Fundamentals of the teacher's research activity. Theoretical foundations of the research activities of students of a teacher training college

Methodology - the study of structure, logical organization, methods and means of activity. The methodology of science characterizes the components of a scientific research - its object, the subject of analysis, research tasks, a set of research tools needed 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 professional education and the established practice of training workers and specialists, which do not allow solving these tasks. When analyzing the substantiation of the relevance of the study, an analysis of the existing teaching practice, the state of the problem in science, the results of one's own pedagogical research is carried out. The research problem follows from the identified contradiction and is most often formulated in the form of a question to which the answer is sought in the course of research.

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

The research tasks are determined by the goal and hypothesis, they act as private independent goals in relation to the general Research methods: Theoretical: analysis of literature and normative documents, methods of system analysis, comparison and comparison, modeling of pedagogical situations, design of educational content and learning technologies, processing of experimental results and their analysis. Experimental: psychodiagnostic (questioning, interviewing, observation of the educational process, testing, peer review, self-assessment); experimental teaching; statistical methods of experimental processing

All methodological characteristics of the research are interconnected and complement each other Topic Purpose Object Subject Formation of a system of additional qualifications in a vocational lyceum based on the competence of the lyceum; Development of a system of additional qualifications in a vocational lyceum, implemented on the basis of the competence of an approach; and a model for the formation of additional qualifications of additional qualifications in a vocational lyceum

The hypothesis of the research was the assumption that the formation of a system of additional qualifications for blue-collar occupations would be pedagogically effective if: the structure of additional qualifications was substantiated on the basis of a competence approach; to meet the needs of the individual, the directions of planning changes in the educational process of the VL for the development of additional qualifications were formulated; methodological recommendations were developed for the system of advanced training of pedagogical and management personnel of vocational education and social partners

The structure of the pedagogical research Study of the state of the problem Justification of the relevance and formulation of the problem Formulation and development of the hypothesis Practical development of the problem Implementation of the results into practice Theoretical analysis of the literature Statement experiment Theoretical analysis Search experiment Verification experiment Educational Control

Algorithm for working on a scientific and methodological topic 1. Define a topic or research problem. 2. Get the necessary consultations on the order and sequence of performance, volume, content of the work, its scientific, methodological and organizational part. 3. Determine the methodological apparatus of the research: relevance, object, subject, purpose, scientific hypothesis, objectives, initial concept, problem under study, novelty and research methodology. 4. Make a research program. 5. Analyze the scientific and pedagogical literature on the chosen topic. 6. Conceive and plan the experimental work, carry it out. 7. Check the experimental data obtained or carry out a delayed re-experiment. 8. Complete your research in writing. 9. Make recommendations based on the research findings or define perspectives. 10. Conduct reflection on the results of the research work. 11. Protect research done.

The transition of the education system to new standards has clarified the requirements for 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 is the development of research activities, which is designed to help overcome the functional mismatch between the education system and the challenges of the time, adapt to the teacher in a constantly changing range of functional responsibilities, and 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 a teacher's activity, it is necessary to turn to 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 subjects of the educational process. Pedagogical activity is a complexly organized system of a number of activities, each of which, according to the theory of activity of A. N. Leont'ev, has a goal, motives, actions and results. Thus, a feature of pedagogical activity is its polyfunctionality. There are enough grounds for such a structuring of pedagogical activity in science. According to Yu. N. Kuliutkin (1999, 2002), the uniqueness of pedagogical activity lies in the fact that it is “meta-activity”, that is, the activity of organizing other activity, namely the educational activity of students. NV Kuzmina (2001) argues that pedagogical activity includes general pedagogical and professional pedagogical orientation. Exploring the psychological structure of pedagogical activity, N.V. Kuzmina identifies four functional components: gnostic, constructive, organizational and communicative. However, subsequent studies have shown that in the constructive component it is necessary to single out the design 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: diagnostic, orientational-predictive, constructive-design, organizational, information-explanatory, communicative-stimulating, analytical-evaluative, research and creative. A research and creative function is understood as a function that requires a teacher to have a scientific approach to various 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.

The teacher's creative activity is of particular importance in the analysis of pedagogical activity. Considering the teacher's creative activity as the basis of research activity, and the ability to creative activity as one of the qualities of the teacher's personality necessary in research activity, we need to turn to those approaches in which an attempt is made to explain the phenomenon of creative activity. Analysis of the essence of creative activity has shown that some researchers consider it as the creation of new, original values \u200b\u200bof social significance (S. L. Rubinstein), while others - as the creation of something new, including in the inner world of the subject himself (L. S. Vygotsky), the 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, and also involving the creation of something new, different from the existing one, including in the inner world of the subject of activity itself, then this activity can be classified as creative.

A.N.Luk (1981) divides creative activity into artistic and scientific, M.I.Makhmutov (1977) - 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 of 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 teacher's creative activity, the result of which is new material and spiritual values \u200b\u200bthat have social significance.

The structure of creative pedagogical activity, considered by V.A.Kan-Kalik and N.D. Nikandrov (1990), which distinguishes four levels of pedagogical creativity, acquires great theoretical significance:

• - reproductive level - reproduction of ready-made recommendations, mastering what has been created by others;
• - the level of optimization, characterized by a skillful choice and an appropriate combination of known methods and forms of education;
• - the heuristic level of the search for the new, enrichment of the known by its own findings
• - the research level, when the teacher himself produces ideas and constructs the pedagogical process, creates new ways of pedagogical activity, corresponding to his creative individuality.

