Professional knowledge combining research activities with education. Research activities of a teacher as professional and qualification growth
Boldasova Valentina Nikolaevna,
GBOU SPO KO "Gusev agro-industrial college,
Gusev, Kaliningrad region
The article describes the experience of the teacher's research activities, which contributes to the increase in the effectiveness of the educational process.
Keywords: pedagogical research, research activities.
"... The teacher can only encourage students to engage in research activities when he is a researcher himself."
D. M. Likhachev.
Socio - economic changes in Russia have led to the need to modernize the education system, which is directly related to economic processes through the preparation of productive forces. The research work of a teacher is a component of the successful development of an educational institution innovative type... Research activity is one of the determining factors in the development of professionalism, and the level of teaching, and the creative attitude of the teacher, and the connection between teaching and modern life depend on it.
Pedagogical research is a process and result of scientific activity aimed at obtaining socially significant knowledge about the laws, structure, mechanism of teaching and upbringing, theory and history of pedagogy, methods of organizing educational work, its contents, principles, methods and organizational forms.
A modern teacher should be a researcher and, while doing this activity, raise his professional level. Analysis scientific works and existing practice shows that research is a necessary condition for the formation of a teacher, his self-knowledge, development and disclosure of personality. It allows you to comprehend your activities in the field of scientific and theoretical pedagogical knowledge. For the development of research activities, the teacher can and should look for ways to create a special environment that encourages creativity. educational process. Pedagogical research at the Gusev agro-industrial college are aimed at developing and mastering innovations, at improving and increasing the effectiveness of the educational process.
Research activities are aimed at the effectiveness of training a professional - competence specialist, this is an activity aimed at developing a creative task (problem) with a previously unknown solution and assuming compliance with the main stages scientific research:
formulation of the problem;
the study of theory on this issue;
mastering the research methodology;
collection of material, its analysis;
conclusions to solve this problem.
Currently, 60% of college educators work on individual and collective research topics. Their research activities are aimed at the development of individual components of a complex pedagogical system: the content of education; improving the organization of the educational process; introduction of new and advanced education technologies; extracurricular activities. Based on our single, scientific and methodological theme "Modern educational technologies as a factor in improving the forms and methods of the educational process "
teachers work on individual and group research. Some teachers work on their research for 3-4 years. And as a result of their work in an experimental mode - the improvement of their professional skills.
Research topics are considered by cyclic methodological commissions, approved by the scientific and methodological council.
For three years, teachers of the CMC of special disciplines were engaged in research activities to create a graduate model program. In the program "Valeology", the creative activity of teachers - researchers of general education disciplines presented the events "Culture of students' health during school hours", "Me and a healthy lifestyle", "Learning to preserve health".
Teachers - researchers of special and economic disciplines united in the creative group "FSES - a new generation". These studies set the direction of the research activities of teachers for the development of work programs for a professional module in special disciplines.
The work of the museum of an educational institution is an effective means of connecting education with life. We view the museum not only as a repository of valuable materials, relics of the past, but above all as a living connection with the present, showing the present, revealing the prospects for the future. Employees of our museum are engaged in experimental activities to develop and approbate the program "Museum Studies and Local Lore", "Development of the Volunteer Movement in College", as well as approbation of the museum as a cultural and educational center of an educational institution.
One of the examples of extracurricular activities in the framework of these studies were such open events as the actions "A veteran lives nearby", "We are grateful for your work", "The city of Gusev without swearing", "Our years are like birds flying, and we want to look back." , "Marathon of moral ideas".
Teachers - researchers managed to create conditions for the active participation of students in these events, and as a result - 1st place in the competition "Art - Profi", 2010.
The effectiveness of the research activities of teachers of foreign languages on the topic: "Country Studies" made it possible to create a Laboratory with the involvement of students - future teachers of Germanic and Russian language at the University of Kiel. Over the past two years, the Laboratory has been conducting training seminars for college teachers. The laboratory has given a new research direction of activity, both in the educational process and in extracurricular activities, with the involvement of foreign partners.
