UDK 371.3:378.147 BBK 74.48

EVOLUTION OF SCIENTIFIC AND METHODOLOGICAL KNOWLEDGE: from the methodology of teaching foreign languages ​​to methodological science

I N.D. Galskova

Annotation. The article is devoted to the description of the historical dynamics of the development of scientific and methodological knowledge and the rationale for the scientific status of teaching methods foreign languages as a certain result of this knowledge. The evolutionary and level character of the accumulation of the cognitive baggage of scientific and methodological knowledge in methodological science is shown, the structure of this knowledge is substantiated. Particular attention is paid to such issues as: the historical dependence of methodological approaches on the value-semantic priorities of methodology as a science, the commonality and difference in the content essence of the concepts "method of teaching foreign languages" and "teaching technology", the methodological complexity of modern methodological science, its interdisciplinary, pedagogical and theoretical and applied character.

Key words: scientific and methodological knowledge, methodological knowledge, level of scientific and methodological knowledge, methodological complexity of methodological science.

EVOLUTION OF SCIENTIFIC AND METHODICAL KNOWLEDGE: From the Method of Teaching Foreign Languages ​​to Methodical Science

abstract. The article describes the historical dynamics of the development of scientific and methodological knowledge and the justification of the scientific status of methods of teaching foreign languages ​​as a specific result of this knowledge. The author shows evolutionary and stratified nature of accumulations in the methodical science of the cognitive basis of the scientific-methodical knowledge and grounds the structure of this knowledge. Special attention is paid to such issues as: the historical dependence of methodological approaches from the axiological priorities of methodology as a science, the commonality and difference of the substantive essence of the concepts of "methodology of teaching foreign languages" and "education technology", the

methodological complexity of modern methodical science, its interdisciplinary, pedagogical, theoretical and applied nature.

Keywords: scientific and methodological knowledge, methodological knowledge, level of scientific-methodological knowledge, methodological complexity of science.

Today it is well known that scientific and methodological knowledge, representing a certain part of social and humanitarian knowledge, is a specific scientific activity. Due to the fact that the methodology of teaching foreign languages ​​as a science is distinguished by its theoretical and applied nature, we can talk about this process, firstly, as a complex process of accumulating scientific and methodological knowledge, its systematization and generalization, and, secondly, as about the practical implementation of this knowledge in specific linguodidactic concepts and methodological approaches, as well as in the real practice of teaching foreign languages.

As for the methodology itself as a science, it, like any science, responding to the challenges of a particular historical era and taking into account the latest data from the sciences associated with it, reveals the laws and patterns of teaching languages ​​and linguistic education. At the same time, by studying and summarizing the real facts of teaching and learning foreign languages, determining the main trends and prospects for its own development and the development of educational practice, this science streamlines its categorical and conceptual apparatus and builds its system of scientific and methodological knowledge in the form of a certain methodological

systems of teaching foreign languages, and today - education systems in the field of foreign languages.

From this, at least two conclusions are obvious. The first of them is that the methodology of teaching foreign languages ​​as a science is itself a certain result of the process of scientific and methodological knowledge. The second conclusion is related to the complexity and inconsistency of the process of formation and evolution of this science. Indeed, the scientific and theoretical knowledge about teaching foreign languages ​​and linguistic education obtained by the method is not just summed up, they are combined into an integral organic system. At the same time, as shown in a number of monographs, each historical stage in the development of science and educational practice is characterized by its own systemic set of scientific and methodological knowledge, which, under the influence of a number of factors, receive a specific implementation in the form different methods teaching as methodological directions and methodological systems.

The historiography of the Russian and foreign methods of teaching foreign languages ​​testifies to the following. Representatives of any methodological trend that arises in a particular historical era, as a rule, proceed from the fact that

which point to the shortcomings of their predecessors, while they, as a rule, do not completely abandon the rational methodological ideas of the past. So, N.I. Gez, in his introduction to the book "The History of Foreign Methods of Teaching Foreign Languages", examining the process of development of foreign methods in diachrony, rightly notes: "Valuable experience became the property of new concept, receives a different understanding and a new interpretation, adapting to the requirements in the field of related sciences, primarily linguistics and psychology. Perhaps, in the history of the technique there is only one historical fact a fundamental change in the scientific and methodological vector. It is associated with the advent of the natural method to replace the translation methods, however, the period of their active confrontation did not last long and ended in a kind of compromise (mixed method). In fact, methodological thought has always developed and is developing along an evolutionary path, demonstrating the fact that as the methodology accumulates research experience, the very nature of scientific and methodological knowledge changes: from exclusively empirical knowledge at the initial stages of the formation of a methodology to theoretical knowledge about complex the processes of formation of a person's ability to communicate in a foreign language in educational conditions outside the natural context of the existence of the language being studied at the present time.

The origins of the methods of teaching foreign languages, as is known, are found in the second half of the 19th century, when foreign languages ​​begin to be studied in educational institutions.

institutions. A.A. Mirolyubov points out: “In 1864, after the education reform in Russia, the school ceased to be an estate, and public education and upbringing of the younger generation began, and foreign languages ​​​​become an educational subject, and not languages everyday communication, as it was, for example, in the "institutes noble maidens". During this period, the teaching methodology was born, which replaced the" governess method "". Starting from this period, the concept of "methods of teaching foreign languages" has been actively evolving. So, in the second half of the 19th century, the methodology was understood only as methodological recommendations, that is, a certain set of rules and “recipes” designed to solve practical problems of teaching a foreign language, and at the beginning of the 20th century, a private methodology for teaching a particular foreign language appeared. Already in the middle of the last century, two new meanings joined these meanings: 1) methodology as a pedagogical science (more precisely, private didactics) or a general methodology for teaching a foreign language and education by means of this language, and 2) methodology as a methodological direction (a method of teaching foreign languages ​​in the broad sense ). If we talk about the last decades (the end of the 20th century and the present), then in these years the methodology already acts as a methodological science, which is a developing system of interconnected linguo-didactic and methodical (organizational-technological) knowledge about teaching non-native languages,

mastering a person's non-native language in educational conditions, linguistic education. Therefore, today the content of the concept of "methodology" is interpreted quite widely. These are methodological recommendations and technology of teaching foreign languages ​​(a set of teaching techniques and methods), and methodological direction, and pedagogical science, and the theory of teaching foreign languages.

From the foregoing, it can be established that the methodology, developing, gradually moves from the “interests” of teaching a particular foreign language to the laws of teaching it, and then to the laws of mastering this language in educational conditions. And today this science is interested in the laws of education in the field of foreign languages ​​in all aspects of its consideration: from the system to the value, from the process to the result. Such a chain of words "teaching - learning - mastery - education" testifies to the historical dynamics of scientific methodological knowledge and the expansion of its research field by the methodology, its gradual transition from exclusively organizational and technological aspects of language teaching to the methodological foundations of linguistic education. These conceptual shifts, being a consequence of changes in the methodology of its scientific and methodological attitudes and its revision of its value-significant objects, affect primarily the level of goal-setting in the field of teaching foreign languages, as well as a different understanding of what content should be included in the concept " knowledge of a foreign language.

So, for example, changing the value-semantic object in the most natural way leads to a change in methodological approaches, and, consequently, the goals, principles and content of education. It is in the approach, as you know, that the methodical idea is realized, since it represents a peculiar point of view of the consideration and interpretation of the educational process in a foreign language. Thus, a retrospective look at methodology as a science shows that, moving along the “ladder” of time, it, depending on its value-semantic priorities, implements different methodological approaches: from linguistic (the first half of the 20th century) and communicative (the second half of the 20th c.) to culture-centric (at the turn of the century), and today and, apparently, tomorrow, along with culture-centric, axiological (value-oriented) approaches will also be intensively developed.

Within the framework of each of the approaches, methodologists historically evolve understanding of a person’s ability to practice a non-native language, namely: from language to speech skills (within linguistic approaches), to speech skills and the ability to communicate in the target language (for example, in the context of communicative approaches) and and, finally, at the present time - to the student's ability to communicate at the intercultural level (within the framework of culture-centric approaches) and his readiness (communicative, psychological, etc.) for authentic communication in a non-native language and cognition with the help of this language, formed by him means of studying

of the target language, the system of value-semantic reference points and individually motivated attitude to one’s own linguistic education, its level and quality, as well as the need to use the target language as a tool for transforming the world and self-realization in the social and personal spheres (axiological approaches).

Note that modern methodological approaches have a pronounced complex character, representing important area studies of many scientific disciplines, and above all the philosophy of education, pedagogy, psychology and the theory of teaching foreign languages. Anthropocentric (human-dimensional) and axiological (value-oriented) are closely intertwined in them, which forces methodological science to explore, on a broad interdisciplinary basis, the laws (patterns) of interaction, on the one hand, language, consciousness, culture and society, and on the other hand, - a whole set of processes: teaching foreign languages, mastering a non-native language for a person in educational conditions, communicating in this language in situations of intercultural interaction with representatives of other linguo-ethnosocieties, (self) knowledge and (self) development by means of the language being studied. As a result, modern actual scientific and methodological knowledge is formed about how to teach foreign languages ​​in modern conditions at different educational stages.

But let's return to the stage of substantiating the independent scientific status of the methodology of teaching foreign languages.

languages, that is, in the middle of the last century. As already noted, it was during this period that the technique declares itself as a pedagogical science. This became possible as a result of the vigorous scientific activity of well-known domestic "factories of methodical thought", which rightfully included the Department of Methods of Teaching Foreign Languages ​​of the Moscow State Pedagogical Institute named after Lenin, headed by G.V. Horny. An intensive research search for her associates, which include such leading scientists as I.L. Bim, I.N. Vereshchagin, K.B. Esipovich, A.A. Leontiev et al., made it possible to obtain evidence that the methodology is not a simple set of recommendations that can and should be used to effectively organize the learning process in a foreign language. For example, they have repeatedly expressed regret that among teachers pedagogical institutes there is an opinion about the methodology not as a science, but as a practice, art, generalized experience that any teacher can easily master in the course of his practical work. “Methodology is not an art accessible only to selected, especially gifted teachers, as it has long been believed. ... Successful teaching of a foreign language in a school where it is a compulsory subject should not be only the property of gifted teachers,” G.V. Rogov and I.N. Vereshchagin.

As you know, the attitude to the methodology as an art is found among teachers today.