Thus, creative activity at the highest, research level is impossible without realizing the role of pedagogical scientific knowledge as a source of pedagogical creativity. VI Zagvyazinsky emphasizes that “mastering the laws of learning and personal development, methods and techniques of pedagogical search, the ability to correctly consider pedagogical knowledge and guess, norm and search, plan and improvisation is a condition for the transition from spontaneous intuitive to conscious, planned, scientific -justified pedagogical creativity ". A scientist, investigating the creative activity of a teacher, comes to the conclusion that the research and creative activity of a teacher is inseparable. There is always a research element in the activity of a creative teacher. “It is the research element, as noted by V. I. Zagvyazinsky, that brings scientific research and educational process closer together. The research principle fertilizes practical pedagogical activity, and the latter contributes to scientific creativity. In practical activity, research elements are very strong and essential, making it akin to scientific research. "

Subsequently, V.I. Zagvyazinsky identified 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 makes pedagogical work creative." A teacher must fulfill the functions of not only a teacher, mentor, educator, but also a researcher, a pioneer of new principles, methods of teaching and upbringing, combine traditions with innovations, strict algorithms with creative search. In the modern situation, a need has arisen 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 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 (scientist-practitioner) and a scientist-theoretician lies in the fact that the teacher not only examines a particular process, phenomenon, but also embodies it into practice, being the creator of his research idea. Only in this way, according to V. V. Kraevsky (2001), it is possible to move from "cognitive description to normative". Singling out 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 activities, his special training is necessary.

To carry out research activities, the teacher needs appropriate abilities, manifested in skills. A.I.Savenkov (2006, 2012) understands research abilities as 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, which characterizes 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 gift to solve a problem on the basis of analysis and synthesis, which are the essence of logical algorithms.

A.S. Obukhov (2015) describes research abilities as individual psychological personality traits that ensure the success and quality of the process of searching, acquiring and comprehending new information. Search activity is the foundation of research ability.

A. M. Novikov (2013) considers research skills in accordance with the stages of research: identifying the problem; formulation of the problem; formulation of a goal; hypothesis construction; definition of tasks; development of an experiment program; data collection (accumulation of facts, observations, evidence); analysis and synthesis of collected data; comparison of data and inferences; preparation and writing of 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 the problem and translate it into a research problem; the ability to put forward a hypothesis, generate as many ideas as possible in response to a problem situation; the ability to define concepts, 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 research come 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 and predict the consequences of the pedagogical measures taken, the objectivity of the mind, the ability to create different methods of solving the same pedagogical problem, an analytical approach to any pedagogical problem.

N.V. Kukharev and V.S. Reshetko (1996), examining 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 substantiate the process that affects the achievement of quality indicators in activities. The teacher's ability to explore the quality of practical activity is the leading sign of professionalism.

The content of research activities, according to I.P. Podlasy, begins with comprehending the new paradigm of the development of society, the perception of the change in the paradigm of education and the development trend of the general secondary education system, awareness of the new paradigm of pedagogical activity, comprehension of the new content of education, participation in the implementation of 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 laws, structure, mechanism of teaching and upbringing, theory and history of pedagogy, methods of organizing educational work, its content, principles, methods and organizational forms ( Taubaeva, 2000). The pedagogical literature examines the relationship of the concepts: "teacher-practitioner", "teacher-researcher". For example, N. Yu. Postalyuk (2014) believes that every teacher-practitioner, any person who carries out practical activities in the field of pedagogy, is simultaneously engaged in spontaneous empirical research. As soon as the subject of his research becomes the means and methods of his own pedagogical activity (i.e., reflection), research is already carried out. In his research activity, the practitioner assimilates the pedagogical reality with ordinary pedagogical thinking, while the researcher has theoretical pedagogical thinking. Their language is also different: a practical teacher has a everyday, everyday vocabulary, and a researcher is characterized by a specialized vocabulary 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 thinking of the teacher is directly included in his practical activity and, unlike the thinking of the teacher-researcher, is directed not at searching for general patterns, but at adapting universal knowledge to specific educational and educational situations. Therefore, the teacher's pedagogical thinking is called practical, considering pedagogical activity a structural unit of his thinking activity (Yu. N. Kuljutkin, VA Slastenin, LF Spirin). The following signs of thinking in a teacher-researcher are distinguished:

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

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

• - the ability to observe the pedagogical process, to highlight issues and problems that require deep 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 works, works popularizing advanced experience, critically perceive it, identifying objectively valuable;
• - skills of working with reference literature (bibliographic reference books, indexes, catalogs, other sources of information);
• - the ability to substantively and psychologically and pedagogically substantiate their judgments;
• - the ability to analyze the advanced experience of other teachers, creatively process it and apply it in their work.

All 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 educational science have different classifications. Yu. K. Babanskiy (1989) proposes to classify methods on the following grounds: by the purpose of the research, by information sources, by the logic of research development, by the method of processing and analyzing research data. Research often uses well-known methods from the practice of other sciences: ranking, scaling (I.P. Podlasy), terminological methods (P.I. Pidkasisty), assessment (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), knowledge development (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, interviews, questionnaires, 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 activities 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 teaching and education, 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 programs); their clarification, development, addition, development, verification, confirmation, refutation. Thus, today the conclusions of Sh. Taubaeva (2000) are becoming relevant: "The teacher-researcher is called upon to practically implement practice-oriented science and science-intensive, science-based practice."

The following stages of the formation of the skills and abilities of the research activity of the teacher are distinguished:

• - mastering the traditional forms of methodological work based on the concept of teacher education, advanced training of teaching staff;
• - study and generalization of advanced pedagogical experience (the stage of the teacher's didactic understanding of his activities). The teacher analyzes and summarizes his 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, the development of curricula, the study of the possibility of teaching technology and teaching your subject;
• - implementation of your own ideas;
• - the development of new pedagogical knowledge, which involves the preparation of scientific articles by the teacher, the writing of scientific papers by him, the creation of new methods of teaching and education, new teaching technologies.