Many college teachers are united by research that is relevant to us
The transition of the education system to new standards clarified the requirements for the personality of a modern graduate. Particularly 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 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, the peculiarity 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 it is necessary to single out the design component in the constructive component and, thus, the description of pedagogical activity is based on a five-component structure. V.A.Mizherikov, I.F. Kharlamov, M.N. Ermolenko (2005) formulate such functions of pedagogical activity as: diagnostic, orientation-predictive, constructive-design, organizational, information-explanatory, communicative-stimulating, analytical-evaluative, research and creative. The research and creative function is understood as a function that requires the teacher scientific approach to a variety of pedagogical phenomena, the ability to conduct a scientific search and use research methods, including analysis and generalization of their own experience and the experience of colleagues.
The creative activity of the teacher 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 of social significance (S.L. Rubinstein), others - as the creation of something new, including the inner world 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) - into scientific, practical and artistic, while creativity is identified with scientific research, which includes all stages of creative activity. The analysis carried out 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 that 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 well-known with its own findings;
- - research level, when the teacher himself produces ideas and designs 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. In activity creative teacher there is always a research element. “It is the research element, as V. I. Zagvyazinsky notes, 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 gives a creative character to pedagogical work." The 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, the need has arisen for the teacher's research activity to become purposeful and professional and to be considered as a component of pedagogical activity.
V.V.Kraevsky (2001, 2007) suggests that not only a scientist, but 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". Distinguishing research activity as one of the structural components of pedagogical activity, V.V.
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 ability 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) examines 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 AI Savenkov and AM 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 task; 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.
In the studies of V.I. Andreev (2005), N.V. Kukharev, V.S. Reshetko (1996), the problem of manifestation of research abilities and skills in the teacher's activities is reflected, 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), studying the creative activity of a teacher, note that the formation of a professional teacher begins with his ability to analyze his own activities, the ability to measure the results of his work and substantiate the process that affects the achievement of quality indicators in activities. The teacher's ability to investigate the quality of practical activity is the leading sign of professionalism.
The content of research activity, according to I.P. Podlasy, begins with comprehending a new paradigm of the development of society, perceiving the change in the paradigm of education and the development trend of the general secondary education system, comprehending a new paradigm of pedagogical activity, comprehending the new content of education, participating in the process of implementing new ideas in the education system. Research in pedagogy is interpreted as a process and a result scientific activities aimed at obtaining socially significant new knowledge about the patterns, structure, mechanism of training and education, 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 exercising practical activities in the field of pedagogy, at the same time is 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 activities, 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 an 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 pedagogical work, learning activities trainee. 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, in contrast to the thinking of the teacher-researcher, is aimed not at searching for general patterns, but at adapting general knowledge to specific educational and educational situations. Therefore, the teacher's pedagogical thinking is called practical, considering pedagogical activity structural unit his mental 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 insignificant ones;
- - the ability to conduct an experiment (formulation, explanation and presentation of results);
- - the ability to exercise 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 substantiate and substantiate psychological and pedagogical judgments;
- - the ability to analyze the best practices of other teachers, creatively process them and apply them 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, the method of self-observation using scales of relationships, content analysis, conversation, interviews, questionnaires, sociometric methods, analysis of products of activity, 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 training and education, development pedagogical science and practice); their clarification, development, addition, development, verification, confirmation, refutation; practical advice: (new techniques, rules, algorithms, proposals, regulations, programs, explanatory notes to the 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 comprehension 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, development curricula, exploring the possibility of technology for teaching and teaching your subject;
- - implementation of your own ideas;
- - development of a new pedagogical knowledge, which involves the preparation of scientific articles by the teacher, writing them scientific papers, the creation of new methods of teaching and upbringing, new teaching technology.
