Didactic conditions and research activities of teachers. Methodology for organizing research activities of teachers

The transition of the education system to new standards has clarified the requirements that apply to the personality of a modern graduate. Especially important in the endlessly changing modern conditions are such human qualities as initiative, the ability to think creatively and find quick and non-standard solutions. The decisive factors of competitiveness in a constantly changing world are the development of research activities, which are designed to help overcome the functional mismatch between the education system and the challenges of the time, to adapt to the teacher in a constantly changing range of functional duties, to actualize interest in personal and professional self-development.

In order to determine the place and role of research activity as a component in the structure of the teacher's activity, it is necessary to refer to the concept of "pedagogical activity" and consider its essence and structure. Pedagogical activity is understood as the activity to create conditions for self-development and self-education of the subjects of the educational process. Pedagogical activity is a complex system of a number of activities, each of which, according to the theory of activity of A. N. Leontiev, has a goal, motives, actions and results. Thus, a feature of pedagogical activity is its polyfunctionality. There are enough grounds for such structuring of pedagogical activity in science. According to Yu. N. Kulyutkin (1999, 2002), the peculiarity of pedagogical activity lies in the fact that it is a “meta-activity”, that is, an activity for organizing another activity, namely the educational activity of students. N. V. Kuzmina (2001) argues that pedagogical activity includes general pedagogical and professional pedagogical orientation. Exploring the psychological structure of pedagogical activity, N. V. Kuzmina distinguishes four functional components: gnostic, constructive, organizational and communicative. However, subsequent studies have shown that it is necessary to single out the design component in the constructive component and, thus, the description of pedagogical activity is based on a five-component structure. V. A. Mizherikov, I. F. Kharlamov, M. N. Ermolenko (2005) formulate such functions of pedagogical activity as: research and creative. The research and creative function is understood as such a function that requires the teacher to have a scientific approach to a variety of pedagogical phenomena, the ability to conduct a scientific search and use research methods, including analysis and generalization of their own experience and the experience of colleagues.

Of particular importance in the analysis of pedagogical activity is the creative activity of the teacher. Considering the teacher's creative activity as the basis of research activity, and the ability for creative activity as one of the qualities of the teacher's personality required in research activity, we need to turn to those approaches in which an attempt is made to explain the phenomenon of creative activity. An analysis of the essence of creative activity has shown that some researchers consider it as the creation of new, original values that have social significance (S. L. Rubinshtein), others - as the creation of something new, including in the inner world of the subject himself (L. S. Vygotsky), third - as a source and mechanism of movement (Ya. A. Ponomarev).

Thus, if a teacher has an activity aimed at understanding and solving problems that constantly arise in the pedagogical process, as well as involving the creation of something new, different from the already existing one, including in the inner world of the subject of activity, then this activity can be classified as creative.

A. N. Luk (1981) divides creative activity into artistic and scientific, M. I. Makhmutov (1977) - into scientific, practical and artistic, while creativity is identified with scientific research, which includes all stages of creative activity. The analysis allows us to conclude that creative activity is a necessary condition for the pedagogical process and an objective professional necessity in the teacher's activity, and research activity as a component of pedagogical activity refers to the scientific type of the teacher's creative activity, the result of which are new material and spiritual values that have social significance.

Of great theoretical importance is the structure of creative pedagogical activity, considered by V. A. Kan-Kalik and N. D. Nikandrov (1990), who distinguish four levels of pedagogical creativity:

- reproductive level - reproduction of ready-made recommendations, development of what was created by others;
- the level of optimization, characterized by a skillful choice and an appropriate combination of known methods and forms of training;
- heuristic level - search for something new, enrichment of the known with one's own findings;
- research level, when the teacher himself produces ideas and constructs the pedagogical process, creates new ways of pedagogical activity that correspond to his creative personality.

Thus, creative activity at the highest, research, level is impossible without understanding the role of pedagogical scientific knowledge as a source of pedagogical creativity. V. I. Zagvyazinsky emphasizes that “mastering the patterns of learning and personality development, methods and techniques of pedagogical search, the ability to correctly consider pedagogical knowledge and conjecture, norm and search, plan and improvisation is a condition for the transition from spontaneous-intuitive to conscious, systematic, scientific -substantiated pedagogical creativity". The scientist, investigating the creative activity of the teacher, comes to the conclusion that the research and creative activity of the teacher are inseparable. There is always a research element in the activity of a creative teacher. “It is the research element, as V. I. Zagvyazinsky notes, that brings together scientific research and the educational process. The research beginning fertilizes practical pedagogical activity, and the latter contributes to scientific creativity. In practical activity, research elements are very strong and essential, making it related to scientific research.

Subsequently, V. I. Zagvyazinsky singled out an independent research function of the teacher in the structure of pedagogical activity:

"Educational institutions have a new function - research and search, the implementation of which gives pedagogical work a creative character." The teacher must perform the functions of not only a teacher, mentor, educator, but also a researcher, a pioneer of new principles, ways of teaching and educating, combine traditions with innovations, strict algorithms with creative search. In the current situation, there is a need for the teacher's research activity to become purposeful and professional and be considered as a component of pedagogical activity.

V. V. Kraevsky (2001, 2007) suggests that not only a scientist, but also every practical teacher should be able to give a scientific description of their pedagogical actions and justification at the level of the phenomenon and even at the level of essence. At the same time, the scientist focuses not only on research, but on research and creative activity, since the difference between a teacher (a practical scientist) and a theoretical scientist lies in the fact that the teacher not only investigates this or that process, phenomenon, but also embodies him into practice, being the creator of his research idea. Only in this way, according to V. V. Kraevsky (2001), is it possible to move from “cognitive description to normative”. Highlighting research activity as one of the structural components of pedagogical activity, V. V. Kraevsky draws attention to the fact that in order to include a teacher in research activity, his special training is necessary.

To carry out research activities, the teacher needs appropriate abilities, manifested in skills. A. I. Savenkov (2006, 2012) understands the individual characteristics of a person as research abilities, which are subjective conditions for the successful implementation of research activities. The scientist proposes to consider the structure of research abilities as a complex of three relatively autonomous components:

- search activity characterizing the motivational component of research abilities;
- divergent thinking, characterized by productivity, flexibility of thinking, originality, the ability to develop ideas in response to a problem situation;
- convergent thinking, which is closely related to the ability to solve a problem based on analysis and synthesis, which are the essence of logical algorithms.

A. S. Obukhov (2015) describes research abilities as individual psychological characteristics of a person that ensure the success and qualitative originality of the process of searching, acquiring and comprehending new information. At the foundation of research abilities is search activity.

A. M. Novikov (2013) considers research skills in accordance with the stages of research: identifying the problem; formulation of the problem; goal formulation; building a hypothesis; definition of tasks; development of the experiment program; data collection (accumulation of facts, observations, evidence); analysis and synthesis of collected data; comparison of data and conclusions; preparing and writing messages; presentation with a message; rethinking the results in the course of answering questions; hypothesis testing; building generalizations; drawing conclusions. Based on the ideas of A. I. Savenkov and A. M. Novikov, the following basic criteria for the manifestation of research abilities can be distinguished: the ability to see a problem and translate it into a research problem; the ability to put forward a hypothesis, to generate as many ideas as possible in response to a problem situation; the ability to define concepts, to classify; the ability to analyze, draw conclusions and conclusions; the ability to explain, prove and defend their ideas.

