How to define a research problem in a research paper. How to formulate a research problem. How to get research materials

How to formulate a research problem If we consider the methodology of each research, we can conclude that its apparatus necessarily contains a put forward and well-posed research problem. This applies to a course student project, the thesis of a specialist, the analytical work of a scientist, as well as a doctoral dissertation. The author always sets out the problem in the form of some justification and the importance of the study as such. You will need Do not do without a research work containing a set topic, in which the problem has been previously defined and clearly traced. A certain methodological basis for the theory and practice of such research work is also needed. Instruction 1 The research problem is a logical complete interpretation of the relevance of the topic, in which the author of the work shows that the topic he has chosen cannot be implemented in any way without solving this problem. As a rule, a problem arises at the turn of two knowledge (new and obsolete), when one of them fades away, and the second does not arise in any way. A situation is not ruled out when this or that problem has already been disclosed in science, but it has not yet been fully realized. 2 A well-posed problem helps in determining the research strategy, namely, how information can be implemented in practice, or how a new title can be created based on the results of this research. Formulating the problem is the separation of the main parts of the topic from the secondary ones, understanding what is familiar to science and what is still unfamiliar in the subject of research work. 3 By asking a problem, the author of the work, as it were, says inquiringly about what needs to be studied from previously known scientific material. The problem is considered the most difficult and important issue of the work. In order for a problem to be substantiated, weighty arguments are needed regarding it, as well as meaningful and valuable connections between it and other problems. 4 In order to correctly assess the problem, it is necessary to determine all possible conditions and ways to solve it, including means, techniques, and methods. The field of study can be narrowed down by analogies found in science for problem solving. 5 Building a problem requires narrowing the spectrum of studying the subject according to the possibilities and needs of the study. If the author of the work manages to reflect where the line between the known and the unknown lies, then in fact the problem will be determined without much difficulty. Please note In the methodological part of the ongoing research, the problem is formulated only after the substantiation of the relevance of the chosen direction is completed. However, there are cases when the problem preceded the substantiation of the relevance of the issue. Relevance is defined as the result of the analysis of the research problem. In such a situation, the relevance will contain the answer to why this problem and its study are so important for the modern world. Useful advice In more relevant and capacious studies, it is much harder to pose a problem. If the work is a term paper, then the author has the right to raise a question as a problem. In a thesis, a problem can be posed as a conclusion consisting of their problem situation, contradiction and task (practical or theoretical).

PURPOSE: to teach students the formulation of the problem and topic, as well as the procedure for setting up a study. It is necessary to focus the attention of students on the fact that the topic is part of the problem, this is the side of the problem with which they are going to consider it.

As already noted, the knowledge of the world by people follows the scheme: "Problem - research - problem solving"; formulation of a new problem - research - solution, etc. [12,21,23].

A PROBLEM is a task / question / that needs to be solved. A more complete definition of the problem looks something like this: a problem is a task, the essence of which is basically a contradiction between existing ideas about a process, phenomenon, substance, object, event, etc. and real facts discovered in reality empirically, or due to a deeper analysis of the object in question.

We can say that the problem appears where there is not enough existing knowledge, and social practice requires solving the issues that have arisen. An example is the fact that rockets appeared in World War II. The Nazis bombed Soviet cities and cities of the allies of the anti-Hitler coalition, including London. German planes were shot down by anti-aircraft artillery and aviation losses were especially large in the London direction. A problematic question arose: is it possible to drop bombs on London without the participation of aircraft and pilots.

Research began and at the end of the war, German scientists created the V-2 rocket. The problem was solved. But here we are unlikely to find a contradiction. Rather, it is necessary to talk about the emergence of a need.

So it was with the advent of the telegraph, telephone, etc.

So, a problem is a task. A task is something that requires a solution, implementation; goal to which they aspire, which they want to achieve. Each task consists of conditions and requirements.

To fulfill the requirements, it is necessary to use means adequate to the conditions of the problem. Tasks /and therefore problems/ are theoretical and practical. Theoretical problems are an object of mental activity that requires a solution and an answer to a theoretical question by searching for conditions that make it possible to discover relationships between known and unknown parts of the problem. Each person has to solve different tasks, including search and cognitive ones.

A cognitive task is a task that involves the search for new knowledge. Cognitive tasks are not solved by ready-made samples. Their solution requires a guess, a creative application of existing knowledge.

Problems in general are different: scientific, industrial, economic, financial, everyday, social, personal, etc.

We need to consider scientific, or rather educational and scientific problems.

A SCIENTIFIC PROBLEM is a task, the solution of which will lead to obtaining new knowledge about the object under study.

In the main research institutes of the country's economic sectors, a list of problems is annually developed, the study of which is expedient. From this list, the most pressing problems are selected and, based on financial capabilities, research is conducted.

As an example of scientific problems, here are some of the

"Collection of topics of scientific papers for young researchers of the program "Step into the Future"" / MSTU im. N.E. Bauman/.