Research activity as a part of pedagogical 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: mastering theoretical (scientific facts) and practical (scientific research methods; experimental techniques; ways of applying scientific knowledge) knowledge;
• - organizational and orientation: the formation of the ability to navigate sources, literature; development of skills to organize and plan their activities; choice of information processing methods;
• - analytical and corrective: is associated with reflection, introspection, self-improvement in planning and organizing one's 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 developed scientific knowledge; development of the desire to get to know more deeply the problems of the studied area of \u200b\u200bscientific knowledge, a variety of points of view; stimulating 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 the development of motivation (interest, desire for knowledge), the development of abilities (cognitive, communicative, special abilities, etc.);
• - educating: the formation of moral and legal identity; education of the ability to adapt in a changing social environment; the formation of adequate self-esteem, responsibility, dedication, volitional self-regulation, courage in overcoming difficulties and other abilities and character traits. The upbringing 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 purpose of research activity is not only the end result, but also the process itself, during which the 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 assimilated knowledge, abilities, skills and methods of activity obtained in the course of research activities, which in the future provide a subjective attitude to the activities performed, an appeal to one's capabilities in the course of performing 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 for solving 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 process of which the formation and development of the most important mental functions occurs, a significant increase in research skills and abilities for research, learning and development.

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

New educational 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 the formation of independent thinking of a student, which allows to gain experience in mental activity, certain algorithms of actions and mental operations and independently "obtain" new knowledge in a logical way. Undoubtedly, the condition for its implementation is the teacher's possession of the skills of his own research activities and the organization of research activities of students.

The research activity of both the student and the teacher assumes the presence of the main stages characteristic of scientific research:

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

Research stimulates the thought process to find and solve a problem. Educational and research activities require a high level of knowledge, primarily from the teacher himself, good command of research methods, the presence of 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 presented in the following forms:

• 1. Information project, which is aimed at collecting information about an object or phenomenon with the 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 can use (you also need to decide whether these sources are provided to students or they themselves are looking for them); c) forms of presentation of the result. Here, options are also possible - from a written message, which only the teacher gets acquainted with, to a public message in the classroom or speaking 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 assumes a clear definition of the subject and research methods. In full, this can be work that roughly coincides with scientific research; it includes substantiating the topic, defining the problem and research objectives, proposing a hypothesis, identifying sources of information and ways to solve the problem, formalizing and discussing the results. Research projects are usually lengthy and are often student exam papers or competitive papers.
• 3. Practice-oriented project, which assumes a real result of the work, but unlike the first two, it is of an applied nature (for example, to arrange an exhibition of rocks for the geography office). The type of training project is determined by the dominant activity and the planned result. For example, a project for the study of the area can be of a research nature, or it can be practice-oriented: prepare a training lecture on the topic of research.

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;
• - desire and readiness of teachers to lead this type of activity.

Thus, educators take on another new function - the leader of the student's research activities. In this case, the main tasks of teachers are: actualization of the research needs of the student; involving him in search activities; search for means that activate the process of cognition; assistance in deliberate goal-setting; assisting the student in achieving the result.

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

Research in the educational process is a tool in the hands of the teacher, it contributes 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, pedagogical result. The content of educational research is based on the classical canons of conducting scientific work, the foundations 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 methodological approach to organizing the educational process in the lesson and in extracurricular activities. Possession of research methods, a system of research skills is becoming today one of the most important qualitative characteristics of a successful teacher. The new system for assessing all subjects of the educational process, strengthening the connection between educational practice and science, call on teachers to comprehend their own activities from a scientific standpoint, to master the skills of research activities.

Thus, in contrast to other professional tasks facing a teacher, research activity presupposes a certain research competence, which allows you to achieve an understanding of 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 the MBOU "Secondary School No. 15" in Vladimir, included in the innovative project "Educational space school-university as a condition for the life self-determination of subjects of the educational process." In recent years, the teaching staff has published four collections of scientific articles, which include a description of the results of individual and group research of students, teachers, university teachers and students:

• - Life self-determination in the educational space school-university: collection of articles. scientific. Art. / under total. ed. prof. I. V. Plaksina; Vladim. state un-t them. A.G. and N.G. Stoletovs. - Vladimir: Publishing house of VlSU, 2015 .-- 255 p .;
• - Life self-determination: stages of growth: collection of articles. 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 VlSU, 2014 .-- 253 p .;
• - Psychological and pedagogical aspects of life self-determination of the individual: collection of articles. 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 VlSU, 2013 .-- 279 p .;
• - Implementation of a competence-based approach to education in the educational space of a school-university: collection of articles. 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 VlSU, 2013 .-- 250 p.

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

• - 27 teachers (60% of the total teaching staff), participating in the innovative activities of the school, work on an individual research topic;
• - 25 participants (92.5% of the total number of participants in the innovative activity of the school) have a portfolio with teaching materials and developments on the topic of research;
• - 24 participants (88.8%) have individual plans for innovative activities;
• - 22 participants (81.5%) have a fully written rationale 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 VlSU;
• - master classes on the subject and on the research topic were demonstrated by 7 teachers (25.9%);
• - 16 teachers (59.2%) took part in presentations at seminars of various levels;
• - 22 teachers (81.4%) actively participated in the gatherings 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 works;
• - 6 teachers (22.2%) sent 25 school students to participate in the Days of student scientific conferences of VlSU at various departments;
• - 21 teachers (77.7%) presented materials for printing in various periodicals and scientific-methodical 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 students' parents in joint research activities.

On the basis of the school for 13-14 academic hours. The students of VlSU conducted more than 25 scientific research.

Teachers (18 people - 40% of the entire teaching staff) who do not participate in the innovative activities of the school have no 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 modern important and eternal tasks of educating the younger generation.

Sections: General educational technologies

The development of students' research activities is one of the main directions of modernization of the secondary specialized education system (2, p. 8). At the same time, in secondary pedagogical educational institutions, it is, as a rule, associated with psychological and pedagogical research in the framework of industrial practice, the implementation of term papers and final qualification works, etc.

The formation of research skills and abilities of students in the pedagogical college is in the process of studying pedagogy and psychology, subject training disciplines and the foundations of educational and research activities.

Professional education differs from general clarity in the definition of educational outcome, which is a reflection of the social order. Training in the context of the implementation of advanced vocational education should be predictive in nature and form the personality traits that a graduate will need in the future.