The studies of V. I. Andreev (2005), N. V. Kukharev, V. S. Reshetko (1996) reflect the problem of the manifestation of research abilities and skills in the activities of a teacher, which confirms the correctness of the criteria we have chosen that determine the research abilities of a teacher. The authors in their studies come to the conclusion that each teacher can create a researcher out of himself and form non-standard pedagogical thinking, the ability to foresee, predict the consequences of the pedagogical measures taken, the objectivity of the mind, the ability to create different methods for solving the same pedagogical problem, analytical approach to any pedagogical problems.

N. V. Kukharev and V. S. Reshetko (1996), studying the creative activity of a teacher, note that the formation of a professional teacher begins with his ability to analyze his own activities, the ability to measure the results of his work and justify the process that affects the achievement of quality indicators in activities. The teacher's ability to investigate the quality of practical activity is the leading sign of professionalism.

The content of research activity, according to I.P. Podlasy, begins with understanding the new paradigm of the development of society, the perception of the change in the paradigm of education and the development trend of the system of general secondary education, the awareness of the new paradigm of pedagogical activity, the understanding of the new content of education, participation in the process of implementing new ideas in the education system. Research in pedagogy is interpreted as a process and result of scientific activity aimed at obtaining socially significant new knowledge about the patterns, structure, mechanism of education and upbringing, theory and history of pedagogy, methodology for organizing educational work, its content, principles, methods and organizational forms ( Taubaeva, 2000). In the pedagogical literature, the relationship between the concepts: "teacher-practitioner", "teacher-researcher" is considered. For example, N. Yu. Postalyuk (2014) believes that every teacher-practitioner, any person carrying out practical activities in the field of pedagogy, is simultaneously engaged in spontaneous empirical research. As soon as the means and methods of his own pedagogical activity (i.e., reflection) become the subject of his research, research is already carried out. In his research activities, the practitioner masters pedagogical reality with ordinary pedagogical thinking, while the researcher has theoretical pedagogical thinking. Their language is also different: a practical teacher has an everyday, everyday vocabulary, and a researcher is characterized by a specialized dictionary and syntax of a scientific language. A teacher who wants to combine his pedagogical activity with scientific research needs not only to supplement one work with another, but to transform the pedagogical work, the educational activity of the student. It is necessary to turn it into a convenient one for modeling various research goals and problems. The teacher's thinking is directly included in his practical activity and, unlike the thinking of a teacher-researcher, is not aimed at searching for general patterns, but at adapting universal knowledge to specific educational situations. Therefore, the teacher's pedagogical thinking is called practical, considering pedagogical activity as a structural unit of his mental activity (Yu. N. Kulyutkin, V. A. Slastenin, L. F. Spirin). The following signs of thinking in the teacher-researcher are distinguished:

- the ability to observe, analyze and explain observational data, to separate essential facts from non-essential ones;
- the ability to conduct an experiment (staging, explanation and presentation of the results);
- the ability to carry out an active search at its individual stages;
- understanding the structure of theoretical knowledge;
- mastery of general scientific ideas and principles;
- the ability to highlight the main thing in complex natural phenomena, to abstract, analyze and generalize the material;
- possession of methods of scientific knowledge;
- the ability to consider phenomena and processes in interconnection, to reveal the essence of objects and phenomena, to see their contradictions.

N. V. Kukharev (1996) believes that a teacher, in order to carry out a research function, must master the following skills and abilities:

- the ability to observe the pedagogical process, identify issues and problems that require in-depth study and further improvement;
- the ability to put forward and formulate a hypothesis in the event of a problem-pedagogical situation;
- the ability to work with scientific pedagogical literature (mono-
- graphic, periodical), research papers, works popularizing best practices, critically perceive it, revealing objectively valuable;
- skills of working with reference literature (bibliographic reference books, indexes, catalogues, other sources of information);
- the ability of meaningful and psychological-pedagogical substantiation of their judgments;
- the ability to analyze the best practices of other teachers, creatively process it and apply it in their work.

All of the above functions are closely related to each other in the integral structure of the teacher's personality and form the basis of the creative activity of the teacher-researcher.

Research methods in pedagogical science have different classifications. Yu. K. Babansky (1989) proposes to classify methods on the following grounds: according to the purpose of the study, according to the sources of information, according to the logic of the development of the study, according to the method of processing and analyzing research data. In research, well-known methods from the practice of other sciences are often used: ranking, scaling (I.P. Podlasy), terminological methods (P.I. Pidkasisty), evaluation (rating) (Yu.K. Babansky). General scientific methods include: analysis, synthesis, induction, deduction, axiomatic method, generalization, abstraction, method of ascent from the abstract to the concrete, observation, experiment, analogy, modeling, hypothesis, extrapolation, cybernetic methods, formalization method, system-structural, etc. .

There are methods of obtaining empirical knowledge (observation, experiment), development of knowledge (axiomatic, hypothetical-deductive).

B. G. Ananiev offers a complete classification of methods, highlighting among them organizational methods(comparative and longitudinal); empirical methods(observation, ascertaining and forming experiment, testing, projective method, expert method, self-observation method using relationship scales, content analysis, conversation, interview, questioning, sociometric methods, analysis of activity products, biographical method); data processing methods(quantitative, differentiation of results, identification of typologies, classifications, methods of mathematical statistics).

The results of the teacher's research activity are a set of new ideas, theoretical and practical conclusions obtained in accordance with the goals and objectives of the work: theoretical provisions (new concepts, approaches, directions, ideas, hypotheses, patterns, trends, classifications, principles in the field of education and upbringing, development of pedagogical science and practice); their clarification, development, addition, development, verification, confirmation, refutation; practical recommendations: (new methods, rules, algorithms, proposals, regulations, programs, explanatory notes to the programs); their clarification, development, addition, development, verification, confirmation, refutation. Thus, the conclusions of Sh. Taubayeva (2000) become relevant today: “The teacher-researcher is called upon to practically carry out practice-oriented science and science-intensive, science-oriented practice.”

The following stages of the formation of the skills and abilities of the teacher's research activities are distinguished:

- development of traditional forms of methodical work, based on the concept of teacher education, advanced training of teaching staff;
- study and generalization of advanced pedagogical experience (the stage of didactic comprehension by the teacher of his activity). The teacher analyzes and generalizes his own experience, the experience of colleagues, identifies didactic difficulties, looks for solutions; formulates problems, uses the results of research and advanced pedagogical experience addressed to practice, gets acquainted with teaching technologies;
- development of educational and methodological literature, development of curricula, study of the possibility of learning technology and teaching one's subject;
- implementation of own ideas;
- the development of new pedagogical knowledge, which involves the preparation of scientific articles by the teacher, the writing of scientific papers, the creation of new teaching and upbringing methods, new teaching technology.

Research activity as part of teaching practice is studied by many scientists in the field of pedagogy and psychology: A. A. Korzhenkova, A. V. Leontovich, A. S. Obukhov, A. N. Poddyakov, A. I. Savenkov, V. I. Slobodchikov and others. The research activity of the subject of the educational process performs a number of functions:

- educational: mastery of theoretical (scientific facts) and practical (scientific methods of research; methods of conducting experiments; methods of applying scientific knowledge) knowledge;
- organizational and orientational: formation of the ability to navigate in sources, literature; development of skills to organize and plan their activities; choice of information processing methods;
- analytical and corrective: associated with reflection, introspection, self-improvement of planning and organization of their activities; correction and self-correction of activity;
- motivational: development and strengthening of interest in science in the process of carrying out research activities, cognitive needs, belief in the theoretical and practical significance of the scientific knowledge being developed; development of the desire to become more deeply acquainted with the problems of the studied field of scientific knowledge, a variety of points of view; stimulation of self-education, self-development;
- developing: development of critical, creative thinking, the ability to act in standard and non-standard situations, the ability to substantiate, defend one's point of view; understanding of the development of motivation (interest, desire for knowledge), the development of abilities (cognitive, communicative, special abilities, etc.);
- nurturing: the formation of moral and legal self-awareness; education of the ability to adapt in a changing social environment; the formation of adequate self-esteem, responsibility, purposefulness, strong-willed self-regulation, courage in overcoming difficulties and other abilities and character traits. The educational function also includes the formation of readiness for professional self-determination, professional ethics.

