Grigorovich la pedagogy and psychology. Information material. Grigorovich L.A., Martsinkovskaya T.D. Quotes and Statuses with meaning
Grigorovich L.A., Martsinkovskaya T.D. Pedagogy and psychology. – M., 2003.
Levels of pedagogy methodology
The structure of methodological knowledge can be represented by four levels (according to E.G. Yudin): philosophical, which is represented by the general principles of knowledge and the categorical structure of science as a whole; general scientific, which contains theoretical concepts applicable to all or most scientific disciplines; concrete scientific, which is represented by a set of methods, principles of research, in a specific special scientific discipline; technological, which includes research methods and techniques that ensure the receipt of reliable empirical material and its processing.
Philosophical level
The creation of pedagogical theories is based on philosophical models of describing the world. Let us briefly outline the basic principles of philosophical trends that most often underlie pedagogical theories.
1. Neo-Thomism. The founder of this trend, the famous medieval philosopher Thomas Aquinas, in order to strengthen the influence of the church on people, recognized reason as a means necessary to prove religious dogmas. He argued that, while collecting empirical data, science is still unable to reveal the essence of the world, and the highest truth is comprehended only by approaching God, only by “supermind”. Neo-Thomists prove the leading role of religion in the upbringing of the younger generation and believe that the entire education system should be aimed at developing a “preconscious” desire to get closer to God.
2. Positivism and neopositivism. Most of the representatives of this philosophical trend are prominent natural scientists. For positivists, only what is obtained using quantitative methods is true and tested. Absolutizing the methods of natural sciences, transferring them to the field of pedagogy, neopositivists give priority in the learning process not to its content, but to methods of cognition, believing that the main thing is “not knowledge, but methods of acquiring it.” The main drawback of the pedagogy of this philosophical direction is that it is dominated by useless (from their point of view) ideas and abstractions, rather than real facts.
3. Pragmatism. The main concept is “experience,” and knowledge of reality comes down to a person’s individual experience. Denying the existence of objective scientific knowledge, pragmatists argue that any knowledge is true if it is obtained in the process of practical human activity and is useful for him. The founder of pragmatic pedagogy is the American scientist J. Dewey, who put forward a number of the most important principles of teaching and upbringing: developing children’s activity, arousing interest as a motive for a child’s learning, increasing practical methods in teaching, etc. Dewey declared the child’s individual experience to be the basis of the educational process, believed that The purpose of education comes down to the process of “self-discovery” of the instincts and inclinations given to the child from birth. Considering issues of moral education, pragmatists argued that a person should not be guided in his behavior by pre-formulated norms and rules, he should behave as the given situation and the goal he sets dictates. Everything that helps achieve personal success is moral.
4. Dialectical materialism. Its largest representatives, K. Marx and F. Engels, substantiated the role of social practice in knowledge and organically combined materialism and dialectics. The main provisions of this scientific direction are as follows:
Matter is primary, consciousness is secondary, it arises as a result of the development of matter and is its product;
The phenomena of the objective world and consciousness are interconnected and interdependent and, therefore, causally determined;
All objects and phenomena are in motion, development and change.
Pedagogy, built on the methodology of dialectical materialism, considers the individual to be the object and subject of social relations, and assumes that its development is determined by external social circumstances and the nature of the human body. Education plays a decisive role in the development of personality, and education itself is considered as a complex social process that has a historical and class character. Important for this approach is the need to consider personality and activity as a unity.
5. Existentialism. The main concept of this philosophical observation is existence (existence) - the individual being of a person immersed in his Self. For existentialists, the objective world exists only thanks to the existence of the subject.
They deny the existence of objective knowledge and objective truths. The world around us is the way the inner self of each person perceives it. Denying objective knowledge, existentialists oppose programs and textbooks in schools. Believing that the value of knowledge is determined by its importance for a particular individual, representatives of this scientific approach suggested that the teacher provide students with complete freedom in mastering this knowledge. The student himself must determine the meaning of things and phenomena, while the leading role, from the point of view of existentialists, is played not by reason, but by feelings and faith. Existentialism acts as a philosophical basis for the individualization of learning.
