on the knowledge of the laws of reality, environment, tasks and technological features of the activity. That is, technology, along with external conditions and goals, predetermines the purpose and functions of the tool. A tool is a means of influencing an object. However, the impact can be represented in the study by two plans - a tool (instrument) and auxiliary material that contributes to the impact. In one case, this tool can perform the function of a tool (tool), and in the other, it can serve as an auxiliary material. For example, a computer-based statistical program is a tool for processing empirical data. When a computer program is used as a means of demonstrating stimulus material to the subjects, then it acts as an auxiliary material, and the tool is a test task.
Modeling- method and (or) research process mental phenomena with the help of their real (physical) and ideal, primarily mathematical, models. Modeling should be an obligatory part of psychological research and development due to the complexity of material objects, the surrounding world, the forms of their relationships and interactions. The method (process) of modeling is based on the procedure for studying objects of reality by manipulating their models. The same objects may have different models depending on the goals and conditions of the study. Model(fr. modele, from lat. modulus- measure, analogue, sample) is a kind of artificial or natural system, the study of which serves as a means of obtaining knowledge about another system, it is a simplified representation, an analogue of a certain real object or fragment of social reality (original), processes and phenomena occurring in it.
Like modeling, test(English, test- test, test, check) is a kind of psychological technique, which is often called a psychodiagnostic method that uses standardized questions and tasks (tests) that have a certain scale of values. Testing involves the use of tests. On the one hand, this is a methodology for studying the deep processes of human activity, on the other hand, a system of standardized tasks that allows you to measure the level of development of a certain psychological quality(properties) personality.
Thus, the considered categories are fundamental in experimental psychology and carry a systematizing and structuring idea, which has a special epistemological meaning, involving methodical verification of any, even obvious, hypothesis and concept. This verification must be debugged and conclusive, no matter how difficult and tedious it may be to carry out.
- See: Psychology: Dictionary / ed. ed. A. V. Petrovsky, M. G. Yaroshevsky. 2nd ed. M.: Politizdat, 1990. S. 209; Philosophical encyclopedic Dictionary/ Ch. ed.L. F. Ilyichev [i dr.]. M.: Sov. Encyclopedia, 1983. S. 365.
- Problems psychological research. Index of 1050 doctoral dissertations. 1935-2007. / A. Ya. Antsupov [and others]; ed. A. Ya. Antsupova. M.: Studio "Ethnica", 2007.S. 12 ; Dyachenko M. I., Kapdybovich L. A., Kandybovich S. L. Psychological dictionary-reference book. M.: ID Kupriyanova, 2009. S. 154.
- Soviet Encyclopedic Dictionary / ch. ed. A. M. Prokhorov. 4th ed. M. : Sov. encyclopedia, 1986. S. 797.
- Big explanatory psychological dictionary: in 2 volumes / A. Reber: per. from English. M.: Veche-AST, 2001. T. 1.S. 445.
- e Philosophical Encyclopedic Dictionary / ch. ed. L. F. Ilyichev [i dr.]. S. 364.
In addition to the above mandatory characteristics and requirements, scientific knowledge is guided by a number of methodological principles.
The main ones are:
1. The principle of objectivity. This is the requirement to consider the object as it is, regardless of the opinion and desire of the subject.
2. The principle of universal communication. This requirement to consider the object and take into account in working with it, to the extent possible, maximum amount its internal and external relations.
3. The principle of development. This is a requirement to carry out cognition and take into account in activity that the object itself, the science that studies it, as well as the thinking of the cognizing subject develops.
When asserting something about an object, one should consider:
a) about its state or stage of development in question in a particular case;
b) using scientific statement, take into account that it belongs to the development of knowledge at any of its stages, in a certain historical period, and could already change.
4. The principle of integrity. This is a requirement to consider the object in terms of the dominance of the whole over the part.
5. The principle of consistency. This requirement is to consider an object systematically, taking into account its own system characteristics, where both the properties of the elements themselves and the connections between them are important and essential for the characteristics of the system. It is also important that the general, systemic characteristics as a whole can decisively influence the elements and relationships.
6. The principle of determinism. This requirement is to consider and include in the activity the object as a product of a complex of causes. It also takes into account the fact that all scientific provisions are formulated according to such a logical scheme: if this happens, then this will happen.
Of great importance for understanding scientific knowledge is the analysis of the means of obtaining and storing knowledge. The means of obtaining knowledge are the methods of scientific knowledge. What is a method?
There are equal definitions of the method in the literature. We will use the one that, in our opinion, is suitable for the analysis of natural science. Method - it is a mode of action of the subject, aimed at the theoretical and practical mastery of the object.
Under subject in the broad sense of the word, all mankind in its development is understood. In the narrow sense of the word, the subject is a separate person, armed with the knowledge and means of cognition of his era. The subject can also be a certain scientific team, informal group scientists. Under object understands everything that is included in the scope cognitive activity subject. In the empirical, i.e. In experimental natural science, an object is some kind of fragment of reality. In theoretical natural science, an object is a logical construction of fragments of reality. We already know that these will be ideal models of fragments of reality or idealizations of certain real objects.
Any method is determined by the rules of the subject's action, which are based on certain known objective laws. Methods without subject action rules do not exist. Consider, for example, the method of spectral analysis. It is based on such an objective regularity: any chemical element, which has a certain temperature, gives a radiative emission or absorption spectrum, which has a number of characteristic lines.