Research activity acts as a form of organization of the educational process, as an activity aimed at obtaining new knowledge and a structural basis for the formation of research experience. Consequently, the goal of research activity is not only the final result, but also the process itself, during which research experience is formed, the experience of life self-determination, as a personal acquisition of the student.

Research experience can be defined as a set of practically learned knowledge, skills and methods of activity obtained in the course of research activities, which further provide a subjective attitude to the activities performed, an appeal to one's capabilities in the course of subsequent research activities, thereby contributing to the formation research competence.

Thus, research activity is an integral part of the pedagogical activity of a modern teacher, ensuring the organization of all its other types, influencing the development of the teacher's professional competence and performing the function of a means of this development; activities aimed at the formation and development of the personality of the teacher as an active subject of his own activity, capable of self-realization and self-actualization; an activity based on the internal cognitive need and activity of the subject, and aimed on the one hand at cognition, at the search for new knowledge to solve educational problems, on the other hand at reproduction, at improving the educational process in accordance with the goals of modern education. This is an activity in the course of which the formation and development of the most important mental functions takes place, a significant increase in research skills and abilities for research, learning and development.

The research activity of the teacher is embodied in a creative approach to achieving the results of modern education, requiring the active involvement of schoolchildren in research projects, creative activities, during which students learn to design, invent, and use the acquired knowledge in practice.

New education standards are focused not on individual elements of innovation, but on the creation of an entire education system based on the use of innovative technologies and their effects.

One of these technologies is a research technology aimed at forming the independence of the student's thinking, which allows him to gain experience in mental activity, certain algorithms of actions and mental operations and independently "extract" new knowledge in a logical way. Undoubtedly, the condition for its implementation is the teacher's possession of the skills of their own research activities and the organization of research activities of students.

The research activity of both the student and the teacher presupposes the existence of the main stages characteristic of scientific research:

- statement of the problem, formulation of the topic;
- goal-setting, hypotheses;
- familiarization with the literature on this issue;
- selection of research methods;
- collection of empirical material, its analysis;
- generalization of the obtained results, their interpretation and formulation of conclusions.

Conducting research stimulates a thought process aimed at finding and solving a problem. Teaching and research activities require a high level of knowledge, primarily from the teacher himself, a good command of research methods, a solid library with serious literature, and, in general, a desire to work in depth with students to study the research topic.

Research activities of students can be represented in the following forms:

1. information project, which is aimed at collecting information about an object or phenomenon with subsequent analysis of information, possibly generalization and mandatory presentation. Therefore, when planning an information project, it is necessary to determine: a) the object of information collection; b) possible sources that students will be able to use (it is also necessary to decide whether these sources are provided to students or whether they themselves are engaged in their search); c) the form of presentation of the result. Options are also possible here - from a written message, which only the teacher gets acquainted with, to a public message in the classroom or a speech in front of an audience (at a school conference, with a lecture for younger students, etc.). The main general educational task of the information project is precisely the formation of the skills to find, process and present information, therefore, it is desirable that all students take part, albeit in information projects of different duration and complexity. Under certain conditions, an information project can develop into a research project.
2. research project involves a clear definition of the subject and methods of research. In full, this can be work that roughly coincides with scientific research; it includes substantiating the topic, defining the problem and objectives of the study, putting forward a hypothesis, identifying sources of information and ways to solve the problem, arranging and discussing the results. Research projects tend to be long-term and are often student examination papers or competition papers.
3. Practice-oriented project, which implies a real result of the work, but unlike the first two, it is of an applied nature (for example, arrange an exhibition of rocks for a geography classroom). The type of educational project is determined by the dominant activity and the planned result. For example, a project to study the area may be of a research nature, or it may be practice-oriented: to prepare an educational lecture on a research topic.

The research activity of students or schoolchildren, as experience shows, does not arise by itself. The necessary conditions for its implementation are, in our opinion:

- readiness of students for this type of work;
- the desire and willingness of teachers to lead this type of activity.

Teachers, therefore, take on another new function - the leader of the student's research activities. At the same time, the main tasks of teachers are: updating the research needs of the student; involving him in search activities; search for means that activate the process of cognition; assistance in conscious goal setting; helping the student achieve results.

In the process of research activities, students master the initial skills of performing theoretical and experimental research work, which ensures a strong and deep assimilation of knowledge in special and related disciplines; development of creative, analytical thinking, broadening of horizons; development of skills for the application of theoretical knowledge to solve specific practical problems; the formation of skills to work in creative teams.

Research in the educational process is a tool in the hands of the teacher, they contribute to the development of creative abilities, the acquisition of new knowledge and skills by the student, the activation of cognitive activity, etc. All this characterizes educational research as a pedagogical technology, one of the ways to organize the educational process, which gives a high pedagogical result. The content of the educational research is based on the classical canons of conducting scientific work, the basics of the methodology of scientific research, and the traditions of designing such works. Research technology requires the teacher to restructure, first of all, the way of thinking, a methodical approach to the organization of the educational process in the classroom and in extracurricular activities. Possession of the research methodology, the system of research skills is becoming today one of the most important qualitative characteristics of a successful teacher. The new system of evaluation of all subjects of the educational process, the strengthening of the connection between educational practice and science encourage teachers to comprehend their own activities from scientific positions, to master the skills of research activities.

Thus, unlike other professional tasks facing the teacher, research activity involves a certain research competence, which allows you to understand how you can get answers to complex questions dictated by modern educational practice.

In conclusion, we briefly present the results of the research activities of the teaching staff of MBOU "Secondary School No. 15" in Vladimir, included in the innovative project "Educational space school-university as a condition for life self-determination of the subjects of the educational process." In recent years, the teaching staff has published four collections of scientific articles, which included a description of the results of individual and group studies of students, teachers, university teachers and students:

- Life self-determination in the educational space school-university: Sat. scientific Art. / under total ed. prof. I. V. Plaksina; Vladim. state un-t im. A. G. and N. G. Stoletovs. - Vladimir: Publishing House of VlGU, 2015. - 255 p.;
- Life self-determination: stages of growth: Sat. scientific Art. / under total ed. cand. psychol. sciences, prof. I. V. Plaksina; Vladim. state University named after Alexander Grigorievich and Nikolai Grigorievich Stoletovs. - Vladimir: Publishing House of VlGU, 2014. - 253 p.;
- Psychological and pedagogical aspects of life self-determination of personality: Sat. scientific Art. / under total ed. cand. psychol. sciences, prof. I. V. Plaksina; Vladim. state University named after Alexander Grigorievich and Nikolai Grigorievich Stoletovs. - Vladimir: Publishing House of VlGU, 2013. - 279 p.;
- Implementation of a competency-based approach to education in the conditions of the educational space school-university: Sat. scientific Art. / under total ed. cand. psychol. sciences, prof. I. V. Plaksina; Vladim. state University named after Alexander Grigorievich and Nikolai Grigorievich Stoletovs. - Vladimir: VlGU Publishing House, 2013. - 250 p.