General scientific level
General scientific methodology can be represented by two approaches: systemic and axiological. The systems approach reflects the general connection and interdependence of processes and phenomena of the surrounding reality. The essence of the systems approach is that relatively independent components are not considered in isolation, but in their interrelation, development and movement. This approach requires the implementation of the principle of unity of pedagogical theory and practice. Pedagogical practice is a criterion for the truth of scientific knowledge and a source of new fundamental problems that require theoretical research. The theory provides the basis for choosing optimal and effective practical solutions, and also develops new concepts and models that need experimental practical testing.
The axiological approach is the basis of a new methodology of pedagogy. It is inherent in humanistic pedagogy, which considers man as the highest goal of society and the end in itself of social development. Consequently, axiology, being more general in relation to humanistic issues, can be considered as the basis of a new philosophy of education and, accordingly, the methodology of modern pedagogy.
The meaning of the axiological approach can be revealed through a system of axiological principles:
Equality of philosophical views within the framework of a single humanistic value system while maintaining the diversity of their cultural and ethnic characteristics;
The equivalence of traditions and creativity, recognition of the need to study and use the teachings of the past and the possibility of spiritual discovery in the present and future, a mutually enriching dialogue between the traditional and the innovative;
Existential equality of people, sociocultural pragmatism instead of demagogic disputes about the foundations of values, dialogue and asceticism instead of messianism and indifference.
The axiological approach assumes that one of the most important tasks of pedagogy is the study of the attitude towards a person as a subject of knowledge, communication and creativity. Education as a component of culture in this regard acquires special significance, being considered as the main means of humanistic essence of a person.
Specific scientific level
The specific scientific level includes the following approaches.
1. Personal approach - orientation in the design and implementation of the pedagogical process towards the individual as a goal, subject, result and the main criterion of its effectiveness. It involves relying in education on the natural process of self-development of a person’s creative potential and abilities, and creating appropriate conditions for this.
2. Activity approach - consideration of activity as the basis, means and decisive condition for personal development. Already during training, it is necessary, to the extent of age, to involve children in various types of activities (cognition, work, communication), to organize socially valuable life activities of children.
3. Polysubjective (dialogical) approach - orientation to the fact that the essence of a person is much more complex and versatile than his activities. The activity of the individual and his needs for self-development occur in the context of relationships with other people.
Dialogue with another is the very real field of interaction where these needs are satisfied. Personal, activity and polysubjective approaches form the basis of the methodology of humanistic pedagogy.
4. The culturological approach considers culture as a universal characteristic of activity, the social environment and the direction of its value typological features.
5. The ethnopedagogical approach is manifested in the unity of the international, national and individual.
6. Anthropological approach - systematic use of data from all sciences about man as a subject of education and their consideration in the construction and implementation of the pedagogical process.
Technological level
This level includes the methodology and technology of pedagogical research, ensuring the receipt and analysis of reliable empirical material.
Criteria for evaluation:
Structured texts;
Awareness and adequacy of understanding texts;
Terminological correctness of speech;
Reasonedness of judgments and conclusions;
Availability of prepared visual information;
Active participation in the discussion.
Report requirements: text materials and presentation in class in accordance with the criteria.
Main literature:
1. Borytko N.M. Pedagogy: textbook. aid for students universities studying pedagogical specialties / N. M. Borytko, I. A. Solovtsova, A. M. Baibakov; ed. N. M. Borytko. - M.: AcademiA, 2009.
2. Kodzhaspirova G.M. Pedagogy: Textbook. for students universities studying pedagogical specialist. / G.M. Kojaspirova. - M.: Gardariki, 2009.
3. Pedagogy: textbook. for students universities / Ed. L.P. Krivshenko. - M.: Prospekt, 2008.
4. Pedagogy: Textbook. aid for students universities / Ed. P.I. Pidkasisty. - M.: Higher Education, 2007.
5. Podlasy I.P. Pedagogy: textbook / I. P. Podlasy. - 2nd ed., add. - M.: Yurayt: Higher Education, 2010.
6. Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy: textbook for universities. 3rd ed. – M., Academy, 2008.
Additional literature:
1. Borytko N.M. Diagnostic activity of a teacher: textbook. aid for students universities, educational according to special "Social pedagogy"; "Pedagogy" / N.M.Borytko; edited by V.A. Slastenina, I.A. Kolesnikova. - 2nd ed., erased. - M.: AcademiA, 2008.