1. How to analyze the work of the plant in the market conditions?

2. How to increase the level of motivation of the company's employees?

3. How to analyze the competitiveness of products?

4. How is the development of artistic design in Russia?

5. How to visualize infrared images?

6. How to carry out mathematical modeling of the phenomena of physical optics?

We need to deal with scientific problems that students of lyceums and gymnasiums can explore.

Consider the requirements for the educational and scientific problem.

1. An educational and scientific problem should be feasible for a student to study, and in the process of working on it, develop his initial research skills.

2. The educational and scientific problem should enable the student to demonstrate the distinctive features of research work, namely:

Statement of a new idea with a convincing own argumentation of its fidelity;

Show that the work should be based on either an experiment, or an observation, or a mathematical model with convincing calculations;

An explanatory description of the acquired knowledge / new for the class, school or new in general /.

Educational and scientific problems include, for example, the following problems:

1. How to nurture the need and instill skills in environmental protection among young people?

2. What social indicators underlie your ideas about your native land?

3. What is the state of crime in our city? etc.

FORMULATION OF THE PROBLEM

What is a problem statement?

This is a description of the conditions and circumstances of the state of the area, sphere, etc., in question, in that aspect /in the direction, in the plane/, in which they want to raise the problem.

For example. The authors of the proposed study are concerned about young people's perceptions of success in life. The authors, as respectable citizens of their country, want young people to consider their success in life, along with material well-being, the acquisition of such qualities as hard work, honesty, decency, the desire to do good, etc. But, a simple observation of young people suggests that their life ideals are different. Based on this reasoning, the educational and scientific problem can be formulated as follows:

"What are the ideas of the youth of our city / graduates of our gymnasium / about success in life?

Thus, the "statement of the problem" is nothing more than its formulation in the form of a task (do not forget about the complexity of the study of an interdisciplinary topic).

When posing a problem, in order for it to fit in the mind of the student, it is advisable for him to say it. He must say the essence of the problem, what goals are set to achieve when solving it, what is approximately the plan of action.

After posing the problem, it is necessary to deal with the "object of study" and "subject of study". Such a trial will allow the student - the author of the study to more clearly understand what he is working on.

The OBJECT OF RESEARCH in the problem posed is "the youth of our / for example, the city of Korolev / city".

THE SUBJECT OF THE RESEARCH will be - "understanding / interpretation / by the youth of our city of the life success of a person in modern Russia".

The meaning of "subject of research" coincides with the "topic of research".

SELECTION OF THE RESEARCH TOPIC

The topic essentially expresses the formulation of the problem in narrative form. In this case, the wording of the topic will look like this: "The idea of ​​the youth of our city about success in life." By topic, we express more precisely what we are going to explore.

On this object, we could take other topics. For example, one could take the topic: "Why do modern youth consider a large salary to be the main criterion for success?". Or another topic: "Why doesn't heroism appeal to today's youth?"

The student chooses the topic of research together with the head of the NOU and the teacher. This takes into account the desire of the student: he must choose what he likes to explore.

To select topics for research papers in geography in the 10th grade, you can do the following.

In the textbook after each topic there is a "Block for obtaining knowledge and skills." In this block, among others, there are "creative tasks" and "control questions". These tasks and questions can be turned into research topics.

For example, /p.16/ from the creative task N3, one can formulate the following topic: "Changes on the political map of the world in the early 90s of this century." Or: "Differences in the form of government of states in the modern world."

From the paragraphs on page 38, the following topics can be formulated:

"Reasons for Japan's High Level of Economic Development".

"The interaction of society and nature is a social problem." "The role of geography in solving problems of nature management", etc.

Some students will want to do research work in other subjects. In this case, you can select the following topics.

1.Solar wind and its impact on life on Earth.

2. Kelvin scale: - absolute zero.

3. Waves around us.

4. Korolev S.P. - the founder of practical astronautics, etc.

BIOLOGY

1. The role of viruses in human life.

2. Non-traditional methods of growing tomato seedlings for open ground.

4. Migratory birds of our city, etc.

1.Modern detergents.

2.Modern methods of water purification from heavy metals.

3. Physical and chemical interactions in technology, etc.

ECOLOGY

1. Ecological - social passport of the city.

2. Influence of car exhaust gases on plant morphogenesis.

3. Analysis of drinking water quality in the city.

4. Air purification in school premises, etc.

ART

1. Architecture of our city.

2.Design and landscaping of recreation areas in our city.

3. Museum of local lore of our city.

4. My favorite artist, etc.

1.Self-government in Russia in the old days and today.

2. Comparative analysis of the standard of living of the people under socialism and at the end of the 20th century.

3.Swedish socialism and Russian capitalism: what do they give the people?

4.Economic reforms of Yeltsin B.N. etc.