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 etc. The research activity of the subject of the educational process performs a number of functions:
- - educational: mastering theoretical (scientific facts) and practical ( scientific methods research; 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, 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; developing a desire to get to know more deeply the problems of the studied field of scientific knowledge, a variety of points of view; stimulation of self-education, self-development;
- - developing: development of critical, creative thinking, the ability to act in standard and non-standard situations, the ability to substantiate, defend their 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. Therefore, the purpose of research activities is not only final 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 teacher's personality as an active subject of his own activity, capable of self-realization and self-actualization; activity based on the internal cognitive need and activity of the subject, and aimed, on the one hand, at cognition, at the search for new knowledge for solving educational problems, on the other hand at reproduction, at improving the educational process in accordance with the goals 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 research skills and abilities for research, teaching 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 activities, 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 presupposes 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 results obtained, their interpretation and formulation of conclusions.
Conducting 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) the form of presentation of the result. Here options are also possible - from a written message, which only the teacher gets to know, to a public message in the classroom or speaking in front of an audience (at a school conference, with a lecture for junior schoolchildren etc.). The main general learning task 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 methods of research. 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, as a rule, are long in time and are often an examination paper by students or a competition paper.
- 3. Practice-oriented project, which assumes a real result of the work, but unlike the first two is of an applied nature (for example, to arrange an exhibition of rocks for the geography office). Type of training project 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. In our opinion, the necessary conditions for its implementation are:
- - the readiness of students for this type of work;
- - the desire and willingness of teachers to lead this type of activity.
Thus, educators take on one more 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 creativity, 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 of organizing the educational process, which gives a high 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, the traditions of the design of this kind of work. Research technology requires the teacher to restructure, first of all, the way of thinking, a methodological approach to the organization of the educational process in the classroom 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, unlike other professional tasks facing the teacher, research activity presupposes a certain research competence, which allows you to achieve an understanding of how you can get answers to difficult 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 the 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 conditions educational space school-university: Sat. 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) involved in the innovative activities of the school are working on individual theme research;
- - 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 school year showed open lessons for various categories of listeners - 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 leaders of student research works;
- - 6 teachers (22.2%) sent 25 school students to participate in Student Days scientific conferences 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 carried out more than 25 scientific researches.
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 problems of educating the younger generation.
"Research activity as a condition for the personal and professional development of a teacher"
In modern socio-cultural conditions of the Republic of Kazakhstan, modernization of the system school education is largely determined by how effectively innovative processes fit into the life of the school.
In recent years, the system of education and upbringing has undergone the greatest changes that have affected the goals, objectives, content and pedagogical technologies. By placing the dictatorship of the child's personality at the center of the school universe, the school administration and teachers working in the conditions of an adaptive school organically fit into the new educational processes aimed, first of all, at creating conditions for the demand for knowledge, skills and abilities in real life, transforming knowledge in practice, on the ability to independently acquire knowledge, evaluate the phenomena of life, build a successful personal path of personality development.
Modernization of modern domestic education involves not only updating the content of education, structural and organizational - economic changes, but also improving the scientific and methodological support of the educational process. Methodical work is the main direction of the school's work, on which the development of a strategy and the prospects for the development of an educational institution depend.
Methodical work in modern school Is a holistic system of interrelated measures, actions and activities, based on the achievements of science and advanced pedagogical experience and on a specific analysis of the educational process, aimed at the comprehensive improvement of the qualifications and professional skills of each teacher, at the development and improvement creativity the teaching staff, schools as a whole, and ultimately - to improve the educational process, achieve an optimal level of education, upbringing and development of specific schoolchildren. Therefore, the challenge is to create such educational environment, where the potential of both the student and the teaching staff would be maximally realized in full accordance with social and personal needs.
Renewal of the school is impossible without the recognition of the teacher as a key figure.
Considering modern requirements to school, the teaching staff has determined a single methodical theme for the upcoming period of work (2014-2017 academic year): « Research activity as a condition for the personal and professional development of a teacher » .
The research approach as a way of knowing the world and a method of teaching was tested in antiquity. For many millennia, the research methodology has undergone tremendous changes and acquired special significance in the context of the modernization of the education system. The research culture of the carriers of the educational process helps the student to be a MODERN teacher, a professional in his field, to successfully pass the process of socialization.