To a certain extent, it is difficult to disagree with him, if only because in the real educational process the teacher uses specific teaching methods and performs a certain sequence of methodological actions aimed at ensuring that students learn the necessary educational content. And here the success of teaching, of course, is fully determined by the personality of the teacher, his ability to adapt these techniques to specific learning conditions. However, it is no secret (and practice shows this) that personal experience is clearly not enough. Success in work can only provide a teacher with a combination of this experience with knowledge of new scientific approaches to building a system of teaching a foreign language. For this, as emphasized by G.V. Rogov and I.N. Vereshchagin, the teacher must master the teaching technology, which is designed to help him implement a scientific approach, firstly, to the selection and organization, in accordance with the latest achievements of linguistics, psychology and psycholinguistics, of the linguistic and psychological content of teaching foreign languages, and, secondly, to , "how to teach: on the basis of what principles, with the help of what methods and methodological techniques, what means of teaching .., what should be the organization of training, what factors should be taken into account, how should they be taken into account when teaching a foreign language in order to obtain the best pedagogical effect in certain specific conditions".

Note that the term "learning technology", which is so widely used today by the methodology

Stami, was first introduced into the methodology of teaching foreign languages ​​as a science by G.V. Horny in the 70s of the last century. Following the English-speaking methodologists, she understood technology as the “science of teaching techniques” and rightly believed that its key categories are such parameters as: rational use of study time, adequate choice of techniques and sequence of exercises, expedient explanation of mastered actions, use of TCO , handouts, visualization, various forms of work.

In the context of the analyzed dynamics of scientific and methodological knowledge, we emphasize the following. According to the author of this article, the introduction of G.V. Horny in the terminological apparatus of the methodology of technology as a science of technology of teaching languages ​​has great importance to understand the essence of this dynamic.

Firstly, this fact can be regarded as evidence that in the 70s of the last century, methodology as a science experienced a qualitative leap in its development. It was due to her desire to improve the theoretical level of teaching foreign languages ​​and professional training of foreign language teachers. It is no coincidence that G.V. Rogova linked the understanding of technology with a scientific approach to the goals, content, principles, methods and methodological techniques of teaching the subject "foreign language". She believed that this scientific approach should become the property of every foreign language teacher. Later

G.V. Rogov and I.N. Vereshchagin rightly emphasized: “... learning should be carried out on a scientific basis, that is, the teacher needs to master the body of scientific knowledge about how to teach, why teach in this way and not otherwise, so that learning in the conditions of mass learning of a foreign language, such as, for example, in a general education school, it would be effective for everyone so that, as a result of the efforts expended, the student masters the language being studied. In this regard, one cannot but agree with the modern interpretation of learning technology as “... a scientifically based “art” of moving forward”, i.e. science-based art "... the formation of appropriate skills and abilities in a rational way" .

Secondly, the introduction of the methodology of the term “technology” into the scientific apparatus gives every reason to believe that in the second half of the last century, the concept of “methods of teaching foreign languages” acquired a new meaning, namely: the technology of teaching foreign languages. Of course, “methodology” and “teaching technology” are concepts that are close in meaning, since in both cases we mean a certain set of techniques and methods of teaching foreign languages. It is no coincidence that in his publications G.V. Rogova does not make a strict division between them, and even today they are often used as synonyms. True, in recent years it has been increasingly recognized that the technology of teaching is different (or: it should be different) compared to the methodology high level tool

mentality, which guarantees the achievement of the desired result. In other words, the technology acts as a well-thought-out system of interaction between a teacher / teacher and students, aimed at the inevitable achievement of the planned learning effect. At the same time, it is impossible not to admit that it is rather difficult to give a rigid and strictly defined character to the technology of education due to the fact that it is one of the varieties of social technology. The only exceptions, perhaps, are programmed learning (70-80s of the XX century) and linguodidactic testing (currently). But if it is not about the technique as about guidelines, but about “methodology as a science”, then its difference from “teaching technology” becomes obvious. It was stated above that methodology as a science acts in at least two ways: it is, firstly, a system of scientific and methodological knowledge about introducing students to a non-native language for them (teaching theory) and, secondly, a specific scientific activity aimed at obtaining this knowledge (scientific and methodological knowledge). As for the technology of teaching, then, as already noted, this concept reflects the so-called organizational and technological aspect of a particular methodological system.

Thirdly, the fact that the new term "learning technology" is included in the conceptual apparatus of the methodology demonstrates the developmental nature of the latter. Today, we are well aware that learning technology

foreign languages, and methodology as a science, are in constant development. As evidence, we can cite, first of all, the historically conditioned different aspects of the use of the term "technology of teaching foreign languages" and, along with this, the emergence in the late 80s of the last century in the depths of methodology as a science of two interconnected and interdependent scientific branches: the theory of teaching foreign languages ​​and teaching technology. If the former is today interpreted as a strictly structured system of knowledge about the patterns of development of methodological science itself and about the patterns of “initiation” of a student to a new language and culture for him in connection with his native language and original culture, then teaching technology is like a scientific branch, designed, based on on linguodidactic patterns, to offer specific organizational and technological solutions (ways / methods / means of education). The relationship between theory and learning technology is obvious, but the relationship between them is not identical to the relationship between theory and practice, respectively, because the learning technology itself, as already noted, has become recognized in recent years as an independent scientific direction.

It is no secret that until now there is no unanimity among methodologists about the scientific disciplines that make up the modern methodology, and the principles for their selection. It suffices, as an example, to cite the following approaches to the dichotomous division of this science:

research and technology of foreign language education (E.I. Passov), language pedagogy and methods of teaching foreign languages ​​(V.V. Safonova), methodology as a science and technology of education and development (N.A. Gorlova), linguodidactics and methodology (technology) teaching foreign languages ​​(N.D. Galskova, I.I. Khaleeva), etc. However, despite such diversity, the fact of differentiation of methodology as a science, as we see, is currently generally recognized, as well as the recognition of methodological complexity in as an important characteristic of this science. This characteristic, of course, indicates the complexity, multidimensionality and multifactorial nature of scientific and methodological knowledge and its different levels. In this circumstance, as well as in the process of internal differentiation of methodology and the sprout of its independent scientific branches that began in the second half of the last century: “... historical methodology, experimental methodology. comparative methodology. application methods technical means in teaching foreign languages. , and the developing nature of methodology as a science is manifested. It is due to her constant need to penetrate into the complex structure of research objects: teaching a foreign language and mastering this language in educational conditions, and today also linguistic education. From this point of view, it is quite reasonable to consider the use of the term "methodological science" as a synonym for the methodology of teaching foreign languages ​​as a science, although it is obvious and certain

its conventionality, since it can be applied to teaching all academic disciplines (however, like the methodology).

If we go back to the history of methodology as a science, we can establish that by the middle of the 20th century, methodologists had accumulated a rich fund of scientific and methodological knowledge, representing methodology as an independent science that explores the goals, content, methods, means and ways of teaching foreign languages ​​and education by means of these languages ​​- a science that allows you to justify the effectiveness of various methods of teaching foreign languages, formulate your own theoretical postulates and implement them both in specific educational materials and teaching aids, and in the real educational process. The following decades were marked by the intensive work of methodologists on the substantiation of the object-subject area of ​​this science. Almost the entire second half of the last century is a time of heated discussions on the issues of its scientific status, conceptual and terminological apparatus, methodological experiment as a tool for assessing the reliability of scientific and methodological knowledge, the use of mathematical statistics methods to calculate the results obtained, etc. In the 1950s of the last century, the methodology of teaching foreign languages ​​was considered as an applied branch of linguistics, and in the 50s - as applied psychology, then already starting from the 70s of the twentieth century, the methodology is an independent pedagogical science that explores the goals, content, methods

types, means and methods of teaching foreign languages. In this regard, G.V. Rogov and I.N. Vereshchagin noted: “Methodology is not applied linguistics. Practice shows that language proficiency, knowledge of a foreign language, although they are necessary for a teacher, cannot provide the required level of teaching this subject, especially in the conditions of its compulsory study by all secondary school students. ... The methodology is not applied psychology either, since it is not enough to know only how such processes as memorization and thinking proceed, how skills and abilities are formed. It is necessary to have knowledge of the subject of study itself, that is, a foreign language. In other words, it is important for a teacher to know what needs to be done in order for the learning process to be successful, and to possess the professional skills and abilities necessary for this.

Note that the attribution of the methodology of teaching foreign languages ​​to the number of pedagogical sciences is fully justified due to a number of circumstances. The first of them is connected with the fact that the development of this science is a way of methodical knowledge of educational reality. In this regard, we recall that back in the 40s of the last century, L.V. Shcherba wrote: "Indeed, it is impossible to imagine any special task for a methodology that did not go entirely into didactics." As a second circumstance, we note the range of those problems that the methodology of teaching foreign languages ​​deals with. They are known to be exclusively didactic in nature.

And, finally, the third circumstance is as follows: the vast majority of the main categories of methodology (goal, content, methods and methods of teaching foreign languages, and language education itself and its value meanings, etc.) are taken from general didactics as a component of pedagogy, however, the content essence of each of them is determined taking into account and in the context of not only general didactic requirements, but also the actual methodological specifics.

So, based on the foregoing, it can be established that the concept of "method of teaching foreign languages" or "methodological science" is a complex phenomenon. To those of its meanings, which were clearly manifested already in the middle of the last century, at present, the understanding of methodology is also added as a specific scientific activity, and as a system of scientific and methodological knowledge about the educational sphere in foreign languages, and as a learning technology. If scientific activity in the methodological field is a system of scientific and cognitive actions aimed at the generation (production), generalization and systematization of scientific and methodological knowledge about such research objects as teaching non-native languages ​​and linguistic education, then the methodology as a system of knowledge is a certain systemic set of scientific and theoretical and empirical knowledge about these objects. In turn, the technology of teaching, we emphasize once again, solves the organizational and technological issues of teaching foreign languages ​​at the scientific level.

Thus, the production, generalization and systematization of scientifically reliable knowledge about teaching non-native languages ​​and linguistic education, about the patterns of teaching and mastering a language in educational conditions, in isolation from the authentic reality of the functioning of this language, constitute the range of the main tasks of modern methodological science. The scientific reliability of the knowledge obtained in the course of solving them should be determined by its compliance with such requirements of social and humanitarian rationality as: social value objectivity, reflexivity, consistency, cultural validity, adaptive usefulness, openness to criticism and the possibility of change.

