Course objectives

To form general cultural, general professional competencies related to the skills of organizing and conducting psychological and pedagogical research;

Create conditions for the development of self-knowledge, self-determination, self-expression, self-esteem, self-realization;

To develop such personality traits as mobility, responsibility, tolerance, communication skills.

Course Study Objectives

complete and organizeknowledge of scientific methodology, includingpsychological and pedagogical research;

to form a conceptual apparatus in the field of methodology of scientific research;

reveal the methodological apparatus of scientific research;

highlight the methods and techniques of psychological and pedagogical research;

organize work on the implementation, self-assessment and mutual assessment of tasks related to the construction of the scientific apparatus of master's research.

The main content of the theoretical block

Topic 1. Methodological foundations of the study

The concept of the methodology of science. Tasks, functions and levels of methodology of science on the example of pedagogy.

General methodological principles of scientific research. Particular methodological principles of psychological and pedagogical research.

Scientific approaches to the study of complex chronotopological processes.The essence of the modern educational paradigm at various levels.

Methodological requirements for conducting psychological and pedagogical research.

Methodological requirements for the results of the study.

Topic 2. Methodological apparatus of the study, its content and characteristics

Components of the scientific apparatus psychological and pedagogical research: topic, relevance, contradictions, problem, object and subject of research, goal, objectives, hypothesis, defended provisions, scientific novelty, theoretical and practical significance for science and practice.

Evaluation and scientific editing of the research topic. The structure of the proof of the relevance of the research topic. Levels of formulation of contradictions. Characteristics of the research problem. Rules for selecting the object and subject of research, depending on the wording of the topic.Goal-setting and implementation of the principles of minimizing the tasks of scientific research. Research hypothesis, types of hypotheses, relationship with research stages. Stages of psychological and pedagogical research.

Topic 3. Methods of scientific knowledge, methods of psychological and pedagogical research

Method of scientific knowledge: essence, content, main characteristics. Classification of methods of scientific knowledge: philosophical, general scientific, private scientific, disciplinary, interdisciplinary.Classification of methodspsychological and pedagogicalresearch: empirical, theoretical,comparative historical,mathematical and statistical processing and interpretation of the results of scientific work. Research possibilities of various methods.

General scientific logical methods and techniques of cognition (analysis, synthesis, abstraction, idealization, generalization, induction, deduction, analogy, modeling, etc.).

empirical methods psychological and pedagogical research. The relationship between the subject and method of research. General characteristics of empirical methods of psychological and pedagogical research.

Theoretical Methods psychological and pedagogical research: analysis and synthesis, abstraction and concretization, induction and deduction, ascension from the abstract to the concrete, modeling.

Comparative historical methods of psychological and pedagogical research: genetic, historical and comparative.

Statistical data processing in psychological and pedagogical research. 6

Topic 4. Methodology for conducting psychological and pedagogical research and pedagogical experiment

Carrying out logic psychological and pedagogical research, the variability of its construction. Specialty passport. The dependence of the logic of research construction on the specialty.

Pedagogical experiment, its essence and stages. Schemes of pedagogical experiment.

The main methods of processing research data. Features of research data processing. Processing and interpretation of the results of a specific empirical study.

Registration of the results and meaningful conclusions of the study.

Basic requirements for the content, logic and methodology of presentation of research material. The language and style of the dissertation.

Characteristics of the main types of presentation of the results of the researcher

Topic 5. Features of scientific research in the context of ICT development

The role of ICT in scientific research. Review of ICT tools used at various stages of scientific research.

1. The relevance of scientific research. Evidence of the relevance of a specific (chosen) topic of scientific research

2. Problems of scientific research. Formulation of the problem of scientific research, comparison of the results obtained, correction and reflection

The main content of the practical block

3. Goal-setting of scientific research. Formulation of goals and objectives of scientific research

4. Construction of the methodological apparatus of scientific research. Rules for selecting the object and subject of research.

Theoretical and practical significance, scientific novelty of the study

Methods of pedagogical research

Completed by: R.M. Yunusov

21 group IF

"History with social studies"

Ways of studying pedagogical phenomena, obtained connections, scientific information about them, in order to establish patterns of connections, relationships and build scientific theories.

Methods of pedagogical research

Mathematical and statistical

theoretical

practical

• Literature study
• Classification
• Comparison
• Compilation of the bibliography
• Referencing
• note-taking
• Annotation
• Citation

Necessary for identifying problems, formulating hypotheses and for evaluating the collected facts.

