Basic Methods educational psychology

Classification of methods of psychological and pedagogical research

One of the most recognized and well-known classifications of methods of psychological and pedagogical research is the classification proposed by B.G. Ananiev (Ananiev B.G., 2001; abstract) (see Fig. 4). (http://www.yspu.yar.ru:8101/vestnik/pedagoka_i_psichologiy/4_2/; see the article by Mazilov V.A. "B.G. Ananiev and modern psychology (On the 90th anniversary of the birth of B.G. .Ananyeva)").

• He divided all methods into four groups:
• organizational;
• empirical;
• according to the method of data processing;
• interpretive.

1. To organizational methods the scientist said:

• comparative method as a comparison of different groups by age, activity, etc.;
• longitudinal - as multiple examinations of the same persons over a long period of time;
• complex - as a study of one object by representatives of different sciences.

1. To empirical:

• observational methods (observation and self-observation);
• experiment (laboratory, field, natural, etc.);
• psychodiagnostic method;
• analysis of processes and products of activity (praxiometric methods);
• modeling;
• biographical method.

By way of data processing

• methods of mathematical and statistical data analysis and
• methods of qualitative description (Sidorenko E.V., 2000; abstract).

to interpretive

• genetic (phylo- and ontogenetic) method;
• structural method(classification, typology, etc.).

Ananiev described each of the methods in detail, but with all the thoroughness of his argumentation, as V.N. Druzhinin in his book " experimental psychology"(Druzhinin V.N., 1997; abstract), many unresolved problems remain: why did modeling turn out to be an empirical method? How do practical methods differ from field experiment and instrumental observation? Why is the group of interpretative methods separated from organizational ones?

• It is advisable, by analogy with other sciences, to single out three classes of methods in educational psychology:

1. empirical , in which externally real interaction of the subject and object of research is carried out.
2. Theoretical when the subject interacts with the mental model of the object (more precisely, the subject of study).
3. Interpretation-descriptive , in which the subject "externally" interacts with the sign-symbolic representation of the object (graphs, tables, diagrams).

The result of the application empirical methods are data fixing the state of the object by instrument readings; reflecting the results of activities, etc. The result of the application of theoretical methods is represented by knowledge about the subject in the form of natural language, sign-symbolic or spatial-schematic.

• Among the basic theoretical methods of psychological and pedagogical research, V.V. Druzhinin pointed out:
• deductive (axiomatic and hypothetical-deductive), otherwise - the ascent from the general to the particular, from the abstract to the concrete. The result is theory, law, etc.;
• inductive - generalization of facts, ascent from the particular to the general. The result is an inductive hypothesis, regularity, classification, systematization;
• modeling - concretization of the method of analogies, "transduction", inference from the particular to the particular, when a simpler and / or more accessible object is taken as an analogue of a more complex object. The result is a model of the process object, state.

Finally, interpretative-descriptive methods- this is the "meeting place" of the results of applying theoretical and experimental methods and the place of their interaction. The data of an empirical study, on the one hand, are subjected to primary processing and presentation in accordance with the requirements for the results of the organizing theory, model, inductive hypotheses; on the other hand, there is an interpretation of these data in terms of competing concepts for the correspondence of hypotheses to the results. The product of interpretation is fact, empirical dependence, and ultimately justification or refutation. hypotheses.

Observation- the main, most common in educational psychology (and in teaching practice in general) an empirical method of studying a person. Under observation it is customary to understand purposeful, organized and in a certain way fixed perception of the object under study. The results of fixing the observation data are called the description of the object's behavior. Observation can be carried out directly or using technical means and methods of data recording (photo, audio and video equipment, observation cards, etc.). At the same time, with the help of observation, it is possible to detect only phenomena that occur in ordinary, "normal" conditions, and for the knowledge of the essential properties of an object, it is extremely important to create special conditions that are different from "normal".

• The main features of the observation method are (see animation):
• direct connection between the observer and the observed object;
• partiality (emotional coloring) of observation;
• complexity (sometimes - impossibility) of repeated observation.

There are several types of observations (see Fig. 6). Given the dependence on the position of the observer, the open And hidden observation. The first means that the subjects know the fact of their scientific control, and the researcher's activity is perceived visually. Covert observation implies the fact of covert tracking of the actions of the subject. The difference between the first and the second lies in the comparison of data on the course of psychological and pedagogical processes and the behavior of participants in educational interaction in conditions of a sense of supervision and freedom from prying eyes. Separate further, continuous And selective observation. The first covers processes in a holistic way: from their beginning to end, to completion. The second is a dotted, selective fixation of certain phenomena and processes under study. For example, when studying the labor intensity of teacher and student work in a lesson, the entire learning cycle is observed from its start at the beginning of the lesson to the end of the lesson. And when studying neurogenic situations in the teacher-student relationship, the researcher, as it were, waits, watching these events from the side, in order to then describe in detail the causes of their occurrence, the behavior of both conflicting parties, ᴛ.ᴇ. teacher and student. The result of a study that uses the method of observation largely depends on the researcher himself, on his "culture of observation". Should be considered specific requirements to the procedure for obtaining and interpreting information in observation. Among them, the following stand out in particular: 1. Only external facts that have speech and motor manifestations are available for observation. You can observe not intellect, but how a person solves problems; not sociability, but the nature of interaction with other people, etc. 2. It is necessary that the observed phenomenon, behavior is determined operationally, in terms of real behavior, ᴛ.ᴇ. characteristics recorded should be as descriptive as possible and as less explanatory as possible. 3. It is worth saying that the most important points behavior (critical cases). 4. The observer must be able to record the behavior of the person being assessed for a long period of time, in many roles and critical situations. 5. The reliability of the observation is increased if the testimony of several observers coincides. 6. The role relationship between the observer and the observed must be eliminated. For example, student behavior will be different in the presence of parents, teacher, and peers. For this reason, external assessments given to the same person on the same set of qualities by people occupying different positions in relation to him may turn out to be different. 7. Assessments in observation should not be subject to subjective influences (likes and dislikes, transfer of attitudes from parents to students, from student performance to his behavior, etc.). Conversation- widespread in educational psychology empirical method obtaining information (information) about the student in communication with him, as a result of his answers to targeted questions. This is a method of studying student behavior specific to educational psychology. A dialogue between two people in which one person reveals psychological features another, commonly called conversation method . Psychologists various schools and directions widely use it in their research. Suffice it to name Piaget and the representatives of his school, humanistic psychologists, founders and followers of "depth" psychology, and so on. IN conversations, dialogues, discussions, the attitudes of students, teachers, their feelings and intentions, assessments and positions are revealed. Researchers of all times in conversations received information that could not be obtained by any other means. Psychological and pedagogical conversation as a method of research is distinguished by purposeful attempts of the researcher to penetrate into inner world subjects of the educational process, to identify the causes of certain actions. Information about the moral, ideological, political and other views of the subjects, their attitude to the problems of interest to the researcher is also obtained through conversations. But conversations are a very complex and not always reliable method. For this reason, it is most often used as an additional one - to obtain the necessary clarifications and clarifications about what was not clear enough when observing or using other methods.

• For increase reliability the results of the conversation and the removal of the inevitable shade of subjectivity, special measures should be used. These include:
• the presence of a clear, well-thought-out, taking into account the characteristics of the student's personality and a steadily implemented conversation plan;
• discussion of issues of interest to the researcher in various perspectives and relationships school life;
• variation of questions, posing them in a form convenient for the interlocutor;
• ability to use the situation, resourcefulness in questions and answers.

The conversation is included as an additional method in the structure of the psychological and pedagogical experiment at the first stage, when the researcher collects primary information about the student, teacher, gives them instructions, motivates, etc., and last step- in the form of a post-experimental interview. Interview called targeted survey. An interview is defined as a "pseudo-talk": the interviewer must remember at all times that he is a researcher, not to lose sight of the plan and to lead the conversation in the right direction. Questionnaire- an empirical socio-psychological method of obtaining information based on answers to specially prepared questions that meet the main task of the study, which make up the questionnaire. Questioning is a method of mass collection of material using specially designed questionnaires, called questionnaires. Questioning is based on the assumption that the person frankly answers the questions asked of him. At the same time, as recent studies of the effectiveness of this method show, these expectations are justified by about half. This circumstance sharply narrows the range of application of the survey and undermines confidence in the objectivity of the results obtained (Yadov V.A., 1995; abstract). Questioning attracted teachers and psychologists with the possibility of quick mass surveys of students, teachers, parents, the low cost of the methodology and the possibility of automated processing of the collected material.

• Now in psychological and pedagogical research, various types of questionnaires are widely used:
• open, requiring independent construction of the answer;
• closed, in which students have to choose one of the ready-made answers;
• nominal, requiring the names of the subject;
• anonymous, do without it, etc.
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• When compiling the questionnaire, take into account:
• the content of the questions;
• the form of questions - open or closed;
• wording of questions (clarity, no prompting of answers, etc.);
• number and order of questions. In psychological and pedagogical practice, the number of questions usually corresponds to no more than 30-40 minutes of work using the questionnaire method; the order of questions is most often determined by the method of random numbers.

Questioning must be oral, written, individual, group, but in any case must meet two requirements - representativeness and homogeneity of the sample. The survey material is subjected to quantitative and qualitative processing. Test method. In connection with the specifics of the subject of educational psychology, some of the methods mentioned above are used in it to a greater extent, others to a lesser extent. At the same time, the testing method is becoming more widespread in educational psychology. Test (eng. test - test, test, verification) - in psychology - a time-fixed test designed to establish quantitative (and qualitative) individual psychological differences(Burlachuk, 2000, p. 325). The test is the main instrument of psychodiagnostic examination, with the help of which a psychological diagnosis is carried out.

• Testing differs from other methods of examination:
• accuracy;
• simplicity;
• availability;
• possibility of automation.

(http://www.voppsy.ru/journals_all/issues/1998/985/985126.htm; see the article by Borisova E.M. "Fundamentals of Psychodiagnostics").