Based on the results of the innovative activities of the school for the 2013-2014 academic year, the following indicators were identified:

- 27 teachers (60% of the entire teaching staff) involved in the innovative activities of the school are working on an individual research topic;
- 25 participants (92.5% of the total number of participants in the innovative activities of the school) have a portfolio with methodological materials and developments on the research topic;
- 24 participants (88.8%) have individual plans for innovation;
- 22 participants (81.5%) have a fully written justification for the research topic;
- 18 teachers (66.6%) during the academic year showed open lessons for various categories of students - teachers of the city and region, students of the VlSU;
- master classes on the subject and on the topic of the study were demonstrated by 7 teachers (25.9%);
- 16 teachers (59.2%) participated with presentations at seminars of various levels;
- 22 teachers (81.4%) actively participated in the meetings of school and university leaders;
- 24 teachers (88.8%) participated in the Days of Science and Art of the school as scientific supervisors of student research work;
- 6 teachers (22.2%) sent 25 students of the school to participate in the Days of Student Scientific Conferences of the VlSU at various departments;
- 21 teachers (77.7%) submitted materials for printing in various periodicals and scientific and methodological publications;
- 6 teachers (22.2%) prepared students for participation in subject competitions at the regional level, 1 teacher (3.7%) - at the Russian level;
- 7 teachers (25.9%) involve parents of students in joint research activities.

On the basis of the school for 13-14 academic years. VlSU students carried out more than 25 scientific studies.

Teachers (18 people - 40% of the entire teaching staff) who are not involved in the innovative activities of the school do not have quantitative indicators of the development of professional competence. The figures prove the effectiveness of research activities that support the creative activity of the teaching staff. At the same time, 40% of teachers who do not take part in the implementation of innovative activities are an additional resource that needs to be actively involved in solving today's important and eternal tasks of educating the younger generation.

Definition 1

The research activity of a teacher is a conscious, independent and responsibly carried out practical activity aimed at improving pedagogical professionalism.

The value of the teacher's research activities

Currently, the education system is gradually transitioning to new standards that are more relevant and meet the needs of society and the state in the upbringing and education of the younger generation. Accordingly, new requirements are also imposed on teaching staff engaged in direct professional activities within various educational organizations.

Particular importance is attached to the formation and development of future teachers of such personal qualities as:

initiative;
ability for creative thinking;
ability to find quick and creative solutions.

In order to form and develop these qualities, there is a purposeful organization of research activities designed to help the teacher overcome possible disagreements between the existing education system and the requirements that apply to a modern teacher.

Modern teachers have to constantly adapt to changing conditions, keep abreast of all developments in the field of education, master the current methods and means of education and training, and most importantly, be able to attract the attention of students in terms of their pedagogical activities. All this requires constant personal and professional self-development from the teacher.

The place and role of the teacher's research activity is significant in the structure of his professional portrait and professional pedagogical activity.

Definition 2

Pedagogical activity is the activity of a teacher aimed at creating optimal conditions for self-education and self-development of all subjects of the educational process.

By its nature, pedagogical activity is a complex system consisting of a number of activities, each of which has its own goals, objectives, motives, actions and end result.

Thus, the research activity of a teacher is aimed at improving his professional level and developing the necessary personal qualities for successful and effective pedagogical activity.

The essence of the teacher's research activity

Research activity provides a special look at the problem, clarification of definitions and interpretations, obtaining a radically new result.

Remark 1

The purpose of the teacher's research activity is to obtain new knowledge about the world around.

This is what distinguishes research activity from other types of activity (educational, educational, cognitive). Research is always the formulation of a certain problem or contradiction, a “blank spot” in science that requires careful study and explanation. In this connection, research activity always begins with a cognitive need and motivation to find a solution.

New knowledge obtained in the course of the study can be both general and particular. This may be a certain pattern, knowledge of its specific detail or place.

The essence of the research activity of a teacher lies in the fact that it implies the obligatory presence of an active cognitive position of all its participants, which is associated primarily with a deeply meaningful creative processing of scientific information, the work of thought processes in a mode of a special analytical and prognostic nature, manifested in the form of “trials and mistakes", personal insights and discoveries.

All this distinguishes research activity from other activities, as well as from problem-based and heuristic learning. Despite its isolation, research activity will only be effective when it is interconnected with other activities.

Organization of research activities of a teacher

The process of organizing research activities is a crucial stage on which its effectiveness and efficiency depend.

Properly organized research provides for the process of independent passage of participants through all stages of scientific research, each of which has a significant impact on the development of the student's personality and the acquisition of new knowledge and skills.

Each teacher, when organizing research activities, must understand that its design on paper and the actual implementation may differ from each other, since it is difficult to accurately predict the behavior of the participants. Not necessarily the students will get exactly the result that the teacher planned. This is proven by many scientific discoveries. Not always scientists got exactly what they were striving for. However, thanks to such an unpredictable result, many significant discoveries have been made by mankind.

Remark 2

Thus, the process of the flow of research activity does not always follow a given logic. It must be remembered that it is not the research process itself that is important, but the final result obtained.

The significance of planning research activities lies in the fact that it educates students in organization and responsibility.

Research activity can be organized not only in a “pure” form, but also in the field of a certain educational paradigm, for example, within the framework of the knowledge paradigm of education, into which teachers voluntarily or involuntarily transfer its main properties and features.

A change in the paradigm of education causes a change in emphasis and stereotypes.

The end of the research activity provides for a certain processing, execution and presentation of the results. For example:

Tables, diagrams, graphs, conclusions, presentations, etc.
Full-fledged written work - term papers, diplomas, etc.

Remark 3

Thus, in general terms, research activity is an activity that results in new spiritual and material values.

The article discusses the place and role of research activity as a component in the structure of pedagogical activity. The concept of "pedagogical activity", its essence and structure are specified. The essence and structure of the teacher's creative activity as the basis of research activity is determined. The research abilities of the teacher are considered and, based on the works of scientists, the authors identify the basic criteria for the manifestation of the research abilities of the modern teacher. The authors come to the conclusion that research activity is an integral part of the pedagogical activity of a modern teacher, ensuring the organization of all its other types. Research activity as a component in the structure of pedagogical activity affects the development of the professional competence of the teacher, the formation and development of the personality of the teacher as an active subject of his own activity, capable of self-realization and self-actualization.

research abilities and skills

creative activity research activity of the teacher

pedagogical activity

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Introduction

Modern cardinal transformations in society, changing socio-cultural priorities, changing the purpose and content of education require the teacher to reorient his consciousness to the research nature of pedagogical activity.

The modern educational environment predetermines the need to change the requirements for the qualifications of teachers. The new system of evaluation of all subjects of the educational process, the strengthening of the connection between educational practice and science encourage teachers to comprehend their own activities from scientific positions, to master the skills of research activities.

The need to include a teacher in research activities is substantiated in the works of a number of domestic scientists (Zagvyazinsky V.I., Kraevsky V.V., Kuzmina N.V., Novikov A.M., Skatkina M.N., etc.).

According to the official documents of the European Commission, the decisive factors of competitiveness in a constantly changing world are precisely research activities, which are designed to help overcome the functional mismatch between the education system and the challenges of the time, to adapt to the teacher in a constantly changing range of functional duties, to actualize interest in personal and professional self-development.

In order to determine the place and role of research activity as a component in the structure of the teacher's activity, it is necessary to clarify the concept of "pedagogical activity" and consider its essence and structure.