Suppose we have a mixture whose chemical composition is unknown. Taking the spectrum of this mixture and comparing it with known standards, we can easily determine the composition of the mixture. Even this elementary example shows that people strive to turn any knowledge into a method of obtaining new knowledge.
A method is a set of rules based on a certain pattern.
There may be an incorrect application of the method. This happens when the method is used where the pattern on which it is based does not work.
The methods used in natural science can be divided into:
general scientific - these are methods that are used in all natural sciences (for example, hypothesis, experiment, etc.); | private methods are methods used only in narrow areas of specific natural sciences. For example, the method of integration by parts, the method of conditional reflexes, etc. |
empirical | theoretical |
Observation, experiment, measurement - comparison of objects, according to some similar properties or sides. Description - fixation by means of natural and artificial language of information about the object. Comparison - simultaneous correlative study and evaluation of properties or features common to two or more objects. | Formalization is the construction of abstract mathematical models that reveal the essence of the studied processes of reality. Axiomatization is the construction of theories based on axioms. Hypothetical-deductive - the creation of a system of deductively interconnected hypotheses, from which statements about empirical facts are derived. |
The specification of the application of any method is technique in the narrow sense of the word. For example, one of the integration methods, as we have already said, is integration by parts. Suppose we need to calculate the integral. It is taken in parts. Recall the formula for integration by parts . In our example and = x, a dv = sinx dx. This is an example of a methodology in the narrow sense of the word as a specification of a certain method.
Selection and application of methods and techniques in research work depends on the nature of the phenomenon under study and on the tasks that the researcher sets himself. In scientific research, not only a good method is important, but also the skill of its application.
There is no rigid connection between the method and the object under study. If it were, then progress in methods for solving the same problems would be impossible.
Under methodology in the broad sense of the word, they understand the doctrine of the method, i.e. the theory of the method itself.
In the theory of the method, at least the following problems must be solved:
What is the pattern on which the method is based?
What are the rules of the subject's action (their meaning and sequence) that make up the essence of the method?
What is the class of problems that can be solved using this method?
What are the limits of applicability of the method?
How is this method related to other methods? For science in general, including natural science, it is important to know not only the theory of individual methods, but also the theory of the entire system of methods used in natural science or in its separate industry. Therefore, the most complete definition of methodology is as follows: methodology is a system of principles and methods for organizing and constructing theoretical and practical activities, as well as the doctrine of this system.
In general, many different definitions of the methodology of science have been proposed. In our opinion, we can proceed from the following definition of methodology: science methodology- this is a scientific discipline that provides a fairly complete and usable knowledge about the properties, structures, patterns of emergence, functioning and development of scientific knowledge systems, as well as their relationships and applications.
There are various methodology levels. Philosophical level methodology is common system principles and regulations of human activity. They are set by the theory of knowledge, which is developed within the framework of philosophy.
Distinguish content and formal methodology natural science knowledge.
The structure of scientific knowledge and scientific theory;
Laws of generation, functioning and change of scientific theories;
The conceptual framework of science and its individual disciplines;
Characteristics of explanation schemes adopted in science;
Theories of methods of science;
Conditions and criteria of scientific character;
The formal aspects of the methodology are related to the analysis:
The language of science formalized methods of cognition;
structures scientific explanation and descriptions.
Methodological analysis can be carried out at the specific scientific and philosophical levels, the latter being the highest and defining level of methodologies. Why?
At the philosophical level, the analysis is carried out in the context of solving the fundamental worldview problems of a person's relationship to reality, the place and significance of a person in the world.
Problems to be solved here:
The relationship of knowledge to reality;
The relationship of the subject to the object in cognition;
Places and roles of these forms of knowledge or methods of research in the system of man's cognitive attitude to the world.
The problems of the scientific method were widely discussed already in the period of the formation of experimental natural science. Thus, during the Renaissance, it was realized that scientific method includes experimental (experimental) and theoretical beginnings, the latter is embodied primarily in mathematics.
The development of the theoretical basis of the scientific method was accompanied by the development of powerful research tools. “A theory,” writes L. de Broglie, “must also have its own tools in order to be able to formulate its concepts in a rigorous form and strictly derive proposals from them that could be accurately compared with the results of an experiment; but these tools are mainly tools of an intellectual order, mathematical tools, so to speak, which the theory gradually received thanks to the development of arithmetic, geometry and analysis and which do not cease to multiply and improve ”(De Broglie L. On the paths of science. - M., 1962, p. 163).
What is the value of mathematics for natural science?
In the process of the development of knowledge, there is a change in those mathematical disciplines that interact most strongly with natural science. At the same time, it is very important that mathematics can prepare new forms "for future use". The example of the mathematization of physics says not only that certain physical theories corresponds to its own mathematics. Most notably, the relevant branches of mathematics in their main outlines often arose independently and before the advent of these theories themselves. Moreover, the use of these sections of mathematics was necessary condition development of new directions of research. Mathematics anticipated the development of physics. In the history of physics, surprising coincidences between the results of mathematics and experimental reality have occurred more than once. It is in this anticipation that the whole force of the instrumental character of mathematics is manifested.