Testing is far from being a new method of research, but not sufficiently used in educational psychology (Burlachuk, 2000, p. 325; abstract). Back in the 80-90s. 19th century researchers began to study the individual differences of people. This led to the emergence of the so-called test experiment - research using tests (A. Dalton, A. Cattell, and others). Application tests served as an impetus for the development psychometric method, the foundations of which were laid by B. Henri and A. Bine. Measuring school success, intellectual development, the degree of formation of many other qualities with the help of tests has become an integral part of a wide educational practice. Psychology, having provided pedagogy with a tool for analysis, was closely connected with it (it is sometimes impossible to separate pedagogical testing from psychological testing) (http://psychology.net.ru/articles/d20020106230736.html; see psychological tests). If we talk about purely pedagogical aspects of testing, we point out, first of all, the use of performance tests. Skill tests are widely used, such as reading, writing, simple arithmetic operations, as well as various tests for diagnosing the level of learning - identifying the degree of assimilation of knowledge, skills in all academic subjects. Usually, testing as a method of psychological and pedagogical research merges with practical testing of current performance, identifying the level of learning, quality control of assimilation educational material. The most complete and systematized description of the tests is presented in the work of A. Anastazi "Psychological Testing". Analyzing testing in education, the scientist notes that all types of existing tests are used in this process, however, among all types of standardized tests, achievement tests numerically outnumber all others. Οʜᴎ were created to measure the objectivity of programs and learning processes. They usually "provide a final assessment of the achievements of the individual at the end of training, in which the main interest is focused on what the individual can do by now" ( Anastasi A., 1982. S. 36-37). (http://www.psy.msu.ru/about/lab/ht.html; see Center for Psychological and Career Guidance Testing "Humanitarian Technologies" of Moscow State University).

• A.K. Erofeev, analyzing the basic requirements for testing, identifies the following main groups of knowledge that a testologist should have:
• basic principles of normative-oriented testing;
• types of tests and their scope;
• basics of psychometrics (ᴛ.ᴇ. in what units psychological qualities are measured in the system);
• test quality criteria (methods for determining the validity and reliability of the test);
• ethical standards psychological testing (Erofeev A.K., 1987).

All of the above means that the use of testing in educational psychology requires special training, highly qualified and responsibility. Experiment- one of the basic (along with observation) methods of scientific knowledge in general, psychological research in particular. It differs from observation by active intervention in the situation on the part of the researcher, who systematically manipulates one or more variables(factors) and registration of concomitant changes in the behavior of the object under study (see Fig. 7). A well-designed experiment allows you to check hypotheses in causal causal relationships, not limited to stating a connection ( correlations) between variables. There are traditional and factorial plans for conducting the experiment (http://www.pirao.ru/strukt/lab_gr/g-fak.html; see the research group of the factors of formation of the individuality of the PI RAO). At traditional planning only one changes independent variable, at factorial - some. The advantage of the latter is the ability to assess the interaction of factors - changes in the nature of the influence of one of the variables based on the value of the other. It is important to note that for the statistical processing of the results of the experiment, in this case, analysis of variance(R. Fisher). If the area under study is relatively unknown and there is no system of hypotheses, then one speaks of a pilot experiment, the results of which can help clarify the direction of further analysis. When there are two competing hypotheses and the experiment allows you to choose one of them, we speak of a decisive experiment. The control experiment is carried out in order to check any dependencies. The application of the experiment, however, runs into fundamental limitations associated with the impossibility in some cases to carry out an arbitrary change in variables. So, in differential psychology and personality psychology, empirical dependencies mostly have the status of correlations (ᴛ.ᴇ. probabilistic and statistical dependencies) and, as a rule, do not always allow drawing conclusions about causal relationships. One of the difficulties in applying the experiment in psychology lies in the fact that the researcher often finds himself involved in the situation of communication with the person being examined (subject) and can involuntarily influence his behavior (Fig. 8). Formative or educational experiments form a special category of methods of psychological research and influence. Οʜᴎ allow you to directionally form the features of such mental processes as perception, attention, memory, thinking.

Procedure experiment consists in the directed creation or selection of such conditions that provide a reliable isolation of the studied factor, and in the registration of changes associated with its impact. Most often, in psychological and pedagogical experiments, they deal with 2 groups: experimental, which includes the studied factor, and control, in which it is absent. The experimenter, at his own discretion, can modify the conditions of the experiment and observe the consequences of such a change. This, in particular, makes it possible to find the most rational methods in educational work with students. For example, by changing the conditions for memorizing a particular educational material, it is possible to establish under what conditions memorization will be the fastest, strongest and most accurate. Conducting research under the same conditions with different subjects, the experimenter can establish age and individual characteristics the course of mental processes in each of them.

• Psychological and pedagogical experiments differ:
• according to the form of conduct;
• the number of variables;
• goals;
• the nature of the organization of the study.

According to the form of conduction, two basic types experiment - laboratory and natural. Laboratory experiment is carried out in specially organized artificial, conditions designed to ensure the purity of the results. To do this, side effects of all simultaneously occurring processes are eliminated. A laboratory experiment allows using recording instruments to accurately measure the time of the course of mental processes, for example, the speed of a person's reaction, the speed of the formation of educational, labor skills. It is used in cases where it is extremely important to obtain accurate and reliable indicators under strictly defined conditions. More limited use laboratory experiment in the study of manifestations of personality, character. On the one hand, the object of study here is complex and multifaceted, on the other hand, the well-known artificiality of the laboratory situation presents great difficulties. Investigating the manifestations of a personality in artificially created special conditions, in a private, limited situation, we do not always have reason to conclude that similar manifestations will be characteristic of the same personality in natural life circumstances. The artificiality of the experimental environment is a significant drawback of this method. It can lead to a violation of the natural course of the processes under study. For example, memorizing important and interesting educational material, in natural conditions the student achieves different results than when he is offered in normal conditions memorize experimental material that is not directly of interest to the child. For this reason, the laboratory experiment must be carefully organized and, if possible, combined with other, more natural methods. The data of the laboratory experiment are mainly of theoretical value; conclusions drawn on their basis can be extended to real life practice with known limitations (Milgram St., 2000; abstract). natural experiment . These shortcomings of the laboratory experiment are eliminated to some extent by organizing a natural experiment. This method was first proposed in 1910 ᴦ. A.F. Lazursky at the 1st All-Russian Congress on Experimental Pedagogy. A natural experiment is carried out under normal conditions within the framework of the activities familiar to the subjects, for example, training sessions or games. Often the situation created by the experimenter may remain outside the consciousness of the subjects; in this case, a positive factor for the study is the complete naturalness of their behavior. In other cases (for example, when teaching methods, school equipment, daily routine, etc.) are changed, the experimental situation is created openly, in such a way that the subjects themselves become participants in its creation. Such a study requires particularly careful planning and preparation. It makes sense to use it when the data needs to be obtained in an extremely short time and without interfering with the main activities of the subjects. Significant disadvantage natural experiment- the inevitable presence of uncontrolled interference, i.e. factors whose influence has not been established and should not be quantified. A.F. himself Lazursky expressed the essence of the natural experiment as follows: “In the natural-experimental study of personality, we do not use artificial methods, we do not perform experiments in artificial laboratory conditions, we do not isolate the child from the usual environment of his life, but experiment with the natural forms of the external environment. We study personality by life itself and therefore, all the influences of both the personality on the environment and the environment on the personality become accessible to examination. Here the experiment comes into play. We are not investigating individual mental processes, as is usually done (for example, memory is studied by memorizing meaningless syllables, attention - crossing out the icons on the tables), but we study both mental functions and the personality as a whole. At the same time, we use not artificial material, but school subjects" (Lazursky A.F., 1997; abstract). By the number of variables studied distinguish between one-dimensional and multidimensional experiments. One Dimensional Experiment involves the selection of one dependent and one independent variable in the study. It is most often implemented in laboratory experiment. Multivariate experiment . The natural experiment affirms the idea of ​​studying phenomena not in isolation, but in their interconnection and interdependence. For this reason, a multidimensional experiment is most often implemented here. It requires the simultaneous measurement of many accompanying features, the independence of which is not known in advance. Analysis of the links between the set of studied features, revealing the structure of these links, its dynamics under the influence of training and education is the main goal of a multidimensional experiment. The results of an experimental study often represent an unrevealed pattern, a stable dependence, but a series of more or less fully recorded empirical facts. Such, for example, are the descriptions of children's play activities obtained as a result of the experiment, experimental data on the influence on any activity of such a factor as the presence of other people and the associated motive for competition. These data, often of a descriptive nature, do not yet reveal the psychological mechanism of the phenomena and represent only more definite material, narrowing the further scope of the search. For this reason, the results of an experiment in pedagogy and psychology should often be considered as intermediate material and the initial basis for further research. research work(http://www.pirao.ru/strukt/lab_gr/l-teor-exp.html; see Laboratory of Theoretical and Experimental Problems of Developmental Psychology, PI RAE).

The main methods of educational psychology - the concept and types. Classification and features of the category "Basic methods of educational psychology" 2017, 2018.

The concept of "psyche".

1.4. The history of the emergence and development of psychology.

Psychology as a science

Psychology owes its name and origin to Greek mythology. The ancient Greeks called the human soul the term "psyche".

Psychology has long developed in line with philosophy. The word "psychology" first appeared in the 17th century in the work of the German philosopher Christian Wolff. Psychology emerged as an independent scientific discipline only at the beginning of the 19th century.

Psychology has come a long way of development, in which there has been a change in the understanding of the object, subject, tasks and goals.

Here are the main stages in the development of psychology as a science:

Stage 1- Psychology as the science of the soul.

Stage 2- 17th century psychology as the science of consciousness.

Stage 3-20th century psychology as a science of behavior. At this time, attention is also paid to the study of the unconscious part of the psyche.

Currently, psychology is a science that studies the laws of the emergence, development and manifestation of the human psyche. Psychology studies the world of subjective mental phenomena, processes and states, conscious and unconscious by the person himself. Each science has its own object, subject, tasks. The object is the carriers of those phenomena and processes that science investigates, and the subject is the specificity of the formation, development and manifestation of these phenomena. The peculiarity of psychology is that it seems to merge the object and subject of cognition. The fusion of the subject and object of psychology is explained by the fact that a person, with the help of the psyche, cognizes the world around him, and then, on the basis of this, his own psyche, the influence of this world on it. Subject of psychology: mental processes, states, properties.

The main task of psychology is to study the objective laws governing the functioning of mental phenomena as a reflection of objective reality.

At the same time, psychology sets itself a number of other tasks: to study the qualitative features of mental phenomena;

analyze the formation and development of mental phenomena in connection with the determinism of the psyche by the objective conditions of life and activity of people;

explores the physiological mechanisms underlying mental phenomena;

promotes the introduction of scientific knowledge of psychology into the practice of people's lives and activities.

The tasks that psychology solves led to the emergence and development of its specific branches. Branches of psychology: general psychology, social psychology, educational psychology, developmental psychology, engineering psychology, sports psychology, legal psychology, military psychology, medical psychology, psychology of personality, psychology of individual differences, psychology of religion, psychophysiology, labor psychology, aviation and space psychology, etc.