2. Borytko N.M. Methodology and methods of psychological and pedagogical research: a textbook for students. universities studying specialties. “Pedagogy and psychology”, “Social pedagogy”, “Pedagogy” / N. M. Borytko, A. V. Molozhavenko, I. A. Solovtsova; ed. N. M. Borytko. - 2nd ed., erased. - M.: AcademiA, 2009.
3. Golovanova N.F. General pedagogy: textbook. manual for universities / N. F. Golovanova. - St. Petersburg. : Speech, 2005.
4. Grigorovich L.A., Martsinkovskaya T.D. Pedagogy and psychology: Proc. Benefit. – M., Gardiki, 2003.
5. Zagvyazinsky V.I. Methodology and methods of psychological and pedagogical research: Textbook. aid for students universities studying specialties. "Pedagogy and psychology" / V. I. Zagvyazinsky, R. Atakhanov. - 5th ed., rev. - M.: AcademiA, 2008.
6. Kodzhaspirova G.M. Pedagogy in diagrams, tables and supporting notes: textbook / G. M. Kodzhaspirova. - 3rd ed. - M.: IRIS PRESS, 2008.
7. Korzhuev A.V. Scientific research in pedagogy: theory, methodology, practice / A. V. Korzhuev, V. A. Popkov. - : Academic project; M.: Triksta, 2008.
8. Kraevsky V.V. Methodology of pedagogy: New stage: textbook. aid for students universities, educational according to pedagogical specialties / V. V. Kraevsky, E. V. Berezhnova. - 2nd ed., erased. - M.: AcademiA, 2008.
9. Petrusevich A.A. Diagnostics in pedagogical research: monograph / A. A. Petrusevich, N. K. Golubev; Omsk. state ped. univ. - Omsk: Omsk State Pedagogical University Publishing House, 2009.
10. Khutorskoy A.V. Pedagogical innovation: textbook. manual for university students, educational. by teacher specialist. / A. V. Khutorskoy. - M.: AcademiA, 2008.
L.A. Trigorovich, T.D. Martsinkovskaya
education of the Russian Federation
as a teaching aid
For university students
5.3. Self-education |
|
5.4. Education methods |
|
Questions and assignments 112 Sample topics for essays 113 Literature 113
Chapter 6. General principles of didactics 114
6.1. Goals, objectives, functions and principles of training 114
6.2. Learning Theories 117
6.3. Forms of training organization 122
6.4. Teaching methods 129
6.5. Learning motivation as a necessary condition for successful learning. . . 132 Questions and assignments 137 Sample topics for essays 137 Literature 137
Chapter 7. Family as a sociocultural environment for education 138
7.1. Family as a social institution 138
7.2. Child-parent relationships and styles of family education. . . . 141
7.3. Violations in parent-child relationships 147
7.4. Education in families where parents are teachers 152
7.5. The role of the family in the development of a child’s personality 155
Questions 158 Sample topics for essays 158 Literature 159
Chapter 8. Management of pedagogical systems 160
8.1. The state nature of management of the education system 160
8.2. Functions and managerial culture of a leader 163
8.3. Pedagogical analysis, planning and control as the main directions of management of pedagogical systems 165
8.4. The role of the organization in management 170
Questions and assignments 173 Sample topics for essays 173 Literature 173
Part II. PSYCHOLOGY
Chapter 1. The subject of psychology, its methodology and methods 177
1.1. Subject of psychology. The connection between psychology and other sciences 177
1.2. Main factors and principles determining the development of psychological science 179
i 1.3. Methods of psychology 191
Questions and assignments 196 Sample topics for essays 197 Literature 197
Chapter 2. History of the development of psychological science 198
2.1. Stages of development of psychology 198
2.2. The emergence of associationism 205
2.3. Methodological crisis 209
knowledge about the environment makes modern psychological and pedagogical sciences significant and really helpful in life.
The authors’ goal was not only to give an idea of the content of psychology and pedagogy, but also to encourage readers to transfer the acquired knowledge into their own scientific and practical activities, to help them understand themselves and those around them more objectively. Everyone who has thought at least a little about the problems of understanding the world, their experiences and aspirations has knowledge in the field of everyday psychology. However, everyday psychology, along with some important concepts, also carries many stereotypes, misconceptions, and prejudices that prevent people from correctly and objectively understanding themselves and others, from realizing the right of others to be themselves, i.e. different from others. It is especially important (and most difficult) to understand and accept the individuality and independence of people close to us, as well as the impossibility, despite all our desire, to remake them in our own image.