The gradual mastery of the principles of the scientific method in the Renaissance led natural science to develop the first scientific theories as relatively integral conceptual systems. These were, first of all, classical mechanics Newton and then classical thermodynamics, classical electrodynamics and finally relativity and quantum mechanics. Scientific theories are the main form of expression of knowledge. In physical and mathematical natural science, the development of theories is the result of the persistent application of mathematics and the painstaking development of experiment. The development of theory had a significant rebound effect on the very method of science.
scientific method became inseparable from scientific theory, its application and development. The true scientific method is theory in action. Quantum mechanics is not only a reflection of the properties and patterns of physical processes on an atomic scale, but also the most important method for further knowledge of microprocesses. A geneticist is not only a reflection of the properties and patterns of the phenomena of heredity and variability in the development of living systems, but also the most important method of understanding the deep foundations of life.
To fulfill the function of a method, a theory must satisfy the following requirements:
1) be fundamentally verifiable;
2) have maximum generality;
3) have predictive power;
4) be fundamentally simple;
5) be systematic.
In concluding this question, we note that, especially in our time, it is important not just to state, for example, environmental issues, and the development of ways, methods and means of their real solution. And it is extremely important that it is physics that is the testing ground on which new means of cognition are born and tested, the foundations of the scientific method are improved.
General concept
Methodology- this is, as a rule, a kind of ready-made "recipe", an algorithm, a procedure for carrying out any targeted actions. Close to the concept of technology. Methodology differs from the method in concretization of techniques and tasks. For example, mathematical processing of experimental data can be explained as a method (mathematical processing), and a specific choice of criteria, mathematical characteristics - as technique.
The concept of "methodology" in various industries
Education
The method of teaching the subject includes:
- learning objectives
- educational goals
- development goals
- educational goals
- practical goals
- teaching principles
- learning content
- teaching methods
- general teaching methods
- private teaching methods
experimental science
theoretical science
The section needs to be updated.
Requirements for the methodology
The necessary requirements for the methodology, as for a specific "recipe", procedure, are the following:
- realism;
- reproducibility;
- intelligibility;
- compliance with the goals and objectives of the planned action, validity;
- performance.
see also
Notes
Links
- Kodzhaspirova G.M. and Kodzhaspirov A.Yu. Dictionary of Pedagogy. - M .: ICC "Mart"; Rostov n / a: Ed. Center "March", 2005.
- Senkina G.E., Emelchenkov E.P., Kiseleva O.M. Methods of mathematical modeling in teaching: monograph / Smol. state un-t. - Smolensk, 2007.
Wikimedia Foundation. 2010 .
Synonyms:See what "Method" is in other dictionaries:
technique- Established way of doing business. NOTES 1. In many cases, procedures are documented [eg quality system procedures]. 2. When any methodology is documented, it is better to use the term "written ... ... Technical Translator's Handbook
- (Greek methodike). 1) the same as methodology. 2) a part of pedagogy that sets out the rules for teaching various subjects. Dictionary of foreign words included in the Russian language. Chudinov A.N., 1910. METHOD in Greek. methodike. Same as methodology. Dictionary of foreign words of the Russian language
Methodology- - the established way of carrying out activities. Notes: 1. In many cases, procedures are documented, [eg quality system procedures]. 2. When any methodology is documented, it is better to use the term "written ... ... Encyclopedia of terms, definitions and explanations of building materials
METHODOLOGY, methods, women. A system of rules, a statement of methods for teaching something or doing something. Method of arithmetic. Methodology scientific research. Fire fighting technique. Dictionary Ushakov. D.N. Ushakov. 1935 1940 ... Explanatory Dictionary of Ushakov
Concretization of the method, bringing it to the instruction, algorithm, a clear description of the mode of existence. Most often used in phrases calculation methodology, assessment methodology, compilation methodology, development. Raizberg B.A., Lozovsky L.Sh., ... ... Economic dictionary
METHODOLOGY, a fixed set of methods of practical activity leading to a predetermined result. In scientific knowledge, the technique plays important role in empirical research (observation and experiment). Unlike the method... Philosophical Encyclopedia
Methodology- (Methodology, guideline) - 1. A document recommending certain methods of action for use (in accounting, reporting, solving economic math problems and so on) that does not require management review or approval… … Economic and Mathematical Dictionary
A set of methods, techniques, tested and studied to perform a specific job. Dictionary of business terms. Akademik.ru. 2001 ... Glossary of business terms
METHOD, and, wives. 1. The science of teaching methods. 2. A set of methods for teaching what n., the practical implementation of what n. M. experiments. | adj. methodical, oh, oh. Explanatory dictionary of Ozhegov. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 ... Explanatory dictionary of Ozhegov
Exist., number of synonyms: 2 years (1) methodology (3) ASIS synonym dictionary. V.N. Trishin. 2013 ... Synonym dictionary
- (from the Greek methodike set of methods) eng. those thodics; German Methodik. 1. A set of methods, techniques for the expedient implementation of c.l. activities. 2. In sociology, a system of operations, procedures, methods for establishing social. facts, their ... ... Encyclopedia of Sociology
Books
- Methodology for determining the actual losses of thermal energy through the thermal insulation of pipelines,. Methodology for determining the actual losses of thermal energy through thermal insulation of pipelines of water heating networks of district heating systems. The methodology establishes the order ...