It was emphasized above that methodological science, as an integral part of culture, is the result of scientific and methodological research. Its cognitive baggage consists of knowledge of both the process of scientific and methodological knowledge, and the laws of linguistic education and teaching foreign languages. This means that the scientific and methodological search for the purpose of "obtaining" and "understanding" this knowledge is aimed at such diverse and at the same time interconnected objects as: 1) the structure of scientific and methodological knowledge itself, methods for obtaining it, its history, features and trends of its development in every historical epoch; 2) substantiation of some ideal image (concept, approach, model) of teaching foreign languages ​​and linguistic education; 3) development on the basis of this image of "technological

cepts” and their introduction into educational reality.

Obviously, scientific and methodological knowledge is the result of both deep theoretical substantiation a holistic, developing system of scientific concepts, methods and means of scientific and methodological knowledge, and empirical research in the field of teaching languages. This knowledge, as we noted in earlier works, is built, however, as in any science, at different interrelated and not mutually exclusive levels. Here we note the following.

In the methodology, it is usually customary to talk about the theoretical and empirical levels. Yes, on theoretical level"proper" is defined. It consists of the main categories and concepts that make up the so-called categorical-conceptual framework of the ideal (projected) image of the methodological system, approach, method of teaching foreign languages ​​and linguistic education, and provides comprehensive answers to questions related to the purpose, principles, content and methods , as well as the conditions (in the broadest sense) of learning. In practice, this level, based on the analysis, generalization and systematization of scientific and practical data, gives a scientific idea of ​​how to proceed in order to achieve the desired result in mastering a foreign language by students, how to build the educational process in terms of its effectiveness, what characteristics should differ in the methodological system (model) of the formation of the student's ability to interpersonal

and intercultural communication in the target language, to the use of the target language as a tool for learning and self-realization. As for the empirical level, it, using as its analytical tools such methods as observation, experiential learning and experiment, etc., determines the “existing”, that is, the real state and quality of the educational process and educational system. In addition, it is no secret that this level is “responsible” for the introduction into the practice of teaching foreign languages ​​of a theoretically based methodological model and scientific and methodological knowledge, built in the form of a coherent logical terminological system and often of an abstract nature. This creates the basis for the primary theoretical understanding and evaluation of specific methodological phenomena, their interpretation and scientific explanation in the context of real educational practice and taking into account the accepted in each historical period concepts (methodological system, approach) of teaching foreign languages.

In recent decades, more precisely, since the 90s of the last century, scientific and methodological knowledge has reached a new level - metatheoretical. With the help of such research methods as abstraction and idealization, which make it possible to abstract from many factors that influence the real process of teaching and learning foreign languages, a wide panorama of knowledge about the patterns of teaching foreign languages ​​and educational reality is being formed.

Thus, an idea is formed about the methodology of linguistic education and the methodology of scientific and methodological knowledge, the value understanding of linguistic education and its strategic orientation, the general patterns of development of the methodology itself as a science and the development of the future methodological system in foreign languages, the linguodidactic model of a person’s ability to master the language in educational intercultural communication, knowledge and self-development, theoretical foundations tactical steps for teaching a foreign language.

The level-based nature of scientific and methodological knowledge, now recognized by methodologists, gives grounds to speak of a complex level structure of scientific and methodological knowledge (empirical, theoretical and metatheoretical). Given this circumstance and focusing on the level model of humanitarian knowledge as a whole, justified in the philosophy of science, it is possible to determine different types of scientific and methodological knowledge included in its structure. These include, firstly, sensory knowledge associated with a plurality of observations and perceptions in the educational sphere in a foreign language; secondly, empirical knowledge, that is, a generalized description and systematization of data obtained during observations of educational practice, as well as in the course of experiments and experiential learning; thirdly, theoretical knowledge, which is a scientifically based, coherent logical system methodological concepts, methods and means of scientific and methodological

knowledge, scientific ideas about teaching foreign languages ​​and linguistic education, their patterns, connections and their inherent features; fourthly, value knowledge associated with the axiological aspects of linguistic education, its values ​​and meanings, as well as the ideals and norms of scientific and methodological research; and, finally, fifthly, interpretive knowledge formed in the course of interpretations (definitions) of scientific facts.

All these structural elements (types of scientific and methodological knowledge) are relatively autonomous, but at the same time they are internally interconnected. “Theoretical scientific knowledge is not reducible to empirical knowledge, primarily due to the constructive nature of the activity of the mind in creating theories. On the other hand, empirical knowledge is not reducible to scientific theories, due to the “closure” of empirical knowledge primarily to sensory knowledge as the main source of its content. . Theoretical knowledge is always richer than any finite set of its possible empirical interpretations. This statement is directly related to methodological science, clearly demonstrating its theoretical and applied nature and emphasizing the importance of the fact that it is the practice of teaching foreign languages ​​that determines the value of theoretical propositions and theoretical constructs that are substantiated by methodological science, verified, fully or partially confirmed or refuted. .

In conclusion, we note that, like any science, modern methodological science seeks to increase the level of

the vein of evidence of their scientific and methodological knowledge. This is manifested in the complication of her research, in her increasingly clear substantiation of the laws of her development as a science and scientific and methodological knowledge, the methodology of value-based understanding of teaching a foreign language / learning a foreign language / linguistic education, etc.

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8. Metodika obuchenija inostrannym jazykam v srednej shkole, ed. N.I. Gez, M.V. Ljahovick-ogo, A.A. Miroljubova, S.K. Folomkinoj, S.F. Shatilova, Moscow, Vysshaja shkola, 1982, 373 p. (in English)

9. Miroljubov A.A., Istorija otechestvennoj metodiki obuchenija inostrannym jazykam, Moscow, Stupeni, Infra, 2002, 228 p. (in English)

10. Rogova G.V., Tehnologija obuchenija in inostrannym jazykam, Inostrannye jazyki v shkole, 1976, No. 2, p. 75 (in Russian)

11. Rogova G.V., Vereshhagina I.N., Metodika obuchenija anglijskomu jazyku na nachal-nom jetape v obshheobrazovatelnyh uchrezh-denijah: Posobie dlja uchitelej i studentsov pedagogitcheskih vuzov, 3rd., Moscow, Prosveshhenie, 2000, 232 p. (in English)

12. Shherba L.V., Prepodavanie inostrannyh ja-zykov v srednej shkole. Obshhie voprosy metodiki, Moscow, 1947, 108 p. (in English)

13. Tareva E.G., "Dinamika cennostnyh smys-lov lingvodidaktiki", in: Lingvistika i aksi-ologija: etnosemiometrija cennostnyh smys-lov: kollektivnaja monografija, ed. L.G. Vi-kulova, Moscow, TEZAURUS, 201, pp. 231-245. (in English)

Galskova Natalya Dmitrievna, Doctor of Pedagogical Sciences, Professor, Department of Linguistics

dactics, Moscow State Regional University, [email protected] Galskova N.D., ScD in Education, Professor, Linguistic Didactics Department, Moscow State Regional University, galskov [email protected]

CHAPTER I THEORETICAL PROBLEMS OF MODERN METHODICAL SCIENCE

Problems of education in the XXI century. interest scientists and teachers, parents and students. Of particular importance is the idea of ​​fundamental knowledge, overcoming the gap between traditional and modern methodologies, the problems of the dialogue of cultures, the assimilation of knowledge in a generalized form and the search for system-forming principles for programs and educational and methodical complexes, education of the system of moral coordinates of the individual. In the report of the Chairman of the International Commission on Education for the 21st Century. Jacques Delors emphasized that education is one of the main "means of affirming a deeper and more harmonious form of human development, which will make it possible to fight poverty, alienation, illiteracy, oppression and war." In addition, four "pillars of education" were named: learning to know, learning to do, learning to live together, learning to live (Delort J. Education: a hidden treasure. UNESCO Publishing, 1966). A modern teacher is somewhat similar to a poet, about whom S. S. Averintsev writes: “His task is not only and not so much to teach and explain, but to show and inspire” (Averintsev S. S. Poetics of early Byzantine literature. - M. , 1977. - S. 218). From the standpoint of modern aesthetics and literary criticism, artistic creativity approaches science in the nature of the accuracy of comprehending the world. But its specificity is that it gives the reader a visual, figurative picture of the world, carries an element of aesthetic pleasure, a moral lesson, and finally, that spiritual joy that is so important for everyone to experience. The objectives of the course on the methodology of teaching literature at the Pedagogical University are largely determined by the uniqueness of the general cultural situation in our society. There is a growing interest in many lost spiritual values, and the existing stereotypes and assessments of the facts of artistic and pedagogical creativity are denied. Of particular importance is the formation of a new type of relationship between a teacher and a student, preparation for creative search, for independence of judgment. This is all the more necessary because there is a ambiguity of processes in the literature. First of all, a holistic picture is being revived development of literature, the reader comes to the "returned" literature, the literature of the Russian diaspora. Under such conditions, any science, including the methodology of teaching literature, loses any unambiguity and completeness of positions. The alternativeness of concepts and the existence of a program of scientific and practical activities of a teacher, methodologist, and scientist are becoming increasingly important. It seems that literature should be studied in a broad cultural aspect and with a focus on the formation of a personality capable of self-determination. It is important for a future teacher not only to understand the specifics of teaching literature in modern school, but also to acquire a certain idea of ​​the possible ways of activity in schools of various profiles. Currently, there are several concepts of teaching literature at school. You can name the supporters of the ethical, ideological, aesthetic or ethical-aesthetic direction. Some preach an ideological and aesthetic, others - an emotional and aesthetic approach to the school analysis of a work of art on its various grounds: literary criticism or linguo-stylistic. Often there is a reasonable interaction of positions or, on the contrary, their unreasonable separation. Everyone is worried about the danger of alienating young people from many artistic achievements, the loss of interest in conscious reading. Hence the paramount attention to the sovereignty of the reader's perception, to its deepening in the process of analyzing works of art, to a holistic study of literature, including the individuality of the artist of the word, and his poetics, and literary assessments, and the "movement" of the work in time. The nineties brought a lot of new things to literature, literary criticism, aesthetics, philosophy, to the methodology itself. The following theoretical problems of modern methodological science can be identified: 1. The problem of reading, the perception of fiction as the art of the word; formation of the reader, his spiritual world. Here it is impossible not to notice the danger of a kind of inertia, inferiority of perception, characteristic of a significant part of young people, expressed both in the choice of books to read, and in the assessments of what they read, and in those life ideals that are formed under the influence of many reasons. We should not forget about the sovereignty of the reader's perception. Let us recall the lines of A. A. Akhmatova: And each reader is like a secret, Like a treasure buried in the ground, Like the very last, random, Silent all his life in a row. 2. Mutual enrichment of literary criticism and methods of teaching literature. Problems and prospects of studying the poetics of a work of art in literature lessons. 3. Deepening the links between the perception of the work, its interpretation, analysis and independent activity of students. 4. The problem of learning literary development students, and not only in the research aspect, but as the basis for the school teaching of literature, the choice of programs, concepts, technologies of lessons at different stages of the literary education of schoolchildren. 5. Historical change in the methods and techniques of studying literature, designing new ones, relying on traditional ones. 6. Formation of a new type of relationship between teacher and student, education of the creative principles of the individual. 7. Search for new lesson structures and modeling of other forms of conducting classes.