Psychology is interconnected with the following branches of scientific knowledge: philosophy, historical sciences, medical sciences, Social sciencies, labor sciences, pedagogical sciences, etc.

Psychology is a fairly young branch of knowledge and extremely promising, as it constantly expands its capabilities, responding to the demands of modern social and economic progress, which involves the improvement of people and their psyche.

Research methods in psychology and pedagogy

The strength of science depends largely on the perfection of its research methods.

Methods are the methods and techniques by which the researcher obtains reliable facts and information. A technique is a detail of a particular method.

In psychology and pedagogy, many methods are used to study personality.

Consider the basic, traditional methods of research, which are observation, conversation, questionnaire, tests, experiment.

Observation is a method of collecting information by directly perceiving the behavior of a person or a group of people in accordance with the purpose and objectives of the study. The following types of observation are distinguished: slice (short-term) and long-term, selective and continuous, included and third-party, standardized (a scheme is drawn up in advance, units of observation are defined) and free (there is no strict plan, only the object and situation of observation are determined). Another type of observation is self-observation (introspection is immersion in oneself).

Conversation is a method of collecting information in the process of personal communication with the subject, while the subject answers a series of questions. The main requirements for the conversation: draw up a program of conversation, establish contact with the subject - win him over, ask questions purposefully, proceed from the context of the conversation, do not ask questions in a suggestive or suggestive form, do not ask two questions at the same time.

An interview is a type of conversation, this is an oral survey according to a strict scheme (questions are usually prepared in advance).

Questionnaire - a written survey, a method of obtaining information based on specially prepared questions that make up the questionnaire. Questions can be open-ended (inviting a free answer) and closed (involving prepared answers). Hence the name of the questionnaires: open questionnaire, closed questionnaire.

Tests are methods of psychodiagnostic research that allow obtaining accurate information about the phenomenon being studied. Tests imply a clear procedure for collecting information (instructions are offered), its subsequent processing and interpretation. Types of tests: test questionnaire(based on a system of questions), test task (based on a number of tasks), projective test (addressed to the unconscious part of the psyche). Tests must be scientifically sound, reliable and valid.

Experiment-method collection of information, in which the researcher creates conditions in which a psychological fact is revealed. The experiment can be laboratory (in special laboratory conditions) and natural (at the place of study, work of people).

The concept of "psyche"

The brain is the organ that controls the mind. The psyche is a systemic quality of the brain, realized through multi-level functional systems of the brain, which are formed in a person in the process of life and mastering the historically established forms of activity and experience of mankind through their own vigorous activity.

The psyche is a property of highly organized living matter, which consists in the ability to reflect the surrounding objective world.

The psyche is a subjective image of objective reality.

The human psyche is qualitatively more high level than the psyche of animals is consciousness.

Human consciousness forms a unity of higher mental functions (thinking, memory, perception, etc.). Consciousness, the human mind developed in the process of labor activity. Thus, the material and spiritual culture of mankind is an objective form of the embodiment of achievements mental development humanity.

The psyche is diverse and complex in its manifestations. There are three groups of mental phenomena: mental processes, mental states, mental properties.

1. Mental processes - a dynamic reflection of reality in various forms of mental phenomena. Mental processes are caused by both external influences and irritations of the nervous system coming from the internal environment of the organism.

Mental processes are divided into: cognitive (memory, thinking, feeling, perception, imagination, speech, attention), emotional, volitional.

In mental activity various processes connected and constitute a single stream of consciousness, providing an adequate reflection of reality and the implementation various kinds activities.

2. Mental states - determined in given time a relatively stable level of mental activity, which manifests itself in increased or decreased activity of the individual. Mental states are of a reflex nature, they arise under the influence of the situation, physiological factors, and stimuli from the external environment.

Examples of mental states: emotional states, general mental state (attention, memory, etc.)

3. Mental properties - stable formations that provide a certain qualitative and quantitative level of human activity and behavior. Personality properties are diverse and they must be classified in accordance with the grouping of the mental process on the basis of which they are formed. From here it is possible to single out the properties of a person's intellectual activity (observation, flexibility of mind, etc.), volitional (decisiveness, perseverance, etc.), emotional (sensitivity, passion, etc.).

Mental properties are synthesized and represent the structural formations of the personality, which include:

Life position of the individual (orientation);

· Temperament;

· Capabilities;

· Character.

Each mental property of a person is formed gradually in the process of reflection and is fixed in practice.

LUGANSK VNU 2000

MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE
EAST UKRAINIAN NATIONAL UNIVERSITY

METHODOLOGICAL INSTRUCTIONS
TO PRACTICAL STUDIES IN THE DISCIPLINE
"FOUNDATIONS OF PSYCHOLOGY AND PEDAGOGY"
Topics 1-4
(for students of all specialties of full-time education)

U T V E R ZH D E N O
at a meeting of the department
psychology and pedagogy.

Minutes No. 1 dated 31.08.2000

Lugansk VNU 2000

UDC 159.9.072

Methodical instructions for practical exercises in the discipline: "Fundamentals of psychology and pedagogy" for students of all specialties of full-time education, topics 1-4 / Comp.: V.V. Tretyachenko, O.N. Zadorozhnaya, Yu.A. Bokhonkova. - Lugansk: Vostochnoukr. nat. un-ta, 2000. 52p.

Data guidelines are intended for use by students in preparation for practical classes in the discipline "Fundamentals of Psychology and Pedagogy". The instructions contain plans for practical classes, assignments for independent work, practical tasks and tests, lists of literary sources necessary for a deeper study of a particular topic, questions for self-control are offered.

Compiled by: V.V. Tretyachenko, prof.

O.N. Zadorozhnaya, assistant,

Yu.A. Bokhonkova, assistant.

Rep. for the release of O.N. Zadorozhna, assistant.

Reviewer S.D. Ivanova, Associate Professor.

Topic 1. SUBJECT AND METHODS OF PSYCHOLOGY AND PEDAGOGY

Target: gain theoretical knowledge on the topic, have an idea about the procedure and research techniques and methods for analyzing the results.

Lesson progress

1.1. The subject of psychology and pedagogy.

1.2. General concept about the psyche.

1.3. Principles, tasks, areas of psychology that are related to pedagogy.

1.4. Method, technique, methodology.

1.5. Classification of methods of psychological and pedagogical research (basic and auxiliary).

Note: to prepare for control work on the above questions.

2.1. The concept of method, methodology // Philosophical Encyclopedia. - G.: Soviet Encyclopedia. T.3 - S.408.

2.2. Vikova and pedagogical psychology / Ed. Gamezo M.V., Matyukhinoi M.V., Mikhalchik G.S. - K .: Nauk.dumka, 1984, pp. 14-25.

2.3. Piaget J. Experimental psychology (issue 2). - G.: Thought, 1956.

2.4. Lyublinskaya A.A. Child psychology. - G.: Progress, 1971, pp. 17-30 (section "Methods").

2.5. Rogovin M.S. Introduction to psychology. - G.: Nauka, 1969, p.147-162, p.169-179.

2.6. Workshop on General Psychology / Ed. Shcherbakova A.I. - M.: Nauka, 1979, p. 19-29 (Topic 27).

2.7. Gilbukh Yu.Z. Method psychological tests: essence and meaning // Questions of psychology. -1986. - No. 2, p.30-40.

2.8. Gurevich K.M. Modern psychological diagnostics: ways of development // Questions of psychology. - 1982. - No. 1.

2.9. Gurevich K.M. What is psychological diagnostics // Series "Knowledge" (pedagogy and psychology). -1985. - No. 4, p.10-14.

2.10. Dzhuzha N.F. Application of non-parametric statistics methods in psychological and pedagogical research // Questions of Psychology. - 1987. - No. 4, pp. 145-151.

2.11. Rutenberg D. Psychodiagnostics as a necessary component pedagogical excellence teachers // Questions of psychology. -1984. - No. 4, S. 149-152.

III. Pilot study

3.1. Eysenck's method for determining the type of temperament (performed in class).

3.2. Method "Are you a good psychologist?" (See Vereina L.V., Tretyachenko V.V., Fedorov V.G. Know yourself. - Lugansk: VUGU Publishing House, 1993, pp. 45-47.)

3.3. Methodology “Have you made a mistake in choosing your profession?” (See Vereina L.V., Tretyachenko V.V., Fedorov V.G. Know yourself. - Lugansk: VUGU Publishing House, 1993, p. 56-60.)

IV. Main literature

4.1. See item II for primary sources.

4.2. Abstract of lectures on this topic.

4.3. General psychology: Proc. For students of higher educational institutions / Ed. S.D. Maksimenko - K .: Forum, 2000. - 543 p.

4.4. Stolyarenko L.D. Fundamentals of psychology. - Rostov-on-Don: Phoenix, 1997.

4.5. Nemov R.S. Psychology: Textbook for higher. ped. textbook establishments. In 3 books. - 4th ed. - M.: Humanit. ed. center VLADOS, 2000. Book 1: General Basics psychology. -688 p.

4.6. Kharlamov I.F. Pedagogy: Proc. - 6th ed. - Minsk: Universitetskaya, 2000. - 560s.

BRIEF SUMMARY OF THE THEME

Basic concepts: psychology, pedagogy, education, psyche, consciousness, unconscious, reflection, principle, method, technique, methodology.

Problems explored by pedagogy

1. The study of the essence and patterns of development and formation of personality and their impact on education.

2. Determination of the goals of education.

3. Development of the content of education.

4. Research of methods of education.

General concept of the psyche

Psyche- a property of highly organized living beings that exists in various forms and a product of their vital activity, providing their orientation and activity (Glossary practical psychologist/ Ed. Golovina S.Yu.).

Psyche is an essential property of living things.

Psyche is the subjective imagination of the objective world.

Psyche is a systemic quality of the brain.

The mind of both humans and animals- this is the highest form of the relationship of living beings with the objective world, expressed in their ability to realize their impulses and act on the basis of information about it.

In a person, the psyche acquires a qualitatively new character due to the fact that its biological nature is transformed by socio-cultural factors, due to which an internal plan of life activity arises - consciousness, and the individual becomes a personality.

The psyche of both humans and animals includes many subjective phenomena.

Psychic Phenomena are the brain's responses to external ( environment) and internal (state of the organism) influences. At the same time, the human psyche manifests itself, forms and develops in its activity.