An educational institution today needs teachers who are proficient in diagnostic methods and methods of personal development of children; know how to highlight personal meanings in the content of education; know how to teach children to think and act creatively. At the same time, the role of research work of college students in the development of such qualities of a specialist as professionalism and competence, independence and a creative approach to business, the formation of skills to continuously learn, to update their knowledge is quite large.

Currently, the Program for the Development of Secondary Pedagogical Education has been put into effect. It speaks about the main trends in the development of the content of secondary pedagogical education, including the strengthening of general scientific and general professional training; intellectualization of the content of secondary pedagogical education; continuity of the content of secondary and higher pedagogical education. One of the areas of innovative activity in the system of secondary pedagogical education is the formation of research activities of students of pedagogical educational institutions. (8.p.11).

The transition of an educational institution in modern conditions to work according to the standard of an increased level put forward problem development of a complex of organizational and pedagogical conditions for the formation of research skills and abilities of college students.

Object of study: research activities of students in the GOU SPO "Sokolsk Pedagogical College".

Subject of study: psychological and pedagogical conditions for the formation of research skills and abilities of students.

According to the object and the subject, the following tasks:

• to determine the essence of pedagogical research activity in the process of preparing a future teacher;
• to identify the conditions for the effective organization of research activities of students through the lessons of methods of environmental education;
• formulate guidelines for working with literature and writing an educational essay on the subject.

Theoretical foundations of the work.Environmental education as a complex problem of our time has become the object of attention of philosophical and sociological studies that consider environmental problems as universal.

The main provisions of the Concept of Sustainable Development (UN Conference on the Environment 1992), the Law of the Russian Federation "On Environmental Protection" (1991), and the Concept of Environmental Education of RW (1994) have acquired paramount importance for the development of environmental education.

The problems of environmental education were the subject of research by A. N. Zakhlebny, I. D. Zverev, I. T. Suravegina and others, who developed general theoretical and methodological aspects of environmental education of the younger generation.

Research work is organized by the college with aim ensuring a more conscious and deep assimilation of the educational material, the acquisition by students of the initial skills of research work.

In this regard, we consider it important to develop theoretical thinking for students in environmental and natural science education. The possibility of forming the prerequisites for theoretical thinking in the younger generation was tested in the studies of N.N. Poddyakov, T.V. Khristovskaya, L.E. Ignatkina, N.I. Vetrova, A.F. Govorkova, A.M. Gavrilova and other scientists ... To solve the set and investigated tasks, the author used the complex methods.

Theoretical: analysis of scientific psychological and pedagogical literature on the problem under study, study of documents on education, analysis of the use of diagnostic techniques on research issues, analysis and generalization of domestic experience, cause-and-effect analysis of the obtained data of generalization and modeling, acquaintance with publicistic literature

Empirical: observation, questioning, testing, self-assessment.

Research base:the main research base was the Sokolsk Pedagogical College GOU SPO. In addition, the experience of the Belgorod and Uglich pedagogical colleges was studied.

The practical significance of the worklies in the fact that the issue of research activities of students of a pedagogical college as one of the aspects of the professional training of future teachers is relevant at this time, is still insufficiently covered in scientific and methodological literature and can be useful to everyone who is engaged in the development of an educational and methodological complex for students on performance and defense of final qualifying work of educational institutions of this type.

Research is important not only for understanding a new field, but also as a teaching method in the vocational education system. Back in the 1960s, a special direction began in the theory of knowledge - the theory of scientific search, which considers the process of cognition from the standpoint of the creative activity of a particular subject. The attention of philosophers is attracted by the construction of scientific research, its logic, they highlight the main categories of the process of scientific research - a problem, a fact, a system.

Empirical research, which is based on a problem that reflects this or that contradiction of reality, encourages the researcher to creative search activity: various assumptions are made, scientific hypotheses are put forward, methods of their verification are determined - various types of experiments. The result of the work done is new facts, which the researcher analyzes, comprehends, and compares with established theories. Research as a creative activity at all stages intensively develops the thinking of the person who is engaged in it. That is why the research procedure has served as a benchmark for teachers researching the methods of teaching schoolchildren.

In the 60-70s of the XX century. didactics begin to search for new methods of teaching at school in connection with the growing need of society for the development of active creative thinking in students. Search leads them to create problem learning method, which is most clearly presented in the monographic study of M.I.Makhmutov.

Recently, problem learning has been widely included in life at all levels of lifelong education: with preschoolers, search activities, experimentalism are carried out; schoolchildren often perform creative tasks, write creative essays, search practical work is carried out with them, which are replaced by coursework and diploma projects in the middle and higher professional level. The problem-research method becomes one of the leading methods of teaching children and youth. That is why specific and detailed acquaintance of students with various pedagogical research can perform, along with the function of theoretical substantiation, the function of teaching.
Without methodological knowledge, it is impossible to competently conduct pedagogical research. Such literacy is provided by mastering a methodological culture, the components of which are: design and construction of the educational process; awareness, formation and creative solution of pedagogical problems; methodical reflection.

In our case, the research activities of future teachers are organized in the field of environmental education of preschoolers, and this is a new - ecological - approach to familiarizing preschoolers with nature, and it puts forward a number of problems that are solved through scientific research of modern researchers S.N. Nikolaeva, L.M. Manevtsova, N.A. Ryzhova and others. Their works have answers to many problematic questions, including the following:

• What is ecological education of children and how does it differ from familiarizing them with nature? What is the content of environmental education?
• Is it accessible for preschoolers and at what age to understand the facts that reflect the interconnection of natural objects, phenomena of a natural nature?
• Are children able to understand procedural, long-term phenomena of nature, their regular changes?
• Do children identify the definition of life, how do they relate to the manifestations of living beings?
• What ecological aspects do children comprehend spontaneously, in the process of ontogenetic development, and which ones can they learn in the process of systematic education under the guidance of an adult?
• How, by what methods, should environmental education of children be carried out in a preschool institution, in a family?

Research work is organized in the pedagogical college with the aim of ensuring a more conscious and deep assimilation of the educational material, the acquisition of initial research skills by students. The result of this work is performances at round tables, lessons, seminars, conferences, at the IGA.