Let us turn to the positions of specialists in aesthetics, philosophy, psychology, and philology. Artistic development of reality, according to A. S. Bushmin, is an element of the spiritual culture of society (On progress in literature / Edited by A. S. Bushmin. - L., 1977). The artistic exploration of the world, according to M. S. Kagan, includes the unity of four types of activity: transformative, cognitive, value-oriented and communicative (Kagan M. S. Human activity (Experience of system analysis). - M., 1974. - C .169). In accordance with one of the productive concepts of modern humanitarian science, there is no impassable line between the creator of a work of art and the reader, viewer, listener (V. S. Sokolov, B. S. Meilakh, A. N. Leontiev, M. Arnaudov). In the works of A. A. Leontiev, art is characterized as "artistic production" and as "artistic knowledge", which leads the researcher to the conclusion that art is one of the forms of communication. The scientist claims that “when communicating with art, a person participates in this communication (as a creator and as a co-creator, recipient) as a person, realizing through the quasi-object of art not some element of knowledge about reality, but a system of attitude to reality (including here its emotional experience). )". Under the quasi-object of art, A. A. Leontiev understands such elements of artistic communication that have an independent functional load (Leontiev A. A. Art as a form of communication (On the problem of the subject of psychology of art) // Psychological research. - Tbilisi, 1973; Leontiev A. A. Poetic language as a way of communicating through art // Questions of Literature, 1973, No. 6). Psychological science remains largely understudied from the standpoint of school literary education. A special place should be given to the views of S. L. Rubinstein, L. S. Vygotsky, P. P. Blonsky, A. N. Leontiev, A. A. Leontiev, V. V. Davydov. The problem of perception has been studied in many aspects in psychological science, which will be discussed in special sections. The works of S. L. Rubinshtein contain a deep analysis of the thought processes of the individual. He is convinced that “there are some reasons - theoretical and empirical - to accept as a preliminary hypothesis for further research that the core or common component of various mental abilities, each of which has its own social characteristics, is the quality of analysis processes inherent in a given person (and therefore , and synthesis) and generalization - especially the generalization of relations "(Rubinshtein S. L. Problems general psychology. - M., 1973. - S. 229). The scientist reveals two concepts of thinking: in one case, it means operating with ready-made generalizations, in the other, the orientation is not on the finished result of mental activity, but on the study of the very process of thinking. In the first case, "the creative aspect is disguised - the ability to discover something new" as the main attitude - to the assimilation of knowledge. In the second - and this corresponds to the spirit of the era - it is precisely "the way of directing the independent mental work of students" that is important. Moreover, “unlike direct learning, this is the path of education, the path of the actual development of independent thinking. This is also the way to form the mental abilities of students” (Ibid., p. 234). P. P. Blonsky warned about the danger of formalization of thinking and its separation from concrete knowledge of reality. He defined representations as a transitional form from perception to thinking and introduced the following age criteria: in the younger school age representations are based on the action of an object; on the average - the causes that produce the action; in the senior - there is a tendency to draw up a general picture of the world or a general concept about it. The scientist believes that in the process of mastering knowledge, memory plays a secondary role, and the main role belongs to thinking, or rather, first to detailing perception, and then “detailing, connecting and generalizing thinking” (Blonsky P.P. Selected pedagogical works. - M., 1964 . - S. 24). A special place in the psychological substantiation of teaching literature on justice belongs to L. S. Vygotsky. Being an adherent of the idea of ​​development, L. S. Vygotsky explored the relationship of thought to the word, the "zone of proximal development", that is, the difference between what a child can do on his own and what is under the guidance of an adult. In the laboratory of L. S. Vygotsky, the process of concept formation was studied. He owns the following idea: “Education is only good when it goes ahead of development” (Vygotsky L.S. Selected psychological studies. Part I. - M., 1956. - P. 248). Most often, a language teacher refers to the fundamental work of L. S. Vygotsky “Psychology of Art” (Moscow, 1968). It says that if art performs a cognitive function, then we are talking about figurative knowledge. L. S. Vygotsky derives the law of “destruction by form of content”. Exploring what he calls material and form, the scientist claims that the event of I. A. Bunin's story "Easy breathing" is muffled, and the title "outlines the dominant of the story." Everyday history is "transformed ... in the light breath of Bunin's story." And further: “The words of a story or a verse carry its simple meaning, its water, and the composition, creating above these words, over them, a new meaning, arranges all this in a completely different plane and turns it into wine.” L. S. Vygotsky writes a lot about imagination and emotions, about the “mysterious” difference between artistic feeling and ordinary feeling, about the fact that the emotions of art are intelligent emotions that are resolved mainly in images of fantasy. Increasingly, the language teacher listens to the words of psychologists about the theory of attitude, about the formation of the student's personality, about the art of communication, about student-centered learning (I. S. Kon, A. V. Mudrik, I. S. Yakimanskaya, etc.).