Psychology studies mental processes, mental states and mental properties of a person.

mental process- These are separate forms or types of mental activity. With the help of such, for example, as sensations and perceptions, attention and memory, imagination, thinking and speech, a person cognizes the world. Therefore they are often called cognitive processes.

Mental properties of personality- the most significant and stable mental characteristics of a person (his needs, interests, abilities, temperament, character, etc.). In other words, the quality of the mind, the emotional-volitional environment, fixed in the character, temperament, abilities and behavior of a person, is referred to the mental properties and characteristics of the personality.

mental states- this is a special characteristic of a person's mental activity for a certain period of time. They are caused by the external situation, well-being, individual characteristics of a person and affect his behavior over a certain period (for example, states of fatigue, irritability, activity, etc.).

The concept of "state" characterizes the statics of a phenomenon (as opposed to processes) and is determined by the manifestation of feelings (moods, affects) of attention, will, thinking, etc.

Mental properties, states and processes are closely interconnected and can pass one into another.

The highest form of the psyche, the result of social historical conditions formation of a person in the process of his labor activity, knowledge and communication is consciousness.

Unconscious- this is a set of mental processes, acts and states caused by various influences, in the influence of which a person is not aware of (Fig. 1).

Picture 1. The structure of the psyche

Figure 2 . Basic functions of the psyche

The problem of the emergence (genesis) of the psyche

"Anthropopsychism" (associated with the name of Descartes) - the emergence of the psyche is associated with the appearance of man, that is, the psyche exists only in man.

"Panpsychism" - the general spirituality of nature (Robinet, Fechner).

"Biopsychism" - the psyche - is not a property of any matter in general, but a property of only living matter (Hobbes, K. Bernard, Haeckel, Wundt).

"Neuropsychism" - the psyche - is not a property of any living matter, but only of those organisms that have nervous system(Darwin, Spencer, many modern physiologists and psychologists).

Each of these views cannot be accepted unconditionally.

The problem of the emergence of the psyche is still considered unresolved.

Principles of psychology

1. The principle of determinism.

2. Genetic principle.

3. Personal approach.

4. The relationship of personality and activity.

Main groups of methods

I. Organizational Methods

1.1. Comparative method (comparison of groups by age).

1.2. Longitudinal method (examination of the same persons over a long period of time).

1.3. Complex method (the study of the same objects in different ways in different sciences).

II. empirical methods.

2.1. observation.

2.2. Introspection.

2.3. Experimental methods (laboratory, natural, formative, ascertaining).

2.4. Psychodiagnostic methods (conversation, interview, survey, questioning, etc.).

2.5. biographical methods.

III. Data processing methods.

3.1. Quantitative (statistical).

3.2. Qualitative.

IV. Correction methods.

4.1. Autotraining.

4.2. Group training.

4.3. Education.

4.4. Ways of psychotherapeutic influence.

Basic Methods

1. Observation (external, internal, free, standardized, included, extraneous).

2. Experiment (laboratory, natural, experimental-genetic, ascertaining, forming).

Helper Methods

1. Survey (oral, written, free, standardized).

2. Psychological and pedagogical test (test questionnaire, test task, projective test).

3. Modeling (mathematical, logical, technical, cybernetic).

4. Psychological and pedagogical analysis of the process and products of activity (drawings, works, technical products, collections).

5. Sociological and pedagogical questionnaires.

6. Sociometry.

PRACTICAL TASK

Eysenck's technique(performed independently in class)

Instruction: You are asked several questions. Answer only "Yes" or "No" for each question. Don't waste time discussing questions: there can be no good or bad answers here, as this is not a test of intelligence.

QUESTIONS:

1. Do you often feel cravings for new experiences, for being distracted, for experiencing strong sensations?

2. Do you often feel that you need friends who can understand, encourage, sympathize with you?

3. Do you consider yourself a carefree person?

4. Is it very difficult for you to give up your intentions?

5. Do you think things over slowly and prefer to wait before acting?

6. Do you always keep your promises, even if it is not profitable for you?

7. Do you often have ups and downs in your mood?

8. Do you usually act and speak quickly?

9. Have you ever had the feeling that you are unhappy, although there was no serious reason for this?

10. Is it true that you are ready to decide on everything on a bet?

11. Do you feel embarrassed when you want to meet someone of the opposite sex that you like?

12. Do you ever lose your temper when you get angry?

13. Does it often happen that you act thoughtlessly, under the influence of the moment?

14. Do you often worry about the thought that you should not have done or said something?

15. Do you prefer reading books to meeting people?

16. Are you easily offended?

17. Do you like to be in the company often?

18. Do you have thoughts that you would not like to share with others?

19. Is it true that sometimes you are so full of energy that everything is on fire in your hands, and sometimes you feel tired?

20. Do you try to limit your circle of acquaintances to a small number of your closest friends?

21. Do you dream a lot?

22. When someone yells at you, do you respond in kind?

23. Do you consider all your habits to be good?

24. Do you often feel like you are to blame for something?

25. Are you sometimes able to give vent to your feelings and carefree fun in a fun company?

26. Is it possible to say that your nerves are often stretched to the limit?

27. Are you reputed to be a lively and cheerful person?

28. After a job is done, how often do you mentally return to it and think that you could have done better?

29. Do you feel restless being in a big company?

30. Do you ever spread rumors?

31. Does it happen that you can’t sleep because different thoughts come into your head?

32. If you want to know something, do you prefer to find it in a book or ask your friends?

33. Do you have a strong heartbeat?

34. Do you like work that requires concentration?

35. Do you have bouts of trembling?

36. Do you always tell the truth?

37. Do you find it unpleasant to be in a company where they make fun of each other?

38. Are you irritable?

39. Do you like work that requires speed?

40. Is it true that you are often haunted by thoughts of various troubles and horrors that could happen, although everything ended well?

41. Is it true that you are slow in your movements and somewhat slow?

42. Are you ever late for work or meeting someone?

43. Do you often have nightmares?

44. Is it true that you like to talk so much that you do not miss any opportunity to talk with a new person?

45. Do you suffer from any pain?

46. ​​Would you be upset if you could not see your friends for a long time?

47. Are you a nervous person?

48. Are there any among your acquaintances that you clearly do not like?

49. Are you a confident person?

50. Are you easily offended by criticism of your shortcomings or your work?

51. Do you find it difficult to really enjoy events that involve a lot of people?

52. Are you bothered by the feeling that you are somehow worse than others?

53. Would you be able to spice up a boring company?

54. Do you sometimes talk about things that you do not understand at all?

55. Do you worry about your health?

56. Do you like to play pranks on others?

57. Do you suffer from insomnia?

Results processing:

EXTRAVERSION - is the sum of the answers "yes" in questions: 1, 3, 8, 10, 13, 17, 22, 25, 27, 39, 44, 46, 49, 53, 56
and “no” answers in questions 5, 15, 20, 29, 32, 37, 41, 51.

If the total score is 0-10, then you are an introvert, closed within yourself.

If 15-24, then you are an extrovert, sociable, turned to the outside world.

If 11-14, then you are an ambivert, communicate when you need it.

NEUROTISM - is the number of answers "yes" in questions 2, 4, 7, 9, 11, 14, 16, 19, 21, 23, 26, 28, 31, 33, 35, 38, 40, 43, 45, 47, 50, 52, 55, 57

If the number of “yes” answers is 0-10, then you are emotionally stable.

If 11-16, then you are emotionally impressionable.

If 17-22, then you have some signs of looseness of the nervous system.

If 23-24, then you have neuroticism, bordering on pathology, a breakdown, neurosis is possible.

FALSE - is the sum of the points of the answers "yes" in questions 12,13,30,42,48,54.

If the dialed number is 0-3 - the norm of human lies, the answers can be trusted.

If 4-5, then it is doubtful.

If 6-9, then the answers are unreliable.

If the answers can be trusted, then a graph is built based on the data received.

SANGUINE-EXTRAVERT: stable personality, social, directed to the outside world, sociable, sometimes talkative, carefree, cheerful, loves leadership, many friends, cheerful.

CHOLERIC-EXTRAVERT: unstable personality, touchy, excited, unrestrained, aggressive, impulsive, optimistic, active, but performance and mood are unstable, cyclical. In a situation of stress - a tendency to hysterical-psychopathic reactions.

PHEGMATIC-INTROVERT: stable personality, slow, calm, passive, imperturbable, cautious, thoughtful, peaceful, restrained, reliable, calm in relationships, able to withstand long-term adversity without disruption of health and mood.

MELANCHOLIC-INTROVERT: unstable personality, anxious, pessimistic, very restrained outwardly, but sensitive and emotional inside, intellectual, prone to reflection. In a stressful situation - a tendency to internal anxiety, depression, breakdown or deterioration in performance (rabbit stress).

Questions for self-examination

1. What is the subject of psychology as a science?

2. What is the subject of pedagogy as a science?

3. List and give brief description basic views on the psyche and its role.

4. List the main functions of the psyche?

5. Name the tasks of psychology in relation to pedagogy.

6. Define the concepts: "method", "technique", "methodology".

7. What research methods are used in psychology and pedagogy?

Topic 2. PERSONALITY

Target: familiarize yourself with the topic and diagnostic methods for the study structural components personality.

Lesson progress

I. Questions for self-study

1.1. Individual, personality, individuality.

1.2. The concept of personality as a set of social relations.

1.3. Formation and development of personality. Socialization of the individual.

1.4. The structure of personality.

1.5. Personal activity. Freudian and neo-Freudian concepts of activity.

1.6. Perspectives on personality and frustration.

1.7. Personality and activity.

Note: prepare for a test on this topic.

II. Prepare an abstract for one of the papers:

2.1. Dodonov B.I. About the system "Personality" // Questions of psychology. - 1985. - No. 5, pp. 36-45.

2.2. Kovalev A.G. Psychology of Personality. –M.: Enlightenment, 1970.

2.3. Petrovsky A.V. Possibilities and ways of constructing a general psychological theory of personality // Questions of Psychology. - 1987. - No. 4, pp. 30-45.

2.4. Krupnov A.I. Psychological problems of human activity research // Questions of psychology. - 1984. - No. 3, pp. 25-33.

2.5. Petrovsky A.V. Problems of personality development from the standpoint of social psychology // Questions of psychology. - 1984. - No. 4, pp. 15-29.

2.6. Feldstein D.I. Psychological patterns of personality development and the solution of actual problems of education // Questions of psychology. - 1984. - No. 2, pp. 43-51.

2.7. Leontiev A.N. Activity. Consciousness. Personality. –M.: Knowledge, 1977, p. 159-206.

2.8. Leontiev A.N. Activity. Consciousness. Personality // Reader "Psychology of Personality". - M .: Publishing House of Moscow State University, 1982, pp. 20-28.