LINGUISTICS /eng. language/

1. Comparative analysis of the spread of English and Russian languages ​​in the world.

2. Borrowing English words in the language of our city.

3.Songs in English in the broadcast of our radio.

4. Comparative analysis of Russian and American patriotism, etc.

LINGUISTICS / German. language/

1. Distribution of the German language in Russia and other countries.

2.Economic terminology in modern German.

3.Institut them. I.V. Goethe - his role in the study of the German language in Moscow, etc.

LINGUISTICS / russian language/

1.A.S. Pushkin. "I remember a wonderful moment -

You appeared before me.” poetic analysis.

2. Stylistic norm and speech subculture of modern youth.

3. Poetics of stories by I.A. Bunin.

4. The language style of the era, as a reflection of the culture of the people.

5.What is language?

6. Language is a means of designating things or, moreover, a tool for understanding the world.

LITERARY CREATIVITY

1. How do I perceive poetry.

2. My poems: ...

3. Analytical genres in modern Russian poetry, etc.

LITERARY STUDIES

1. Psychological portrait of the hero in the novel by F.M. Dostoevsky "Player".

2. Time and personality in the historical dramas of W. Shakespeare.

3. The role of women in society in the understanding of L.N. Tolstoy.

4. The concept of love in the novels of I.S. Turgenev and in the transmission of modern media, etc.

PSYCHOLOGY

1. The ideal teacher in my mind.

2. How people achieve success in modern Russia.

3. Topics of conversation among modern high school students.

4.Business communication before and today, etc.

PHILOSOPHY

1.Modern power in Russia and morality.

2. Why is mathematics considered the queen of sciences?

3.What is society in Russia?

4. What is the practical importance of knowledge about society?

5. The truth of moral judgments.

6. How are aesthetic judgments formed? etc.

ECONOMY

1. Labor skills of people of intelligent and working professions are the basis of the country's welfare.

2. How does the state get richer, and why doesn't it need "dollars" "when a simple product has?"

3.Japanese miracle: economic and educational aspects.

4. Education and welfare of the country, etc.

INTERDISCIPLINARY THEMES

1. The role of self-education in the formation of the student's personality.

2. The book is the main source of self-education.

3. Fostering a culture of listening.

4. How should the student's educational work be organized today?

RESEARCH TOPICS SHOULD BE RELEVANT

1. Substantiation of the significance of the topic for the present is already an important creative act. One must be able to show that the chosen topic has some meaning for the class or for the individual student even today.

2. Let's give an example of substantiating the relevance of the topic "Freedom of the individual in the poetry of A.S. Pushkin and modernity." In the work on the specified topic in the introduction there is such a text.

"Humanity has always dreamed of freedom. The best minds of the peoples fought for freedom, spoke and wrote about it. In our time, much attention is also paid to individual freedom in society and the state in Russia. We have gained freedom of speech at rallies and meetings, as well as freedom of the press However, we have lost freedom in terms of security, freedom from physical and moral violence.The newspapers often publish reports of murders, robberies and other violence.

Rudeness and rudeness often flourish on the streets and in public places. The electronic media sometimes broadcast outright lies. Television broadcasting American action films, in fact, promotes violence.

Thus, the issues of individual freedom, both in the spiritual and in the physical sphere, are currently relevant.

STUDY PURPOSE FORMULATION

1. The purpose of the study is very closely related to the topic. Therefore, the goal must be formulated simultaneously with the formulation of the topic.

The goal must be formulated in writing and agreed with the head of the research work.

2. Let us give examples of the formulation of the purpose of the study.

Consider, for example, the topic "Russian military orders".

In this case, the goal may be: "To investigate the composition and circumstances of the emergence of military orders during the reign of Peter the Great."

But for this topic there may be another goal, for example: "To analyze for what feats the military personnel of tsarist Russia were awarded orders and what benefits they had."

Another example. Topic: "Differences in the form of state government in the United States and in Russia." For this topic, the following goal can be chosen:

"To analyze the practical differences between the legislative and executive branches in the US and in Russia."

Let's take another topic: "The main languages ​​of the world." The goal for this topic could be: "To make a comparative analysis of the distribution of the English and Russian languages ​​in the world."

For students' choice of research topics in jurisprudence, see Annex 1.

Statement of scientific and practical task (problem)

To pose a question well is already half to solve it.

D. I. Mendeleev

The starting point of any purposeful scientific research, when the goals, objectives and boundaries of the research are defined, is scientific task (problem). According to experienced researchers, the formulation of a problem (problem) takes from 30 to 50 % the total amount of time spent on its solution. The importance of this stage of work is obvious: without a correct statement, one cannot expect a successful solution of an objectively arising scientific problem (problem).

All definitions boil down to the fact that a scientific problem is a certain gap in scientific knowledge, without overcoming which it is impossible to further develop scientific knowledge (theoretical research related to a new scientific direction or the solution of scientific problems) or solve practical problems (applied research devoted to solving scientific problems). problems and tasks, development of scientific and technical solutions or developments). Simplifying all the above definitions, it can be argued that a scientific problem is something in science that needs to be resolved, while the solution method is usually unknown.