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Fiction is called upon to play a special role in shaping the self-awareness of modern society, in its humanization. It carries the artistic, aesthetic memory of the people, moral attitudes. What has been done in the theory and practice of the methodology of teaching literature today? Overcome unambiguous approaches to the development of Russian literature XIX and the XX century, assessments of many literary facts have changed, variable programs, manuals, textbooks have been created, various classes, schools, lyceums, and gymnasiums have been opened. Temporary standards of literary education are prepared based on the basic component of literary education, its invariant core. This was done in order to preserve the best traditions of literary education in Russia, to establish creative interaction between scientists and teachers who hold different views. In developing the methodology of teaching literature, "developing education" is taken as the basis. In improving programs, preference is given to the idea of ​​their concentric construction. The new content of education is associated with the search for new teaching methods, new approaches to the content and structure of the literature lesson. Since the problem of reading, the formation of the reader, his spiritual world continues to be perhaps the most pressing scientific problem, in methodological science, preference is given to methods of work that ensure the integrity of the perception of a literary text, its deep interpretation, and understanding of the poetics of the writer. It is no coincidence that the basis of the basic component of literary education is the reading and study of a work of art, its interpretation. Already in grades I-IV, the teacher seeks to educate a reader capable of personal perception, sensitive to the author's word. In grades V-IX, literature is gradually mastered in motion, in the context of culture. In grades X-XI, schoolchildren begin to consciously relate to the process of cognition of the facts of art, which is realized in the lessons of interpretation and analysis of literary texts. Let us dwell on the problems and prospects of studying the poetics of a literary text, on the issues of its interpretation, which is typical for modern school literary criticism. Recently, there has been an interest in the issues of poetics in the literary education of schoolchildren, although scientists were engaged in it as early as the 18th century. IN early XIX V. poetics was a guide for writing an essay and was combined with reading and parsing samples. In the middle of the 19th century, the theory of poetry and short course Russian literature. Setting the focus of attention of the teacher and methodologist on the problem of reading belongs to F. I. Buslaev. Having approved reading as the basis for teaching literature, the scientist prefers rhetoric, not poetics. V. I. Vodovozov emphasizes the importance of a “live impression” at the first reading and notes the peculiarities of the poetics of works of various types of literature, he strives for an “ideal analysis of the work” and often uses the method of comparison. IN scientific heritage V. Ya. Stoyunin, we see the concept, according to which it is important "the connection of parts with the whole in the development of an idea in a poetic work." In their analytical conversations V. Ya. Stoyunin created a system for analyzing works of art, finding his own “tone of analysis” in each specific case. Finding ways of working that ensure integrity text perception , its deep interpretation, understanding of the poetics of the work are characteristic of the methodological science of the 20th century. The style and composition of a literary text are constantly of interest to M. A. Rybnikova. V. V. Golubkov outlined the issues of the poetics of a literary text in school literary education: the author and his position, theme and ideological orientation, portrait, landscape, dialogue, introductory episodes, style, meaning of the writer's work. In the "Dictionary of the Russian language" by S. I. Ozhegov, the following variants of the concept of poetics are indicated: theory of literature; the doctrine of poetic creativity; part of the theory of literature that studies the structure of works of art and the aesthetic means used in them; poetic manner characteristic of this direction, era. In a brief historical excursus, V. V. Vinogradov notes that the very term “poetics” combines “the practice and theory of poetry” and introduces the concepts of S. P. Shevyrev (the study of the laws governing the poetic activity of a person); A. A. Potebni (dissolution of poetics in the sphere of the semantics of the poetic word); A. N. Veselovsky (tasks of studying the “evolution of poetic consciousness and its forms”, the essence of poetry is revealed from its history; indistinguishability between the categories of “poetic language”, “poetic style” and “styles of literature”). In the 30s of the 20th century, according to V. V. Vinogradov, an idea arose - "to dissolve poetics in the general concept of the theory of literature." V. V. Vinogradov connects this concept with the works of L. I. Timofeev, G. N. Pospelov, V. I. Sorokin, G. L. Abramovich, L. V. Shchepilova. V. V. Vinogradov is convinced that poetics “as a science about the forms, types, means and methods of verbal and artistic creativity, about the structural types and genres of literary works, seeks to cover not only the phenomena of poetic speech, but also the most diverse aspects of the structure of works of literature and oral folk literature (“Issues of Linguistics”, 1962, No. 5. - P. 14). V. V. Vinogradov's reflections on the work of a number of writers are of great value to modern researchers and teachers of universities and schools. For example, he shows how W. Somerset Maugham understands the image of the author, his diversity and notes the need to distinguish between the image of the author and the image of "I"; analyzing "Mary Stuart" by Stefan Zweig, he shows the connection between the poetic idea and the compositional forms of its embodiment; one of the acute issues of modern poetics is the question of the details "in the composition of the verbal-artistic whole", since researchers and artists of the word take different positions. On the whole, V. V. Vinogradov is convinced that poetics “encompasses all types and varieties of literature in their development, in their historical movement”, and “considers literary and artistic works in the structural-theoretical, historical and comparative historical, as well as in comparative typological aspects (Ibid., p. 22). Strictly speaking, in one aspect or another, each researcher deals with the problems of poetics. This is confirmed by a reference to the book by S. E. Shatalov: “Poetics seeks to discover in the verbal and speech material certain system, testifying to the creative principles of the writer. Exploring a number of structures of one writer (or a structural type of different ones), she seeks to reveal the patterns of combination of visual artistic means in a historically determined and at the same time individually unique structure of a work ”(Problems of poetics of I. S. Turgenev. - M., 1969. - S. 17). As you can see, in the literature the term "poetics" in most cases correlated with the understanding of the figurative and expressive means of the work, its integrity. A productive point of view is expressed in the Polish edition of Jerzy Faryno ("Introduction to Literary Studies"). In the section "Poetics and Its Varieties" three meanings of poetics are given, and all three are quite broad. First of all, poetics is understood "as an approach to the object of study or the object of study itself." Then as "property and regularities of the work itself" (this implies that the scientific apparatus does not distort the object). In third place is the "system of requirements and expected properties of the work." The book says that in modern understanding Poetics systematizes the observable (and possible) properties of literary texts and develops a tool for their analysis. The introduction of the category "analysis tool" is promising for both philology and methodology. Jerzy Faryno calls different kinds poetics: immanent, descriptive, historical, structural. In addition, he expands the sections of poetics, introducing into them stylistics, composition, rhythmic organization of the text and genealogy (the creation and development of genera and genres). Using the material of the Brief Literary Encyclopedia, Faryno believes that in the approach to the text of the work, from the point of view of descriptive poetics, “stating or identification” prevails, from the structural point of view, “the moment of interpretation prevails” and the properties of the work in interconnections. Thus, a methodology for approaches to literary texts based on the concept of interpretation is given. The publication of T. A. Kalganova noted the most important trends in improving school literary education in connection with the introduction of state educational standards: this is the awakening of interest in reading books, reliance on reader impressions, awareness of the "artistic value and enduring universal significance of works", the choice of various teaching methods and lesson forms. I would especially like to emphasize Kalganova’s statement that along with the term “analysis”, many people “are increasingly saying: reading and understanding, interpretation or interpretation of the text” (“Literature at School”, 1966, No. 1. - P. 51). The reading culture of schoolchildren is an essential indicator of the spiritual potential of society. The expansion of the student's reading circle, so desired by many, is connected with the origins of spiritual culture and the enrichment of humanitarian knowledge. What are the reading interests of the modern student? Conducted by us during 1994-1997. A study of reading range and perception characteristics (more than 1000 questionnaires of students in grades V-XI of gymnasiums, schools and lyceums in Moscow, Orel, Vologda, Yuzhnossuriysk) showed a rather mixed picture both in the choice of books, and in terms of the level of general culture, and in personal attitude to read. In first place in the number of favorite books is foreign literature. In second place should be put the works of Russian literature of the XX century. The most favorite writers are Bulgakov, Yesenin, Pikul (senior classes), Nikolai Nosov (middle classes). Only in third place were works of Russian classical literature. Preferences are as follows: Pushkin (both middle and high school), Lermontov (high school), Gogol, Chekhov (middle and high school), L. Tolstoy (high school), Turgenev (middle and high school). There are students who prefer scientific literature or journalism. Some people just love learning in general. How not to rejoice! However, the presence of empty, colorless answers is depressing. But before us is a new schoolboy of the end of the 20th century, who has broad interests, understands art, sports, and has his own opinions. It is to be brought to a dialogue-meeting with writers. Revealing their understanding of what they read, students in response to questionnaire questions about their favorite activities, authors, personal impressions of literary texts, as a rule, choose texts studied at school, and most often talk about the plot (“especially with unexpected twists”), about heroes (“I like to follow the heroes”), write about the style of writers and poets (“I love classical art, where everything is straight, without any symbolic features” - class XI), (“the style is light and heavy at the same time” - class X - o “ War and Peace" by L. Tolstoy), ("the style is captivating, light, interesting in reading" - X grade - about Pushkin's "Eugene Onegin"). Separate remarks could do credit to the literary critic. In our opinion, many shortcomings in student perception are explained not by the age and individual inclinations of the student, but by shortcomings in the school teaching of literature, which should not destroy the nature of the literary text, that elusive “light breath” about which L. S. Vygotsky wrote. The development of reader activity is one of the critical tasks schools. Programs of the 90s give the teacher the freedom to choose books to read, talk and study. The reading preferences of schoolchildren convince of the growing importance of the influence of the family, at home on the development of the student's personality. We should not forget about the influence of the book market and the language of television on the nature of the perception of literature and the processing of artistic information. There are both positive and negative trends. Therefore, many teachers are concerned about bridging the gap between the study of literature under the guidance of a teacher and independent reading of the student. The idea of ​​the need to improve school literary criticism on the basis of a holistic study of the poetics of a literary text, knowledge of the reader's perception, the psychology of the student and the motivation of his activity begins to take hold in the theory and practice of teaching literature. So, we touched upon the problems and prospects of studying the poetics of a work of art in the context of current concepts of literary criticism and methodology. First of all, as noted above, we are talking about the content and structure of school literary education at the present stage of development of our society. The existence of various programs and teaching aids in the presence of state standards Literary education helps to establish the content of the subject "literature", its invariant core, which is preserved with a variety of learning options. It includes a description of the levels of literary development of schoolchildren at the end of nine and eleven years of school and the means by which these levels can be achieved. Fiction forms the self-awareness of modern society. Everything starts at school. It is especially important to overcome a kind of alienation from the system of moral and aesthetic values, which are revealed to the student through the introduction of a literary work to the artistic world. It is not accidental that there is an interest in expanding literary education in primary school based on the integration of the Russian language and literary reading, the formation of writing, reading and speaking skills, as well as familiarization with independent activities.

Questions and tasks for independent work 1. What definition of literature teaching methodology do you consider the most significant? 2. What concept of teaching literature at school corresponds to your professional interests? 3. Name the theoretical problems of modern methodological science. 4. What psychological research interests you the most? 5. What literary concepts would you prefer to use in your future professional activity?

Literature
Buslaev F. I. About the teaching of the national language. - M., 1844.
Vinogradov V. V. Poetics and its relation to linguistics and literary theory // Questions of linguistics, 1962, No. 5.
Vodovozov V. I. Literature in samples and analysis with an explanation of the general properties of the composition and the main types of prose and poetry. - St. Petersburg, 1868.
Questions of methods of teaching literature / Ed. N. I. Kudryasheva. - M., 1961.
Golubkov VV Methods of teaching literature. - M., 1962.
The study of literature in the evening school / Ed. T. G. Brazhe. - M., 1977.
Kalganova T. A. How to analyze a literature lesson: Materials for attestation of teachers // Literature at school, 1996, No. 1.
Korst N. O. Essays on the method of analysis of artistic works. - M., 1963.
Brief literary encyclopedia. - T. 1-9. - M., 1962. - 1978.
Mayman R. R. Practicum on the methodology of teaching literature. - M., 1985.
Methods of teaching literature / Ed. Z. Ya. Res. - 2nd ed. - M., 1985.
Methods of teaching literature: Textbook for ped. universities / Ed. O. Yu. Bogdanova, V. G. Marantsman. At 2 o'clock - M., 1994.
Methods of teaching literature in specialized secondary educational institutions/ Ed. A. D. Zhizhina. - M., 1987.
Nikolsky V. A. Methods of teaching literature in secondary school. - M., 1971.
Poetics of a literary text in literature lessons: Sat. Art. / Rev. ed. O. Yu. Bogdanova. - M., 1997.
Rybnikova M. A. Selected Works. - M., 1985.
Smirnov S. A. Teaching literature in grades V-VIII. - M., 1962.
Stoyunin V. Ya. On the teaching of Russian literature. - St. Petersburg, 1864.
Faryno E. Introduction to literary criticism. – Warsaw, 1991.
Khalizev VN Fundamentals of the theory of literature. Part I. - M., 1994.
Shatalov S. E. Problems of the poetics of I. S. Turgenev. - M., 1969.

2

1 SEI HPE "Yaroslavl State Pedagogical University. K.D. Ushinsky

2 International Humanitarian and Technical University

3 South Kazakhstani State University them. M. Auezov

The article gives the author's interpretation of a number of methodological concepts that are essential for methodological science, mainly relating to the concept and problems of forming the mechanisms of cognition of students in modern, general education and high school in the teaching of natural science. Thus, a concrete step is proposed in solving the general scientific problem of systematizing the conceptual apparatus of such an independent field of scientific knowledge as the methodology of teaching mathematics and physics, biology, etc. The article suggests further research in this area. At the end of the article, a list of works that are most significant for the research topic is given.

technique

Problems

dialogue of culture

personal situation

diagnostics

culture figurative activity

work of culture

outlook

personal outlook.

1. Anisimov O.S. Methodological culture of pedagogical activity and culture of thinking / INOAN USSR. All-Union Methodological Center. - M.: Economics, 1991. - 416 p.

2. Bakhtin M.M. (On the philosophy of the act) // Philosophy and sociology of science and technology. Yearbook: 1984-1985. - M., 1986. - S. 82-138.

3. Vygotsky L.S. Thinking and speech. Psychological research / Comments by V.S. Bibler and I.V. Peshkov. – M.: Labyrinth, 1996. – 416 p.

4. Gromyko Yu.V. Metasubject "Problem": Proc. settlement for Art. class - M .: Institute of the textbook "Paideya", 1998. - 382 p.

5. Zhokhov A.L. Scientific worldview in context spiritual development personality (educational aspect). – M.: ISOM, 2004. – 329 p.

6. Zhokhov A.L. Formation and development of the individual's worldview through education and culture: Monograph - Heinrich-Böcking-Str. Saarbrücken, Germany: Palmarium Academic Publishing. – 2013 – 404 p.

7. Mamardashvili M.K. Cartesian reflections. – M.: Progress, 1993. – 352 p.

8. Kogalovsky, S.R. The search for a method and methods of search (an ontogenetic approach to teaching mathematics): Monograph. Part I, Part 2 - Federal Agency for Education, GOU VPO "SHPPU". - 2nd ed.; add. - Shuya: Publishing house of ShSPU, 2008. -284 p.; 348 p..

9. Kholodnaya M.A. Psychology of intelligence: paradoxes of research. - Tomsk: Publishing House Vol. university - M .: Publishing house "Bars", 1997. - 392 p.