Awareness of the uniqueness of any person leads to the thought of the strengths and weaknesses that everyone has and which must be recognized and be able to balance. No less significant are the problems of abilities that determine the inclinations and capabilities of people, as well as the laws of the process of learning about the world and the difficulties that people face along this path.
Another problem that is reflected in the textbook is socialization, i.e. the process of a person entering the world around him, communicating with other people and finding the group with which the person identifies, considering it his own.
Naturally, the book provides only a brief and fairly popular coverage of those complex problems that psychology and pedagogy have solved and are currently solving. It reveals mainly those issues and achievements of these sciences that are directly related to the lives of most people, and not just psychologists.
The authors hope that readers will not only gain a fairly complete understanding of the subject and problems of these sciences, but will also become seriously interested in them, and the knowledge gained will not be forgotten after passing the exam, but will help in solving real life issues.
M.: Gardariki, 2003 - 480 p.
The current state of pedagogy and psychology is reflected, in particular the approaches and concepts that are most common in both domestic and foreign science. The structure and content of the textbook correspond to the state educational standard of higher professional education of the second generation in the discipline "Pedagogy and Psychology". The book is complemented by practical exercises and a glossary. High culture and at the same time simplicity of presentation of the material contribute to its optimal assimilation.
For students of higher educational institutions, teachers and psychologists.
Format: pdf/zip
Size: 2.27 MB
Preface. 9
Part I. PEDAGOGY
Chapter 1. General fundamentals of pedagogy 13
1.1. Object, subject, tasks and functions of pedagogy 13
1.2. Methodology and methods of pedagogical science 15
1.3. Basic concepts of pedagogy 24
Questions and tasks 32
Sample essay topics 32
Literature 32
Chapter 2. History of the formation of pedagogical science and practice
2.1. The formation of pedagogical science
2.2. Modern structure of pedagogy 42
2.3. The connection between pedagogy and other sciences 46
Questions and tasks 47
Sample essay topics 48
Literature 48
Chapter 3. Education as a global object of pedagogy 49
3.1. Goals and objectives of education 49
3.2. Educational system of Russia 51
3.4. Modern trends in the development of education 67
Questions and tasks 73
Sample essay topics 73
Literature 73
Chapter 4. Pedagogical activity. 74
Relax - look at pictures, jokes and funny statuses
Various aphorisms
A good attitude towards the buyer ends with his money.
Quotes and Statuses with meaning
Previously, a condom cost three kopecks... And a pie with jam cost five... It’s like you could go for a walk for eight kopecks!
Jokes from school essays
At the New Year's party we were treated to sweets and crackers.
Grigorovich L.A., Martsinkovskaya T.D. Pedagogy and psychology. – M., 2003.
Levels of pedagogy methodology
The structure of methodological knowledge can be represented by four levels (according to E.G. Yudin): philosophical, which is represented by the general principles of knowledge and the categorical structure of science as a whole; general scientific, which contains theoretical concepts applicable to all or most scientific disciplines; concrete scientific, which is represented by a set of methods, principles of research, in a specific special scientific discipline; technological, which includes research methods and techniques that ensure the receipt of reliable empirical material and its processing.
Philosophical level
The creation of pedagogical theories is based on philosophical models of describing the world. Let us briefly outline the basic principles of philosophical trends that most often underlie pedagogical theories.
1. Neo-Thomism. The founder of this trend, the famous medieval philosopher Thomas Aquinas, in order to strengthen the influence of the church on people, recognized reason as a means necessary to prove religious dogmas. He argued that, while collecting empirical data, science is still unable to reveal the essence of the world, and the highest truth is comprehended only by approaching God, only by “supermind”. Neo-Thomists prove the leading role of religion in the upbringing of the younger generation and believe that the entire education system should be aimed at developing a “preconscious” desire to get closer to God.
2. Positivism and neopositivism. Most of the representatives of this philosophical trend are prominent natural scientists. For positivists, only what is obtained using quantitative methods is true and tested. Absolutizing the methods of natural sciences, transferring them to the field of pedagogy, neopositivists give priority in the learning process not to its content, but to methods of cognition, believing that the main thing is “not knowledge, but methods of acquiring it.” The main drawback of the pedagogy of this philosophical direction is that it is dominated by useless (from their point of view) ideas and abstractions, rather than real facts.