A number of studies by M.A. Danilov, B.P. Esipov, P.I. Pidkasistoy, MM Potashnik, GI Shchukina and others. So, according to PI. Pidkasisty, an indicator of determining the degree of development of research activities among teachers is a gradual change in their educational work: from elementary reproduction of what has been read to the emergence of a strong interest in the studied phenomena, objects, to the very process of cognition and the need for new knowledge.

In the course of research, a twofold task is solved: the skills and abilities of studying special literature, conducting research are acquired and, at the same time, knowledge of pedagogy, methodology, psychology, and the basics of educational and research activities acquire specific content and are consolidated in the course of direct work with children. As a result, the level of methodological training of future teachers is increased.

Research papers (texts) that are the result of student research activities must meet certain requirements. They should reflect the current level and development prospects of the branch of science in which the research is being conducted. This requirement is provided through the study and critical comparative analysis of scientific literature in the chosen direction or topic. As a result, a brief description of the problem is made, the state of its solution at the current moment is clarified.

TYPES OF RESEARCH WORKS

First of all, it is necessary to agree on the concepts (recall that all the concepts of the humanities are inherently contractual). What is an abstract? How does it differ from a report, synopsis, scientific report, term paper or thesis?

Here are some types of research work:

annotation - a brief description of the text, book, article, manuscript, revealing the content, where the main problems raised in the text, opinions, assessments, conclusions of the author are recorded (for types of annotations, see the appendix).

Report - a public message on a specific topic, contributing to the formation of research skills, expanding cognitive interest.

Qualifying work – research work that expands knowledge in the field of theory, practice, methodology of branches of science; development of specific ways to solve the problem under study.

Course work - independent theoretical or experimental research of individual parts of the educational process, general approaches to solving the problem under study.

Abstract - a short record of the content of something, highlighting the main ideas and provisions of the work.

Plan - compactly reflects the sequence of presentation of the material (types of plans, see the appendix).

Thesis - a summary of a position, idea, as well as one of the main thoughts of a lecture, report, composition.

abstract is considered as one of the forms of reporting on the results of research activities of educational practitioners. Unlike a synopsis, which is an abbreviated version of the text of another author, an abstract is a new author's text, new in presentation, systematization of the material, in the author's position, in comparative analysis, but not necessarily new in ideas. The word "abstract" in translation from Latin means - "a short written statement of the essence of any problem."
Based on what has been said, abstracting is the creation of a new text that sets out the essence of the issue based on the classification, generalization, analysis and synthesis of one or more sources.

Referencing is a pivotal activity in experimental work, the results of the intermediate research and the development of specific ways to solve the problem under study will be presented in the final qualifying work. This once again emphasizes the interconnection of all types of research work and the need for their gradual development.

In the literature, there are the terms "research work" and "educational research work", which are interpreted in different ways. So, research work is understood as such a student's activity, which reveals an independent creative study of the topic. Educational and research work is understood as mastering the technology of creativity, acquaintance with the technique of experiment, with scientific literature (26, p. 96). Thus, the educational research and research work of students complement each other. It can be seen from the above definitions that a significant difference between them is the degree of independence of the student's fulfillment of the research task and the novelty of the result.

Thus, the term "educational and research work of students" can be understood as the process of acquiring knowledge and the formation of skills in creative research activities, which for this purpose, at the initial stage, the introduction of elements of scientific research into the educational process in college, then at the university, and further - student's independent research work on the problem.

Research work is organized in colleges in order to ensure a more conscious and deep assimilation of the educational material by students of the initial skills of research work.The result of this work are presentations at student scientific conferences, abstracts, term papers and theses, possibly publications (articles or theses). Research can be carried out both on general issues of pedagogy or psychology, and on particular methods. In the course of its implementation, a twofold task is solved: the skills and abilities of studying special literature, conducting scientific research are acquired and, at the same time, knowledge in pedagogy, psychology and methodology acquires specific content, is consolidated in the course of direct work with children. As a result, the level of methodological training of future teachers is increased.

You can start mastering the technology of conducting research from the first year in the course of classes in all academic disciplines (both theoretical and practical). However, it is advisable and special training in the lessons of the special course "Fundamentals of educational and research activities." At the same time, the task of studying the subject "Methods of Environmental Education" at the first stage is to establish the relationship between the subjects studied and practice, during which the research skills and abilities of students are formed.

To achieve the result of pedagogical research by students, the following sequence is applicable:

1. Actualization of the problem (find the problem and determine the direction of future research).
2. Determination of the scope of research (to formulate the main questions, the answers to which we would like to find).
3. Choosing a research topic (try to define the research boundaries as strictly as possible).
4. Development of a hypothesis (to develop a hypothesis or hypotheses, including unrealistic - provocative ideas).
5. Identification and systematization of approaches to the solution (choose research methods).
6. Determine the sequence of the research.
7. Collection and processing of information (record the knowledge gained).
8. Analysis and generalization of the received materials (structure the received material using well-known logical rules and techniques).
9. Preparation of a report (to define the basic concepts, prepare a report on the results of the study).
10. Report (defend it publicly in front of peers and adults, answer questions).

Thus, the listed characteristics make up a system, all elements of which, ideally, should correspond to each other, mutually complement each other. By the degree of their consistency, one can judge the quality of the scientific work itself.

An integral part of the professional training of the future teacher during college is educational and research work. The inclusion of students in it provides for the solution of didactic and practical problems. The first involves teaching students the methodology and research methods and deepening knowledge of pedagogical theory, the second - purposeful and systematic participation in research activities. Therefore, very serious attention in the training of specialists is paid to the formation of students' research knowledge and skills, independence of a creative approach to business, the formation of the ability to continuously learn.

This work in the pedagogical college can be represented as a complex of organizational pedagogical conditions for the educational and research activities of students. The following subjects are taught at the college: "Psychology", "Pedagogy", "Fundamentals of Research Activity", "Methodology of Environmental Education" and other methods. In the classroom, students are explained the goals and objectives of educational and research activities, the requirements for performing research work when getting acquainted with the content of the subject, a research approach is used in teaching - this is a way of acquainting students with the methods of scientific knowledge, an important means of forming their scientific outlook, development of thinking and cognitive independence ...