10. Shchedrovitsky G.P. Development and implementation of automated systems in design (theory and methodology). - M., 1975.

The current state and tasks of further development of teaching methods (mathematics, physics) as a science, and as training course V pedagogical universities there is an urgent need to put its conceptual apparatus in order. In our opinion, the necessary conditions have already matured for solving this problem, which can be characterized as relevant for science itself and large-scale in terms of attracting and comparing various sources. This problem is also important from the standpoint of the goals and organization of the process of preparing a future teacher of mathematics and physics, for whom it is the teaching methodology with its “methodical thinking” that should become the defining core of the personality of the future teacher as a professional of the modern school.

The main purpose of this article is to offer scientists, methodologists, students for discussion the author's interpretation of a number of methodological concepts, which was largely the result of a study of the issues of worldview-oriented teaching of mathematics in a modern school and, thereby, take a concrete step in solving the above general methodological problem and attract to her pedagogical community. Let's build the article as a dictionary of a number of terms in the methodology of teaching mathematics and physics. At the end of the article, far from full list literary sources.

Dialogue of cultures - it is advisable to interpret as a dialogue of cultures in its personal aspect (DCL), as a communication of the personalities of the participants, carried out by them on the basis of some work of culture (PC), which arose in a certain facet of culture and is presented in any of its possible incarnations. DKL implies, first of all, the spiritual communication of specific carriers of a personal (personal) culture based on their non-violent desire for understanding, complementarity, with the involvement of the main personal components of each subject.

In real performance, DCL is carried out as a kind of "trialogue" in the field of meanings given by an ordered triplet ("culture of one participant"; "culture of the PC"; "culture of another participant"). In the educational process, the role of DCL participants is played by a teacher (St) and students (UK) in their various combinations (one - one, one - group, group - group, etc.). The role of the teacher is to organize and manage the LCL until its completion and (or) the transition to the situation of a new LCL on the basis (preferably) of those PCs that were created as part of the accomplished LCL act.

DCL in the methodological sense is a technology (and art) of such organization of learning, in which the participants in the dialogue must have a flash of understanding, that is, “suddenly” there is a new personal understanding of the PC in question (relatively new for another). DKL technology is based on “dialectics as a dialogic art” - the creation of one's own PCs; only in this case can we consider that there is a "thawing" of dialectics as a dialogic art.

It is considered that the DCL act took place if, as a result, a work of culture (PC2) new for the participants appears, created in the process of communication as a result of a joint or individual transformation of the original PC1. PC2 performs in this case the function of diagnostics: a) completion of the act, one of the stages of the DCL; b) the state (level) of culture of its bearer. Since, along with the change in PC1, certain changes in the participants of the LCR occur, then the LCR, if it is completed, it makes sense to represent the following scheme: (Ul - PC1 - Uk) ¢ ® (Ul - PC2 - Uk) ¢¢. The pedagogical mechanism for including students in LCL is the learning situation of "tension and success", organized, for example, on the basis of a personally perceived fragment of educational material - a completed task, a completed drawing, a verbal description, etc., which are particular examples of an educational PC.

The literature uses a broader concept - the dialogue of cultures, originating from the philosophy of existentialism. In Russian culture, it was first discovered and actively used by the philosopher and philologist M.M. Bakhtin, later - V.S. Bibler, S.Yu. Kurganov and others M.M. Bakhtin defined the architectonics of the DC as a responsible act; according to Bakhtin, the structural elements of DC are: I (I-for-myself); Another (other-for-me), I-for-Other (, p. 126-127). Using the Chamomile model (Scheme 6), these components and the connections between them can be detailed as follows: the essential basis of the “actual world of an act” (M. Bakhtin) is understanding, in learning conditions - mutual understanding = contemplation + assistance + empathy; it is possible to organize such a state only on the basis of good will and, most importantly, the common interest of the participants in communication, who are included in the DC due to the peculiar “engagement” of one or more components of their personality (“petals” of “Chamomile”); the most important personal "petals of engagement" (components of personality) can be distinguished as the dominants of excitation of the participants in the situation, which, according to the principles of complementarity or resonance, will contribute to its positive resolution within the framework of educational communication or joint activities.

A vital (ideological) situation - 1) in the general psychological and philosophical sense: “clot”, “knot of modalities” (A.N. Leontiev), “struggle of motives” (L.I. Bozhovich), objective-subjective contradictions that require indispensable resolution of the situation and with a direct (instant or prolonged) impact on the being and future life of a person;

2) in education (training) it is used as an educational worldview situation (UMS; SS) - an educational analogue or imitation of the possible for a student Zh. V. S. (in communication, in practical or cognitive activities, in a meeting with a work of culture, with its author , in general - with the Other, etc.).

Various types of UMS are considered.

We will call a learning situation a worldview situation if, when entering it or resolving it, the student is forced to make his own choice - attitudes towards it, towards its object or accomplices of the situation, the choice of the method and means of its resolution, the style and meaning of his activity, the measure of his participation, etc. P. In short: let's call a learning situation ideological if it induces the student to take a certain position.

UMS can arise spontaneously (naturally) or be specially organized (artificially); in any case, it is advisable to consider it as a pedagogical (methodological) tool for involving students in learning activities. The skill of a teacher of mathematics or physics is manifested in his ability to create and use EMS in order to form physical, mathematical and worldview guidelines and qualities of students. The term was first disclosed in the works of one of the authors (.

cultural activity. In the general case, it is an activity primarily aimed at cultivating (“cultivating”) Goodness, Beauty and Truth, etc. The logic of such activity is determined by the awareness of limitations in something, the need to overcome it by creating new cultural means (figurative, symbolic, linguistic, material, etc.) and this very activity of overcoming. The defining characteristics of the creative process are: its focus on the generation of new meanings and values ​​for a person, works of culture, new means and methods of activity; recognition of the plurality of different cultures and worldviews, the mood for "participatory thinking", "responsible act" in any facet of culture in accordance with the characteristics of its subject; reliance on motives and positive aspirations; following the logic of reproduction (rather than simple reproduction) of works of culture in personal experience; trinity of thinking, communication, reflection.

K. d. is, as a rule, and cultures generative (its product is a new product of culture for the subject - PC, and with it new personal qualities). In the conditions of learning, K. d. is set in motion by communication in pairs "I - PC", "I - Other" and joint activities with the teacher and with each other, and is fixed (as an element of culture) through the generation of the subject of his PC and reflection. Culture-conforming (and culture-generating) activity gives the educational process a ideologically significant humanistic direction. In methodological science, the term was first given a meaningful interpretation in et al.

Physical and mathematical worldview landmarks - types of cognitive positions, attitudes and relationships, means, methods and "programs" of worldview activity, ideas and knowledge that have historically formed in mathematics and physics (as facets of culture), which have proven stable during historical transformations and have contributed and continue to contribute positive contribution to the development of culture (in general). Assigned by a person, such landmarks become physical, mathematical, and worldview guidelines and qualities of his personality, determining his attitude to the world, to science and its knowledge, significantly influencing the style of his cognitive activity, knowledge and a generalized vision of the world (in its parts or as a whole) .

Worldview guidelines and qualities educational areas"mathematics, physics" - individual or interrelated elements of the worldview potential of mathematics / physics, which can be formed in a student when he comprehends physical and mathematical culture and become his personal qualities. Such guidelines and qualities contribute to an adequate perception of the world, a correct orientation in it, help the student to develop similar guidelines for himself and master the principles of mathematical culture or mathematical foundations professions. The set of guidelines and qualities that, under certain conditions, can be formed in a student at a certain stage of learning mathematics, it is advisable to call the worldview potential of the physical and mathematical, biological educational process or the student, if such qualities turned out to be formed in him by the end of a certain stage of teaching these academic disciplines. Similarly, it makes sense to talk about the mathematical and worldview potential of the relevant educational material, in particular, textbooks in mathematics/physics, and the educational process in general. Teaching mathematics or physics, determined by the target setting: to provide targeted assistance to students in the development of their mathematical and worldview potential as a set of interrelated mathematical and worldview guidelines and qualities that determine various aspects of their mathematical worldview, it makes sense to call the worldview-oriented teaching of mathematics / physics.

A person's worldview: 1. By worldview it is advisable to understand not only (and not so much) the views, ideas, beliefs of a person, etc., but - first of all - that system of personal micromechanisms, due to the action of which these views and beliefs are developed in a person. In other words, the worldview has a dual nature. This is also a set of views, ideas, etc., which is commonly called the image of a person and the image (picture) of the world in a person (worldview-image). And, first of all, it is a generalized personal mechanism that "creates" the corresponding image of a person (worldview-mechanism). Both of these sides of the worldview coexist and "act" in dialectical unity and complementarity.

2. The worldview of a growing person arises and develops in the process of his worldview activity to resolve situations that are vital for him. In this regard, a personal worldview is a form of organizing the experience of a person's worldview activity in one or more interrelated facets of culture, it is a trinity of its main structural components- emotional-value, activity-volitional and figurative-knowledge blocks. This (second) understanding reflects the nature of a worldview as a personal mechanism for a person's generalized orientation, his individual social adaptation to a changing reality, and his self-development. It is desirable that such a development be the development of a moral personality as a transformer of the world in the direction of culture.

The outlook is physical and mathematical, humanistically oriented. Structurally, it is a system of the above-named components, but having their own specifics, determined by the subject of physics and mathematics as facets of culture and science. Formed in a person, it directs his cognitive activity to the search for scientific truth, to its substantiation and logically coherent presentation, to a structural vision of the world, to the active use of the means of cognition and ideal transformation by a person of the world around him and himself in it, ways of operating with them.

To describe the physical and mathematical worldview of a person, the "Chamomile" model is proposed, built from the standpoint of a dominant analysis of a holistic act of a person's cultural activity.