3. Pragmatism. The main concept is “experience,” and knowledge of reality comes down to a person’s individual experience. Denying the existence of objective scientific knowledge, pragmatists argue that any knowledge is true if it is obtained in the process of practical human activity and is useful for him. The founder of pragmatic pedagogy is the American scientist J. Dewey, who put forward a number of the most important principles of teaching and upbringing: developing children’s activity, arousing interest as a motive for a child’s learning, increasing practical methods in teaching, etc. Dewey declared the child’s individual experience to be the basis of the educational process, believed that The purpose of education comes down to the process of “self-discovery” of the instincts and inclinations given to the child from birth. Considering issues of moral education, pragmatists argued that a person should not be guided in his behavior by pre-formulated norms and rules, he should behave as the given situation and the goal he sets dictates. Everything that helps achieve personal success is moral.
4. Dialectical materialism. Its largest representatives, K. Marx and F. Engels, substantiated the role of social practice in knowledge and organically combined materialism and dialectics. The main provisions of this scientific direction are as follows:
Matter is primary, consciousness is secondary, it arises as a result of the development of matter and is its product;
The phenomena of the objective world and consciousness are interconnected and interdependent and, therefore, causally determined;
All objects and phenomena are in motion, development and change.
Pedagogy, built on the methodology of dialectical materialism, considers the individual to be the object and subject of social relations, and assumes that its development is determined by external social circumstances and the nature of the human body. Education plays a decisive role in the development of personality, and education itself is considered as a complex social process that has a historical and class character. Important for this approach is the need to consider personality and activity as a unity.
5. Existentialism. The main concept of this philosophical observation is existence (existence) - the individual being of a person immersed in his Self. For existentialists, the objective world exists only thanks to the existence of the subject.
They deny the existence of objective knowledge and objective truths. The world around us is the way the inner self of each person perceives it. Denying objective knowledge, existentialists oppose programs and textbooks in schools. Believing that the value of knowledge is determined by its importance for a particular individual, representatives of this scientific approach suggested that the teacher provide students with complete freedom in mastering this knowledge. The student himself must determine the meaning of things and phenomena, while the leading role, from the point of view of existentialists, is played not by reason, but by feelings and faith. Existentialism acts as a philosophical basis for the individualization of learning.
General scientific level
General scientific methodology can be represented by two approaches: systemic and axiological. The systems approach reflects the general connection and interdependence of processes and phenomena of the surrounding reality. The essence of the systems approach is that relatively independent components are not considered in isolation, but in their interrelation, development and movement. This approach requires the implementation of the principle of unity of pedagogical theory and practice. Pedagogical practice is a criterion for the truth of scientific knowledge and a source of new fundamental problems that require theoretical research. The theory provides the basis for choosing optimal and effective practical solutions, and also develops new concepts and models that need experimental practical testing.
The axiological approach is the basis of a new methodology of pedagogy. It is inherent in humanistic pedagogy, which considers man as the highest goal of society and the end in itself of social development. Consequently, axiology, being more general in relation to humanistic issues, can be considered as the basis of a new philosophy of education and, accordingly, the methodology of modern pedagogy.
The meaning of the axiological approach can be revealed through a system of axiological principles:
Equality of philosophical views within the framework of a single humanistic value system while maintaining the diversity of their cultural and ethnic characteristics;
The equivalence of traditions and creativity, recognition of the need to study and use the teachings of the past and the possibility of spiritual discovery in the present and future, a mutually enriching dialogue between the traditional and the innovative;
Existential equality of people, sociocultural pragmatism instead of demagogic disputes about the foundations of values, dialogue and asceticism instead of messianism and indifference.
The axiological approach assumes that one of the most important tasks of pedagogy is the study of the attitude towards a person as a subject of knowledge, communication and creativity. Education as a component of culture in this regard acquires special significance, being considered as the main means of humanistic essence of a person.
Specific scientific level
The specific scientific level includes the following approaches.
1. Personal approach - orientation in the design and implementation of the pedagogical process towards the individual as a goal, subject, result and the main criterion of its effectiveness. It involves relying in education on the natural process of self-development of a person’s creative potential and abilities, and creating appropriate conditions for this.
2. Activity approach - consideration of activity as the basis, means and decisive condition for personal development. Already during training, it is necessary, to the extent of age, to involve children in various types of activities (cognition, work, communication), to organize socially valuable life activities of children.