In the educational and scientific pedagogical literature, the concepts of "technology" and "method" are in such a close relationship that they are often considered either as synonyms, or as subordinate phenomena, or as components of a whole (technology in a method, methods in technology). To clearly distinguish between these categories, it is necessary to consider what the method is as a pedagogical concept.
Method(from the Greek methodos - the path of research, theory, teaching) - this is a way to achieve a goal, solve a problem; a set of techniques and operations of practical or theoretical development (cognition) of reality. The very meaning of this word indicates that it can be used quite widely in social pedagogy.
Depending on the scope of application, separate groups of methods are distinguished: methods of education; teaching methods; methods of pedagogical rehabilitation; methods of pedagogical correction, etc. Within each group, their own methods have been developed, depending on what they are aimed at and how they solve the problem.
In relation to socio-pedagogical technology, methods can be its integral part, providing a solution to the problem in the aggregate. To determine which method is needed in a particular socio-pedagogical situation to solve a functional problem, it is necessary to use the classification of methods.
There are many approaches to the classification of methods. Each classification is built on a specific basis. Let us present one of the approaches that can be used when considering socio-pedagogical technologies, in their development and adjustment.
However, before presenting a classification of methods, one should understand what place they occupy and what role they play in solving functional problems in general, as well as in a particular technology in particular.
So, method in social pedagogy is a way (way) of solving a certain problem of a person, group. Moreover, it is known that the solution of the problem (problems) of a person is achievable only through the realization of the potential of the possibilities of the person himself. In other words, the source of solving a person's problems is himself. Methods and are aimed at including a person in certain actions to solve their problems: directed development; mastery (assimilation); correction (correction) of what has been learned; improving any features; restoration of knowledge, skills, habits and their improvement, etc.
In order to apply the method that is needed in this particular case, it is necessary first of all to determine to whom the social pedagogical impact what should be achieved and how to achieve it. There are three levels of classification that determine the place and role of methods.
The subjective level determines the subjectivity of the application of the method. The subject of the action are:
specialist(s). The methods they use are external methods of action, influence, interaction;
the person himself (the group through self-government). These are internal methods (independent actions, independent work person above). The names of such methods begin with "self-";
specialist (specialists) and the person (group) on which (on which) the pedagogical influence is carried out. In this case, we are talking about methods that determine the joint actions of a specialist and the person himself (the group itself). These are the methods joint activities, joint participation in the process of solving any problems, methods of action on one side and adequate actions on the other, etc.
Options for the ratio of external, internal and joint action can be very different depending on the situation, the age of the client and other factors.
Functional level determines the purpose of the method. Functional methods are divided into basic (main, leading) and providing. The main functional method is a method that includes an object (person, group) in certain actions, activities that ensure the implementation of the predicted goal - methods of implementation actions, activities (practical methods). Enabling functional methods are those that improve the efficiency and quality of the implementation of the action method. These include: methods of influencing the consciousness, feelings of a person; methods of organizing activities; methods of stimulating (restraining) actions, as well as methods of self-persuasion, self-organization, self-encouragement, self-coercion, etc.
Subject level determines how the method is implemented. Each method provides a certain way of its implementation - its own objectivity, which shows the actual way of implementing the functionality of the method. These include: groups of action methods (practical methods) - exercise methods, training methods, game methods (game methods), learning methods, etc .; groups of methods of influence - methods of persuasion, information methods; groups of methods for organizing activities - management methods, methods for monitoring activities, methods for creating situational environments that determine a certain nature of activity, etc.; groups of methods of stimulation (restraint) - methods of encouragement, methods of competition, methods of coercion, methods of control, methods of creating situations that stimulate (restrain) activity in actions, deeds, etc. Some methods can take place in various functional groups, for example, game methods, methods for creating situational environments, etc. Methods are an integral part of any socio-pedagogical technology. The name of some technologies is sometimes determined by the leading method (group of methods) used in it. Private technologies may reflect one of the leading methods, which often determines the name of this technology.
Methodology. The concept of "methodology" is closely related to the concept of method. Methodology is usually understood as the doctrine of methods for solving a specific problem, as well as a set of methods that provide a solution to a specific problem. And in pedagogical literature and practice, the concepts of method and methodology are so intertwined that it is very difficult to separate them.
As the most characteristic features that distinguish the content of the methodology, it is necessary to highlight:
a) technical methods for implementing a certain method, a specific implementation of the method. In this understanding, sometimes the technique is considered as a synonym for the technique of implementing the method. This approach to the allocation of methodology is reflected in didactics, and in the theory and practice of education;
b) a developed method of activity, on the basis of which the achievement of a specific pedagogical goal is realized - a methodology for the implementation of a certain pedagogical technology. In this case, the technique is methodical development, revealing the sequence and features of the implementation of a set of methods, means aimed at achieving a specific goal. For example, the method of forming a habit, the method of teaching writing, the method of developing speech, the method of organizing student practice, etc.;
especially pedagogical activity in the process of teaching academic discipline, including recommendations for the study of individual sections, topics, conducting various kinds training sessions- private method of teaching.