The worldview potential of mathematics/physics (M.P.M/F) as facets of culture is a system of worldview landmarks and mechanisms for resolving worldview situations that have historically formed in the physical and mathematical culture - ways and means of human self-development, mathematical knowledge and ideal transformation of the world; mathematical knowledge and images (models), pictures of the world (in its fragments, and in general) M.P.M / F is characterized by (, etc.):

Specific for mathematics and physics aesthetic and ethical attitude to the world, to a person and the results of his work (proportionality and symmetry, beauty; expediency; axiomaticity and evidence, regularity, analogy and plausibility; information capacity, experimental verifiability, etc.);

Ways and means of ideal knowledge and transformation of the world, the person himself, the properties of his thinking (creation of basically systemic ideal objects and systems of such objects, physical and mathematical modeling, definition of concepts, formulation and proof of theorems, construction of theories, algorithmization ...);

A kind of mathematical, holistically structured (figurative-symbolic, abstract-theoretical) vision, picture of the world;

Methods of fixing and substantiating the results of seeing the world and the style of its knowledge (mathematical language, symbolization, reliance on the definition of concepts, on logic and theory, on the results of an experiment, etc.) characteristic of mathematics and physics;

A peculiar triad of ideal means - codes for recording, storing and processing information (including by a person): the "matrix" of the world and the theoretical image of its fragments in science - the materialization of the image (using various cultural signs: verbal, verbal-symbolic, pictorial, effective, experimental material, etc.) - "symbolization" as the elimination of the binding of consciousness to a visual image ("the image must die" -) and fixing the results of all this in concepts, formulas, systems of concepts, in fragments of theories, etc. as symbols-means of further cognitive or practical human activity;

Various kinds of physical and mathematical models as proven means of cognition (the laws of physics in their mathematical expression, geometric shapes and constructions; quantities and measurement, measure, number; set, relations and functions; order and its properties, ordering; algebraic and topological structures; transformations, homomorphisms; rules and laws of logic; probability, etc.).

The selected components-characteristics of M.P.M/F, as well as their individual elements-properties, originated and formed not only (and not so much) within the science of mathematics due to the efforts of professional scientists, but also in other areas of human practice and by people from the very beginning other professions - in the activities of philosophers, linguists, artists, teachers, builders, etc. Similar properties can be found when considering any physical and mathematical constructions and, ultimately, they are recorded both in original historical and in applied and educational texts, considered as works of culture. Therefore, it is legitimate to assume that all these components of the M.P.M/F were formed in the process of the historical development of physical and mathematical culture and in the positive experience of the corresponding education.

A worldview-oriented physical and mathematical education (abbreviated as MNFME, or, if we are talking about teaching mathematics / physics built into this process - MNOM / F) is a process whose main goal is to assist students in "cultivating" worldview significant for them guidelines and qualities based on the means of teaching mathematics / physics and culturally appropriate cognitive activity that are actively used for this. In particular, MNOM can be considered as a holistic methodological means of improving mathematical education in the direction of the formation and development of the mathematical and worldview potential of students: a trusting and realistic attitude to the data of science, a system of values, worldview skills, etc.

Worldview skills - skills that represent new generalized methods (procedures) of cognition and transformation of the surrounding world, including the spiritual one, acquired by a person or invented by him, or actively contribute to the formation of other mechanisms of a generalized orientation of a person in the world. Such skills are directly related to any subject area (facet of culture) and are formed with its active involvement in a specific activity, acquiring due to this the appropriate “coloring”. Due to the fact that we are dealing with teaching mathematics/physics, the worldview skills considered in this context are called physical-mathematical-worldview skills. They can be included in the content of physical and mathematical education of students of various types of schools.

The ontogenetic approach (Kogalovsky S.R. - ) is the principle of teaching mathematics or physics, the essence of which is expressed by the following direction in the development of complex physical and mathematical concepts by a person: from a syncretic whole to a developed whole that carries an increased development potential. The learning process in this case consists of the following five stages:

1) formation, development and use of intuitive ideas about a physical or mathematical concept (time, body mass, continuity of the trajectory, passage to the limit, derivative, rate of change, algebraic structures, etc.);

2) awareness of the vagueness of these ideas and the need for their clarification or experimental verification; familiarization with some means of such clarification;

3) the process of "refinement" of ideas to the creation of a strict concept as a new means of solving problems that cannot be solved at the level of ideas or experience;

4) mastery of the concept, disclosure of qualitatively new opportunities that are carried by the refined (strict) concept and the system of related concepts;

5) the realization that strict concepts and especially their system is a productive model of intuitive representations that served as its source.

The presented list of terms can and even should be expanded. This can become a significant research and scientific project issue.

Bibliographic link

Zhokhov A.L., Yunusov A.A., Berdalieva A.M., Saidakhmetov P.A., Nurmakhanbetova G.K. ABOUT IMPORTANT METHODOLOGICAL CONCEPTS OF METHODOLOGICAL SCIENCE // Uspekhi modern natural science. - 2014. - No. 12-4. – P. 439-444;
URL: http://natural-sciences.ru/ru/article/view?id=34630 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The manual highlights the most pressing issues modern theory and practices of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. The manual is addressed to teachers of foreign languages ​​of educational institutions of various types, as well as students of language faculties of pedagogical universities.

LINGUODIDACTIC MODEL OF SECONDARY LANGUAGE PERSONALITY.
It is possible to describe the essence and content of the model of a secondary linguistic personality only as a result of understanding the structural and content relationships between methodology and linguistic science.

As you know, linguistics in relation to the methodology of teaching a foreign language is a basic science. Therefore, any methodological system of teaching a foreign language is built on the image of the language that exists in linguistic science in each specific period of its development (, p. 49). To uncover this position, let's make a short digression into the history of linguistic research. recent decades and show how the results of these studies influenced the construction of a methodological system for teaching a foreign language.

Starting from the 1950s, the idea of ​​systemicity gained particular influence in linguistics, which determined for many decades a “level” model of learning, “one-to-one repeating the structure of the language and its image, in which its structural-systemic component dominates” (, p. 50 ). Therefore, until the 60s, in the methodology of teaching a foreign language, attention was mainly paid to the issues of mastering the language material, despite the fact that as a practical task of teaching a subject, the mastery of a foreign language as a means of communication in oral and written speech was declared.

CONTENT
FOREWORD 3
FOREIGN LANGUAGE AS A SUBJECT IN SCHOOL 4
THE CONCEPTS " FOREIGN LANGUAGE", "LANGUAGE TEACHING", "LANGUAGE MASTERING", "LANGUAGE LEARNING" 4
FACTORS DETERMINING THE SPECIFICITY OF THE MODERN SYSTEM OF EDUCATION IN THE FIELD OF FOREIGN LANGUAGES 12
GOALS AND CONTENT OF THE EDUCATIONAL POLICY IN THE FIELD OF SCHOOL TEACHING IN FOREIGN LANGUAGES 20
LINGUODIDACTIC BASES OF TEACHING FOREIGN LANGUAGES 41
COMPLEX CHARACTER OF MODERN METHODOLOGICAL SCIENCE 41
LINGUODIDACTIC MODEL OF SECONDARY LANGUAGE PERSONALITY 45
MAIN REGULARITIES OF MASTERING A FOREIGN LANGUAGE IN LEARNING CONDITIONS 52
METHODOLOGICAL BASES OF TEACHING FOREIGN LANGUAGES 60
OBJECTIVES OF TEACHING FOREIGN LANGUAGES 60
Pragmatic, cognitive and general educational aspects of teaching foreign languages ​​64
The pragmatic aspect of the goals of teaching foreign languages ​​64
Cognitive aspect of the goals of teaching foreign languages ​​70
General educational aspect of the goals of teaching foreign languages ​​73
MAIN REGULARITIES OF TEACHING FOREIGN LANGUAGES 78
CONTENT OF TEACHING FOREIGN LANGUAGES 86
METHODS OF TEACHING FOREIGN LANGUAGES 96
TOOLS FOR TEACHING FOREIGN LANGUAGES 107
Level approach to teaching foreign languages ​​109
State standard in foreign languages ​​112
Basic requirements for programs in foreign languages ​​of the second level 115
PROFESSIONAL ACTIVITIES OF A TEACHER/TEACHER OF FOREIGN LANGUAGES 118
Professionally significant qualities and skills of a teacher/teacher of foreign languages ​​118
The specifics of the interaction between the teacher and students in the process of teaching a foreign language 122
TRAINING IN ORAL AND WRITTEN COMMUNICATION (SOME PRACTICAL RECOMMENDATIONS) 126
CHARACTERISTICS OF SPEECH COMMUNICATION 126
TEACHING TO READ 129
Learning objectives 129
Requirements for texts 132
Exercise 133
LEARNING TO WRITE 137
Learning objectives 137
Exercise 139
LEARNING TO SPEAK 141
Learning objectives 142
Exercise 145
LISTENING TRAINING 147
Learning objectives 148
Exercises 150
LITERATURE 153.

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It has already been noted above that modern pedagogy is a complex of sciences about the upbringing of a person. Here the concept of "education" is considered at the social level and, therefore, it includes education, training and development, that is, it is used in the broadest sense.

The content of pedagogy as an academic discipline includes the general foundations of pedagogy, didactics as a theory of learning and education, the theory of education, school studies, and the history of pedagogy. At the same time, the content of pedagogical science is filled, in addition to the branches of pedagogical knowledge mentioned above, with specialized pedagogies, such as pedagogy of higher education, oligophrenic pedagogy, military pedagogy, art pedagogy and many others. The branch of pedagogical knowledge is also enriched by the methods of teaching various subjects and academic disciplines.

In every epoch there were figures who rose above the interests of their class. They put forward progressive pedagogical ideas that dissociated themselves from official pedagogy. It is these ideas that form the basis of continuity in pedagogical theory and stimulate its development. Therefore, pedagogy in its development relies on the following sources:

1. Pedagogical legacy of the past.

Many positions of outstanding teachers of the past are topical today.

2. Modern pedagogical research.

They enrich pedagogical thought with new ideas.

3. Advanced pedagogical experience.

A comprehensive study and generalization of pedagogical experience allows you to establish new patterns, laws that feed new theories, concepts, forecasts, therefore, the knowledge obtained in the process of studying pedagogical experience becomes a source of existence and development of pedagogical science. The subject area of ​​activity studied by pedagogy is education.

In our understanding of the concept of education, first of all, it means the unity of the process and result of the transfer of social experience. And the reality that we have designated as an education generated by the nature of society, which is forced to take care of the transfer of social experience that has been accumulated by previous generations and which should prepare young people for an independent life, preserve and develop this experience. It must be that otherwise society will simply perish. It is clear that this reality is secondary, derivative. In addition, it is created, and not natural, and, moreover, it is purposeful. However, having such features, it functions according to its own laws and patterns, therefore it is objective. This reality is very complex, it has many integral features, that is, the idea of ​​creating such a reality must be based on the principle of integrity. This means that it is necessary to apply a systematic approach to the study of this object, therefore, consider it as a system. Here and in the following, the concept of a system acts as a method, or even as a means of research; it has no other interpretation, especially since it has no specific substantive interpretation.