LITERATURE:

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16. Reshetnikov P. E... Non-traditional technological system of teacher training. - M .: Vlados, 2000 - p. 304
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Research activities of teachers and students

as a factor in the development of a creative personality.

E.A. Kudryavtseva, biology teacher, MBOU "Gymnasium No. 3"

Annotation.

Kudryavtseva Elena Alexandrovna, teacher of biology MBOU "Gymnasium №3", Rubtsovsk. Article "Research activity of teachers and students as a factor in the development of a creative personality." Implementation of research activities as a modern pedagogical technology. The organization of research activities of schoolchildren and teachers is one of the most important ways to solve this problem. The research activity of students and teachers creates a new educational environment in the school, is the most important factor in the development of the school as an innovative educational institution of a new type.

Bernard Show

The problem of improving the quality of education dictates the need to search for new technologies, methods, techniques of active learning and education. In my opinion, one of the ways to solve this issue is the introduction of research activity as a modern pedagogical technology.

The organization of research activities of schoolchildren and teachers is one of the most important ways to solve this problem. Teaching the methods of research activity contributes to the development of a creative mindset, a creative approach to the phenomena of reality, the formation of the ability to give an objective assessment of these phenomena and the ability to navigate in additional sources of knowledge and resources.

It is important to note the importance of research activities in the educational process. The value foundations, determined by the individual as significant, are tested precisely in the process of research activity.

Involvement of teachers and students in research activities has the following target:

- development of research skills, the ability to think independently and creatively, use the knowledge gained in practice.This goal solves at least four tasks:

an increase in the level of social adaptation of students (since one of its main components develops - the ability to reflect on one's own activity, cognitive independence and activity is formed);

2) conditions are created for personal and professional self-determination of teachers (students determine the significance and value of this type of activity for themselves, and the possibility of its further use);

3) the formation of skills and planning, organization and control of their own activities;

development of skills for independent work with scientific literature; training in the method of processing the obtained data and analyzing the results, drawing up and preparing a report and a report on the results of research work.

The composition of the participants in the scientific society of students is determined by students in grades 2-11. The head of the scientific society of students and subject teachers take part in recruiting the scientific society of students.

The scientific society of students functions throughout the academic year with meetings held at least once a month.

NOU is an independent student structure that has a Hymn, Regulations, work plan, symbols, motto.

The result of the work of the NOU is the holding of a school scientific - practical conference or project week. 40% of students take part in a school science conference or project week. Students' abstract research works are presented to the extracurricular level. As a result of the implementation of the innovation, there is an increase in the level of social adaptation in 50% of students, achievement motivation for 50% of students, 100% of students have the skills to work with various information resources; know how to present the results of research activities.

Based on the interests of students' wishes, subject sections are open. In accordance with the level of training of the children, the leaders drew up work plans and determined the topics of the section meetings. The work in the sections was carried out in various directions: from solving problems of increased complexity to carrying out individual experimental work. Students were offered a wide range of activities at NOU. Work within the framework of a scientific society gives each student the opportunity to improve their knowledge in the chosen subject area, develop intelligence, acquire skills and abilities in research work.

Special attention in research activities is paid to the teacher. The research activity of a teacher in a modern school is the main element and factor of pedagogical creativity, the source of his teaching status, an indicator of responsibility, abilities and talent. The study of the factors of the orientation of pedagogical activity towards research education conducted at school allows us to state that:

65% of school teachers believe that research activity allows to actualize the self-realization and creative development of the teacher's personality;

10% associate the study with the possibility of raising the status of an educational institution;

20% - with professional and qualification growth of a teacher-researcher;

5% - with the opportunity to obtain qualitatively new knowledge (innovation).

The organization of research activities affects the development of the teacher's personality, allows you to create conditions for the implementation of self-education and the need for self-development.

The modern teacher is the most important figure in the organization of the pedagogical process. The effectiveness of the pedagogical system depends on his professional suitability, pedagogical skills, creativity, and readiness for innovative activities. The main function of a modern teacher is to manage the learning process, upbringing and development of the student's personality.

Among the difficulties faced by the teacher in organizingresearch activities of students, school teachers named the following:

poor knowledge of the methodology of scientific research, lack of methodological, scientific, psychological, pedagogical, and special literature (62.5%);

high workload of students, lack of time (41%);

the predominance of reproductive methods in traditional teaching, which contradict research methods (6.5%).

There are three groups of problems: professional, psychological and social.

Professional problem is associated with the general awareness and attitude of the teacher to new types of education, as well as the “baggage” of the necessary knowledge, skills and abilities that he has.

Psychological problem associated with the level of development of his creative abilities, initiative, striving for self-improvement.

Social problem- external: it reflects how much the state values \u200b\u200bsuch a sphere of the life of society, education.

How can we help teachers who experience certain difficulties in introducing schoolchildren to scientific practice?

Practical part

Goal: promote awareness among teachers of difficulties in research activities and relieve emotional stress in order to prevent professional burnout.

Equipment:a3 sheets, felt-tip pens, pencils.

Introduction

Information block

Difficulties in research activities are different: age, social, professional, individual and personal. Today, we have the opportunity to work on understanding our problems that arise during research work.

Main part

Work by subgroups

Instruction: “The most common barriers in research work are: age, social, professional, individual and personal. Now, you have to work on subgroups. Each subgroup will receive a task:

1) Answer the question.

2) Come up with a motto that reflects the main message of your group.

3) Prepare leaflets on which you noted the most common difficulties in work in this area.

Highlight one difficulty that is most common to your group members. Discuss and prepare tips or recommendations for overcoming this difficulty. "

A representative of your group will present the results.

Get to work 15 minutes

Age difficulties

Does the teacher's age affect the effectiveness of research work?

Come up with a motto that reflects your group's main message on Age Difficulties in Research.