Means. This is what the use of which (what) leads to the achievement of the chosen goal. Means are the tools of the method. Often in the pedagogical literature there is a confusion of these concepts, when it is difficult to separate the method from the means and vice versa. The tool can be the determining factor of the method. The proposed version of the concepts of method and means allows us to more clearly distinguish between them and show their relationship.
The tool can also act as a technology factor - when it determines the main source of its functioning, for example, play, study, tourism, etc.
The proposed approach makes it possible to single out: the means of the pedagogical (socio-pedagogical) process and the means of the pedagogical (socio-pedagogical) activity.
The means of the pedagogical process are those means that are an integral part of the activity of a specialist in the process of introducing pedagogical technology. These include: work for study, rules of conduct established in an educational institution, cultural and leisure activities, physical culture and health, sports and sports activities, community work for tourism, regime (for correctional colonies), etc.
Means of pedagogical activity- this is what a specialist, in particular a social pedagogue, uses in his professional activities to influence a person, a group in the process of social and pedagogical work with them. Most often it is a method toolkit. By means of instrumental means, the achievement of the pedagogical (social-pedagogical) goal is ensured. Such means include: a word, an action, an example, a book, technical means etc.
Thus, the means are an integral part of any method, technology, they determine them, and through them the possibility of practical implementation, the achievement of the predicted goal in socio-pedagogical work with the client is provided.
Reception. In pedagogical theory and practice, the concept of "reception" is also widely used. The range of its use is so great that it is often interpreted arbitrarily, which is greatly facilitated by the lack of an unambiguous definition of this concept in pedagogy.
The term "reception" should be understood as a separate peculiar action, movement, a way of doing something. In pedagogy (including social pedagogy) it is a way of using any means in the process of pedagogical activity.
Its essence can be considered as a set and (or) originality of the use and manifestation of personal, verbal: intonational, mimic capabilities, behavior, action of actions and other manifestations of a specialist in the process of purposeful pedagogical activity, in particular, the implementation of socio-pedagogical technology, method, means.
No. 3. Classification of socio-pedagogical technologies
Classification (from Latin classis - category, class + facio - I do) is a system of subordinate concepts (classes, objects) of any field of knowledge or human activity, used as a means to establish links between these concepts or classes of objects. The role of classification in cognition is extremely great. It allows you to systematize the objects under study on certain grounds, taking into account the qualitative characteristics of each of them.
Many socio-pedagogical technologies are known, but their classification has not yet been developed. At the same time, it is necessary for many reasons, since the classification:
allows you to organize socio-pedagogical technologies according to certain criteria, which simplifies their choice and practical use;
shows which, for which category of object and for which conditions of practical application there are socio-pedagogical technologies, and which are not, or their choice is limited;
contributes to the creation of a bank of socio-pedagogical technologies, taking into account their specific features.
The formation of such a data bank is extremely important. It combines and systematizes the established and proven in practice socio-pedagogical technologies, which allows a specialist to quickly choose the most optimal technology option for practical application and, if necessary, make some adjustments to it., as well as offer any new technology solutions to a particular socio-pedagogical problem. Researcher such a technology bank will help to identify those aspects of the development and improvement of socio-pedagogical technologies that require study and scientific justification . A bank of technologies is also useful for a novice specialist, as it will allow him to use a method of activity that has already been tested by experience in typical situations.
To develop a classification of socio-pedagogical technologies, it is necessary to determine its foundations and criteria.
Foundations Classifications are those qualitative characteristics that make it possible to systematize technologies in relation to solving the main problems of an object, taking into account the goals of technologies and the features of their practical application.
H The most significant grounds for the classification of socio-pedagogical technologies are:
type of socio-pedagogical technology;
purpose of socio-pedagogical technology;
subject of application;
object of application;
place of application;
implementation method.
In accordance with the identified grounds, it is necessary to determine the criteria by which it is possible to systematize and classify socio-pedagogical technologies.
Criterion (from the Greek. kriterion - a means for judgment) - a sign on the basis of which an assessment, definition or classification of something is made; evaluation yardstick. On one basis, several criteria can be distinguished. They allow a greater degree of individualization of technologies.
Consider the most common criteria for each of the identified bases, which will allow us to develop general classification socio-pedagogical technologies.
Technology type. The criterion on this basis is aimed at identifying the type of socio-pedagogical technology, which is determined by its nature. That's why the nature of the technology is the main criterion on this basis, which makes it possible to distinguish public and private technology.
General technologies are focused on the general cycle of socio-pedagogical work with the client to identify his socio-pedagogical problem and its resolution.
Private technologies are aimed at solving a particular particular goal or task.
Purpose of technology. The criterion on this basis makes it possible to single out socio-pedagogical technologies depending on the main goal of the activity of a social teacher (the main purpose of the technology) in this situation in relation to a specific object. Such a criterion is purpose of socio-pedagogical technology. In accordance with this criterion, technologies can have:
directional target purpose - technologies of development, education; pedagogical correction; pedagogical rehabilitation; corrections (re-education); outreach activities; career guidance work; leisure activities, etc.;
comprehensive purpose - technologies that involve the achievement of several goals at the same time.
Subject of application. There are several criteria for this. They make it possible to single out socio-pedagogical technology depending on the individual capabilities of a specialist. In other words, according to these criteria, a social educator can choose the most appropriate technology for him in a given situation, in the process of implementing which he will be able to achieve the greatest effectiveness. The criteria for this are:
level of professionalism- A beginner with experience, a highly qualified specialist;
specialization social pedagogue - in the direction of activity, for working with a certain age group, etc.