Pedagogical activity is understood as activity to create conditions for self-development and self-education of people. Pedagogical activity is a complex system of a number of activities. In contrast to the understanding of activity accepted in psychology as a multilevel system, the components of which are the goal, motives, actions and results, in relation to pedagogical activity, consideration of its components as relatively independent functional types of teacher activity prevails. It is this idea that received methodological formalization in the theory of activity formulated by Leontiev A.N. .

Thus, a feature of pedagogical activity is its multifunctionality. There are enough grounds for such structuring of pedagogical activity in science.

So, Kuzmina N.V. claims that pedagogical activity includes a general pedagogical and professional-pedagogical orientation, Rachenko I.P. considers pedagogical activity "as one of the types of labor where the teacher and students interact (the latter act not only as objects, but also as subjects of activity), material and spiritual means, working conditions" . According to Yu.N.

Kuzmina N.V., exploring the psychological structure of pedagogical activity, identifies four functional components: gnostic, constructive, organizational and communicative. However, subsequent studies have shown that it is necessary to separate the design and actual design components, and thus, the description of pedagogical activity is based on a five-component structure. Kharlamov I.F., Mizherikov V.A., Ermolenko M.N. formulate such functions of pedagogical activity as: diagnostic, orientational and prognostic, constructive and design, organizational, informational and explanatory, communicative and stimulating, analytical and evaluative, research and creative. Under the research and creative function, scientists understand such a function that requires the teacher to have a scientific approach to a variety of pedagogical phenomena, the ability to conduct a scientific search and use research methods, including analysis and generalization of their own experience and the experience of colleagues.

Of particular importance in the analysis of pedagogical activity is the creative activity of the teacher. Considering the teacher's creative activity as the basis of research activity, and the ability for creative activity as one of the qualities of the teacher's personality required in research activity, we need to turn to those approaches in which an attempt is made to explain the phenomenon of creative activity. An analysis of the essence of creative activity showed that some researchers consider it as the creation of new, original values of social significance (Rubinshtein S.L.), others as the creation of something new, including in the inner world of the subject himself (Vygotsky L. .S.), third - as a source and mechanism of movement (Ponomarev Ya.A.).

Creative activity Luk A.N. subdivides into artistic and scientific, Makhmutov M.I. - scientific, practical and artistic, while creativity is identified with scientific research, which includes all stages of creative activity.

The analysis allows us to conclude that creative activity is a necessary condition for the pedagogical process and an objective professional necessity in the teacher's activity, and research activity as a component of pedagogical activity refers to the scientific type of the teacher's creative activity, the result of which are new material and spiritual values that have social significance.

The structure of creative pedagogical activity, considered by V.A. Kan-Kalik, acquires great theoretical significance. and Nikandrov N.D., who distinguish four levels of pedagogical creativity: the reproductive level - the level of reproduction of ready-made recommendations, the development of what was created by others; level of optimization, characterized by a skillful choice and an appropriate combination of known methods and forms of learning; heuristic level - search for the new, enrichment of the known with one's own findings; research, personally independent level, when the teacher himself produces ideas and constructs the pedagogical process, creates new ways of pedagogical activity that correspond to his creative personality.

Thus, creative activity at the highest, research, level is impossible without understanding the role of pedagogical scientific knowledge as a source of pedagogical creativity. We are close to the position of Zagvyazinsky V.I., who claims that “mastery of the patterns of learning and personality development, methods and techniques of pedagogical search, the ability to correctly consider pedagogical knowledge and conjecture, norm and search, plan and improvisation is a condition for the transition from spontaneous-intuitive to conscious, systematic, scientifically based pedagogical creativity. The scientist, investigating the creative activity of the teacher, comes to the conclusion that the research and creative activity of the teacher are inseparable. There is always a research element in the activity of a creative teacher. “It is the research element, - notes V.I. Zagvyazinsky, - that brings together the scientific search and the educational process. The research beginning fertilizes practical pedagogical activity, and the latter contributes to scientific creativity. In practical activity, research elements are very strong and essential, making it related to scientific research.

Subsequently, Zagvyazinsky V.I. highlights an independent research function of the teacher in the structure of pedagogical activity: "Educational institutions have a new function - research and search, the implementation of which gives pedagogical work a creative character." The teacher must perform the functions of not only a teacher, mentor, educator, but also a researcher, a pioneer of new principles, ways of teaching and educating, combine traditions with innovations, strict algorithms with creative search... became purposeful and professional. Thus it is Zagvyazinsky The.AND. identifies research activity as an independent component of pedagogical activity.

Kraevsky V.V. suggests that not only a scientist, but also every teacher-practitioner should be able to give a scientific description of their pedagogical actions and justification at the level of the phenomenon and even at the level of essence. At the same time, the scientist focuses not only on research, but on research and creative activity, since the difference between a teacher (a practical scientist) and a theoretical scientist lies in the fact that the teacher not only investigates this or that process, phenomenon, but also embodies him into practice, being the creator of his research idea. Only in this way, according to Kraevsky V.V., is it possible to move from “cognitive description to normative” .

Singling out research activity as one of the structural components of pedagogical activity, Kraevsky V.V. draws attention to the fact that in order to include a teacher in research activities, his special training is necessary.

To carry out research activities, the teacher needs appropriate abilities, manifested in skills.

Yes, under research abilities Savenkov A.I. understands individual personality traits, which are subjective conditions for the successful implementation of research activities. The scientist proposes to consider the structure of research abilities as a complex of three relatively autonomous components:

search activity characterizes the motivational component of research abilities;
divergent thinking is characterized by productivity, flexibility of thinking, originality, the ability to develop ideas in response to a problem situation;
convergent thinking is closely related to the ability to solve a problem based on logical algorithms, through the ability to analyze and synthesize.

Egorova T.A. interprets research skills as individual psychological characteristics of a person, ensuring the success and qualitative originality of the process of searching, acquiring and comprehending new information. At the foundation of research abilities is search activity.

Novikov A.M. considers research skills in accordance with the stages of research: identifying the problem; formulation of the problem; goal formulation; building a hypothesis; definition of tasks; development of the experiment program; data collection (accumulation of facts, observations, evidence); analysis and synthesis of collected data; comparison of data and conclusions; preparing and writing messages; presentation with a message; rethinking the results in the course of answering questions; hypothesis testing; building generalizations; drawing conclusions.

Based on the ideas of Savenkov A.I. and Novikov A.M., we single out the following basic criteria for the manifestation of research abilities: the ability to see the problem and translate it into a research task; the ability to put forward a hypothesis, to generate as many ideas as possible in response to a problem situation; the ability to define concepts, to classify; the ability to analyze, draw conclusions and conclusions; the ability to explain, prove and defend their ideas.

In the studies of Andreev V.I., Kochetov A.I., Kukhareva N.V., Reshetko V.S. reflects the problem of the manifestation of research abilities and skills in the activities of the teacher, which confirms the correctness of the criteria we have chosen that determine the research abilities of the teacher.

So, Kochetov A.I. in his study, he comes to the conclusion that “every teacher can create a researcher out of himself and form in himself: non-standard pedagogical thinking; the ability to foresee, predict the consequences of the pedagogical measures taken; objectivity of the mind, that is, finding the causes of failures and preventing them in the future; the ability to create different methods for solving the same pedagogical problem; analytical approach to any pedagogical problem; contact method of interaction with children.