Social difficulties

How does the social status and well-being of the parents of a child involved in research activities affect?

Come up with a motto that reflects your group's main message on Social Difficulties in Research.

Prepare leaflets on which you noted the most common difficulties in work in this area. Highlight one difficulty that is most common to your group members. Discuss and prepare tips or recommendations for overcoming this difficulty. "

Professional difficulties

Is the teacher's knowledge and professional experience a problem for research work?

Come up with a motto that reflects your group's main message on Professional Difficulties in Research.

Prepare leaflets on which you noted the most common difficulties in work in this area. Highlight one difficulty that is most common to your group members. Discuss and prepare tips or recommendations for overcoming this difficulty. "

Individual and personal difficulties

What personal qualities of a teacher can make it difficult to work in this direction? How do you feel about the statement: "A teacher who is stunted in development is a danger to a student."

Come up with a motto that reflects your group's main message on "Individual Difficulties in Research".

Prepare leaflets on which you noted the most common difficulties in work in this area. Highlight one difficulty that is most common to your group members. Discuss and prepare tips or recommendations for overcoming this difficulty. "

List of qualities that complicate

research activities

Feeling helpless

Lack of self-esteem

Stressful condition

Excessive talkativeness

Passivity

Hyperresponsibility

Emotionality

Lack of knowledge

Lack of organization

Silence

Excessive activity

Lack of time

_____________________________________________________________

Conclusion:

One of the most effective teaching and developing innovative technologies, in our opinion, is research activity that allows to comprehensively solve the problems of intellectual and social improvement of the personality of both the student and the teacher.

The research activity of students and teachers creates a new educational environment in the school, is the most important factor in the development of the school as an innovative educational institution of a new type. The creative work of the teacher and student brings its results.

The accumulated pedagogical experience shows that teachers who know the methods of research work purposefully work to develop the creative abilities of students, model independent work with elements of research in the educational process.

It should be noted that as a result of this activity, not only the number of participants in design and research activities has increased, but also the quality of these works has significantly changed, as evidenced by the prizes taken by students in city competitions and scientific and practical conferences.

This work also contributed to an increase in the number of schoolchildren who took part in municipal, district and city rounds of Olympiads in various subjects and intellectual marathons.

I would like to present you with brochures on research activities. And return to the epigraph of our seminar

"The only path leading to knowledge is activity."

Bernard Show

So let's create the same and move forward.

It is not given to us to predict

How our word will respond

Sow grace in souls

Alas, it is not always given.

But we must dream

About a wonderful time, about a century,

When to become a beautiful flower

The person's personality will do it.

And we are obliged to create

Despising all worldly hardships,

To lay the light truths

The rudiments of young souls

To show them the right way

Help not to dissolve in the crowd

It is not given to us to predict -

But we must strive!

Andrey Dementyev

Seminar Participant Questionnaire

"Research activity of teachers and students as a factor in the development of a creative personality."

How do you rate the content of the seminar (underline the required option):

1. A) meaningful

B) not really

2. What would you suggest new in research work with students? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. If such events are held, would you prefer (underline the option you want):

B) study the theoretical provisions on the problem;

C) study all the practical lessons.

Wishes to the organizers of the seminar _______________________________________________________________________________________________________________________________________________________________________________________________________________________

In recent years, new pedagogical trends have emerged in the secondary school, such as: strengthening the personal orientation of the content and technologies of teaching; 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 the changing demands for learning outcomes, teachers are developing new educational technologies based on the research search for a child in the learning process and independent creativity. In the literature on pedagogy and teaching methods, the concepts of "research" and "research activity" are often encountered. However, they are rarely clearly defined. In our opinion, clarification of the essence of these concepts seems to be 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 Russian psychologist A.N. Leont'ev, 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 gives a certain meaning.

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

Each of us is a researcher by nature. Curiosity, exploratory activity and exploratory behavior are inherent in humans. 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 predetermined biologically; at the same time, 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 socio-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 deliberate, purposeful, built by cultural means.

Analysis of the pedagogical literature gives grounds to assert that some of the authors equate the concepts of “research activity” with “research activity” and “research behavior”. In their opinion, the differences are only in the accentuation of one aspect or another. 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 activities, as defined by I.A. Zimney 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 achievability of the goal. Determination of specific methods and means of action through posing a problem, isolating the object of research, conducting an experiment, describing and explaining the facts obtained in the experiment, creating a hypothesis (theory), predicting and testing the knowledge gained, determines the specifics and essence of this activity. "

In the foundation of research behavior, as 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 the mechanisms of search activity and based on research behavior. It logically includes motivating factors (search activity) of research behavior and mechanisms for its implementation. "

Thus, research activity inherently presupposes 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", the work of thought processes. In this, research activity differs from problem learning, being with it in the same group of educational technologies.

Within the framework 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 a functional research skill as a universal way of mastering reality, to develop the ability for a research type of thinking, to activate the student's personal position in the educational process based on the acquisition of subjectively new knowledge. ...

Educational and research activity is an activity, the main goal of which 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 research behavior.

The purpose of research activity is always the independent acquisition of new knowledge about the world around, the 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 research, work design; the formation of public speaking skills, the culture of reasoning, the defense of abstract work, the conduct of a discussion, which differs from ordinary educational activities (explanatory and illustrative). New knowledge can be both private and generalizing 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 ways 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 overlooked, focusing only on the result.

The organization of educational research for schoolchildren implies a fundamental change in the relationship between 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 broadcasts knowledge, the second assimilates them; all this happens within the framework of the worked out classroom-lesson scheme.

In the development of research activities, these positions collide with realities: there are no ready-made standards of knowledge that are so familiar to the blackboard: the phenomena seen in wildlife, purely mechanically, do not fit into ready-made schemes, but require independent analysis in each specific situation. This initiates the beginning of evolution from the object - the subjective 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" presupposes a situation of transferring the skills of practical activity associated with mastering reality from the teacher who possesses them to the student. This transfer takes place in close personal contact, which determines the high personal authority of the position of "mentor" and a specialist, teacher, its carrier. The main result of the considered positional evolution is the expansion of the boundaries of tolerance of 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:

the ability to see the problem;

the ability to develop a hypothesis;

ability to observe;

the ability to conduct an experiment;

the ability to define concepts, etc.