Theoretical Methods

Bibliography - a list of sources selected in connection with the research work.

Referencing - a concise transcription of the main content of one or more works on a general topic.

note-taking - the introduction of a more detailed record, the basis of which is the selection of the main ideas and provisions.

Annotation - a short record of the general

Citation - verbatim notation of expressions,

actual or digital data,

• Study of pedagogical experience
• Observation
• Survey method (conversation, interview, questionnaire)
• Studying the products of students' activities
• Examining school records
• Experiment

Deepening and consolidating theoretical knowledge and testing scientific conclusions.

Practical Methods

Method of empirical knowledge of pedagogical phenomena

Study method pedagogical experience

these are ways to study the really emerging experience of organizing the educational process. When studying pedagogical experience, methods such as observation, conversation, interviews, the study of written, creative and graphic works of students, and questioning are used.

Observation

purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observations are kept. Observation is usually carried out according to a predetermined plan with the allocation of specific objects of observation.

• Determination of the goal and objectives
• Choice of object, subject and situation
• Choosing the method of observation that has the least effect on the object under study and most provides the collection of the necessary information
• Choice of Observable Registration Methods
• Processing and interpretation of the received information

Stages

observations

Poll method

questioning

conversation

interview

a method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed give written answers to the questions. Questioning is also called a remote survey.

a stand-alone or complementary research method used to obtain additional information or clarify something that was not clear enough during observation. The conversation is conducted according to a predetermined plan, highlighting issues that need to be clarified.

A kind of conversation is interviewing, brought into pedagogy from sociology. With this method of questioning, the researcher adheres to predetermined questions asked in a certain sequence. Questions are recorded openly during the interview.

Experiment

a specially organized test of a particular method, method of work to identify its pedagogical effectiveness

Stages of the experiment

theoretical(statement of the problem, definition of the goal, object and subject of research, its tasks and hypotheses)

methodical(development of a research methodology and its plan, program, methods for processing the results obtained)

actually experiment– conducting a series of experiments (creating experimental situations, managing experience and measuring the reactions of the subjects)

analytical– quantitative and qualitative analysis, interpretation of the obtained facts, formulation of conclusions and practical recommendations.

Eremkina Olga Vasilievna
doctor of pedagogical sciences, professor
Department of Pedagogy and Management in Education

Questions:

Definition of "method"
Methods of scientific knowledge or
general scientific methods
research
Pedagogical methods
research
empirical methods
pedagogical research
Theoretical Methods
pedagogical research
Mathematical Methods
2

What is a method?

Method (from Greek - a way of knowing) - a way
to something, a way to achieve a goal,
sorted in a certain way
subject activity.
The methodology of science studies the methods,
means and methods by which
acquired and justified a new
knowledge in science.
3

What is the logic of scientific research?

Logic is the science of laws, forms and
correct construction techniques
thoughts, i.e. thinking,
aimed at knowledge
objective reality.
The logic of scientific research is
a certain order of scientific research.
It is a movement from posing a problem to
hypotheses and then selection
methods for testing this hypothesis.
4

The universal method of scientific thinking,
covering all phenomena of the material and spiritual
world, is the materialist dialectic. Her
universal character is manifested in the fact that it
adequate to the requirements for theoretical forms
thinking
Based on the recognition of an objective nature
universal communication, interconnection and
interdependence of objects, phenomena,
processes, dialectics requires the researcher
consider the object of study as a mandatory and
a certain link in an endless chain of connections,
study the relationship and dependence of the subject on others
items.
5

General scientific research methods

The method of scientific research is
certain way of solving the set
goals, a form of theoretical development
reality.
The method is a set of special
practices, rules, regulations, procedures,
regulating the process of cognition and
providing research
tasks.
6

Requirements for scientific research methods

rigor and certainty;
uniqueness;
stability;
efficiency;
profitability;
simplicity;
fruitfulness.
7

Special research methods

To solve specific problems in
various sciences are used
special methods
research that
based on general scientific
8

General scientific research methods

9

Analysis (from Greek - decomposition)

The method of research, the essence of which is
that the subject of study is mentally
or practically divided into
constituent elements (parts of an object
or its characteristics, properties,
relations) and each of the parts
investigated separately.
10

Synthesis (from Greek - connection)

This research method allows
connect elements
(parts) of an object dissected into
analysis process, establish
connections between them and learn
objects of study as a single
whole.
When studying a specific object
research, usually analysis and
synthesis are used simultaneously,
because they are interconnected.
11