It is known that the level of development of scientific knowledge is reflected in the conceptual apparatus that is used. It is the consideration of this object as a holistic formation that makes it possible to carry out the process of its cognition using a systematic approach, therefore, taking into account all aspects, connections and mediations, to penetrate deeper into the essence of the phenomenon under study. As you know, for science hallmark is its consistency, that is, scientific knowledge is not just a fixation of facts, but a system built on the basis of certain principles. And this means that the reality, which is displayed by this science, has systemic properties.

Today, pedagogy is a complex of sciences that study a person from the side of his upbringing. These sciences are united by the fact that they have the same subject area of ​​activity - training, education and human development. At the same time, each of the sciences of the complex has its own subject of study. For example, the history of pedagogy explores the trends in the development of pedagogical thought, didactics - the laws of a holistic educational process, the theory of education - the laws of education (in narrow sense), school studies - patterns of school management.

Why today pedagogy should be considered as a complex of sciences about the upbringing of a person? In this question, we focus on the word "necessary".

It is generally accepted that pedagogy as a science begins with the "Great Didactics" by Ya. A. Comenius. This work is devoted not only to the problems of didactics, but also to the problems of education, mental development, organization of the educational process. In fact, Comenius gave his version of the whole pedagogy. This suggests that from the very beginning he considered pedagogy as an integral science. But over time, it developed, its parts stood out, it differentiated into separate parts. Subsequently, such constituent parts as didactics, the theory of education, school studies, and the history of pedagogy received a deep and comprehensive development.

In the following subsections, the concept of a system and characteristics will be fully and fully disclosed, but for now we will limit ourselves to knowing that the characteristics of a system, peculiar parts of the whole, are the level of the hierarchy, the function of the system, the system-forming factor, the elements of the system, η structure and emergent property. They form an integrity, what is the system, and to consider any subject as a system means to fill each of these system components with specific subject content.

A complex is an organizational formation that has all the systemic characteristics, so it can be argued that it is a system, but it is a special system, it is a holistic formation, it looks like it is made up of separate parts that interact with each other, forming a whole. There are various connections between these parts, and their number in the complex increases significantly. In addition, in parts of the complex, their autonomous character is increasingly manifested. Individual regularities in the functioning of the components of the complex are so specific that the subjects of study of each of them become very distant. The complex can be both natural and artificial origin. It is of a systemic nature, therefore, a systematic approach can be applied to its study, that is, it can be considered as a system. And like any system, a complex of communication of subordination and communication of coordination. As we have already noted, these connections are very diverse and deep. In it, internal connections are more manifest than external ones, and the connections are very diverse and of different directions. It is precisely because of this factor that the complex is a self-contained formation, because the whole life cycle It provides the complex itself, due to the action of internal connections, which means that for the functioning of the complex as a system, internal connections are more important than external bindings. However, this can be under one condition, namely, when the components of the complex are very developed. This feature is characterized hierarchy level such a system as a complex.

Functioning complex as a system is also specific, since each component tries to fulfill its own function, and at the same time, everyone works for the final integrative product. For complex system-enhancing factor is the optimal combination of all components in terms of their function and obtaining the final product of the integrative activity of the complex. Elements of the complex as a system is an autonomous entity that has very diverse external connections, both direct and indirect. Each element of the complex, with a very large autonomy, has a strict subordination both with other elements of the complex, and with the whole complex.

System Structure complex is quite strong, stable and is determined by the nature of internal connections. emergent property complex is the end product of its activity, obtained on the basis of the optimal combination of life of all components of the complex. The complex itself, as a whole, creates a strong relational influence on each of its components, producing in each of them such changes and deformations that would contribute to the solid formation of the whole. Considering the whole as a complex (system) makes it possible to study deeper and more fully the connections between them, their functionality, purpose, structure, and this contributes to the fact that opportunities are created to identify both the properties of the parts and the properties of the whole.

Understanding pedagogy as a complex of sciences about the upbringing of a person has a number of advantages compared to considering pedagogy as a separate holistic science.

First of all, both in the first and in the second cases it can be considered as a system. However, in the second case, we will not be able to deeply, accurately and completely determine all the functional and morphological components of the system due to the secrecy of connections, while in the first case such connections are more visible. Secondly, each part has its own specific subject of study, its own functioning patterns.

In addition, another feature is that today's pedagogy is strongly influenced by those elements of the environment in which the pedagogical industry itself functions. special attention deserves influence on the development of pedagogical science leading, the main directions of scientific and technological progress. Today, such a direction is the computerization not only of production, but of our entire life, because the human values significantly changed the attitude, the attitude towards them.

In pedagogical science, it is customary to differentiate the concepts: pedagogy as a science, pedagogy as academic discipline. A third concept is also considered - academic subject. It is already according to the concept of academic discipline, and therefore we will not consider it now, but will turn to it later.

It is quite clear that pedagogy as an academic discipline in terms of content and structure is a reflection of pedagogy as a science. And this means that the academic discipline, both in content and in structure, fully reflects pedagogy as a science. Until some time, pedagogical science was a certain integrity, a whole, which is a necessary condition for considering it as a system. We have already talked about this, that if the system of pedagogical science is considered in the content plane, then the following structural parts can be distinguished: the general foundations of pedagogy, dadactics, the theory of education, school studies, and the history of pedagogy.

It is known that the emergence of pedagogical science is associated with the fundamental work of Jan Amos Comenius "The Great Didactics". Indeed, in his work, an outstanding teacher considers not only the problems of education, but also concerns the problems of education, mental development and organization of education. Therefore, this idea is well founded.

Despite the fact that in the process of historical development each of the parts of pedagogy has received a fairly significant development, pedagogy was considered and is considered the only and integral science. However, each of the components in its development is increasingly acquiring autonomous, independent significance. All chitkish appear or manifest specific features of the subject of study of each of the parts of pedagogy, each of them has its own research methods, even its own conceptual apparatus. At the same time, however, pedagogy remains a holistic scientific education. Such a statement is based on the fact that a person's personality is formed in the simultaneous unity of all three processes: training, education and development.

Each academic discipline is a projection of a certain field of knowledge into the plane of the field of human knowledge. In accordance with this, pedagogy as an academic discipline began to gain features of a complex of pedagogical disciplines. It is known that each branch of human knowledge was singled out as a special science only when the subject of research inherent in it was more or less clearly defined. One of the very powerful methods of studying complex objects is a systematic approach, and the main means of cognition is the system.

It was stated above that the consideration of pedagogy as a system involves the definition of such functional and morphological system components as the level of hierarchy, the function of the system, the system-forming factor, the elements of the system, its structure, and the emergent property of the system. The application of a systematic approach to the knowledge of pedagogy as a science makes it possible to single out a rather specific system, which can be called a complex. Its specificity lies primarily in the fact that the elements of this system are in themselves very complex integral formations. So they can be considered as subsystems. In addition, there are various links between them, and the direction of these links is bilateral. Each of these parts (elements) of the system performs only its inherent function, making a significant contribution to the formation of the whole. In general, the consideration of a holistic pedagogical science as a complex (system) significantly expands the cognitive capabilities of scientists who study pedagogical problems. In this context, these considerations give grounds for the assertion that today's pedagogy as an academic discipline is a complex of pedagogical sciences about the upbringing of a person.

Didactics, as an independent pedagogical science, has its own object and subject of study, its own, specific research methods. Since the training, upbringing and development of students in the real learning process cannot be separated, didactics studies the educational process as a whole, here the movement of thought is carried out from the whole to the parts, therefore thinking proceeds as analysis through synthesis. From the point of view of systems theory, this is a non-disjunctive integrity, therefore, didactics must be considered as the didactics of the educational process.

Since above we tried to describe the complex as a system integrity, then we will further generalize information about the complex of pedagogical sciences

Hierarchy level: the complex is dominated by internal connections, that is, connections between the elements of the system, and these are connections of a different nature, different orientation and different content. This means that one element of a complex (system) is connected with another element not by any one connection, but by many connections of different nature, different orientation, different content. It is very important that these connections operate simultaneously. They prevail and determine the mechanism of functioning of the complex. Therefore, the entire life cycle of the complex is provided by internal connections. All components of the complex work for a common product, each performs its specific function and thus contributes to ensuring the integrity of the complex, and functions as a whole.

Of course, the complex interacts with other complexes through a system of external links. Parts of the complex have connections with the external environment, but their specificity is that the parts of the complex interact with the external environment of the whole through an intermediary, which is this whole. Therefore, connections will also be built only in the interests of the whole.

The function of the system (complex) is , What all parts of the complex work for a common product as a whole, the result of each individual function is not visible, only the overall result is visible. In a complex, the result of one part can be the basis for the activity of the second, another part. In any system, the interaction of all parts of the system at the same time is a prerequisite for the emergence of emergent parts; in a complex, this is desirable, but not necessary.

System-forming factor: it is the final result of the activity, presented in the form of a model, an image of the final product.

The elements of a complex as a system are polysystems, that is, they themselves are complex formations that have different nature connections with other similarly complex formations, that is, polysystems. Therefore, one of the second they are connected by a whole set of connections.

Structure: there is a rigid subordination of one element to another, linkage in time, in functions. This structure is quite stable.

Emergent property (this property , which is generated by the interaction between the elements of the system): this is the end result. The complex itself as a whole has a strong relational influence on the parts, rejecting some of them, this is, firstly, and secondly, adjusting them to suit itself, to fit its interests. Thus, on the one hand, the elements of the complex are strong integral formations that show strong autonomy, and on the other hand, they are subjected to the relational influence of the whole - the entire complex itself. If, for example, this general scheme is applied to such a branch of pedagogical activity as the history of pedagogy, then we get such knowledge about it. structural element pedagogy as a science.

This branch of pedagogical knowledge studies historical development theory and practice of education and training of the younger generation in different periods of the history of society. The history of pedagogy helps to identify and critically rework the heritage that mankind has accumulated in the field of theory and practice of education and training. This material is widely used by general pedagogy.

Patterns of formation and development pedagogical systems manifest themselves in the form of pedagogical tendencies. The study of these trends, which manifested themselves in different historical eras development of society, allows today to predict the direction of development of pedagogical systems, to identify trends in this development, to predict its logic of development. The history of pedagogy is currently considered as a branch of pedagogical knowledge, which explores a peculiar layer of pedagogical culture, which replenishes the treasury of universal culture.