Kukharev N.V. and Reshetko V.S., exploring the creative activity of a teacher, note that the formation of a professional teacher begins with his ability to analyze his own activities, the ability to measure the results of his work and justify the process that affects the achievement of quality indicators in activity. According to Kukharev N.V., the leading sign of professionalism is the ability of a teacher to investigate the quality of practical activity.

Thus, research activity is an integral part of the pedagogical activity of a modern teacher, ensuring the organization of all its other types, influencing the development of the teacher's professional competence and performing the function of a means of this development; activities aimed at the formation and development of the personality of the teacher as an active subject of his own activity, capable of self-realization and self-actualization; activity based on the internal cognitive need and activity of the subject, and aimed on the one hand at cognition, at the search for new knowledge to solve educational problems, on the other hand at (re)production, at improving the educational process in accordance with the goals of modern education; activity in the process of which the formation and development of the most important mental functions takes place, a significant increase in research skills and abilities for research, learning and development.

Reviewers:

Shumeiko A.A., Doctor of Pedagogical Sciences, Professor, Rector, Amur State University for the Humanities and Pedagogics, Komsomolsk-on-Amur.

Sedova N.E., Doctor of Pedagogy, Professor, Professor of the Department of Pedagogics of Vocational Education, Amur State University for the Humanities and Pedagogics, Komsomolsk-on-Amur.

Bibliographic link

Rybaleva I.A., Tuleikina M.M. PLACE AND ROLE OF RESEARCH ACTIVITY AS A COMPONENT IN THE STRUCTURE OF PEDAGOGICAL ACTIVITY // Modern problems of science and education. - 2013. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=11392 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

In recent years, new pedagogical trends have emerged in the general education school, such as: strengthening the personal orientation of the content and teaching technologies; individualization of educational trajectories of students; creative and developmental orientation of basic education; technologization and computerization of the educational process. All this actualizes the need for the formation of research skills of schoolchildren, contributing to an increase in the effectiveness of the educational process and the development of the creative abilities of the individual.

In connection with changing requests for learning outcomes, teachers are developing new educational technologies based on the child's research search in the learning process and independent creativity. In the literature on pedagogy and teaching methods, the concepts of "research", "research activity" are often encountered. However, they are rarely clearly defined. In our opinion, elucidation of the essence of these concepts is a fundamentally important task in their study. For a full disclosure of the topic, the primary task is to clarify the basic concept - "research activity".

Activity in general, according to the domestic psychologist A.N. Leontiev, is a process of active interaction of the subject with the world, during which the subject satisfies any of his needs. An activity can be called any activity of a person, to which he himself attaches a certain meaning.

Research is a creative process of studying an object or phenomenon with a specific goal, but with an initially unknown result.

Each of us is an explorer by nature. Curiosity, exploratory activity and exploratory behavior are inherent in a person. The differences between these concepts are not immediately obvious, but they largely determine the degree of adaptability in adaptation and effective interaction of the organism with changing environmental conditions.

Search activity acts as the primary source and main engine of exploratory behavior. It characterizes his motivational component. The desire for search activity is largely biologically predetermined, however, this quality develops under the influence of the environment. Research activity permeates all types of human activity, performing important functions in the development of cognitive processes, in learning, in the acquisition of social experience, in social development and personality. That is, we can say that research activity is stimulated by cognitive activity, is characterized by research thinking and manifests itself in research behavior.

In human culture, special social and cultural norms of activity have developed, which we call research activity. It is based on exploratory activity and exploratory behavior, but unlike them, it is conscious, purposeful, built by cultural means.

An analysis of pedagogical literature gives grounds to assert that some authors identically equate the concepts of "research activity" with "research activity" and "research behavior". In their opinion, the differences consist only in emphasizing one or another aspect. So, in the concept of "research activity" the need-motivational and energy aspect is more emphasized, in "research behavior" - the aspect of interaction with the outside world, in "research activity" - the aspect of purposefulness and purposefulness.

Research activity, according to I.A. Zimnyaya and E.A. Shashenkova, is “a specific human activity, which is regulated by the consciousness and activity of the individual, is aimed at satisfying cognitive, intellectual needs, the product of which is new knowledge obtained in accordance with the goal and in accordance with objective laws and existing circumstances that determine reality and goal attainability. The definition of specific methods and means of action through the formulation of the problem, the isolation of the object of study, the conduct of an experiment, the description and explanation of the facts obtained in the experiment, the creation of a hypothesis (theory), the prediction and verification of the knowledge gained, determines the specifics and essence of this activity.

In the foundation of exploratory behavior, as emphasized by A.I. Savenkov, there is a mental need for search activity in an uncertain situation. He gives the following definition: “Research activity should be considered as a special type of intellectual and creative activity generated as a result of the functioning of search activity mechanisms and built on the basis of exploratory behavior. It logically includes motivating factors (search activity) of exploratory behavior and mechanisms for its implementation.

Thus, research activity essentially involves an active cognitive position based on an internal search for an answer to any question related to the comprehension and creative processing of information, action through “trial and error”, and the work of thought processes. This research activity differs from problem-based learning, being in the same group of educational technologies with it.

As part of the educational process, when organizing the research work of schoolchildren, there is a shift in emphasis from the scientific novelty of knowledge to their subjectivity, as well as to the process of mastering new types of activity.

It should be emphasized that educational and research activities have significant differences from research. If in science the main goal is the production of new knowledge, then in education the goal of research activity is to acquire by students the functional skill of research as a universal way of mastering reality, developing the ability for a research type of thinking, activating the student's personal position in the educational process based on the acquisition of subjectively new knowledge. .

Teaching and research activity is an activity whose main goal is an educational result, it is aimed at teaching students, developing their research type of thinking. Its value lies in the possibility of forming mental structures of a scientific type, which presuppose the independence of thinking, its creativity and scientific reflection, as well as the ability for exploratory behavior.

The purpose of research activity is always independent acquisition of new knowledge about the world around, development of cognitive interests, intellectual abilities of students; mastering the skills of using information about modern achievements in science; training in the ability to form a topic, goals and objectives of the study, design work; the formation of public speaking skills, a culture of reasoning, the defense of abstract work, discussion, which is what differs from ordinary educational activities (explanatory and illustrative). New knowledge can be both private and general in nature, being either a pattern or knowledge about a detail, about its place in a particular pattern. In addition to new knowledge, the purpose of research in the framework of educational activities is to find new methods and methods of activity, as well as to develop the skills and abilities to use them. The dual purpose of this type of learning activity is often forgotten, focusing only on the result.

The organization of educational research for schoolchildren implies a fundamental change in the relationship between the two subjects of the educational process: in a typical educational situation, which, as a rule, determines the nature of the educational process, the standard positional scheme "teacher" - "student" is implemented. The first transmits knowledge, the second assimilates them; All this happens within the framework of a well-established class-lesson scheme.

With the development of research activities, these positions collide with realities: there are no ready-made standards of knowledge that are so familiar to a blackboard: phenomena seen in wildlife do not mechanically fit into ready-made schemes, but require independent analysis in each specific situation. This initiates the beginning of evolution from the object-subject paradigm of educational activity to the situation of joint comprehension of the surrounding reality, the expression of which is the “colleague-colleague” pair.

The second component - "mentor - junior comrade" involves the transfer of practical skills associated with the development of reality from the teacher, who possesses them, to the student. This transmission takes place in close personal contact, which determines the high personal authority of the position of "mentor" and specialist, teacher, its bearer. The main result of the considered positional evolution is the expansion of the boundaries of tolerance of the participants in research activities.

