Word "experiment"(from Latin experimentum - “test”, “experience”, “test”).

There are many definitions of the concept of “pedagogical experiment”:

Pedagogical experiment is a method of cognition with the help of which pedagogical phenomena, facts, and experience are studied. (M.N. Skatkin).

Pedagogical experiment is a special organization pedagogical activity teachers and students in order to test and substantiate previously developed theoretical assumptions or hypotheses. (I.F. Kharlamov).

Pedagogical experiment is a scientifically based experience of transforming the pedagogical process in precisely taken into account conditions. (I.P. Podlasy).

Pedagogical experiment– this is the active intervention of the researcher in the pedagogical phenomenon he is studying with the aim of discovering patterns and changing existing practice. (Y.Z. Kushner).

All these definitions of the concept of “pedagogical experiment” have the right, in our opinion, to exist, since they affirm the general idea that pedagogical experiment is a scientifically based and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justifying previously developed scientific assumptions and hypotheses. Pedagogical experiments come in different forms.

Depending on the purpose pursued by the experiment, there are:

1)stating, in which issues of pedagogical theory and practice that actually exist in life are studied. This experiment is carried out at the beginning of the study in order to identify both the positive and negative aspects of the problem being studied;

2) clarifying(testing), when a hypothesis created in the process of understanding the problem is tested;

3) creative and transformative, in the process of which new pedagogical technologies are designed (for example, new content, forms, methods of teaching and education are introduced, innovative programs, curricula, etc. are introduced). If the results are effective and the hypothesis is confirmed, then the data obtained are subjected to further scientific and theoretical analysis and necessary conclusions;

4) control– this is the final stage of researching a specific problem; its purpose is, firstly, to verify the conclusions obtained and the developed methodology in mass teaching practice; secondly, testing the methodology in the work of other educational institutions and teachers; if a control experiment confirms the conclusions drawn, the researcher generalizes the results, which become the theoretical and methodological property of pedagogy.

Most often, the selected types of experiment are used in a comprehensive manner and form an integral, interconnected, consistent paradigm (model) of research. Natural and laboratory experiments occupy a special place in the methodology of pedagogical research. The first is carried out in natural conditions - in the form of regular lessons and extracurricular activities. The essence of this experiment is that the researcher, analyzing certain pedagogical phenomena, strives to create pedagogical situations in such a way that they do not disrupt the usual course of activities of students and teachers and in this sense are of a natural nature. The objects of natural experiments are most often plans and programs, textbooks and teaching aids, methods and forms of training and education.

IN scientific research A laboratory experiment is also carried out. It is rarely used in educational research. The essence of a laboratory experiment is that it involves the creation of artificial conditions in order to minimize the influence of many uncontrolled factors and various objective and subjective reasons. An example of a laboratory experiment, which is used primarily in didactics, can be the experimental teaching of one or a small group of students in accordance with a specially developed methodology. During a laboratory experiment, which is very important to know, the process being studied is more clearly traced, the possibility of deeper measurements is provided, and the use of a complex of special technical means and equipment is provided.

However, the researcher also needs to know that a laboratory experiment simplifies pedagogical reality by the fact that it is carried out in “clean” conditions. It is the artificiality of the experimental situation that is the disadvantage of the laboratory experiment. There is only one conclusion: it is necessary to interpret its results quite carefully. Therefore, the identified patterns (dependencies, relationships) must be tested in non-laboratory conditions, precisely in those natural situations to which we want to extend them. This is done through extensive testing using a natural experiment or other research methods.

Before starting the experiment, the researcher deeply studies the area of ​​​​knowledge that has not been sufficiently studied in pedagogy. When starting an experiment, the researcher carefully thinks through its purpose and objectives, determines the object and subject of the study, draws up a research program, and predicts the expected cognitive results. And only after this he begins planning (the stages) of the experiment itself: he outlines the nature of those transformations that need to be introduced into practice; thinks through his role, his place in the experiment; takes into account many reasons influencing the effectiveness of the pedagogical process; plans means of accounting for the facts that he intends to obtain in the experiment, and ways of processing these facts. It is very important for a researcher to be able to track the process of experimental work. This could be: conducting ascertaining (initial), clarifying, transformative sections; recording current results during the implementation of the hypothesis; carrying out final cuts; analysis of positive as well as negative results, analysis of unexpected and side effects of the experiment.

- development of training concepts, education, education;

- determination of the laws of the educational process;

- taking into account the conditions for the formation and development of personality;

- identifying factors influencing the effectiveness of knowledge acquisition;

- formulation of new pedagogical problems;

- confirmation or refutation of hypotheses;

- development of classifications(lessons, teaching methods, types of lessons);

- analysis of best practices in training, education, etc.

The results of the pedagogical experiment have a general structure. It consists of three complementary components: objective, transformative And specifying.