A scientific problem is often confused with a scientific problem. They differ in that a scientific problem involves knowledge (selection) of an algorithm for solving it, and a problem always requires creative efforts to develop it.

Defining and posing a problem usually includes:

• A) problem statement, consisting of operations:
  • - posing the central question;
  • - contradictions, i.e. fixing the contradiction that formed the basis of the problem;
  • - finitization, i.e. defining the purpose of the study and a creative description of the expected result;
• b) problem structuring, which includes operations:
  • - stratificationat i.e., differentiation of the problem into particular tasks and research questions;
  • - compositions- grouping and ordering the questions that make up the problem in such a sequence that each previous question forms the basis for the next one and organically follows from the previous one;
  • - localization - determining the conditions, assumptions and limitations of the study, establishing its scope and delimiting the known from the unknown in the chosen area;
  • - variantification - finding alternatives for all elements of the problem;
• V) assessment is problematic, characterized by operations:
  • - cognitions clarification of the degree of problematic, i.e., the ratio of the known and the unknown in the information that needs to be used to solve the problem;
  • - conditioning- identifying all the conditions for solving the problem, necessary for solving the problem, including methods, means, techniques, possibilities for conducting an experiment, etc.;
  • - inventory- checking the available opportunities and prerequisites for solving the problem, which involves establishing the order of the study;
  • - assimilation- finding among the already solved problems similar to the one being solved;
  • - qualifications - establishing the possibility of assigning a problem to a certain type: undeveloped, poorly developed, requiring additional research;
• G) substantiation of the problem, represented by operations:
  • - exposure - establishing value, content and genetic links of this problem with related fields of research;
  • - updating- bringing arguments in favor of the formulated problem, the need for its formulation and the importance of the solution;
  • - compromises - putting forward possible objections to the problem, posing questions that will contradict it;
• e) problem designation, consisting of the following operations:
  • - explication of the concept, i.e., recoding - translating the problem into a different scientific language, accessible to everyone to whom the research results are intended, as well as introducing into circulation certain concepts, terms, expressions, abbreviations that most fully reflect the meaning of the problem;
  • - intimization concept- verbal nuance of concepts and their coordination with official documents.

When considering the meaningful signs of problems, it is very important not to lose sight of the fact that they can be imaginary and real.

Three groups of criteria help to qualitatively distinguish real problems from imaginary ones: 1) objective criteria; 2) compliance criteria;

3) formal-logical criteria.

Objective criteria:

• - the criterion of existence - requires to determine whether the problem that is being investigated is real;
• - relationship criterion - helps to distinguish the problem by whether the relationship between the real objects intended for research is correctly set;
• - criterion of subordination - determines the truth of the problem by whether the subordination of the content of its questions is correctly or incorrectly revealed;
• - adequacy criterion - involves establishing whether the conclusion about the presence of an unknown in the research problem corresponds to the actual state of knowledge in this area;
• - Necessity criterion - establishes the presence of a real or predictable contradiction contained in the problem proposed for research.

Compliance Criteria:

• - criterion of prerequisites - implies the presence at the heart of the problem of such real possibilities (prerequisites) that would serve as the basis for its solution;
• - the criterion of continuity - requires that the problem be posed and implemented in conjunction with previously accumulated knowledge in this area. The accumulated knowledge is its foundation.

Formal-logical criteria:

• - testability criterion - prescribes to distinguish between those issues that are the constituent elements of the problem; on its basis, meaningful, expedient questions are identified;
• - the criterion of truth - requires checking questions on whether the judgment is true, which is the basis of this question of the problem; in accordance with this criterion, the correctness of the formulation of certain questions in the problem is determined.

The use of these criteria contributes to the expediency of building the work of researchers at the stage of assessing selected problems, avoiding errors in this. In addition, great opportunities for recognizing imaginary problems lie in the collective form of deciding on the need to study certain problems.

For masters and graduate students, such a concept as a “scientific task” is of greater interest. Based on the last definition, a scientific problem is something that needs to be solved, while at least one solution method is known. When preparing a Ph.D. thesis, the object of research is usually a scientific problem, the new solution of which is devoted to the dissertation (general scientific problem as a whole). When preparing a master's thesis, particular scientific problems are solved, obtained as a result of the decomposition of the general scientific problem. The ways of such decomposition will be discussed below.

To identify (designate) and formulate a problem or task are different concepts. The first one is easier. The essence of this contradiction should be traced in the formulation of the scientific task (problem).