Who is a teacher? ... in translation from Greek "accompanying the child" (even students in the fifth grade in history pass this Of the ancient world). That is, both literally and figuratively, a teacher is a person who does not stand still (accompanies = leads, walks). What helps to develop a specialist (teacher)? The desire to experience the unknown, to learn new things, to achieve results ... Isn't all this RESEARCH ACTIVITY?
What is the research activity of a teacher?
The author Sh.Taubaeva identifies the following stages of the formation of knowledge, skills and abilities of the teacher's research activities.
At the first stage the teacher learns traditional forms methodological work based on the concept of teacher education, advanced training of teaching staff.
In the second stage the teacher's work is focused on the concept of pedagogical creativity, the study and generalization of advanced pedagogical experience (the stage of the teacher's didactic comprehension 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.
In the third stage(development of educational and methodological literature) the teacher must realize the need for his own research activities, he takes part in the development of curricula, studies the possibilities of the technology of teaching and teaching his subject.
At the fourth stage(implementation of their own ideas) the teacher studies his experience, develops author's programs and educational and methodological complexes for them, develops individual elements of teaching technology.
Fifth final stage(the development of new pedagogical knowledge) involves the preparation of scientific articles by the teacher, the writing of scientific papers by him, the creation of new methods of teaching and upbringing, a new teaching technology.
What is the research activity of students?
The research activity of students today is understood as such a form of organization of teaching and educational work, which is associated with the solution by students of a creative, research problem with a previously unknown result in variousfields of science, technology, art and assuming the presence the main stages characteristic of scientific research.
I understand student research as a collaborative process between student and teacher. Research activities are based on important modern didactic teaching principles, such as:
Scientific principle requires teaching content to acquaint learners with objective scientific facts, theories, laws, would reflect state of the art sciences.
The principle of linking learning with practice requires that the learning process stimulate students to use the knowledge gained in solving practical problems, to analyze and transform the surrounding reality, developing their own views.
The principle of students' consciousness and activity in learning is one of the main principles of the modern didactic system, according to which learning is effective when students show cognitive activity, are subjects of activity. This is expressed in the fact that students are aware of the goals of the teaching, plan and organize their work, know how to test themselves, show an interest in knowledge, pose problems and are able to look for their solutions. The modern teaching system is based on the activity of students with the leadership of the teacher.
The research activity of students is the most effective means of deepening and expanding the acquired knowledge, abilities, skills and helps to bring them to more high level assimilation.
It is this approach to organizing the participation of schoolchildren in research activities that bears good results, forms the motivation for participation in active creative activity, contributes to the understanding of students of the need to develop their abilities for further personal development, successful professional development. A school interested in raising students capable of self-expression creates all the conditions for the student to declare himself, try and feel his skills already within the walls educational institution.
Many students, already becoming students, always remember with gratitude those schools in which they were taught to try their skills and not be afraid of failure, promoted the development of observation and curiosity, provided food for knowledge, stimulated the thirst for creativity, supported in search of answers to the most difficult questions. taught to explore processes and phenomena, to defend their ideas and hypotheses of the most incredible properties, stimulated and evaluated the child's creativity, no matter how it manifests itself.
Thus, 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 (development of functional literacy). It is the organization of research activity that is of particular importance today, since it acts as a factor of self-development, self-determination, and has a significant impact on personal and professional development.
Topaeva G.F. - history teacher, school №11, Kostanay
In the context of the widespread introduction of innovations in educational institutions, the role of the teacher as a direct bearer of innovative ideas and processes is significantly increasing. This requires him to have psychological and pedagogical readiness to carry out his research activities in an innovative information and educational environment, a creative approach to solving pedagogical problems in changing circumstances and special preparation for conducting research and scientific experimental work.
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Research work of the teacher
In the context of the widespread introduction of innovations in educational institutions, the role of the teacher as a direct bearer of innovative ideas and processes is significantly increasing. This requires him to have psychological and pedagogical readiness to carry out his research activities in an innovative information and educational environment, a creative approach to solving pedagogical problems in changing circumstances and special preparation for conducting research and scientific experimental work.