Object of application. There are several criteria for this as well. They make it possible to single out socio-pedagogical technology depending on the object characteristics activities. Such criteria can be the following characteristics of the object:
social- pupil, student, soldier, family, parent, etc.;
age- child, teenager, youth, etc.; personal (what is characteristic in the object, which necessitates socio-pedagogical work with it) - the nature of social deviation, psychological or emotional condition, dynamism of personality, compensatory possibilities, etc.;
quantitative- individual, group, collective; other criteria.
Each socio-pedagogical institution, as it accumulates experience in working with various categories of objects and technology options, forms its own bank, taking into account the most important criteria put forward by the needs of practice.
Place of application. The criterion on this basis makes it possible to classify socio-pedagogical technologies, depending on the conditions under which it is most expedient and optimal to use them. The conditions of use as a criterion for classifying technologies make it possible to single out as a place of application: educational institution; specialized center; place of residence, etc.
Way of implementation. The criterion on this basis is aimed at highlighting socio-pedagogical technologies depending on the method of achieving the goal (the main methods used, the means of practical application). As a rule, this is one (leading, basic) or several (certain set) methods used in the technology. That is, the criterion on this basis is the main way to achieve the goal - the leading method (game, activity, psychodrama, consultation, etc.); a set of basic methods; author's methods (education in the team of A.S. Makarenko; correction of vagrancy by P. G. Velsky; technology of self-development by M. Montessori; technology of free labor by S. Frenet, etc.).
The above grounds and classification criteria allow us to single out the main socio-pedagogical technologies, which are divided into two types - general technologies and private technologies.
Socio-pedagogical technologies general type(general socio-pedagogical technologies). These are technologies that include a full cycle of social and pedagogical work with a client, a group. In practice, the terms “methodology”, “program”, “scenario”, etc. are often used instead of the expression “socio-pedagogical technology”.
Socio-pedagogical technologies of a private type (private socio-pedagogical technologies)
identification and diagnosis of individual characteristics
Client, but also forecasting the prospects of his individual, individually corrective, corrective and compensatory development, education. The prognostic activity is based on the identification of the client's individual capabilities in self-development, the potential for this development.
By appointment diagnostic and prognostic technologies can also be different. They are defined by both the object and and the purposes of diagnostic and prognostic analysis. For example: the social teacher of the school is interested in what are the reasons for the student's difficulties in learning and what are the possibilities to overcome them; a mother brings her child to a family social service center (or a medical-psychological-social center) for a diagnostic and prognostic consultation in order to find out how to overcome the difficulties of relationships with him, outline ways to correct his upbringing, etc. In each case, it is possible own technology of work, on which the results obtained depend.
Socio-pedagogical technologies of a private type(private socio-pedagogical technologies). These technologies stand out from structural components general technology or from private types functional activities social educators. Therefore, they can also be called functional socio-pedagogical technologies. These technologies include: diagnostic, diagnostic and prognostic, prognostic technologies, as well as the choice of the optimal technology, direct preparation for the practical implementation of the target technology, target implementation, expert evaluation technologies.
Each of the functional socio-pedagogical technologies is subject to classification on the same grounds and criteria that are used for general technologies. Consider certain types private technologies.
Diagnostic socio-pedagogical technologies. Such technologies are designed to perform a specific function - diagnosis. They are used to assess the phenomenon, the level of socio-pedagogical neglect of the object, the degree of deviation, the socio-pedagogical features of its development, etc.
Purpose. Such technologies are divided depending on the tasks of diagnostics (what it is focused on). Even general diagnostics provides for a certain minimum of activity, which allows a fairly complete assessment of the phenomenon under study. What is diagnosed very often determines how it should be done (the most appropriate way) and where (under what conditions) it is best to carry it out. Depending on the target orientation, diagnostic technologies are also distinguished.
Subject of application. The implementation of any diagnostic technology requires special training of a specialist.
Object of application. The diagnostic technique is usually focused on a certain area of practical application.
Place of implementation. Diagnostic technologies are used, as a rule, in special centers, consultation points.
Any diagnostic technology provides for certain methods of implementation. They can be more or less effective and depend on a number of factors (technical equipment, preparedness of a specialist, preparedness of a laboratory for diagnostics, etc.). Depending on the object of diagnostics, a bank of technologies is formed, differentiated by the methods and means of implementation. It can be sociological or psychological techniques using special forms, equipment, methods of observation, inclusion in certain types of activities, etc.
Diagnostic and prognostic socio-pedagogical technologies. Such technologies are used most often in specialized social and pedagogical institutions at the initial stage of working with a client. Their main purpose is not only to identify and diagnose the individual characteristics of the client, but also to predict the prospects for his individual, individually corrective, corrective and compensatory development, and education. The prognostic activity is based on the identification of the client's individual capabilities in self-development, the potential for this development.