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

There are various approaches to the definition 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 over-subject nature of research skills. In his opinion, research skills are the mastery 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 when solving a specific problem or research task." According to A.G. Iodko, research skills are a system of "intellectual and practical skills of educational activities necessary for the independent implementation of research or part of it."

S.I. Bryzgalova interprets research skills as a way of implementing individual activities, defines their groups and presents a classification depending on the logic of scientific research: scientific and 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 regarding 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 by the same components of educational activity. However, most of them are inclined 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 corresponding research tasks: the scientific style of thinking and work, the essence of mental, mentally-practical actions and their sequence, heuristic rules and logical techniques. A theoretical analysis of the problem of cognitive activity shows that mastering the required minimum of knowledge is a prerequisite for the formation of skills.

The definition of research skills as complex complex skills and the characterization of their structure brings some clarity to the process of classifying skills and, in general, to the understanding of these important concepts and facilitates the determination of optimal ways of teaching students to research.

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

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

The purpose of a mono-subject educational research is the solution of local subject problems, it is realized under the guidance of a subject teacher, only in one subject. An example of such a mono-subject research can be the task: "Suggest how you can prove that diamond and graphite are formed by one chemical element." Of course, when a student begins to carry out research work in this case, he does not go beyond the scope of the subject of chemistry, "digging" only in one - the chemical direction, without affecting either mathematics (algebra, geometry), nor biology, nor geography, and so on.

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

The results of the implementation of interdisciplinary research go 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 in 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 several educational areas.

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

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 one parallel of classes. For example, the study "Nitrates in food" is of a supra-subject nature.

Overdisciplinary research has a number of advantages over educational mono- and interdisciplinary research. First, they contribute to overcoming the fragmentation of students' knowledge and the formation of general educational skills and abilities. Secondly: as a rule, their mastering 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, third: the research process contributes to the formation of a team of teachers united by one goal.

A.P. Tryapitsyna defined the pedagogical expediency of over-subject research as follows:

1. Overdisciplinary research is a specific tool of pedagogical activity that ensures the unity of the approaches of teachers of different subjects to achieve the general goals of school education.

2. Due to its generalization, 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 means of broadcasting his unique individual creative attitude to the world (V.V. Abramenko, M.Yu. Kondratyev, A.V. Petrovsky).

3. Above-subject research provides a basis for the implementation of the idea of \u200b\u200bcreating conditions for “real life in the classroom” (L.V. Zankov, Sh.A. a means for the student to learn the most important problems of his life today.

4. Above-subject research provides content-worldview support and coordination of school curricula through a holistic consideration of all areas of increasing the level of competence of schoolchildren: expanding the range of personally significant problems, expanding the range of means for solving problems.

5. Overdisciplinary research enriches the possibilities of the curriculum without overloading students, since it can be the basis for the construction of integrated modules and contribute to the enrichment of the content of certain topics of specific academic subjects.

6. Above-subject research can be considered as a way of pedagogical support of the student's self-education process and expanding the forms of taking into account the student's achievements in educational activities.

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

The requirements of developmental psychology impose no less important limitations on the topic, nature and volume of research. For adolescence, a still low general educational level, an unformed worldview, an underdeveloped ability for independent analysis, and a weak concentration of attention are characteristic. Excessive workload and specialization, which lead to a withdrawal into a narrow subject area, can harm general education and development, which are certainly the main task at this age. Therefore, not every research task brought from science is suitable for implementation in educational institutions. Such tasks should satisfy certain requirements, based on which it is possible to establish general principles for the design of research tasks for students in various fields of knowledge.

Ogorodnikova N.V. distinguishes several forms of educational 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 organizing the 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 "students' independent (without step-by-step teacher guidance) solving a new problem for them with the use of such elements of scientific research as observation and independent analysis of facts, hypothesis and testing, formulation of conclusions, laws or patterns." The use of the research method is possible in the course of solving a complex problem, analyzing primary sources, solving a problem posed by a teacher, and more.

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

b) Unconventional lesson system. There are many types of unconventional lessons that involve students performing educational research or its elements: lesson - research, lesson - laboratory, lesson - creative report, lesson in invention, lesson - "Amazing is near", lesson in a fantastic project, lesson - 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.

Typically a school experiment is carried out on a school base 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, identification of a problem, formulation of a research problem, determination of the goal, objectives and hypothesis of an experiment, development of a research methodology, its plan, program, methods of 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, interpretation of the obtained facts, formulation of conclusions, protection of the experimental research results).

d) Homework of a research nature can combine various types, and allows you to conduct educational research, quite extended in time.

e) Extracurricular activities presuppose wider 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.

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

Optional classes, involving in-depth study of the subject, provide great opportunities for the implementation of the educational and research activities of high school students.

The 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. distance, 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 for the disclosure of its pedagogical and developmental potential, according to E.V. Tyaglova, should be based on a number of principles:

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

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

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

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

The principle of cultural conformity (taking into account the traditions of the world outlook 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 research, one should still observe a certain line - the principle of information accessibility. In accordance with this principle, reproduction of known experiments without changing the purpose and methodology of their conduct will not be considered research.

In the 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., Kreisberg P. and others), the requirements are as follows:

1. Encourage students to formulate their existing ideas and concepts, to express them implicitly.

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

3. Encourage to put forward assumptions, guesses, alternative explanations.

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

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

In general, the ideas of domestic and foreign teachers are similar: for the former, more specificity and a clear connection with the principles and approaches of domestic methods are characteristic, for the latter, a focus on humanizing the educational process.

On the basis of 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 presupposes an active cognitive position associated with periodic and prolonged internal search, deeply meaningful and creative processing of scientific information, the work of thought processes in a special mode of analytical and prognostic properties.