The formulation of a scientific problem (problem) is usually carried out in several stages, and there are no clear recommendations on the rules for formulating the problem. Only the most general recommendations can be given:

• 1. Reveal the contradiction between the needs of practice and the state of knowledge in science to meet these needs (in other words, find the “scientific barrier” that has arisen). The essence of this contradiction should be traced in the formulation of the task (problem).
• 2. Not every contradiction in practice can be resolved by the means of science. This can be done by measures of a technical, financial, personnel or other nature, without resorting to science. For example, the quality and pace of construction can be increased by introducing new methods of scientific organization of labor, but the same goal can be achieved by replacing the existing equipment with a new, more productive one, or by attracting more qualified specialists.
• 3. Science does not resolve contradictions in practice, but only provides a tool for their resolution. Therefore, when formulating a problem, it is necessary to focus on what is relevant only to scientific knowledge, to formulate the problem in the language of science.

Usually, a scientific problem is expressed as a "pair" that includes the subject of research and the purpose of the research. This implies that at least one method for solving the problem is published and known.

The purpose of the study is stated by listing the required scientific results: the assertions to be proved, the desired values ​​and (or) substantiated recommendations, as well as in the form of specific requirements for the conditions of the study and the method used or developed for solving a scientific problem.

Among the particular scientific tasks of the study can be:

• - improvement of existing methods and models;
• - creation of prototypes of machinery and equipment;
• - conducting experiments and practical verification of theoretical provisions;
• - formulation of conclusions and recommendations, etc.

The method of solving a scientific problem, depending on its complexity, finds expression in one or another scientific and methodological apparatus (method or research methodology).

Solving a scientific problem represents an interconnected "troika": the subject of research, the purpose of the research and the method of research. In other words, in fact, the solution of a scientific problem is formed from the formulation of a scientific problem by concretizing the method for solving it. At the same time, it should be noted that the solution of a scientific problem should not be identified with the result of solving the problem. A new solution to a scientific problem is obtained as a result of changing at least one element of the “troika” (subject, purpose or research method), which is unknown from publications and has a significant effect, for example, an increase in the accuracy and reliability of the result obtained.

In the most general way problem -- is a question or set of questions for which we do not have answers. This is some cognitive obstacle, expressed, most often, in the form of a question. The answer is usually theory. For example, the question of what kind of world we live in was solved by the theory of Copernicus.

The scientific problem is knowledge about ignorance.

Scientific research not only begins with the formulation of a problem, but also constantly deals with problems, since the solution of one of them leads to the emergence of others, which in turn give rise to many new problems. Of course, not all problems in science are equally important and essential. The level of scientific research is largely determined by how new and relevant are the problems that scientists are working on.

Any scientific problem differs from a simple question in that the answer to it cannot be found by transforming the available information. The solution to the problem always involves going beyond the known and therefore cannot be found according to some pre-known, ready-made rules and methods. Problem situations in science most often arise as a result of the discovery of new facts that clearly do not fit into the framework of previous theoretical concepts, i.e. when none of the recognized hypotheses (laws, theories) can explain the newly discovered facts.

Moreover, the problem is not a frozen form of knowledge, but a process that includes two main stages in the movement of knowledge - its formulation and solution. The correct derivation of problematic knowledge from facts and generalizations, the ability to correctly pose the problem is a necessary prerequisite for its successful solution.

To pose a problem means:

Separate the known and the unknown, the facts explained and requiring explanation, the facts that correspond to the theory and contradict it;

Formulate a question that expresses the main meaning of the problem, justify its correctness and importance for science and practice;

Outline specific tasks, the sequence of their solution and the methods that will be applied in this case (an analysis of the methods will be given in the next chapter).

When posing and solving scientific problems, as W. Heisenberg notes, the following is necessary: ​​a certain system of concepts with the help of which the researcher will fix certain phenomena; a system of methods chosen taking into account the objectives of the study and the nature of the problems being solved; based on scientific traditions.

The choice, formulation and solution of scientific problems depend on both objective and subjective factors.

Let's consider objective factors. First, it is the degree of maturity and development of the object of scientific research, which is especially important for the sciences that analyze genetically or historically developing objects. Secondly, this is the level and state of knowledge, theories in a particular field of science, as well as the degree of maturity of the object under study, which the scientist must take into account. Moreover, the choice of problem is largely determined by theory. The elaboration and level of the existing theory largely determines the depth of the problem, its nature. A scientific problem differs from various kinds of pseudo-problems and unscientific speculations in that it is based on firmly established facts and theoretical knowledge confirmed by practice. Pseudo-problems, on the other hand, arise, as a rule, in the absence of any reliable theory. Therefore, at best, they rely only on arbitrarily interpreted empirical facts. (philosopher's Stone)

Consider subjective factors. These include: the scientist's interest in the problem under study, the originality of his idea, scientific conscientiousness, moral and aesthetic satisfaction experienced by the researcher when choosing and solving it.

Requirements and criteria for setting scientific problems.

1. Having prior scientific knowledge in which the problem can be included.

2. The presence of an indication of the condition for the existence of a solution to the problem.

3. The existence of an agreement on the signs of an acceptable solution and methods for checking the decision for acceptability.