Based on analysis and synthesis, classification becomes possible

The classification is
distribution of objects, phenomena and
concepts by class, group,
departments, categories depending on
general signs.
12

Induction (from Latin - guidance)

This is a method of knowledge in which
private factors and phenomena are derived
general principles and laws.
This is an inference from facts to some
hypothesis (general statement).
In this conclusion, the general conclusion about
signs of a set of elements
is done on the basis of research
elements of this collection.
In this case, the studied facts are selected
according to a predetermined plan
13

Deduction (from lat. - derivation)

This is a method of knowledge
which private provisions
derived from the general
Through deduction, inference
a separate element of some
aggregate is made on the basis of
knowledge about the signs of
aggregates, i.e. she is
method of transition from general
submissions to private.
14

Relationship between induction and deduction

Despite its opposite,
induction and deduction in the process of scientific
Knowledge is always shared
representing different sides of the same
dialectical method of cognition - from
inductive generalization to deductive
conclusion, to check the conclusion and more
deep generalization - and so on until
infinity.
15

Analogy (from Greek - correspondence, similarity)

It is a method of scientific knowledge, with the help of
which is achieved knowledge about some objects
or phenomena on the basis of their resemblance to others.
Inference by analogy is when knowledge about
any object is transferred to another less
studied object, but similar to the first
essential features and qualities.
Such assumptions are one of
main sources of scientific hypotheses.
Due to its clarity, the analogy method
has become widespread in science.
16

Modeling (from Latin - measure, sample)

The analogy method is the basis of another
method of scientific knowledge - modeling.
Modeling is a method of scientific knowledge,
which consists in replacing the studied
object of its specially created
analogue or model, according to which
defined or specified
characteristics of the original.
In this case, the model must contain
essential features of a real object.
17

The modeling method is based on
meaningful knowledge of the object
research and provides
addressing important issues such as
relationship between model and object
studies, degree of similarity
models with original, legitimacy
transfer received during the study
model information on the object.
18

Pedagogical modeling is
method of creating and studying scientific and pedagogical models.
Scientific and pedagogical model -
mentally represented or
financially realized system,
adequately reflecting the studied
the subject of pedagogical reality.
19

Signs of a scientific model:

1) ideal system optimized for
study;
2) adequately reflects the object of study;
3) is capable of replacing the modeled object;
4) studying the model gives new information about
the subject of the study.
The main advantage of the model is
the integrity of the information provided,
enabling the implementation
synthetic approach in the knowledge of the given
object.
Pedagogical modeling helps
comprehend the subject of research in various 20
conditions.

Methods of pedagogical research
are ways of studying pedagogical
reality.
There are several approaches to
classification of methods of pedagogical
research.
The most recognized and used
classification of pedagogical methods
research divides them into
empirical (methods of study
pedagogical experience), theoretical
(methods of theoretical research) and
mathematical (statistical).
21

Methods of pedagogical research

22

Pedagogical research methods are not universal

Each of them is effective only when
correct use.
Correct application of the method
implies two aspects:
possession of this method;
researcher's ability to choose the most
effective method based on existing
research conditions, specific
research task.
23

Method selection principles

set of methods (for solving any
scientific problem is not used alone, but
a set of complementary methods
research);
adequacy of methods to the essence of the studied
phenomena, expected outcomes,
the capabilities of the researcher;
non-maleficence (prohibition of the use
research methods that are contrary to
moral standards that can harm
subjects, the pedagogical process).
24

Empirical Methods of Pedagogical Research

Empirical methods include observation,
questionnaires, pedagogical testing,
study of documentation, study of products
activities.
Their common feature is their focus on
direct study of the managed object,
collection and systematization of factual material about
the process and results of the educational
systems.
The empirical nature of knowledge inherent in
methods of this group is an important
a prerequisite for the reliability of the revealed facts
25

Observation

Surveillance is the most
common empirical method, with
through which the object is studied in various
conditions without interfering with
Existence.
However, with spontaneous observation, due to
features of human attention, many
details elude the observer, while others
details are quickly forgotten without forming a coherent
systems of knowledge about the object.
Observation as a method of pedagogical
research is targeted
it is carried out according to a certain plan, its
the results are recorded, and at the end of the observation
collected data are summarized.
26

Disadvantages of Observation in Educational Research

the reliability of the results is strongly influenced
personal characteristics of the observer, his
interests, beliefs and stereotypes;
the reliability of the results obtained directly
proportional to the duration of observation (than
the longer the observation period, the
statistically more reliable data obtained from
his help);
physical observation is physically impossible
cover all aspects of the process under study, and
this means that many facts will still remain
27
unidentified.