Speaking about the features of research activity, it should be noted that it is based on the research abilities and research skills of the subject, both the student and the teacher.

Research abilities, as defined by A.I. Savenkov, these are individual personality traits, which are subjective conditions for the successful implementation of research activities. They include:

ability to see the problem;

the ability to develop a hypothesis;

the ability to observe;

the ability to conduct an experiment;

the ability to define concepts, etc.

The formation of special research abilities does not reduce the importance of general educational teachings and skills that any person needs for successful learning and further self-realization.

There are different approaches to the definition of the concept of "research skills". So, V.V. Uspensky defines them as a way of independent observations, experiments obtained in the process of solving research problems. A.V. Petrovsky notes the oversubject nature of research skills. In his opinion, research skills are the possession of a complex system of mental and practical actions necessary for cognitive activity in all types of educational work. H.Ya. Mulyukov defines such skills as "the ability to apply one or another research method in solving a specific problem or research assignment." According to A.G. Iodko, research skills are a system of “intellectual and practical skills of educational activities necessary for independent performance of research or part of it” .

S.I. Bryzgalova interprets research skills as a way to implement a separate activity, defines their groups and presents a classification depending on the logic of scientific research: scientific-informational, methodological, theoretical, empirical, written-speech, communicative-speech. In the work "Research work as a specific type of human activity" I.A. Zimnyaya and E.A. Shashenkova define these skills as "the ability of independent observations, experiments, searches acquired in the process of solving research problems" . Consequently, there is no consensus on the psychological and practical essence of this concept.

There are even more contradictions in the definition of the structure of research skills. Thus, different authors understand different psychological phenomena under the same components of educational activity. However, most of them tend to think that research skills are complex complex skills, covering a system of knowledge, skills and elementary skills and bearing elements of creativity. Their knowledge component is primarily methodological knowledge of a general scientific nature about the methods of scientific and empirical research, about the structure of the activity of an experimental researcher, about the subject and methods of a particular science.

According to N. Litovchenko, the structure of research skills also includes the knowledge necessary for orientation in the relevant research tasks: the scientific style of thinking and work, the essence of mental, mental-practical actions and their sequence, heuristic rules and logical techniques. Theoretical analysis of the problem of cognitive activity shows that the assimilation of the necessary minimum of knowledge is a prerequisite for the formation of skills.

The definition of research skills as complex complex skills and the characteristics of their structure brings some clarity to the process of classifying skills and, in general, to the understanding of these important concepts and makes it easier to determine the best ways to teach students research activities.

Tryapitsyna A.P. divided educational research into three groups: mono-subject, inter-subject and over-subject.

1. Mono-subject research is a research carried out on a specific subject, involving the involvement of knowledge to solve a problem in this particular subject. The results of a mono-subject research do not go beyond the scope of a separate academic subject and can be obtained in the process of studying it. This study aims to deepen students' knowledge of a particular subject at school.

The purpose of a mono-subject educational research is the solution of local subject problems, which is implemented under the guidance of a teacher - subject teacher, in only one subject. An example of such a mono-subject study could be the task: "Suggest how it can be proved that diamond and graphite are formed by the same chemical element." Of course, when a student begins to conduct research work in this case, he does not go beyond the subject of chemistry, “digging” only in one direction - the chemical direction, without affecting either mathematics (algebra, geometry), or biology, or geography, and so on.

2. Interdisciplinary research is a research aimed at solving a problem that requires the involvement of knowledge from different academic subjects in one or more educational areas.

The results of the interdisciplinary research are beyond the scope of a separate academic subject and cannot be obtained in the process of studying it. This research aims to deepen students' knowledge of one or more subjects, or educational areas.

The purpose of interdisciplinary educational research is the solution of local or global interdisciplinary problems, implemented under the guidance of teachers of one or more educational areas.

Interdisciplinary instructional research is sometimes referred to as integrated research. For example, in the research work "Natural sources of hydrocarbons" there is an intersection of four school subjects: biology, geography, chemistry, ecology.

3. Oversubjective research is a research that involves the joint activities of students and teachers, aimed at researching specific problems that are personally significant for high school students. The results of such a study are beyond the scope of the curriculum and cannot be obtained in the process of studying the latter. The study involves the interaction of the student with teachers in various educational areas.

The purpose of the over-subject educational research is the solution of local problems of a general educational nature. This educational research is being implemented under the guidance of teachers working in the same parallel classes. For example, the study "Nitrates in Foods" is oversubjective.

Supra-subject research has a number of advantages over academic mono- and inter-subject research. Firstly, they contribute to overcoming the fragmentation of students' knowledge and the formation of general educational skills and abilities. Secondly, as a rule, their development does not require the allocation of additional study time, since their content is, as it were, “superimposed” on the content of linear courses. And finally, thirdly: the research process contributes to the formation of a team of teachers united by one goal.

A.P. Tryapitsyna defined the pedagogical expediency of oversubject research as follows:

1. Oversubjective research is a specific tool of pedagogical activity, ensuring the unity of approaches of teachers of different subjects to achieve the general goals of school education.

2. Due to its generality, oversubject research allows the teacher to reveal to the maximum extent the value orientations of his activity as an intermediary between generations, between the past and the future by transmitting his unique individual creative attitude to the world (V.V. Abramenko, M.Yu. Kondratiev, A.V. Petrovsky).

3. The oversubject research provides the basis for implementing the idea of creating conditions for “real life in the classroom” (L.V. Zankov, Sh.A. Amonashvili, V.A. Sukhomlinsky), when the lesson not only “prepares for life”, but is a means of cognition by the student of the most important problems of his life today.

4. Supra-subject research provides content-ideological support and harmonization of school education curricula through a holistic consideration of all areas of increasing the level of schoolchildren's competence: expanding the range of personally significant problems, expanding the range of problem solving tools.

5. Supra-subject research enriches the possibilities of the curriculum without leading to an overload of students, since it can be the basis for building integrated modules and help enrich the content of individual topics of specific academic subjects.

6. Oversubjective research can be considered as a way of pedagogical support for the process of self-education of the student and expansion of the forms of accounting for the student's achievements in educational activities.

7. Oversubject research can act as a means of integrating school education, additional education, self-education and education in the experience of the student's social activity.

No less important restrictions are imposed on the subject matter, nature, and scope of research by the requirements of developmental psychology. Adolescence is characterized by a still low general educational level, an unformed worldview, an underdeveloped ability for independent analysis, and a weak concentration of attention. An excessive amount of work and its specialization, which lead to a narrow subject area, can harm general education and development, which is, of course, the main task at this age. Therefore, not every research task brought from science is suitable for implementation in educational institutions. Such tasks must meet certain requirements, on the basis of which it is possible to establish general principles for designing research tasks for students in various fields of knowledge.

Ogorodnikova N.V. identifies several forms of teaching and research activities of high school students, while, in our opinion, this division is rather arbitrary and often the proposed forms are combined and successfully complement each other.

a) Traditional lesson system. The lesson acts as the leading form of organization of educational and research activities of students in the 9th, 10th, 11th grades. It is in the classroom that teachers use pedagogical technologies based on the use of a research teaching method.

The research method can be defined as "independent (without a teacher's step-by-step guidance) solution by students of a new problem for them using such elements of scientific research as observation and independent analysis of facts, putting forward a hypothesis and testing it, formulating conclusions, laws or regularities." The application of the research method is possible in the course of solving a complex problem, analyzing primary sources, resolving the problem posed by the teacher, and more.