By appointment diagnostic and prognostic technologies can also be different. They are determined by both the object and the goals of diagnostic and prognostic analysis. For example: the social teacher of the school is interested in what are the reasons for the student's difficulties in learning and what are the possibilities to overcome them; a mother brings her child to a family social service center (or a medical-psychological-social center) for a diagnostic and prognostic consultation in order to find out how to overcome the difficulties of relationships with him, outline ways to correct his upbringing, etc. In each case, it is possible own technology of work, on which the results obtained depend.
Implementation methods diagnostic and prognostic technologies are determined by the main methods that provide diagnostics and forecasting and their relationship. Often the prognostic activity of a social pedagogue is determined by his personal experience and pedagogical intuition.
A specific way to implement diagnostic and prognostic technology is focused on specialization and professional competence subject and its individual characteristics object, as well as place of application.
The prognostic part of socio-pedagogical technology can be identified and considered as an independent technology.
Choosing the right technology(target technology of socio-pedagogical activity). This is a certain practical activity (methodology), which is aimed at choosing the most optimal technology for socio-pedagogical activity for a particular case in order to implement the problem (problems) of the client, to fulfill the socio-pedagogical order of actions. Such a choice requires taking into account the essence of the social order, needs (socio-pedagogical problems, individual predisposition of the object), preparedness of the specialist (specialists), technological and material capabilities, conditions of the implementation environment. As a rule, each socio-pedagogical institution develops its own technology of activity; each specialist (social pedagogue) develops his own method of working with a client (object).
The methodology for choosing the optimal technology is determined by the originality of the target technology, professional competence subject and individual features object, as well as place of implementation. characteristic feature selection methodology is also something for whom the target technology is being prepared- for specialists of the institution or for himself.
Direct preparation for the practical implementation of the target technology(technology and methods of direct preparation for social and pedagogical work with a client). This technology includes a set of measures aimed at ensuring the necessary quality of the implementation of the chosen method of activity with a specific object. At its core, direct preparation, in addition to solving a set of material, technical, organizational and methodological measures, provides for its refinement, taking into account the performers (subjects), the object of social and pedagogical work and the place where the target technology is implemented.
The technology of direct training for specialists of a socio-pedagogical institution in to a large extent is typical. The institution accumulates options for preparing for a particular target technology in terms of content, volume, sequence and methodology for its implementation. Such technologies of work are more difficult to individualize both in terms of the subject and the object of implementation activity. For example, the social teacher of the school often prepares it for himself. It determines what and how to implement it. The social educator of the center for work with the family (medical-psychological-social center) usually prepares this technology for practitioners, as well as for parents. As for parents, such training often becomes part of the implementation technology for preparing them for practical work with baby. It, in particular, includes changing the parent's understanding of their role in social and pedagogical work with the child, teaching a new method of work, building confidence in the ability to build in a different way. educational work and a number of other aspects.
The technology of preparing a target activity for oneself is largely determined by the style of pedagogical activity of the specialist himself, which, in turn, is largely determined by his personality, motivation, experience, attitude to activity and many other factors.
In each specific case, all direct preparation is determined by the established experience of the work of a social pedagogical institution or the style of activity of a social pedagogue.
Practical implementation of target technology(technology of practical activity). This variety includes technologies that have a practical (transformative, corrective-transformative, rehabilitation) character. A specialist - a social pedagogue (a group of specialists), using targeted technologies, contributes (contributes) to the achievement of the predicted goals of social and pedagogical work with a person, a group.
According to its purpose technologies of practical activity, as mentioned above, are extremely diverse. Each of them is focused on a certain training and experience of the subjects of implementation, on a specific object of work and place of implementation (conditions for optimal implementation) of the technology.
By way implementation of target technologies are also diverse, depending on the methods used, tools and techniques involved in them.
By their nature, target technologies are basic, basic. They are designed to ensure the achievement of socio-pedagogical goals. The effectiveness of the entire socio-pedagogical activity of a specialist (specialists) largely depends on the effectiveness of their practical application. All other functional socio-pedagogical technologies are predominantly of a service nature.
Expert evaluation socio-pedagogical technologies. These technologies are aimed at providing an assessment and examination of the results of the implementation of functional technologies or a general technology by a specialist (specialists) in social and pedagogical work with a client, a group. They allow you to evaluate the effectiveness of the stages and the entire implemented technology of activity. On its basis, a conclusion is made and a decision is made on the need to correct the technology and its direction, as well as an assessment of all the socio-pedagogical work performed.
Expert-assessment technologies make it possible to determine the level and quality of the socio-pedagogical activity of a specialist. They can also be carried out to determine the prospects for socio-pedagogical work with the client. Each such technology (method) has its own appointment, focused on a specific an object taking into account its age, gender and other characteristics, as well as on Wednesday, in which it is carried out. The methodology also requires special training of a specialist - a social pedagogue.
The considered classification of socio-pedagogical technologies can be refined and supplemented taking into account new criteria and the needs of real practice.
Questions and tasks for self-control
1.What is the classification? Describe the most significant grounds and criteria for the classification of socio-pedagogical technologies.
Give general characteristics classification of socio-pedagogical technologies.
Give a description of socio-pedagogical technologies of a general type.
Give a description of functional (private) socio-pedagogical technologies.
Expand the features of diagnostic and prognostic socio-pedagogical technology.
Give the characteristic of target technologies and features of their choice.
Reveal the features of direct preparation for the implementation of the targeted socio-pedagogical technology.