2.9. Rubinshtein S.L. Theoretical questions of psychology and the problem of personality // Reader "Psychology of Personality". -M.: Publishing House of Moscow State University, 1982, pp. 28-35.

2.10. Myasishchev V.N. The structure of personality and the attitude of a person to reality // Reader "Psychology of Personality". -M.: Publishing House of Moscow State University, 1982, p.35-39.

2.11. Ananiev B.G. Some traits psychological structure personality // Reader "Psychology of Personality". -M.: Publishing House of Moscow State University, 1982, pp. 39-42.

III. Experimental study.

3.1. Psychogeometric test (performed independently in class).

3.2. Method "How are you laughing?" (See Know Thyself, pp. 10-11).

3.3. Method "What is your character?" (See Know Thyself, pp. 63-68).

BRIEF SUMMARY OF THE THEME.

Basic concepts: individual, personality, individuality, personality structure, ontogenesis, phylogeny, personality activity, frustration, orientation, social experience, driving forces of development.

"The people, and the slave, and the ruler - all recognize that the highest happiness can only be found in the individual"

Johann Goethe

Personality structure

Personality structure- a holistic systemic formation, a set of socially significant mental properties, relationships and actions of an individual that have developed in the process of ontogenesis and determine his appeals as a conscious subject of activity and communication.

Self-esteem- assessment by the individual of himself, his capabilities, qualities and place among other people. It is one of the most important processes in the mechanism of self-government.

Claim level- the level of a person's desire to achieve something, to own something, to get something, to exercise rights to something.

There are various views on the structure of personality

The theory of the biological and social in the structure of personality

1. Biological: endopsychic - expresses the internal interdependence of mental elements and functions. The internal mechanism of the personality, identified from the neuropsychic organization of a person (susceptibility, features of thinking, memory, imagination, viability for volitional effort, impulsiveness, etc.) has a natural basis.

2. Social: exopsyche - is determined by the attitude of the individual to the external environment - to the entire sphere of what opposes the individual and to which the individual can relate in one way or another (the system of relationships between the individual and his experience, that is, interests, inclinations, ideals, feelings, knowledge and etc.) - determined by social factors.

The theory of three components in the structure of personality

1. The structure of the personality includes a systemic organization of its individuality, an intra-individual (intra-individual) a subsystem represented in the structure of temperament, character, abilities of a person.

2. The personality in the system of its "actual relations" finds its own special being, which differs from the bodily being of the individual, and therefore one of the characteristics of the structure of the personality should be sought in the "space" outside the limitations of the body of the individual, which constitutes the interindividual (interdividual) personality subsystem.

3. The personality is taken out beyond the limits of the body of the individual and moves beyond the limits of his cash, existing "here and now" connections with other individuals ("contributions" to other people through his activities). All this constitutes the third subsystem of personality - meta-individual (supra-individual).

Personality structure according to Z. Freud:

1. "It" (id) - localized in the unconscious of the initial instincts and drives (nutrition, sexuality, avoidance of danger and death), which strive for immediate satisfaction of desires, regardless of the relationship of the subject and objective reality and is absolutely illogical and immoral. The two main innate instincts are eros (libido) and thanatos (death and destruction drive).

2. "I" (ego) - the consciousness and self-awareness of the individual, carrying the functions of perception, evaluation and understanding outside world and adaptation to it in accordance with the principles of reality and rationality.

3. "Super-I" (superego) - the highest authority in the structure of the spiritual life of a person, which is formed in the process of assimilation of the norms and values ​​of culture, acting as an internal censor and guided by the principles of conscience and duty, the requirements of morality.

Personality structure according to K.K. Platonov

2. Component of experience (knowledge, skill, habits).

3. Composite forms of reflection (covers the individual characteristics of mental processes that are formed in the process of social life).

4. The biologically determined side of the mental functions of the individual (combines the typological properties of the individual, gender and age characteristics).

Personalization- the process and result of the reflection of the subject in other people, its ideal representation and continuation in them.

Personality and activities

The activities of people are diverse, but at the same time it can be reduced to three main types: educational, gaming, labor.

Labor- the main activity - results in the creation of a socially useful product.

Educational- a specific human activity that has as its goal learning.

gaming- a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, in subjects of science and culture.

Activity Components:

- perceptual, associated with sensations and perception;

- mnemonic- memorization and reproduction of information;

- thoughtful– solution of problems arising in the course of activities;

- imaginative– generation of various ideas, projects, technologies;

- motor– implementation of ideas in diagrams, drawings, etc.

PRACTICAL TASK

Methodology "Psychogeometric test"

From the figures below, choose the one that you like the most.

SQUARE - diligence, diligence, the need to bring the work begun to the end, perseverance, which allows you to achieve completion of the work - this is what the famous true squares are. Endurance, patience and method usually make Squares highly qualified specialists in their field. A square loves a routine once and for all: everything should be in its place and happen in its time. The ideal of the Square is a planned, foreseen life, he does not like "surprises" and changes in the usual course of events.

RECTANGLE - a temporary form of personality that can be worn by other persistent figures at certain periods of life. These are people who are dissatisfied with the way of life that they lead now, and therefore are busy looking for better position. Therefore, the main qualities of the rectangle are curiosity, curiosity, a keen interest in everything that happens and courage. They are open to new ideas, values, ways of thinking and living, they easily learn everything new.

TRIANGLE - this figure symbolizes leadership. The most salient feature true Triangle - the ability to concentrate on the main goal. Triangles - energetic, unstoppable, strong personalities who set clear goals for themselves and, as a rule, achieve them. They are ambitious and pragmatic, able to convey to senior management the significance of their own work and the work of their subordinates. A strong need to be right and to control the state of affairs makes the Triangle a person who is constantly competing, competing with others.

CIRCLE - the most benevolent of the five figures. She has a high sensitivity, developed empathy, the ability to sympathize, respond emotionally to the experience of another person, feel someone else's joy and feel someone else's pain as her own. The circle is happy when everyone gets along with each other. Therefore, when he has a conflict with someone, it is most likely that the Circle will give in first. He tries to find common ground even in opposing points of view.

ZIGZAG - a figure that symbolizes creativity. Combining various ideas and creating something new, original on the basis of this - that's what Zigzags like. They are never satisfied with the way things are done now or have been done in the past. Zigzag is the most enthusiastic, the most excitable of the five signs. When he has a new and interesting idea, he is ready to tell it to the whole world! Zigzags are tireless preachers of their ideas and are able to captivate many with them.

Questions for self-examination

1. What unites and what distinguishes one from the other concepts of "man", "personality", "individuality", "individual"?

2. What affects the social essence of the individual?

3. What in a person is due to its biological structure?

4. What is the structure of personality?

5. How does the socialization of the individual proceed? What influences the formation of personality?

6. What is the orientation of the personality?

7. How are self-esteem and the level of claims related?

8. What is the source and driving force of personality development?

9. Can a person with adequate self-esteem experience a state of frustration? Justify the answer.

Topic 3. Motivational-need
SPHERE OF PERSONALITY

Target: to deepen the theoretical knowledge of individual psychological properties of the personality, to master the methods of diagnosing the motivational-need sphere of the personality.

Lesson progress

I. Questions for self-study:

1.1. The concept of need. Types of needs.

1.2. The concept of motive, incentive.

1.4. Motivation, its influence on success learning activities.

1.5. Professional motivation

Note: prepare for independent work .

II. Make an annotation for one of the works:

2.1. Leontiev A.N. Individual and personality. - G.: Nauka, 1982, p. 140-146.

2.2. Rubinshtein S.L. Personal orientation. -M.: Pedagogy, 1976, p. 152-155.

2.3. Kon I.S. Permanence of personality: myth or reality? -M.: Politizdat, 1978, p. 161-169.

2.4. Petrovsky A.V. Be a person. -M.: Politizdat, 1982, p. 155-161.

2.5. Reader in psychology / Ed. Petrovsky A.V. -M.: Publishing House of Moscow State University, 1977 (one of the works on the topic).

2.6. Psychology of Personality. Texts. -M.: Publishing House of Moscow State University, 1982 (one of the works on the topic).

2.7. Ananiev B.G. Selected psychological works. -M.: Pedagogy, 1980, T1.

2.8. Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities - St. Petersburg: Publishing house "Peter", 2000. -S.183-188.

III. Experimental study:

3.1. Methodology "Orientation of personality" (performed in class under the guidance of a teacher).

3.2. EOR methodology (motivation for success, failure) - is performed independently by students (see the practical task at the end of the topic).

3.3. E.A. Klimova's differential-diagnostic opus - is carried out independently by students (see the practical task at the end of the topic).

BRIEF SUMMARY OF THE THEME

Basic concepts: need motive, stimulus, orientation, self-actualization, activity, motivation, professional motivation.

The motivational sphere of a personality is a set of stable motives that have a certain hierarchy and express the orientation of the personality.

The concept of motive, incentive

motives- these are motives for one or another type of activity (activity, communication, behavior) associated with the satisfaction of a certain need.

Stimulus(from the Latin stimulus - a pointed stick that drove animals, a goad) - an influence that determines the dynamics of the individual's mental states (denoted as a reaction) and related to it as a cause to an effect.

Motives differ from one another in the type of manifested needs, the forms they take, the specific content of the activity in which they are realized (motives for labor, educational activities).

Conscious motives- a person is aware of what motivates him to activity, what is the content of his needs (interests, beliefs, aspirations).

Unconscious motives- a person is not aware of what motivates him to activity (attitudes and drives).

The motive is always, one way or another, connected with the processes of cognition: perception, thinking, memory and language.

A motive is an object that meets an actual need, that is, acts as a way to satisfy it and organize it, directs behavior in a certain way (according to A.N. Leontiev).

A perceived need becomes a motive for behavior. IN general view motive is a reflection of need.

The set of persistent motives that guide the activity of the individual and are relatively independent of the existing situations is called personality orientation.

The orientation of the individual is always socially conditioned and is formed through education.

Personal orientation

Orientation- these are attitudes that have become personality traits.

Personality setting- this is an occupied position, which consists in a certain attitude towards the goals or tasks that are worthwhile and is expressed in selective mobilization and readiness for activities aimed at their implementation.

Orientation includes several related hierarchical forms: drives, desires, interests, aspirations, inclinations, ideals, worldviews, beliefs.

attraction- the most primitive biological form of orientation.

Wish- a conscious need and attraction to something quite specific.