4. Sufficient limitation, and not the global nature of the problem.

5. Syntactic and semantic correctness of the problem.

syntactic correctness - compliance with the syntactic rules of the language in which the problem is formulated. Natural language is characterized by the fuzziness of semantic prescriptions, but the syntactic form often affects the way of solution. The same problem can be formulated in different ways. For example, the psychologist Dunker (XX century) asked students to treat cancer with X-rays, for one group so that the rays do not damage healthy tissues, and for the other so that healthy tissues do not get damaged by the rays. Most of the students came up with solutions that matched the wording of the question. The first group tried to do something with the rays, and the second - with healthy tissue.

Semantically A problem is considered correct if all of its premises are true at the time the problem is posed. For example, the statement about the continuity of the absorption and emission of energy - a premise of classical physics - has been rejected by quantum physics. The semantic context of the problem is relative (semantics is the study of how signs are related to reality).

The correctness of a problem is absolute, but the solvability is relative. For example, the problem of the transformation of base metals into noble ones is unsolvable in chemistry, but soluble in atomic physics. Problems associated with the reconstruction of objects (for example, the velocities of all molecules in a gas) may turn out to be unsolvable. Incorrect problems can have a positive impact on the development of science, for example, the problem of the elixir of life led to the development of chemistry, and the problem of a perpetual motion machine to the emergence of the concept of energy. In the empirical sciences, it is not the accuracy of the solution that is more important, but the availability of a means of refinement. Heisenberg: A professional is not one who knows a lot, but one who knows typical mistakes.

Selecting a research problem is substantiated primarily by its relevance, that is, to what extent the proposed research will contribute to the implementation of practical tasks.

Before undertaking a solution to a problem, it is necessary to conduct a preliminary study, during which the problem itself will be formulated and ways to solve it will be outlined. Such a development of the problem can be carried out approximately in the following main stages:

1. Discussion of the obtained new facts and phenomena that cannot be explained within the framework of existing theories.

2. Preliminary analysis and evaluation of those ideas and methods for solving the problem that can be put forward based on new facts and existing theoretical premises.

3. Determination of the type and purpose of solving the problem, as well as its relationship with other problems.

4. Preliminary description and interpretation of the problem.

The question of whether a problem exists is of paramount importance, since putting great effort into solving problems that do not exist is by no means an exception, but a very typical case. Contrived problems mask the urgency of the problem. At the same time, a successful formulation of the problem can be equivalent to half of its solution.

The problem is the basis of all work. Therefore, it is necessary to clearly, clearly, correctly formulate the problem. It can be realized in the form of a problematic situation, an unresolved issue, a theoretical or practical problem, etc.

A problem is a kind of boundary between knowing and not knowing. It arises when the previous knowledge becomes insufficient, and the new has not yet taken a developed form.

If the problem is identified and formulated in the form of an idea, concept, then it means that you can start setting the task to solve it.

The formulation of the problem of scientific research is, in fact, the crystallization of the idea of ​​scientific work. Therefore, the correct formulation of the problem is the key to success. In order to correctly detect the problem, it is necessary to understand what has already been developed in the chosen topic, what is poorly developed, and what no one has touched at all, and this is possible only on the basis of studying the available literature.

Any scientific research is carried out in order to overcome certain difficulties in the process of cognition of new phenomena, to explain previously unknown facts or to reveal the incompleteness of old ways of explaining known facts. These difficulties manifest themselves in the most distinct form in the so-called problem situations, when the existing scientific knowledge is insufficient to solve new problems of cognition. The problem always arises when the old knowledge has already shown its inconsistency, and the new knowledge has not yet taken a developed form. Thus, a problem in science is a contradictory situation that needs to be resolved. Such a situation most often arises as a result of the discovery of new facts that clearly do not fit into the framework of previous theoretical concepts, i.e. when none of the theories can explain the newly discovered facts. The correct formulation and clear formulation of new problems is often no less important than the solution of them. In essence, it is the choice of problems, if not entirely, then to a very large extent, that determines the strategy of research in general and the direction of scientific research in particular. It is no coincidence that it is considered that to formulate a scientific problem means to show the ability to separate the main from the secondary, to find out what is already known and what is still unknown to science about the subject of research.

Unlike everyday, a scientific problem is formed in terms of a certain scientific branch. It must be operational. “Why does the sun shine?” is a question, but not a problem, since the scope of the means and the solution method are not indicated here. “Are the differences in aggressiveness, the personality trait of people, a genetically determined trait or do they depend on the influences of family education?” is a problem that is formulated in terms of developmental psychology and can be solved by certain methods.