Objective component- reveals on different levels the result obtained during the study. This description can be carried out at the general scientific or general pedagogical levels and be presented various types knowledge (hypothesis, classification, concept, methodology, paradigm, direction, recommendation, conditions, etc.).

Conversion Component– reveals changes occurring with the objective component, indicates additions, clarifications or other transformations that may occur in it. When determining the results of a transformative experiment, one must keep in mind, for example: whether the researcher developed new method training or education; whether the conditions for increasing the effectiveness of the learning process have been determined; whether it revealed theoretical or methodological principles; whether he proposed a model of the development process; checked the effectiveness of the functioning model of the educational activities of the class teacher, etc.

instantiating component- clarifies the various conditions, factors and circumstances in which a change in the objective and transformative components occurs: specification of the place and time within the boundaries of which the research is being conducted; indication of the necessary conditions for the training, education and development of the student; a list of methods, principles, methods of control, and data obtained used in training; clarification of approaches to solving a particular pedagogical problem.

You need to know that all components complement each other, characterizing the research result from different aspects as a single whole. It is important that the presentation of the research result in the form of three structure-forming interconnected components makes it possible, firstly, to approach the description of the results of scientific work from a unified methodological position, to identify a number of relationships that in the usual way difficult to detect; secondly, to formulate and clarify the requirements for describing individual results. For example, if the purpose of the research is to organize a process (training, education), then the objectives of the research must necessarily include all its components.

For the process of education and training, such components will be the following: indication of the final and intermediate goals towards which the process is aimed; characteristics of the content, methods and forms necessary to implement the process; determination of the conditions under which the process occurs, etc. If any of the constituent elements is missing or poorly reflected in the tasks, then the process (of training, education) cannot be revealed and meaningfully described. Therefore, all these elements should be reflected in the research results. Otherwise, the set goal will not be achieved.

* This work is not scientific work, is not a final qualifying work and is the result of processing, structuring and formatting the collected information intended for use as a source of material for independent preparation of educational work.

PLAN:

I. Definitions of pedagogical experiment.

II. Criteria for scientific character and requirements for a pedagogical experiment.

III. Types of pedagogical experimentation.

IV. Stages of a pedagogical experiment.

1) Diagnostic stage.

2) Prognostic stage.

B) Hypotheses of the experiment.

4) Practical stage.

5) Generalization stage.

B) Implementation stage.

V. Functional structure of pedagogical experimentation.

Used Books.

I. Definitions of pedagogical experiment.

There are several meanings of the concept “experiment”.

Firstly, an experiment is understood as a part of pedagogical research that represents a test in practice of the truth of theoretical proposals (assumptions). In this case, a pedagogical experiment is a specially designed educational process that makes it possible to study and test pedagogical influences under controlled and accountable conditions.

Secondly, the concept of pedagogical experiment is used as a synonym for pedagogical research (for example, the long-term educational experiment of V. A. Sukhomlinsky, the social and pedagogical experiment of E. B. Kurkin, etc.).

Thirdly, a pedagogical experiment is a complex research method that includes a number of particular methods and techniques, theoretical and practical stages.

Fourthly, the concept experiment is used in the sense of a pedagogical search aimed at growing new practice education in the process of this practice itself with the help of its purposeful, meaningful transformation.

II. Criteria for scientific character and requirements for a pedagogical experiment.

A rigorous scientific pedagogical experiment must satisfy the following four criteria:

a) involve introducing something new into the pedagogical process, some fundamentally new influence (change) in order to obtain a certain result;

b) provide conditions that make it possible to highlight the connections between the impact and its result;

c) include a fairly complete, documented accounting of the parameters (indicators) of the initial and final state of the pedagogical process, the difference between which determines the result of the experiment;

d) be sufficiently evidentiary to ensure the reliability of the conclusions.

A scientific experiment carried out as part of a scientific research aims to obtain one or another pedagogical effect for the first time, according to a theoretically formulated hypothesis; in scientific research, new knowledge is the goal of the experiment and acts as a goal.

When experimenting with the technology of cooperation and development, new knowledge is already a means of improving the pedagogical process and serves as a means. Applying the ideas of cooperation pedagogy, the practicing teacher sets the goal of obtaining a result that he could not obtain before. Essentially, the experiment here represents experimental work to introduce scientific principles or replicate best practices. However, this repetition or implementation should also be considered an experiment (repeated, reproducing), especially since it is accompanied by new conditions. Unfortunately, in these most common cases, not all criteria of a strict scientific pedagogical experiment are met, which significantly reduces the reliability of the conclusions obtained.