Questionnaire

method of collecting information using questionnaires -
specially designed questionnaires
requiring written responses.
The main types of questionnaires:
open (respondents must
formulate the answer yourself);
closed (respondents must choose
the most appropriate answer out of several
ready-made options);
mixed (combined),
providing the opportunity to choose from
ready-made options, and independent
response wording.
28

When is a survey used?

Questionnaires are most effective when
a collective opinion needs to be
any questions and needs
a significant number of people.
Depending on the purpose of the survey,
teachers, students, their parents,
representatives of the nearest social
environment.
When using this method, remember that
survey results, even those obtained on
large samples reflect opinions, attitudes,
stereotypes of thinking and perception
respondents, features of this social
groups, and therefore they can significantly
disagree with established scientific
facts.
29

Advantages and disadvantages

With the help of a questionnaire, you can relatively
a short period of time to cover a large survey
the number of people, but the standard wording
questions in questionnaires make it relatively easy
process the received data.
However, the survey excludes
the possibility of correcting the wording
questions.
Therefore, an important condition for the effectiveness of this
method is of sufficient quality
questionnaire used (clarity for
the essence of the questions being interviewed, the opportunity to give
them unequivocal answers or choose an acceptable
response option from the proposed alternatives, and
avoidance of questions that provoke
deliberately false answers).
30

When conducting mass
questioning factor,
reducing truthfulness
answers, becomes an opinion
other people (eg.
filling out the questionnaire at the same time
with other people, man
can write off the answer from a neighbor,
to "not stand out", or
vice versa: answer differently
out of a desire to excel, but at all
not because he really
thinks otherwise).
31

Studying documentation

(charter of the institution, personal files, diaries, medical
maps, work plans, programs, reports, analytical
certificates, etc., as well as financial and economic
documentation) allows you to cover the study of a significant
data volume.
This advantage is complemented by the convenience of searching and processing
the necessary information, which in the documents
presented in a systematic way and
usually in standard form.
Another advantage of the documentation study method
due to rather long periods of archival
storage of documents: the possibility of referring to the past
documented experience and search in it
causes of today's problems and ways to solve them.
32

Disadvantages of the method of studying school records

standardization and business style of documents
impose severe restrictions on the nature and
the number of documented facts,
as a result, not appearing in the document
facts remain out of sight of the researcher,
namely, they may be particularly important
for the knowledge of new properties and phenomena in
the object under study;
the document may contain distortions
facts that mislead a person,
examining the document (actual
the authenticity of documents may suffer,
For example, due to elementary negligence in
record keeping).
33

The products of activity are material,
their presence and quantity is easy
check, unlike them
recorded documentary
reflections in which descriptions
objects may not reflect
some important at the moment
parameters, and quantitative
indicators may be random or
deliberately distorted. Need
this method in pedagogical
research also defines
the fact that with its help it is possible not to
only to establish the presence and
the number of products of activity,
but also to identify specific properties,
characterizing the personality of the subject,
created a particular product.
34

Study of products of activity

The method in which the subject of study
are essays, drawings, wall newspapers, crafts
and other works, as well as products of activity
adult participants in the educational process.
So, in addition to a variety of student work
subjects of study can be: elements
aesthetic design of the classroom,
made by the teacher personally or with his
participation, under his leadership; products
activities that reflect the hobbies of teachers,
parental hobbies and family hobbies, and
also various kinds of achievements, etc.
35

Testing

TESTING - application process
tests and other psychodiagnostic
methods for studying and evaluating psychology
and human behavior.
TEST - standardized method
psychological research,
designed for precise
quantitative assessments and strict
qualitative definitions of psychology and
human behavior based on
established valuation standards.
36

RELIABILITY OF THE TEST

The quality of psychodiagnostic methods,
associated with the ability to receive from her
using fairly stable
results that depend little on random
set of circumstances.
37

VALIDITY OF THE PSYCHODIAGNOSTIC METHOD

Compliance of the results obtained with
help of this technique, for what it
was intended.
The word "validity" means
"value", "utility".
THEORETICAL VALIDITY
(STRUCTURAL)
PSYCHODIAGNOSTIC TECHNIQUE conformity of test results,
carried out using this method,
indicators of those psychological qualities,
which are theoretically related to
property being evaluated.
38