Pursuit- arises when the volitional component is included in the structure of desire.

Interest- cognitive form of focus on objects.

inclination- arises when an act of will is included in the interest.

Ideal- the objective goal of the propensity specified in the image or representation.

outlook- a system of philosophical, aesthetic, natural science and other views on the world around.

Belief- the highest form of orientation is a system of motives of the individual, prompting him to act in accordance with his views, principles, worldview.

Characteristics of interests

Interests®	Emotional manifestations of human cognitive needs, they express the motivating power of significant objects of activity.
Content: interests are characterized by a certain direction. It is possible to define material, socio-political, professional, cognitive, aesthetic, etc.
	Target: interest is direct and indirect. Direct is an interest in the process itself Mediated is an interest in the results of the activity.
	Latitude: interests can be concentrated in one area or distributed between them
	Sustainability: characterized by different duration and safety. The stability of interests is expressed in the duration of preservation.

Distinguish direction:

On interaction;

To the task (business orientation);

On yourself (personal orientation).

Professional motivation

The problem associated with studying the attitude of students to their chosen profession combines a number of issues:

1. Satisfaction with the profession.

2. Dynamics of satisfaction from course to course.

3. Factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential-psychological, including gender and age.

4. Problems of professional motivation, or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession.

Occupation types

The Place of the Formative Experiment in the System of Research Methods in Educational Psychology

A method of research is a method of studying an object. Depending on the level of scientific knowledge - theoretical or empirical - methods are defined as theoretical or empirical. In educational psychology, mainly empirical methods are used.

Educational psychology uses all the methods that are in the arsenal of other branches of psychology (human psychology, developmental psychology, social psychology, etc.): observation, survey, experiment, etc., but their application is modified taking into account the conditions of the pedagogical process. For example, observation as a general psychological method in educational psychology required a transformation not only in the goals, the program of observations, but also in the techniques for its implementation.

The specificity of the methods of educational psychology is determined by the fact that psychological research in educational psychology is aimed at:

Search for driving forces and disclosure of patterns of the dynamic process of development and formation of psychological states, processes and properties of a person,

Establishing the dependence of these phenomena on the conditions of communication, activity, training and education of a person.

Except common methods in educational psychology there are still special methods. These include, for example, a psychological and pedagogical experiment and a special psychological and pedagogical testing designed to determine the degree of learning and upbringing of the child.

Analyzing research methods, B.G. Ananiev identifies four groups of them (Fig. 1):

Fig.1.

1) organizational methods(comparative, longitudinal (traces the formation, development of the phenomenon under study for several years), complex);

2) empirical, which includes: a) observational methods (observation and self-observation); b) experimental methods(laboratory, field, natural, formative or, according to B.G. Ananiev, psychological and pedagogical); c) psychodiagnostic methods (standardized and projective tests, questionnaires, sociometry, interviews and conversation); d) praksimetric methods, according to B.G. Ananiev, techniques for analyzing processes and products of activity (chronometry, cyclography, professographic description, evaluation of work); e) modeling method (mathematical, cybernetic, etc.); f) biographical methods (analysis of facts, dates, events, evidence of a person's life);

3) data processing, which includes methods of quantitative (mathematical and statistical) and qualitative analysis;

4) interpretive methods, including the genetic and structural method.

Pedagogical psychology has the main arsenal of such scientific methods as observation, conversation, questioning, experiment, analysis of products of activity (creativity), testing, sociometry, etc. practical activities for each individual teacher, the main ones are observation and conversation, followed by an analysis of the products of the students' educational activities.

Observation- the main, most common in educational psychology (and in pedagogical practice in general) empirical method of purposeful systematic study of a person. The observed does not know that he is an object of observation, which can be continuous or selective - with fixation, for example, of the entire course of the lesson or the behavior of only one or several students. Based on the observation, an expert assessment can be given. The results of the observation are recorded in special protocols, where the name of the observed (observed), date, time and purpose are noted. Protocol data are subjected to qualitative and quantitative processing.

Observation must meet a number of requirements: a clearly defined goal and a developed scheme of observations; objectivity of observation, systematic observation, observation of the natural behavior of the child (the child should not know that an adult is watching him, otherwise his behavior will change).

Conversation- widely used in educational psychology empirical method of obtaining information (information) about the student in communication with him, as a result of his answers to targeted questions. Conversation - direct communication with the subjects using pre-conceived questions. It involves the establishment of two-way contact, during which the interests of children, their ideas, attitudes, feelings, assessments and positions are revealed. A conversation can be an independent method of studying a person, or it can be auxiliary, for example, preliminary to an experiment, therapy, etc.

Experiment-- central empirical method scientific research widely used in educational psychology. It is one of the most reliable methods for obtaining information about the behavior and psychology of the child. The essence of the experiment is that in the process of research, the processes of interest to the researcher are evoked in the child and the conditions necessary and sufficient for the manifestation of these processes are created.

According to the form of conduct, they distinguish laboratory(under special conditions, with equipment, etc.) and natural experiment, carried out under normal conditions of study, life, work, but with their special organization, the influence of which is being studied.

Because a natural experiment is carried out in the conditions of the activity familiar to the test subject (in the classroom, in the game), then the teacher can widely use this method in his work. In particular, by changing the forms and methods of teaching, it is possible to identify how they affect the assimilation of the material, the features of its understanding and memorization. Such well-known teachers in our country as V.A. Sukhomlinsky, A.S. Makarenko, Sh.A. Amonashvili, V.F. Shatalov, E.A. Yamburg and others have achieved high results in the education and upbringing of children through experimentation, the creation of innovative platforms in education.

By goals holding allocate ascertaining and forming experiment. The purpose of the ascertaining experiment is to measure the current level of development (for example, the level of development of abstract-logical thinking, the degree of formation of moral ideas). In this case, tests are a kind of ascertaining experiment. The data obtained form the basis of such a form of natural experiment as formative experiment, which aimed at active transformation, development of certain aspects of the psyche.

Its distinctive feature is a purposeful formative impact on a student or teacher in accordance with the research hypothesis. In the course of it, changes in the level of knowledge, skills, attitudes, values, in the level of mental and personal development students under targeted teaching and upbringing influence.

For pedagogical psychology, this special version of the natural experiment - formative (training) - is very important. In the experiment as a research method, the subject is not aware of its purpose. The experimenter, on the other hand, not only determines the purpose of the study and puts forward a hypothesis, but can also change the conditions and forms of the study. The results of the experiment are strictly and accurately recorded in special protocols, where the name of the subject, the necessary information about him, date, time, and purpose are noted. Experimental data are processed quantitatively (factorial, correlation analysis, etc.), subjected to qualitative interpretation. The experiment can be individual, group, short-term or long-term.

Pedagogical process provides great opportunities to use product analysis- a method of studying a person through the analysis (interpretation) of the products of his activity (drawings, drawings, music, compositions, notebooks, diaries), because in this process the materialization of mental capabilities, both of the student and the teacher, is carried out.

Increasingly widespread in educational psychology is test method.

Test(English test - test, test, check) - a standardized, often time-limited test designed to establish quantitative or qualitative individual psychological differences.

Test classifications:

1) according to the features of the test tasks used for verbal tests and practical tests;

2) according to the forms of the examination procedure - for group and individual tests;

3) by focus - on intelligence tests and personality tests;

4) depending on the presence or absence of time limits - for speed tests and performance tests;

5) tests also differ in design principles, for example, in recent decades computer tests are being actively developed.

The use of testing in educational psychology is a responsible, ethical, highly professional matter that requires special training.

Pedagogical psychology: teaching aid

SECTION 1

2 METHODOLOGY AND METHODS OF PEDAGOGICAL PSYCHOLOGY

2.2. Methods of educational psychology

Methods of educational psychology can be considered in the system of various classifications. Today, the classifications of the methods of S. L. Rubinshtein, B. G. Ananiev, and some other researchers are widely known. So, S. L. Rubinshtein singled out the main methods and auxiliary ones. In pedagogical psychology, the main methods are pedagogical observation and psychological and pedagogical experiment. Auxiliary are, for example, psychological and pedagogical conversation, comparative and genetic methods of research, methodological technique - the study of the products of the activities of pupils and students.

B. G. Ananiev in his work "On methods modern psychology"To organize research in educational psychology, he proposed a convenient classification that reflects the main steps in the deployment and conduct of research work. In this classification, he distinguishes four groups of methods:

1) organizational;

2) empirical;

3) statistical data processing;

4) interpretive.

Organizational Methods are closely related to the definition of the purpose, structure and procedure of the study, the selection of its methodological composition and preparation.

The following organizational methods are distinguished: comparative-slicing; longitudinal; complex.

The comparative-sectional method consists in determining the dynamics of the mental phenomenon that is being studied in the conditions of an organized pedagogical environment. Time-spatial boundaries are chosen arbitrarily here. It is possible to compare the results of actogenesis of a certain mental function, for example, attention to writing in a group of students elementary school under the influence of a new methodological technique, for example, cross-evaluation, with indicators of the control group junior schoolchildren where this technique does not apply. The discrepancy between the indicators will testify to the level of effectiveness of the developed methodological tool obtained through the use of the comparative-sectional method. In the same way, it is possible to assess age-related differences in the development of certain mental functions of children in the context of the introduction of a new pedagogical technology. So, one of the features of children's thinking, which was discovered and described by the famous Swiss psychologist Jean Piaget (1896-1980), is well known as the phenomenon of non-conservation of quantity. The essence of the latter lies in the orientation of the child to change the level indicators of the liquid when it is poured from a vessel with a wide bottom into a narrow vessel and high school. Noticing an increase in the water level in the second case, the child says that it is getting bigger. The described phenomenon disappears under the conditions of traditional education at the limit of 10-12 years, and with the introduction of the Elkonin-Davydov developmental education system, which from the first days of education introduces students to the concept of a degree and its various standards, children already at 6-7 years old correctly evaluate in the experiment the invariability of the volume of the liquid, focusing on the appropriate standard. It is clear that in order to compare the results of traditional and experimental training, it is not at all necessary to wait several years. The advantage of the comparative-slicing method is the undoubted gain in time when implementing this strategy. Its disadvantage is the leveling of individual differences in the development of the subjects of a certain group due to the focus on significant group differences.

If, under the conditions of the introduction of the comparative-slicing method, qualitatively different objects are compared with each other according to a certain set of features, then the longitudinal strategy obliges the researcher to record changes in one object at different points in its temporal dynamics.