The problem, according to Yu.K. Babansky, there is a characteristic of the problematic, i.e. contradictory situation - the inconsistency of the theory about the subject of social practice with this practice - which the researcher discovers in the material studied by him. The vision of a particular problem by a certain scientist is due, firstly, to the limitations of personal experience - the fact that in direct personal experience a scientist always deals only with one or another part of objective reality and, secondly, those of his ideas about this reality, which have developed as a result of all his scientific training. It is clear that each researcher sees different problems and may differently consider which of them is an actual problem. Those. the purpose of scientific research is also defined differently, which, according to Yu.K. Babansky, is the result of solving the problem in an ideal form. The goal in general can be an external necessity for the researcher. For example, there is a social or state order that some part of objective reality is in an unsatisfactory state, therefore, it is necessary to know the reasons for this, identify patterns between the external connections of the system (part of objective reality) and its internal connections, and determine measures to bring the system into the desired state. , satisfactory to ordering condition. There are many problems and goals

In science, problem formulation is the discovery of a "deficiency", a lack of information to describe or explain reality. The ability to detect a "blank spot" in knowledge about the world is one of the main manifestations of a researcher's talent. So, we can distinguish the following stages of problem generation (Fig. 5).

Rice. 5 - Stages of problem generation

Consider the validity of the stages shown in Figure 5.

The first stage is related to the lack of information to describe or explain reality. The second stage is necessary, since the transition to the level of ordinary language makes it possible to switch from one scientific field (with its own specific terminology) to another. The third stage depends on the amount of objective knowledge accumulated by a particular science.

A good problem statement describes in precise, concrete terms what the data reveals.

The criteria for setting a scientific problem can be represented by the following points (Fig. 6).

Rice. 6 - Criteria for posing a scientific problem

What are the ways to properly formulate problems? A lot of them. This includes the legalization of the obligatory allocation of pre-scheduled study of each topic, and the annual scientific certification of all completed research projects with the involvement of the Russian Academy of Sciences and its institutes, and the competitive form of distribution of topics, funding not teams, but really problematic works.

First, they get an answer to the question is there a problem?

Then the development of the problem (in the past and future), its external connections with other problems are considered, and the question of the fundamental solvability of the problem is raised.

When do scientific problems arise?

A scientific problem arises in a problematic situation, when a contradiction develops and is realized between knowledge of the needs of people in the course of their activities and ignorance of the means, ways, methods of satisfying (realizing) these needs, which ultimately rests on ignorance of certain laws of the objective world.

A problematic situation also arises as a contradiction between existing theories and new facts that need a different theoretical interpretation, or as a clarification of the internal logical inconsistency of existing theories, etc. A contradiction is an indicator that the knowledge fixed in generally accepted provisions is too general, vague, one-sided.

Practice is the basis for the emergence of a problem situation. In the process of practical interaction between a person and the objects of his activity, a contradiction is created and constantly recreated between the qualitatively rapidly changing and quantitatively rapidly growing needs of society and the means (opportunities) that society has to satisfy them. The need to discover the laws of new, unknown areas of activity is the basis of the problem.

Any scientific research in its essence is always problematic, it is a chain of problems following one after another, constantly being solved and re-emerging in different conditions, at qualitatively new stages in the development of knowledge.

What problem should be chosen to solve?

Science is guided by two inextricably linked principles of selecting problems for solution (Fig. 7.).

Rice. 7 - Principles for selecting scientific problems for solution

In addition, it is important to know the mechanism of the emergence of problems and tasks in science and correctly determine the actions that leave the formulation of the problem and task.

For a problem to fulfill its purpose, it must be properly addressed. To do this, a specialist needs to be at the most advanced frontiers of science and clearly understand what exactly is already known to mankind, and what is really unknown, what remains to be explored. In order to properly pose a scientific problem, a broad outlook is needed. No wonder scientists argue that a problem correctly posed is already a half-solved problem.

A competent statement of the problem involves the following groups of actions (Fig. 8.).

Rice. 8 - The main groups of actions with a competent formulation of the problem

Let's consider presented on fig. the main groups of actions in a competent formulation of the problem in more detail.

1. Formulation of the problem, consisting of questioning (proposing the central question of the problem), contradictation (fixing the contradiction that formed the basis of the problem), finitization (presumptive description of the expected result);

2. The construction of the problem, represented by the operations of stratification (“splitting” the problem into sub-questions, without answers to which it is impossible to get an answer to the main problematic question), composition (grouping and determining the sequence of solutions to sub-questions that make up the problem), localization (restriction of the field of study in in accordance with the needs of the research and the capabilities of the researcher, limiting the known from the unknown in the area chosen for study), variantification (developing a setting for the possibility of replacing any question of the problem with any other and searching for alternatives for all elements of the problem);

3. Evaluation of the problem, characterized by such actions of a specialist as conditioning (identifying all the conditions necessary to solve the problem, including methods, means, techniques, etc.), inventory (checking the available possibilities and prerequisites), cognition (determining the degree of problematicness, i.e. the ratio of the known and the unknown in the information that needs to be used to solve the problem), assimilation (finding among the already solved problems similar to the one being solved), qualification (assigning the problem to a certain type);

4. Justification, which is a consistent implementation of exposure procedures (establishing the value, content and genetic links of this problem with other problems), actualization (arguing in favor of the reality of the problem, its formulation and solution), compromise (advancing an arbitrarily large number of objections to the problem ), demonstrations (an objective synthesis of the results obtained at the stage of updating and compromising);

5. Designation, consisting of explication (clarification) of concepts, recoding (translation of the problem into another scientific or everyday language), intimization of concepts (verbal nuance - an inconspicuous transition - expression of the problem and selection of concepts that most accurately fix the meaning of the problem).