EXTERNAL VALIDITY
PSYCHODIAGNOSTIC TECHNIQUE
- conformity of results
psychodiagnostics carried out at
the help of this technique to the behavior of
person who is exposed
psychodiagnostic examination.
The method is considered to be externally valid,
if, for example, with its help
personality traits are assessed and
externally observable behavior
consistent with the results of the
testing.
39

Pedagogical experiment

special method of empirical research,
consisting in the fact that the researcher intervenes
into the pedagogical process in order to create
the best conditions for studying pedagogical
phenomena.
There are two types of pedagogical
experiment: ascertaining and forming
(transformative).
During the ascertaining experiment, specially
the created conditions make it possible to identify new
data.
With formative - change the course and result
40
pedagogical process.

Theoretical Methods of Pedagogical Research

To theoretical research methods
include the study of literary
sources, theoretical analysis,
methods of logical generalizations and
modeling.
41

Study of literary sources

The subjects of study when using this
method are scientific and methodological
literature, educational standards, typical
curricula and programs, and
various electronic documents.
The implementation of this method uses
traditional methods of working with literature:
note-taking,
summarizing,
compiling a bibliography,
annotation,
quoting, drawing up logic diagrams
text.
42

Electronic Documents

When studying electronic documents
it is possible to copy and
keeping the source available
media, compression and archiving of the document,
printout of the entire document or
fragment (for example, a table of contents,
email address or attached
annotations), data search by key
words, etc.
43

Theoretical analysis
as a method of knowledge
suggests
understanding the results
research based
theoretical postulates
and models
developed
pedagogical science.
44

In a theoretical analysis, empirically obtained data can:

be compared with evidence-based and
repeatedly confirmed in
practice facts;
compare with data of the same class,
received earlier in the same or
similar system;
align with goals and objectives
controlled process;
be understood as final or
intermediate results of some
activities;
be summarized in brief summaries.
45

The results of the theoretical analysis can be:

establishing the degree of reliability of the received
data;
identification of similarities and differences, correspondences and
inconsistencies in the analyzed information;
identifying trends;
forecasting further development
managed object;
determination of the most effective methods
knowledge and transformation of certain
control objects, parts of the controlled
process;
substantiation of existing contradictions,
problems and possible ways to solve them.
46

Methods of mathematical statistics

Methods of primary statistical
processing the results of the experiment:
Calculation of the arithmetic mean.
Definition of variance and standard
deviations.
Establishing an approximate distribution
data.
Definition of fashion.
Characteristic of normal
distribution.
Interval Calculation
47

Methods of secondary statistical processing of experimental results

Methods of secondary statistical
processing of research results.
Comparison of average values ​​of different
samples.
Comparison of frequency distributions
data.
Establishment of correlation
dependencies and their interpretation.
The concept of factor analysis as a method
statistical processing.

1. The method of comparative historical analysis of literature It involves the study of the issue in the literature, its history, while analyzing all approaches. It is necessary to study what has been accumulated by science on this problem (basic scientific ideas, basic principles of scientific research, etc.). To do this, you need to carefully select the literature on the research topic, note what to pay attention to in the first place. Analyze all literature according to the following parameters:

How did different scientists understand the essence of the problem, the issue under study; what definitions were given to the subject of the study, what signs were considered essential, etc.; what is the essence of this problem for this or that scientist, how can this be explained; what is the place of this problem in the general scientific system, in the theory of training (education), in practice; how this phenomenon is connected with other related phenomena - main and side effects; under what conditions, according to scientists, this or that process, this or that phenomenon proceeds optimally;

14. Statistical method Within its limits, the following specific methods are widely used: registration - identifying a certain quality in a phenomenon of a given class and counting the quantity by the presence or absence of this quality; ranking - the arrangement of the collected data in a certain sequence, determining the place in this series of objects; scaling is the assignment of points or other numerical indicators to the studied characteristics.