Longitudinal method- this is an individual monograph on the course of development of a human individual under certain pedagogical conditions, or monitoring the effectiveness of the influence of certain conditions of the developmental and educational environment. The productivity of a longitudinal study is provided by two main points. This is its duration (the longer, the more significant the results) and the content characteristics of the periods are being studied. The latter is primarily due to the number of variables that are recorded in the study. These requirements were met by one of the first and longest-running Longuetudes in psychology, which was introduced in 1929 by the Felz Institute in America. A group of individuals in this study were regularly examined from birth to 14 years of age for 27 parameters, and then after 10 years they were examined again. These studies are summarized in the book by J. Kagan and G. Moss "From Birth to Maturity: A Study in Mental Development".

According to the conditions of application of the longitudinal method, individual differences in the indicators of the development of the sample stand out in relief, the variability or stability of individual personal qualities test subjects. In Ukraine, in 1970 - 1980, under the leadership of Academician A.V. Kirichuk, one of the longest longuetudes was held for 11 years former USSR. As a result of this study, it was found that the status of the child in the peer group of preschool and junior school age is not as dynamic as traditionally considered in psychological and pedagogical science.

The complex method aims to establish connections and dependencies between various kinds of phenomena (physical, physiological, mental and social development of the individual). The idea of ​​complexity in history domestic psychology has deep roots. The founder of modern pedagogical psychology, an outstanding Ukrainian teacher K. D. Ushinsky back in the middle of the 19th century. called on scientists to create pedagogical anthropology as integrated science about the development of the human individual. At the international level, this idea was actively supported by the American psychologist Stand Hall, who in 1904 lamented the creation of a new complex science of child development - pedology. This science should deal with the physical, mental and social development of the child in specially organized pedagogical conditions. Famous domestic researchers of child psychology L. S. Vygotsky, P. P. Blonsky and others called themselves pedologists. In 1907, V. M. Bekhterev founded the Institute of Pedology in Russia. In the 1920s in Petrograd, he implemented the idea of ​​complex research through the creation of a whole system of research institutions, each of which, in a certain aspect, studied the features of human ontogenesis. Among these institutions are such as the Brain Institute, Children's Research institute, Medical and Educational Institute, Institute of Social Education and Vocational Consulting Bureau. Over time, they all united into the State Psychoneurological Academy. Later, By were worthy followers of V. M. Bekhterev. G. Ananiev and V. S. Merlin. The latter is known in psychology as the founder of a systematic approach to the ontogeny of integral individuality. A textbook in psychological science was also conducted under the guidance of B. G. Ananiev in the late 1960s and early 70s, a comprehensive longitudinal study of students, in which their anthropometric and physiological indicators, academic performance, self-esteem, motivation, etc. .d.

It should be noted that under the conditions of using the longitudinal and complex methods, the risk of an increase in individual differences in indicators remains, in contrast to the comparative-sectional method, where, on the contrary, they are leveled. Such features should be kept in mind when using these methods as certain limitations in their application.

empirical methods receiving scientific information subdivided into observation, experiment, polling and praxometric methods, each of which has certain varieties. This group of methods should also include the synthetic method of research, which is widespread today in practical educational psychology. Relatively new empirical methods in this area of ​​psychological and pedagogical science are psychological counseling and psycho-correction, which are qualified as methods of influence.

Observation is a method of collecting empirical information, which is used in conditions natural for the object of study, without interfering with the course of its activity. In pedagogical psychology, it is most often called pedagogical observation, which clearly outlines the subject of observation. Here we distinguish between objective observation and self-observation, each of which can be both direct and indirect. The improvement of mediated observation follows the path of improvement of the technique that is used in it. In the case of self-observation, the mediating factors are the diaries of the object of study, memoirs and other author's sources reflecting the events of his life. Direct self-observation and oral self-report and self-analysis about it is a typical scheme of the oldest modification of observation in psychology, which is called introspection. Requirements for the organization of pedagogical observation may be different depending on the nature of the phenomenon being studied, the age of the child and the chosen research strategy. It can be either continuous (multidirectional) or selective. In any case, well-organized psychological and pedagogical observation is distinguished by purposefulness and analyticity, due to the specifics of interest in the object of study, as well as its systematic and comprehensive nature.

An experiment is a method of studying a mental phenomenon, the conditions for the manifestation and development of which are created artificially. The classical experimental design requires the presence of independent and dependent variables. For pedagogical psychology, the independent variable is the conditions for the upbringing and education of the child, and the dependent variable is the patterns and features of the course of mental processes, the development of which is aimed at pedagogical activity.

According to the spatial dimension, experiments in pedagogical psychology are divided into laboratory, chamber and natural. A laboratory experiment is rarely used, since the lack of developed adaptive mechanisms in a child does not allow her to quickly and effectively adapt to new laboratory conditions for her. And as a result, the researcher receives significant violations of the reliability of information about the object of study. The chamber experiment (proposed by A.A. Lyublinskaya) partially eliminates this problem through the requirement to conduct an experimental examination of the child in a room where the influence of factors that distract her is minimized. Most often in pedagogical psychology, a natural, or psychological-pedagogical experiment is used. Its author - O.F. Lazursky (1874-1917) - back in 1910, at the congress of experimental pedagogy, reported on a research method that combined the advantages of observation and experiment and eliminated the shortcomings of each of them. According to the method of A.F. Lazursky, the subject is placed in pre-prepared, but familiar conditions, where information is collected about the characteristics of his behavior. For example, a specially trained teacher can, as part of the study of the characteristics of thinking, introduce educational process certain experimental tasks and in an acceptable way to fix the features of their solution by students. So the researcher acquires the ability to register the changes caused in the behavior of the child, which operates in natural conditions. living environment.

According to the degree of intervention in the object of study, psychological and pedagogical experiments are divided into ascertaining and forming. Ascertaining experiments provide for obtaining information about the current state of the object. As part of a formative experiment, the purpose of the study is taken to be caused by the actogenesis of its specific mental function. If these are cognitive functions, then we are talking about a learning experiment, and if the personal formations of the experimental are formed experimentally, such an experiment is called educational. Each of these experiments can be both individual and group.

The peculiarity of the organization of the experiment in educational psychology reflects a number of requirements, which are the tougher, the smaller the child, they can be formulated as follows:

short duration of the experimental procedure;

the attractiveness of the activity that the child must perform in the experiment;

ease of mastering by the formal side of the activity envisaged by the experiment;

The opportunity for the child to complete each experimental task success or visibility.

Depending on the tasks set, experiments can be research and testing. If the task of the study contains the need to obtain a qualitative and quantitative characteristic of a mental phenomenon, then such an experiment is called a research experiment. In the case when it is important to obtain data for the psychological characteristics of an individual in order to examine its condition, counseling or corrective work, it is about a test experiment or test.

A test (translated from English is interpreted as a test, check, test) is a standardized, often time-limited test to establish quantitative and qualitative individual psychological differences between people. The main difference between tests and other empirical methods of research in psychology is the presence of clear pre-established norms with which the results of a particular study are compared before its interpretation. Further work provides for the transfer of the characteristics of the mental functions of the group, the norms of which corresponds to the result obtained, to the object of study.

In psychological and pedagogical practice, tests have been known since 1896, when the French psychologist A. Binet proposed for use a new type of experiment, which he called synthetic. It was a battery of tests, each consisting of several test items aimed at the study of memory, imagination, perception, suggestibility, willpower, dexterity and aesthetic feelings of the child. In 1904, A. Binet with the doctor T. Simon received from the French Ministry of Education the task of developing methodological support that would help to separate children with congenital mental defects from those capable of learning, but lazy, and, thus, select a contingent for schools of specialized education . The results of their work was the world-famous Binet-Simon scale - a battery of tests, which was based on an understanding of the possibility of highlighting not only the chronological, but also the psychological age of the child on the basis of the survey. The latter was understood as her ability to demonstrate positive results in completing tasks both characteristic and uncharacteristic of her peers. In the first case, it was about the coincidence of chronological and psychological ages, in the second - it was obvious psychological development child relative to the age norm.

In general, there are several groups of tests that are usually used in educational psychology research. These are achievement tests, tests of intellectual development, tests of personality and interpersonal relationships.

Achievement tests are focused on diagnosing a person's achievements after completing training, the level of mastery of knowledge, skills and abilities in a particular subject that was studied. Such tests are widely used in psychological and pedagogical research as a means of introductory, current or final control of knowledge when testing the effectiveness of the introduction of the latest pedagogical techniques, techniques and technologies.

Intellectual development tests are a set of methods aimed at diagnosing the development of an individual's general abilities for cognition. Among the latter, such cognitive qualities as logical thinking, semantic and associative memory, the ability for spatial visualization, comparison, generalization, concretization and transfer of certain heuristics to new conditions, etc. The generalized indicator of the development of intelligence is expressed in the coefficient of intelligence. In domestic educational psychology, to assess the general cognitive abilities of students, such methods are most often used as: "School test of mental development", "Wechsler intelligence measurement scale", "Amthauer intelligence structure test" and others.

Researchers use personality tests when studying the behavior of children in certain social situations, the originality of their interests, value orientations, emotional-volitional manifestations and other characterological features. These tests include: "Thematic apperceptive test", "Lucher test, Rene Gilles test - film", etc.

Praxometric method (method of analyzing the process and products of activity). Based on the principle of the unity of the psyche and activity, an important method of research in educational psychology is the method of analyzing the process and products of activity. Methods built on this basis are called praxometric (from the Greek praxis, that is, action, activity). Through such techniques, the child's ability to learn, the features of his creative activity, interests and inclinations are investigated. When analyzing the products of activity, the principle of projection is actively used, that is, crystallization in the products of the activity of a particular person of the content of his mental activity and its features. As such products in psychological and pedagogical research, written works of schoolchildren, their works (poetry, prose), drawings, technical products, computer products and other results of productive activity are used.

Projective research methods occupy an exclusive position in psychological and pedagogical diagnostic practice. Such are, for example, the given personality tests, praxometric means, methods for completing sentences or stories.

A special place among the projective psychological and pedagogical tools is occupied by a variety of artistic techniques ("draw a person", "kinetic drawing of a family", "non-existent animal", etc.), since drawing for a child is not the art of copying objects of reality, but a speech through which she reproduces not what he sees, but what he knows, that is, his inner plane of consciousness. This situation is especially indicative for a child aged 5 to 10 years, when the communicative potential of her oral and writing is insufficiently developed to express all the variety of impressions from things and information, situations and events of real and fantastic content that it encounters. Considering this, it is useful to familiarize yourself with the principles of applying the drawing in children's psychological diagnostics, which were developed by L. Schwanzer and Schwanzer.