The research teaching method pursues a dual goal - to acquire new knowledge and form certain skills among schoolchildren, but differs from the classical reproductive teaching method in a new level of relationships between subjects and a sequence of logical stages.

b) Non-traditional lesson system. There are many types of non-traditional lessons that involve students performing educational research or its elements: lesson - research, lesson - laboratory, lesson - creative report, lesson of invention, lesson - "Amazing is nearby", lesson of a fantastic project, lesson - a story about scientists, lesson - defense of research projects, lesson - examination, lesson - "Patent for discovery", lesson of open thoughts, etc. .

c) An educational experiment allows you to organize the development of such elements of research activities as planning and conducting an experiment, processing and analyzing its results.

Usually a school experiment is carried out on the basis of a school and on school equipment. An educational experiment may include all or several elements of a real scientific research (observation and study of facts and phenomena, identifying a problem, setting a research problem, determining the goal, objectives and hypotheses of the experiment, developing a research methodology, its plan, program, methods for processing the results obtained, conducting a pilot experiment, adjusting the research methodology in connection with the course and results of the pilot experiment, the experiment itself, quantitative and qualitative analysis of the data obtained, interpreting the facts obtained, formulating conclusions, defending the results of the experimental study).

d) Homework of a research nature can combine a variety of types, and allows you to conduct an educational study that is quite extended in time.

e) Extracurricular activities provide more opportunities for the implementation of educational and research activities of schoolchildren. Let us consider examples of the inclusion of research activities of schoolchildren in the process of extracurricular work.

For example, some schools include students' research practice in their educational programs. It can be carried out at the school itself, on the basis of external educational and scientific institutions or in the field.

Optional classes, which involve an in-depth study of the subject, provide great opportunities for the implementation of their teaching and research activities for high school students.

Student Research Society (UNIO) is a form of extracurricular work that combines work on educational research, collective discussion of the intermediate and final results of this work, organization of round tables, discussions, debates, intellectual games, public defenses, conferences, etc., as well as meetings with representatives of science and education, excursions to institutions of science and education, cooperation with UNIO of other schools.

Participation of high school students in olympiads, competitions, conferences, incl. remote, subject weeks, intellectual marathons involves the implementation of educational research or their elements within the framework of these events.

The organization of educational and research activities of students to reveal its pedagogical and developmental potential, according to E.V. Draft, should be based on a number of principles:

The principle of accessibility (the ability of the child to complete the task, upon completion of which there will be a feeling of success from the result of their own activities);

The principle of naturalness (the problem must be real, not far-fetched; as well as a genuine interest in the research process);

The principle of experimentation (learners' knowledge of the properties of something through all analyzers, as a result of which the various properties of objects and phenomena are perceived in interconnection, covered from all sides);

The principle of awareness (both problems, goals and objectives, as well as the course of the study itself and its results);

The principle of cultural conformity (taking into account the traditions of worldview that exist in a given culture);

The principle of self-activity (the student masters the course of research and new knowledge through his own experience of independent work).

Speaking about the relative novelty of the results of educational and research work, one should still observe a certain line - the principle of information availability. In accordance with this principle, the reproduction of known experiments without changing the purpose and methodology of their conduct will not be considered research.

In foreign literature, the principles are replaced by requirements, which are also aimed at the effective functioning of the research learning mechanism. According to American educators (Driver R., Bell B., Kreizberg P. and others), the requirements are as follows:

1. Encourage students to formulate their ideas and ideas, to express them in an implicit form.

2. To confront students with phenomena that are in conflict with existing ideas.

3. Encourage speculation, conjecture, alternative explanations.

4. Give students the opportunity to explore their assumptions in a free and relaxed environment, especially through small group discussions.

5. Provide students with the opportunity to apply new ideas to a wide range of phenomena, situations, so that they can evaluate their applied value.

In general, the ideas of domestic and foreign teachers are similar: the former are more specific and have a clear connection with the principles and approaches of the domestic methodology, while the latter are aimed at humanizing the educational process.

Based on the technology of research activities, a model of a specialized school can be implemented, both on the basis of a general education institution, and in cooperation with institutions of additional and higher professional education.

Thus, we can conclude that, in its essence, educational research involves an active cognitive position associated with periodic and prolonged internal search, deeply meaningful and creative processing of information of a scientific nature, the work of thought processes in a special mode of analytical and prognostic properties.

Methodology - the doctrine of the structure, logical organization, methods and means of activity. The methodology of science characterizes the components of scientific research - its object, subject of analysis, research objectives, the totality of research tools necessary to solve research problems, and also forms ideas about the sequence of movement of the researcher in the process of solving problems.

Methodological Apparatus of Pedagogical Research Research Topic The relevance of the research is determined by the contradiction between, for example, the modern tasks facing vocational education and the established practice of training workers and specialists, which do not allow solving these problems. When analyzing the rationale for the relevance of the study, an analysis is made of the current teaching practice, the state of the problem in science, and the results of their own pedagogical research. The research problem follows from the highlighted contradiction and is most often formulated in the form of a question to which the answer is sought in the course of the study.

The purpose of the study shows what should be achieved in the course of the study, i.e., the scientific result that should be obtained. The object of the study is that part of the practice or scientific knowledge that the researcher deals with. When defining it, one should usually answer the question: What is being considered? The subject of the study is that side, that part of the object that is being investigated. The hypothesis of the study is a scientific assumption that should be proved during the study. The hypothesis is not formulated in its final form immediately: working hypotheses are put forward, which replace each other and, after confirmation, move from working to actual.

Research objectives are determined by the purpose and hypothesis, they act as private independent goals in relation to the general ones Research methods: Theoretical: analysis of literature and regulatory documents, methods of system analysis, comparison and comparison, modeling of pedagogical situations, designing the content of education and learning technologies, processing the results of the experiment and their analysis. Experimental: psychodiagnostic (questionnaires, interviews, observation of the educational process, testing, peer review, self-assessment) experimental teaching, statistical methods for processing the experiment

All methodological characteristics of the study are interconnected and complement each other Theme PurposeObject Subject Formation of a system of additional qualifications in a professional lyceum based on the competence approach and model of formation of additional qualifications of additional qualifications in a professional lyceum

As a hypothesis of the study, the assumption was made that the formation of a system of additional qualifications for working professions will be pedagogically effective if: the structure of additional qualifications is justified on the basis of the competence approach; to meet the needs of the individual, directions for planning changes in the educational process of SPs for the development of additional qualifications were formulated, methodological recommendations were developed for the system of advanced training of pedagogical and managerial personnel of vocational education and social partners

The structure of pedagogical research Studying the state of the problem Substantiation of the relevance and formulation of the problem Formulation and development of a hypothesis Practical development of the problem Implementation of the results into practice Theoretical analysis of literature Ascertaining experiment Theoretical analysis Search experiment Testing experiment Teaching Control

Algorithm for working on a scientific and methodological topic 1. Define the topic or research problem. 2. Get the necessary advice on the order and sequence of implementation, volume, content of the work, its scientific, methodological and organizational part. 3. Determine the methodological apparatus of the study: relevance, object, subject, goal, scientific hypothesis, tasks, initial concept, problem under study, novelty and research methodology. 4. Make a program of research work. 5. Analyze the scientific and pedagogical literature on the chosen topic. 6. Think about and plan experimental work, conduct it. 7. Check the obtained experimental data or conduct a delayed re-experiment. 8. Complete the study in writing. 9. Make recommendations based on the results of the study or set perspectives. 10. Conduct a reflection on the results of the research work. 11. Protect completed research.