If we arrange all the cases encountered in practice according to the degree of fulfillment of the criteria for scientific experimentation, we will get a series, at one pole of which there are strictly scientific experiments, and at the other - those in which none of the criteria are satisfied (experimentation of the “let’s try what happens” type). ). All experiments located between these poles are non-rigorous, so-called “quasi-experiments”, in which sufficiently “clean” conditions are not provided, there is no proper level of monitoring of indicators, etc. A number of terms are used to designate “quasi-experiments” in school practice:

Experienced teaching,

Experienced verification

Experimental implementation,

Experienced comparison

Approbation (approbation, trial),

Trial use (application),

Experiential learning,

Experimental work,

Creative experimentation, etc.

There are no sharp boundaries between all these concepts, and the task of the researcher (and methodological services) is to bring each experiment as close as possible to a strict scientific level.

1. desire and readiness of the teacher(s) for experimental work;

2. the presence of a certain hypothesis by the experimenter, which would involve the introduction of a new element into the pedagogical process in order to obtain a certain result;

3. careful development of an intervention in the pedagogical process, ensuring conditions for observability of the pedagogical impact and its consequences;

4. adherence to the principle of “do no harm”; ensuring mandatory learning outcomes provided for by the curriculum;

5. careful recording of the conditions and results of the experiment;

6. scientific honesty and integrity, the desire for reliability when formulating conclusions,

7. mutual understanding between the researcher and the children, a favorable attitude towards the experiment on the part of others: the administration, parents and children.

III. Types of pedagogical experimentation.

Each specific experiment covers a certain part of the educational process, introducing into it a number of pedagogical influences, research procedures and organizational features. The uniqueness of the combination of these features (components) determines the type of experiment.

The area of ​​pedagogical phenomena subject to experimental influences provides the researcher with a number of specific opportunities and limitations. Depending on the aspects of the pedagogical process being studied, the following types of experiment are distinguished:

Didactic (content, methods, teaching aids);

Educational (ideological, political, moral, labor, aesthetic, atheistic, environmental education);

Particular methodological (learning of knowledge in the subject);

Managerial (democratization, optimization, organization of the educational process);

Complex.

A pedagogical experiment is more or less connected with related scientific fields and in this case is called:

Psychological and pedagogical,

Social-pedagogical,

Medical-pedagogical,

Pedagogical economics, etc.

The scale (volume) of an experiment is determined primarily by the number of objects participating in it; distinguish:

Individual experiment (single objects are studied);

Group experiment, in which groups of schools, classes, teachers, and students take part;

Limited (selective) and mass experiment.

A massive experiment has a number of advantages over a limited one: it allows you to solve more difficult problems, collect richer material and draw more substantiated conclusions. Depending on what part of the educational process the experiment covers, there are:

Intrasubject,

Interdisciplinary,

Intra-school (wide-school),

Inter-school,

Regional (district, city, etc.) experiments.

In terms of duration, pedagogical experiments can be almost anything: short-term (within one situation, lesson), medium duration (usually within one topic, quarter, half-year, school year) and long-term (longitudinal), covering years and decades (observation of long-term results of education).

2) The nature of the analysis of the research object.

The characteristics of the experiment, determined by its conditions, setting, originality of approaches and solutions, and methods used, form the basis of the following classifications.

If a special (artificial) educational environment is created for an experiment, then it is called laboratory, and if it is carried out in real conditions of mass training and education, it is called natural.

If only qualitative features are used to characterize and analyze objects and phenomena, the experiment is called qualitative, and when quantitative features and information processing methods are used, it is called quantitative. Often they exist together, complementing each other.

Depending on the tasks solved during the study, the following are distinguished:

Reconnaissance, or piloting, experiment (has the purpose of preliminary clarification of the situation, conditions, and other circumstances);

Ascertaining experiment (the purpose of which is to study the initial parameters of the educational process before making any changes to it):

Formative experiment (implies the organization and conduct of experimental influences):

Control experiment (aims to record the result of experimental influence, the final state of the parameters of the educational process);

A slice is a type of control experiment - a short-term statement of the state and parameters of an experimental object at various stages of its change.

A duplicate experiment that increases the reliability of the conclusions obtained;

Repeated experiment (to determine the reproducibility of the results).

The logical operation underlying the study determines the names:

Comparative experiment (linear, parallel, cross);

Analytical (explanatory) experiment,

Inductive and deductive research;

Constructive (creative) experiment.

IV. Stages of a pedagogical experiment.

The idea of ​​the experiment. An experiment first arises in the form of some kind of idea, guess, assumption about the possibility of improving existing teaching practice. Often the idea of ​​an experiment is that the teacher puts forward a new combination of known techniques and methods, which should lead to a certain desired result. In this case, the experiment simply represents the implementation stage of the ideas of cooperation and development pedagogy, testing and adapting the methodological recommendations of innovators to specific socio-pedagogical conditions.