A psychologist who works in children's diagnostics should be able to classify a drawing from the standpoint of the content characteristics of the child's personality, his level of development (indicators of general abilities), developmental deviations (indicators of organic and functional anomalies) and from the standpoint of unusual signs (creative indicators). But what older child, the less reliable indicator of his mental development is the drawing.

For children preschool age and some younger schoolchildren, drawing is a game, therefore, the diagnostic situation should be organized as a game activity.

When performing a series of examinations, it is necessary to use a single methodological support (the same paper format of a certain grain size, pencils of a certain hardness and colors, pastels of the same shades).

During the examination, it is necessary to record such circumstances as the date, time of the examination, lighting, the child's adaptation to the situation, the level of her claims, verbal accompaniment of drawing, the general vision of the task, the way the pencil is held, the rotation of the drawing plane, and others.

In individual diagnostics, one should proceed primarily from those patterns, the occurrence of which was possible to observe.

Drawing should never be the only starting point for interpretation. The projective tendencies found with its help must be checked using other survey methods.

In order to increase the reliability of the conclusions, it is advisable to interpret the figure by two specialists.

Questioning methods. Questioning methods (questionnaire method, conversation method) have become widespread in psychological and pedagogical practice. their tools are methods, the tasks of which are presented in the form of questions, and this makes it possible to obtain information about the subject from his words. In psychology, the first psychodiagnostic questionnaires for the needs of pedagogical practice at the beginning of the 20th century. developed by the American S. Hall. The questions of these questionnaires concerned the moral and religious feelings of schoolchildren. different ages, their early memories, attitudes towards other people, etc. Summarizing thousands of answers, S. Hall wrote a number of works on the psychology of schoolchildren, the most popular of which - "Youth" - is dated 1904. Today, such methods exist in two main forms:

oral form (conversation and interview, which differ in the degree of standardization of the procedure);

written form (personal questionnaires and questionnaires; the content of the former characterizes certain aspects of a person’s personality, through others, a person’s positions are revealed in relation to a wider range of issues).

Each of these forms has its own advantages and disadvantages, which boil down to the following:

Oral questionnaires provide active direct contact between the researcher and the subject, the possibility of individualization and variability of questions, and their clarification. At the same time, when both sides of an organized study come into contact, there is a threat of instilling the position of the interviewer into the respondent, organizational difficulties arise if it is necessary to cover the study. great circle persons.

Written questionnaires, on the contrary, allowing both group and individual methods of data collection, provide an opportunity to cover a large number of respondents in the study. But the standard nature of the questions, the lack of individualized contact with each of the participants in the study reduce the indicators of completeness and frankness of answers.

There are certain limitations in the use of survey methods related to the age characteristics of the development of the children's sample. Limitations in the use of written forms of questionnaires are associated with the level of mastery of writing by the child. Since the basic psychological function that is exploited in the application of survey methods is self-awareness, the respondent’s reflection, it is clear that the use of personal questionnaires is appropriate only if such a function of the child’s psyche, which is personal reflection, is sufficiently developed. Chronologically, this falls on the period of younger adolescence - 12 years or more.

The most expedient means of questioning the psychological and pedagogical practice of obstezhuvannya children of preschool and primary school age is a conversation and an interview. The latter can be managed, that is, standardized (have a stable strategy and tactics) and partially standardized (a stable strategy, tactics allow for certain variations). The conversation is also divided into two types according to the criterion of controllability - uncontrollability. In the first case, it is assumed that there is a strategy that is stable in general terms and completely free tactics in terms of the number, sequence and time of discussion of issues. The initiative to conduct a conversation remains with the psychologist.

In an uncontrolled conversation, the initiative in choosing the topic and the content of the discussed questions passes to the respondent.

The structure of the diagnostic interview (conversation) is as follows:

introduction: attracting the child to cooperation, establishing psychological contact with him, if necessary, relieving the tension of the child's experiences;

free, uncontrolled statements of the child;

General questions (such as "Can you tell me something about your classmates?", "How do you usually spend your time after school?"), which make it possible, together with preliminary information, to localize the semantic sphere of the child's psychological problems;

detailed examination through in-depth study problems identified;

conclusion with an expression of gratitude to the child for cooperation and an expression of hope for further cooperation. When organizing an interview (conversation), it is appropriate to adhere to

principles, once formulated for the needs of non-directive psychotherapy:

The psychologist must demonstrate a warm, understanding attitude towards the child, this is the basis for establishing contact with her.

He must accept the child as he is.

By his position, the psychologist creates an atmosphere of indulgence in which the child freely expresses his feelings.

The psychologist is tactful and cautious about the position of the child, does not condemn anything, but does not justify anything, and at the same time understands everything.

Such tactical means as:

addressing the child by name (preferably in the form used by the mother or another person close to the child);

stylization of speech, which is ensured by the psychologist's awareness of the peculiarities of children's vocabulary, the selection of expressions and phrases depending on the age, gender and living environment of the child;

a flexible combination of direct (for example, "Are you afraid of the dark?"), indirect ("What do you feel in the dark?") and projective questions ("Are children afraid of the dark?"), avoidance of suggestive questions ("Should I be afraid of the dark?") .

stylization of questions through: a) softening the generally accepted negative attitude towards the phenomenon ("Everyone has to fight ... Well, and you?"); b) reception of the negative reality of the usual ("Now tell me, with whom do you sometimes fight?"); c) the use of a paraphrase or comments on the child's story ("It offended you ...") in a conversation.

fixing the child's answers using a special system of quick and imperceptible registration of the recording, which would not violate the social connection with the child (tape recorder, video camera, quick copy or shorthand of important answers).

Peer assessment is a kind of questionnaire method in psychological and pedagogical research. The essence of the assessment is to bring to the information about the phenomenon that is being studied, the opinions of competent persons (usually psychologists, teachers), which confirm and complement each other. Taken together, this allows us to come to an objective conclusion about the features of the subject of research, which here can be the level of students' learning abilities, the prospects for using certain diagnostic tools, methods or techniques of education and upbringing. Evaluation can be carried out orally and in writing through the use of a specially designed questionnaire or interview questions.

The following scientific and methodological requirements can be formulated for the organization of psychological and pedagogical research using the assessment method:

selection of a convenient and accurate grading system and appropriate scales with a detailed description of the procedure for assigning a certain score;

careful selection of experts according to the criteria of competence in evaluating the industry and the ability to make an objective, impartial assessment;

ensuring the independence of the assessments of individual experts.

This method has not only an individual and group, but also a collective form of application. In the latter case, we are talking about a psychological and pedagogical council, within which a collective discussion of the issue is organized by competent and interested persons. Such means are most often used in real pedagogical practice, when there is an urgent need to solve a specific problem of educational or educational content, having made a collective analysis of the causes, psychological factors of the pedagogical situation and outlining ways to implement adequate means to achieve better results.

Synthetic research method. A synthetic method of research in educational psychology is the compilation of a psychological and pedagogical characteristic of the student's personality. Most often in psychological and pedagogical practice, such characteristics are compiled for the purpose of a thorough study of the intellectual or personal potential of the experimental subject, for the needs of individualization of training and education, primary counseling of the student, as well as to determine the prospects for psychological and pedagogical correction of his cognitive or communicative spheres.

The characteristic of the personality of the student is created according to the following scheme:

1. General information about the student: last name, first name and patronymic, age, educational institution, Class. The state of physical development and health.

2. Information about the social origin, family and living conditions of life and study of the student: origin, place of residence, marital status, material and living conditions; or requires some kind of help, who carries it out, the attitude towards that very student.

3. The position of the student in the educational team: relations with other students, official and unofficial status among them; the degree of sensitivity to influences (educational and others) from other persons, membership groups; personal activity, attitude towards others, etc.

4. Educational activities, participation in educational, research work: attitude to education in general and to individual subjects that are studied, in particular, academic performance in them; participation in scientific circles, olympiads (pay attention to planning, execution and productivity of work).

5. Mental processes, states, qualities of a student:

A) attention, sensation, perception, individual characteristics;

B) memory, thinking and imagination, their features, in particular: memorization, understanding and assimilation of educational material; the ability to express thoughts orally and in writing, to reason logically; efficiency, breadth and depth of thinking, its criticality, flexibility, ability to draw correct conclusions and generalizations, direction and productivity of imagination;

C) emotions and feelings, their characteristics;

D) interests, orientation, activity, curiosity and purposefulness in the activity of assimilation, cognition of scientific positions and truths; the degree of striving for something new, for independence of search, responsibility for the results of classes, training and education, moral, intellectual and cultural growth and education.

6. Individual psychological characteristics of the student: qualities of temperament and character; skills, habits, actions, style of behavior and activities, business characteristics. Discipline, commitment, responsibility, exactingness to oneself and to others.

7. Public-civil face of the student: interest in the events of the domestic political and international life of the country, in socio-economic issues.

8. General conclusions and suggestions: the characteristic psychological features of the student's personality, which must be taken into account in an individual approach to him in the process of training and education. Direction and prospects of development and use of opportunities and abilities of the student.

9. Full information about the last name, first name, patronymic, position of the person who compiled the characteristic, date and purpose of compilation.

Methods of psychological counseling and correction. Within the framework of practical pedagogical psychology, the implementation of direct psychological and pedagogical influence on the child involves the use of such relatively new methods for psychological science as psychological counseling and correction.

Counseling is a method of providing verbal assistance to a child or adults who care for her, in the form of advice and recommendations based on a preliminary examination of the child and the conditions of his socialization and highlighting the problems that the child or his parents and teachers encountered in the course of upbringing and education.

Counseling is carried out in the form of conversations with the child and adults interested in its development, within which they are provided with qualified advice on organizing further actions to solve the identified psychological and pedagogical problems in order to optimize the current situation.

Correction as a method involves the direct psychological and pedagogical impact of a psychologist on a pet that needs psychological help. It is clear that, as in the previous case, such assistance is organized on the basis of a careful examination of the child's psyche, the identification of individual and social reserves for its more complete adaptation to the conditions of the pedagogical and wider social environment.

The purpose of psychological and pedagogical correction is to help the child in the development of precisely those psychological functions, the lag in the indicators of which does not allow her to reach the line of developmental achievements characteristic of people of her age. The method of correction has proved to be especially effective in situations of overcoming the backlog in studies caused by insufficient development of mental and mnemonic functions, violations of the emotional and volitional regulation of the activity of students, phenomena of important development of pedagogically neglected children and pupils with accentuations of character development.