3. Polysubjective (dialogical) approach - orientation to the fact that the essence of a person is much more complex and versatile than his activities. The activity of the individual and his needs for self-development occur in the context of relationships with other people.
Dialogue with another is the very real field of interaction where these needs are satisfied. Personal, activity and polysubjective approaches form the basis of the methodology of humanistic pedagogy.
4. The culturological approach considers culture as a universal characteristic of activity, the social environment and the direction of its value typological features.
5. The ethnopedagogical approach is manifested in the unity of the international, national and individual.
6. Anthropological approach - systematic use of data from all sciences about man as a subject of education and their consideration in the construction and implementation of the pedagogical process.
Technological level
This level includes the methodology and technology of pedagogical research, ensuring the receipt and analysis of reliable empirical material.
Criteria for evaluation:
Structured texts;
Awareness and adequacy of understanding texts;
Terminological correctness of speech;
Reasonedness of judgments and conclusions;
Availability of prepared visual information;
Active participation in the discussion.
Report requirements: text materials and presentation in class in accordance with the criteria.
Main literature:
1. Borytko N.M. Pedagogy: textbook. aid for students universities studying pedagogical specialties / N. M. Borytko, I. A. Solovtsova, A. M. Baibakov; ed. N. M. Borytko. - M.: AcademiA, 2009.
2. Kodzhaspirova G.M. Pedagogy: Textbook. for students universities studying pedagogical specialist. / G.M. Kojaspirova. - M.: Gardariki, 2009.
3. Pedagogy: textbook. for students universities / Ed. L.P. Krivshenko. - M.: Prospekt, 2008.
4. Pedagogy: Textbook. aid for students universities / Ed. P.I. Pidkasisty. - M.: Higher Education, 2007.
5. Podlasy I.P. Pedagogy: textbook / I. P. Podlasy. - 2nd ed., add. - M.: Yurayt: Higher Education, 2010.
6. Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy: textbook for universities. 3rd ed. – M., Academy, 2008.
Additional literature:
1. Borytko N.M. Diagnostic activity of a teacher: textbook. aid for students universities, educational according to special "Social pedagogy"; "Pedagogy" / N.M.Borytko; edited by V.A. Slastenina, I.A. Kolesnikova. - 2nd ed., erased. - M.: AcademiA, 2008.
2. Borytko N.M. Methodology and methods of psychological and pedagogical research: a textbook for students. universities studying specialties. “Pedagogy and psychology”, “Social pedagogy”, “Pedagogy” / N. M. Borytko, A. V. Molozhavenko, I. A. Solovtsova; ed. N. M. Borytko. - 2nd ed., erased. - M.: AcademiA, 2009.
3. Golovanova N.F. General pedagogy: textbook. manual for universities / N. F. Golovanova. - St. Petersburg. : Speech, 2005.
4. Grigorovich L.A., Martsinkovskaya T.D. Pedagogy and psychology: Proc. Benefit. – M., Gardiki, 2003.
5. Zagvyazinsky V.I. Methodology and methods of psychological and pedagogical research: Textbook. aid for students universities studying specialties. "Pedagogy and psychology" / V. I. Zagvyazinsky, R. Atakhanov. - 5th ed., rev. - M.: AcademiA, 2008.
6. Kodzhaspirova G.M. Pedagogy in diagrams, tables and supporting notes: textbook / G. M. Kodzhaspirova. - 3rd ed. - M.: IRIS PRESS, 2008.
7. Korzhuev A.V. Scientific research in pedagogy: theory, methodology, practice / A. V. Korzhuev, V. A. Popkov. - : Academic project; M.: Triksta, 2008.
8. Kraevsky V.V. Methodology of pedagogy: New stage: textbook. aid for students universities, educational according to pedagogical specialties / V. V. Kraevsky, E. V. Berezhnova. - 2nd ed., erased. - M.: AcademiA, 2008.
9. Petrusevich A.A. Diagnostics in pedagogical research: monograph / A. A. Petrusevich, N. K. Golubev; Omsk. state ped. univ. - Omsk: Omsk State Pedagogical University Publishing House, 2009.
10. Khutorskoy A.V. Pedagogical innovation: textbook. manual for university students, educational. by teacher specialist. / A. V. Khutorskoy. - M.: AcademiA, 2008.
