Master of Pedagogical Sciences, Ayazbayeava S.S.,

Tleuzhanova K.T., Satybaldy T.

Academician Y.A.Buketov Karaganda State University

The importance of research method in educational process

One of the main requirements of modern higher school is to ensure high level of preparation of graduates who are able to solve research problems in the process of studying in the University and in the conditions of professional activity. This requirement is due to the growing demand of society for specialists with developed analytical skills and acute susceptibility and independence of thought. So, in the materials of the Bologna seminar on employability of bachelors in the labor market, it was noted that the educational process should encourage the research of students. Despite the modernization processes in higher education (development and implementation in practice of the universities of the Federal state educational standard of the 3rd generation, joining the Bologna process, etc.), the content of education as reflected in the syllabuses of disciplines is still not designed to produce graduates with advanced research skills [1, 438].

Pedagogical reality requires constant study, it is difficult to overestimate the importance of pedagogy for modern society. It is a science that deals with the education and training of future generations of those who become direct members of society, those who will participate in the governance of the country, etc. So it is important to find effective methods of teaching.

As in any science, pedagogy is constantly conducting research, including experiments, observations, etc. Their purpose is the acquisition of new knowledge, confirmation of theories or their refutation.

Gaining knowledge about the pedagogical validity is always subject to certain rules. Often these rules have evolved over a long time, because they demanded hard work of many famous teachers. But since then, they began to split into several main groups [2, 158].

There are several major groups that share research methods in pedagogy. Their objective is to know the objective reality. Each science operates its own research methods, they help to produce new knowledge and move forward. In pedagogy, there are also such methods, but they are classified differently.

The first group includes traditional pedagogical methods of research in pedagogy. As the name implies, this includes all those methods which have been known for a long time and are now modern science inherited.

Observation has nothing to do with a simple observation, it is much more subtle scientific process, to which have been assigned specific tasks, and all obtained data were subjected to deep analysis. Other methods – a review of experience and products of student work. They will help to answer many of the issues facing educators and researchers [3, 53-55].

An important way to study, no doubt, is a pedagogical experiment. This is the sort of experience that can be put in educational research. Its main feature and difference from other methods is that it can create and simulate the specific situation faced by the researcher, whereas other methods only help to capture data. At the heart of any experiment must lay particular theory or hypothesis. This experience is devoted to obtain information that will help confirm or refute the theory. This often deprived of other research methods in professional pedagogy.

The experiment helps to create conditions that are sometimes impossible to obtain in the natural environment. This can lead to obtaining a desired result or vice versa or the results can be negative, but on this basis students must make conclusions.

Relatively new various tests are also involved in research methods in pedagogy. The testing started to be applied for information in 80-90 years of the twentieth century. After receiving positive results they began to spread around the world and wide used in pedagogy. Testing helps to make statistical representation of the changes in the academic performance of the student, about what he has achieved and how it is affected by this or that system. They help to express qualitative changes in numbers, which helps to better understand how effective even certain research methods in pedagogy [4, 26].

Research methods are ways of obtaining reliable knowledge, the achievement of specific scientific results, the techniques, the procedures of scientific knowledge. There are methods of pedagogical, scientific and other methods of science used in teaching.

Literature

1. S.A. Smirnov, Pedagogy: pedagogical theory, systems and technology: Textbook for students of higher institutions /published. by S. A. Smirnov. – M.: Publishing center "Academy", 1999. – 438-440 p.

2. Petrovsky V. A., Yaroshevsky M. G. Psychology: Textbook for students of higher institutions. - 2nd ed. stereotype. - M.: Publishing center "Academy", 2000. – 157-160 p.

3. Podlasiy I. P. Pedagogy: New course: Textbook. for stud. the high. proc. institutions: – M.: Humanitie. ed. Center VLADOS, 2002 – 53-55 p.

4. Prokopev I. I. Fundamentals of General pedagogy. Didactics/ Proc. I. I. Prokopiev, N. In. Mihalkovic. – Mn.: Tetrasystems, 2002. – 26- 30 p.