Depending on the nature of the study and the experience of the investigator, it is possible to change the sequence of procedures and operations. Some of them can be carried out in parallel with others (for example, stratification (separation) with variant (replacing one question with another)), some - as all the procedures and operations of the problem are deployed (for example, explication (clarification) of concepts or assimilation). All procedures can be represented as a network, which, being superimposed on an unknown (or partially unknown) area, allows us to streamline our ideas about this area, its boundaries, methods and means of comprehending it, etc.

The study of the problem on the material of different sciences shows that three levels of the formulation of a scientific problem can be distinguished:

A common situation is that, once the central question has been identified, little care is taken to further develop the problem. This is, so to speak, the lowest intuitive form of posing the problem.

Statement of the problem in accordance with the rules described, but without a full understanding of their meaning and the need to comply. At the same time, it should be emphasized that all operations are not always fully implemented by one specialist. But each of them is represented in one way or another in some of the real problems of science. This was the basis for compiling a procedural search.

Conscious use of all procedures and operations included in it.

What are the benefits of doing the above?

First, following the rules, scientists are forced to think about the problem in such perspectives, which are most often not discussed in an intuitive setting. As a result, the understanding of the problem is enriched, new approaches to it are revealed, new points of view on the means and conditions for its solution arise.

Secondly, in some cases, research is abandoned if it is found that the problem posed by the researcher is not such in reality, or if the gap between the possibilities to solve the problem and the goals set in it is too large.

Thirdly, due to the observance of the requirements of the problem statement, the qualitative planning of scientific research is ensured. After all, the implementation of the rules means that all the pre-scheduled preparatory work has been done. In the presence of such a plan, an effective organization of the work of researchers is ensured.

Fourthly, in the case of the implementation of actions, the psychological readiness of a specialist for cognitive activity turns out to be much higher both due to a clear focus and confidence that arises on the basis of a clear understanding of the essence of the problem, the opportunities that lie in it, and the difficulties that to be overcome. As you know, confidence to a greater extent is a consequence of knowledge. Knowing the problem is no exception in this regard. In general, the “quality” of the problem is significantly improved and the transition from concept to solution is significantly accelerated.

Important for the organization of science is the question of the so-called imaginary problems. The latter refers to problem-like structures that are not problems, but are either mistaken for them or presented as such.

Depending on the nature of the occurrence, all imaginary problems can be divided into two classes:

Extrascientific imaginary problems, the causes of which are outside of science. At the heart of their occurrence are ideological, methodological, ideological and other delusions.

Intrascientific problems, the causes of which are rooted in cognition itself, in its achievements and difficulties.

Essential from a practical point of view is the task of developing criteria for distinguishing between real and imaginary problems, as well as methods for their recognition. The dialectical approach allows us to formulate a number of criteria (existence, adequacy, necessity, prerequisites, continuity, solvability, testability, truth, etc.), which make it possible to separate truly scientific problems from imaginary ones with a sufficient degree of reliability. Lack of systems thinking also leads to the appearance of false problems.

Of fundamental importance in our time has acquired the study of general conditions that ensure a decrease in the number of errors of specialists in working with problematic knowledge. Problem analysis allows you to correctly and clearly formulate the problem for which the system is created. In a number of cases, they come to a negative conclusion, i.e. that the problem does not exist and the system is not needed, which also turns out to be useful. In other cases, such a study leads to the conclusion that the problem was originally formulated incorrectly, that it lies in something else, and, consequently, both the functions and the structure of the conceived system must be different.

The combined application of system analysis and intuitive assessments of the relative importance of problems and assessments of their effectiveness already gives very tangible practical results, in any case better than traditional methods of calculating economic efficiency or cumbersome methods of operations research.

A characteristic feature of modern higher education is the study of problems, but it is very important to pay attention to two contradictions that are not recognized by classical science, which studies only consistent thinking. In subject knowledge, it is impossible to make an optimal decision - the most important feature of a person. There are many reasons. One of them is the lack of sufficient information. About 40% of the information a specialist needs to draw from related, and sometimes distant areas of knowledge. In the age of scientific specialization, many even great scientists in their field do not have a general scientific picture of the world, which negatively affects their work. When creating a new scientific theory, a specialist essentially becomes a philosopher, because he is forced to analyze the nature of his activity, the limits of applicability of the scientific concepts used, and offers new ways for a person to understand interaction with the outside world.