In the ordinal scales, the order is established, the relations "greater than" and "less than", the general hierarchy. Examples of their application are rankings such as “higher”, “more than fives”, etc. “Strong” scales are interval and ratio scales. The interval scale provides for certain distances between individual numbers on the scale, and the zero point is also defined in the ratio scale. Example: scales of thermometers, voltmeters, etc. Application of elementary methods of mathematical statistics to solve the most common data processing tasks in practice: Replacing the set of numerical values ​​of the measured indicator with two generalized values ​​expressing the most typical value of the indicator and the degree of dispersion of values ​​relative to it , and their static estimate. Determination of statistical significance of differences between two homogeneous indicators. Determining the relationship between two indicators and assessing statistical reliability (Grabar M.I., Krasnyanskaya K.A. Application of mathematical statistics in pedagogical research. M, 1977). Let's consider these tasks in the specified sequence: 1. Let there be n subjects who have some characteristic of a certain phenomenon being measured; as a result, a set of numerical values ​​of the selected indicator is obtained: x 1 x 2, x 3 ... x n rank); interval scales; relationship scales. Naming scales are the “weakest” scales. Numbers and other designations are used purely symbolically in them. They represent the names of objects. The only mathematical characteristic is belonging: whether the object under study belongs to a given class or not.. Example: list of specialties, enumeration of characteristics of students.

Pedagogical observations Direct and purposeful perception of the pedagogical process in natural conditions. It must be strictly planned, provide for forms of fixing observations. Observations can be direct and indirect, open and closed, continuous and discrete (discontinuous), monographic. Involved observation is considered effective when the researcher actively participates in the activities of the observed objects (teacher with students). Covert surveillance is carried out through a mirror (glass) wall or using a TV camera.

6. Questioning and interviews In this case, the following requirements must be observed: · careful selection of precise and specific questions that most accurately reflect the phenomenon under study and provide reliable information; The use of direct and indirect questions to clarify the answers and determine their veracity; unambiguity of the questions asked and the lack of clues in their formulation; The use of open (sometimes the respondent can express his own opinion), closed questionnaires (with a limited answer option); Checking the prepared questionnaire on a small number of subjects, making the necessary adjustments; · the use of polar questionnaires with an assessment in points (they are a good share of self-esteem).

Method of generalization of independent characteristics This method increases the objectivity of the conclusions. Its essence is reduced to the processing by the researcher of information received from various sources. For example, studying the personality of a student, the teacher receives information from parents, other teachers, the GPA teacher, doctors, and activists. The method of the pedagogical council Collective discussion of the results of the educational process is carried out according to a special program with the conclusion

The method of studying and analyzing the documentation of the Activity Products allows you to collect specific and extensive material for generalization (the study of notebooks, class journals, drawings and other student work, etc.). The study and generalization of advanced pedagogical experience This gives the researcher material that is very valuable for the teacher-researcher, for pedagogical science. separate divergent values ​​of the indicator) representing a set of data)

Pedagogical experiment A stating experiment makes it possible to study existing pedagogical phenomena; in a clarifying experiment, the hypothesis is tested; in a formative experiment (transformative, creative) on the basis of ascertaining and understanding the facts, new pedagogical phenomena are revealed and their truth is checked; The control experiment makes it possible to confirm

"Scientific pedagogical research" - OER in pedagogical practice. Methodological principles of NPI. Conducting OER (pilot (trial) and transformative (shaping) experiments, experimental work). 11. Groups of general scientific methods used in pedagogy. Levels of pedagogical research. Socio-psychological: sociometry, testing, training.

"Design and research activities" - Finds a solution. Design and research activities are ... 4. Tasks of the stage. Child. Forms of products of project activities. 1. Hypothesis - the basis of the process of creative thinking How is a hypothesis born? Raises a problem. 7. Protection of the Project. Easy level. Design and research activities of younger students.

"Research activities of schoolchildren" - Creative; Role-playing, gaming; Practice-oriented; Actually research. Educational and research activities -. Search - research; Experimental - research; interdisciplinary; Design; Technical; Creative. It is characterized by: - ​​purposefulness; - activity; - objectivity; - motivation; - consciousness.

“Oral presentation” - If not, outline how exactly you will work. Information that is not perceived by ear - quotes, dates, names. Oral presentation and use of the Microsoft Power Point program. Povarnin S.I. The art of argument. Feedback. The structure of the written study. 1.1. First paragraph: Repetition of the topic - in one sentence, with its own accents.

"Educational and research activities" - stage 1. Text design of the work. 6 stage. Stages of research activity of students. Students in the process of learning literature should. Study. Stage 5 Jean-Jacques Rousseau To teach not thoughts, but to think. Presentation of students with the results of the study. The principle of research activity.

"Research in the classroom" - Determine the artistic and expressive means. Find keywords. Peter ("Poltava") Peter ("The Bronze Horseman") Group 2. Topic: “Images of Peter and Petersburg in A.S. Pushkin’s poem “The Bronze Horseman”. Determine the size of the verse, the method of rhyming. General goals of literature lessons according to the "Teaching as research" model.

In total there are 7 presentations in the topic