The psychological and pedagogical readiness of the teacher to carry out the above work is considered as:
a) integrative and personal education, including a motivational and value attitude to this type of activity;
b) professional and personal qualities that ensure the success of research and scientific-experimental activities;
c) the formation of the system methodological knowledge and research skills and abilities;
d) the physical and mental state of a person, which allows this knowledge, skills and abilities to be productively applied when solving various survey works.
In addition, I.P. Pavlov attributed to the leading qualities of the personality of the researcher: scientific consistency; the strength of knowledge of the basics of science and the desire from them to the heights of human knowledge; restraint, patience; willingness and ability to do the rough work; the ability to patiently accumulate facts; scientific modesty; willingness to devote all his life to science.
Our experience has shown that the successful implementation of research and scientific-experimental activities is ensured if the teacher-researcher has knowledge of the specifics and technology of purposeful scientific experimentation and research search, methodology and technology of organizing a pedagogical experiment, as well as technologies of pedagogical measurement, assessment and interpretation of the results of scientific and pedagogical research.
With all the variety of innovative teaching technologies (didactic, computer, problem, modular, etc.), the implementation of the leading pedagogical functions remains with the teacher. He can act as an author, developer, researcher, expert, consultant, user, and marketer.
To form such qualities in a teacher, a versatile training in the field of pedagogy, psychology, informatization, management, ergonomics and other sciences is required. On this basis, the teacher's competence is formed in the field of research and scientific experimental work, readiness for perception, examination and implementation of innovations in pedagogical practice. The authors suggest training and metodology complex"Fundamentals of Psychological and Pedagogical Research", which allows for such training. The use of the complex in real practice makes it possible to form a set of qualities that characterize a creative personality: orientation, erudition, pedagogical abilities and skills, character traits, etc.
Self-education plays a special role in the development of the qualities of a teacher-researcher. It is a purposeful activity, controlled by the person himself, in order to increase his competence in any field of science, technology, culture, etc. The direction and content of self-education are determined by the teacher himself in accordance with his needs and interests (for example, the type -research task, the formation of research skills, etc.).
The mastery of the skills of the process of self-education by the teacher, as practice shows, indicates the level of formation of his research culture, which includes: purposeful use of mental operations; abilities and skills of creative solution of various research problems; the ability to focus on the most important in this moment time-consuming problems; possession of rational techniques and methods of implementation scientific research; expedient transfer of the acquired knowledge to new conditions; proficiency in oral and written speech; observance of the hygiene of mental work and its pedagogically expedient organization; reasonable spending of their physical and spiritual strength; adequate self-assessment of the quality of the results of the study performed; criticality and self-criticism, the ability to work with information technology, etc.
An important role belongs to the teacher in the management of scientific research and scientific experimental work of students. It is expressed in: assistance in finding the necessary sources of information to complete the survey; advising students in different areas; coordination of the process of performing research and scientific experimental work; moral and psychological support and encouragement of students; implementation of continuous feedback with students, in order to provide methodological assistance to quickly complete research work and etc.
Our experience shows that the effectiveness of the implementation of research and scientific-experimental work by a teacher is possible only with a systematic increase in his level of theoretical training, the development of search skills, the ability to predict the consequences of introducing one or another innovation into the pedagogical process, the formation of tolerance, etc. In addition, when solving research problems, it is necessary to use mental operations in a complex. This approach will allow the researcher to develop a strategic plan for their exploration activities.
The main directions of research and scientific-experimental activity of a teacher of an educational institution can be the following: implementation of budgetary research and development work, collective agreements; writing and preparing scientific articles, reports, presentations at methodological and methodological seminars, conferences; participation in the work of councils, subject-methodological commissions; supervising the research work of students; consultations for students participating in research work; postgraduate and graduate studies; competition; work in postgraduate seminars of the university, etc.
On the subject: methodological developments, presentations and notes
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