Reveal the features of the expert-assessment socio-pedagogical technology.
Literature
Pedagogical technology (pedagogical impact in the process of educating schoolchildren) / Comp. NOT. Shchurkov. - M., 1992.
Penkova R. I. Technology for managing the process of educating youth: Proc. allowance. - Samara, 1994.
Pityukov V.Yu. Fundamentals of pedagogical technology: Ucheb.-prakt. allowance. - M., 1997.
Selevko G.K. Modern educational technologies: Proc. allowance for ped. universities and institutes for advanced training. - M., 1998.
Slastenin V.A. and others. Pedagogy: Proc. allowance. - M., 1998.
Social Pedagogy: A Course of Lectures / Under general ed. M.A. Galaga-zova. - M., 2000.
Methodology- the doctrine of the principles of research, forms and methods of scientific knowledge. The methodology determines the general orientation of research, the specifics of the approach to the object of study, and the method of organizing scientific knowledge.
There are three interrelated hierarchical levels of methodology: philosophical, general scientific and particular methodology. Philosophical methodology- most high level. The principles formulated in the history of ff are of decisive importance for it: the law of the unity and struggle of opposites, the law of the transition of quantity into quality, the law of negation of negation, the categories of general, particular and separate, quality and quantity; the principle of universal connection of phenomena, the principles of contradiction, causality. This also includes the logic of scientific knowledge, which requires compliance with the laws of logic in relation to the phenomenon under study. General methodological methods of research- analysis and synthesis of the studied phenomena. Methodological principles of cognition develop together with science.
Philosophical methodology establishes the forms of scientific knowledge, based on the disclosure of the interrelationships of sciences. Depending on the principles underlying the division, there are various classifications sciences, of which the most common is their division into physical and mathematical, technical, natural and humanitarian.
General scientific methodology is a generalization of the methods and principles of studying phenomena by various sciences. General scientific methods of research - observation, experiment, modeling, which are of a different nature depending on the specifics of science.
Observation includes the selection of facts, the establishment of their features, the description of the observed phenomenon in verbal or symbolic form (graphs, tables, etc.) its properties and features: selection of vocabulary groups, grammatical properties of a word, etc. It requires a good knowledge of the language by the researcher, the presence of the so-called etymological instinct.
Experiment This is an experiment set in exactly the right conditions. In linguistics, experiments are carried out both with the use of instruments and apparatus (experimental phonetics, neurolinguistics) and without them (psycholinguistic tests, questionnaires, etc.).
Modeling - a way of knowing reality, in which objects or processes are studied by building and studying their models. A model is understood as any image (image, drawing, diagram, graph, etc.) or device used as a “substitute” for an object or phenomenon. The model is built on the basis of a hypothesis about the structure of the original and is its functional analogue. The concept of a model entered linguistics in the 1960s. in connection with the penetration into it of the ideas and methods of cybernetics.
Interpretation - a general scientific method of cognition, which consists in revealing the meaning of the results obtained and including them in the system of existing knowledge. Without this, their meaning and value remain undiscovered. In the 60-70s. a direction developed - interpretive linguistics, which considered the meaning and meaning of language units depending on the interpretive activity of a person.
Private methodology - methods of specific sciences: linguistic, mathematical, etc., related to philosophical and general scientific methodology and can be borrowed by other sciences. Linguistic research methods are characterized by weak formalization of evidence and the rare use of instrumental experiments. The linguist conducts the analysis by superimposing the available knowledge about the object on the specific material (text), from which this or that selection is made, and the theory is built on the basis of sample models. Free interpretation of a variety of factual material according to the rules of formal logic and scientific intuition are characteristic features linguistic methods.
Term method does not have a clear interpretation. V.I. Kodukhov proposes to distinguish 4 concepts expressed by this term:
· Method-aspect as a way of knowing reality;
· Method-reception as a set of research rules;
· Method-technique as a procedure for applying the method-reception;
· Method-method of description as an external form of reception and methods of description.
Most often, a method is understood as a generalized set of theoretical attitudes, research methods associated with a particular theory. The method always singles out that side of the object of study, which is recognized as the main one in this theory: the historical aspect of the language - in comparative historical linguistics, the psychological - in psycholinguistics, etc. Any major stage in the development of linguistics was accompanied by a change in the method of research, the desire to create a new general method. Thus, each method has its own scope, explores its own aspects, properties and qualities of the object.
Research methodology - the procedure for applying a particular method, which depends on the aspect of the study, the technique and methods of description, the personality of the researcher and other factors. So, in the quantitative study of language units, depending on the objectives of the study, different methods can be used: approximate calculations, calculations using a mathematical apparatus, continuous or partial sampling of language units, etc. The methodology covers all stages of the study: observation and collection of material, the choice of units of analysis and the establishment of their properties, the method of description, the method of analysis, the nature of the interpretation of the phenomenon under study. The difference in schools within the same linguistic trend most often lies not in research methods, but in various methods analysis and description of the material, the degree of their severity, formalization and significance in the theory and practice of research. Thus, for example, different schools of structuralism are characterized: Prague structuralism, Danish glossematics, American descriptivism.
Thus, the method, methodology and methodology are closely related and mutually complement each other. The choice in each case of the methodological principle, the scope of the method and methodology depends on the researcher, the goals and objectives of the study.