For other teachers, methodologists, and leaders, the ideas of pedagogy of cooperation and development are the starting point for creative improvement and modernization of practice. Finally, the idea of ​​an experiment can be based on the teacher’s own findings and decisions.

However, a concept, a guess, an idea, “no matter how good they are, does not yet determine the outcome of the experiment. Complex and thorny paths practical implementation of conceived ideas.

1) Diagnostic stage.

A) Objects of pedagogical diagnostics.

The need for an experiment arises on the basis of analysis and comprehension of the progress and results of the work of an individual teacher, leader or the entire teaching staff - diagnosing pedagogical reality. The main objects of pedagogical diagnostics are:

The student’s personality (interests, abilities, level of knowledge, abilities and skills, level of education, etc.);

Qualities of school groups (classroom, club, socio-political, informal associations);

The skill of teachers, educators, leaders;

Separate directions of the educational process: ideological-political, moral, labor, aesthetic, physical;

Advanced pedagogical experience.

Also diagnosed public opinion: way of thinking and attitude towards learning of students, pupils, judgment about the school of parents, production workers, social circles.

The methodology for pedagogical diagnostics has been sufficiently developed and described (see lit.). As a result of diagnosing, experimental ideas acquire specific forms, individual directions are determined - problems arise, for the solution of which a pedagogical experiment is created.

B) Formulation of the problem, topic.

The essence of the problem lies in the contradictions between any components or aspects of the pedagogical process, most often between the result and the means of obtaining it.

In order to formulate a problem, it is not enough just to discover a contradiction; it is necessary to penetrate deep into the phenomenon, to understand what is known and unknown about it. The problem is born 113 accumulated knowledge about ignorance, it represents a question, the answer to which should be given by experiment - the most reliable and correct way to solve pedagogical problems.

The problem of the experiment is formulated in the form of a thesis containing a question of a general pedagogical level, but without regard to the specific conditions of the educational process.

Examples of problems;

A. “Development of students in the process of problem-based learning” (what is the impact of the problem-based method of learning on the development of students?).

B. “Upbringing in conditions of differentiated education” (what should be the features of upbringing?).

A specific experiment cannot give a general answer to the question; it isolates some part of the problem, correlating it with the real part of the educational process (with the subject and objects of research).

Linking (implementation) of the problem to a specific educational environment (situation) gives the formulation of the topic of the experiment. The topic of the experiment should not be confused with the topic as an area of ​​research (“Developmental training”, “Differentiated content of training”).

The formulation of the theme of the experiment reflects what the experimental effect will consist of and what it will be aimed at.

Examples of topics:

A. “Development creativity students by using problem situations in 9th grade physics lessons.”

B. “Features of the work of the class teacher in the conditions of differentiated education.”

The topic thus defines the boundaries of the search in a given problem.

IN) Actual problems experiment.

Currently, diagnosing the work of public education institutions reveals the following major problems, the solution of which requires mass experimentation. At the same time, every teacher, educator, leader proceeds from considerations of the optimal choice of problems for the specific conditions in which the school operates - the search for the greatest efficiency, the least time, least difficult educational costs. When choosing a problem for an experiment, it can be recommended to use the principles of the weak link (“the strength of a chain is determined by the state of its weakest link”) and the main link (“by grasping it, you can pull out the entire chain”).

A. Problems of personality development:

Humanization and democratization of pedagogical relations;

Relations of participation, empathy, community, cooperation, co-creation as the basis of new pedagogical technologies;

Personal approach as a condition for personality development;

Pedagogical communication and its reserves;

Formation of learning motivation without coercion;

Assessment of children's activities;

Formation of a positive “I” - the concept of students’ personality;

Formation of deep moral qualities of the individual - virtues;

Nurturing freedom and self-determination of the individual;

Activities of the school psychological service;

The relationship between education and development, education and self-education;

Psychological problems of deviant development (with advanced and delayed individual development);

B. Problems of collective education:

The place and role of collective education in modern secondary school

Collective creative education (according to I. P. Ivanov)

Collective education based on work activity (according to A. S. Makarenko)

Goal setting in collective education: a combination of personal, collective and public goals;

The team-building role of labor, educational, and leisure activities. Implementation of the idea of ​​joint life activities of children and adults;

Collective (group) relations and their educational role;

Management of teams (groups): co-management and self-government;

Formation of class groups, public organizations, based on interests (clubs), different age groups, etc.;

Problems of the school community;

Problems of managing school-wide groups (school councils, pedagogical councils, bodies of public organizations);

Organization of a collective method of learning.

B. Didactic problems:

Harmonization and humanization of education;

Approbation of new curricula, programs, textbooks and manuals;

Didactic problems of mental, labor, artistic and physical development of children;

Differentiation of training by content (electives, advanced courses, differentiation by areas, by profiles). Implementation of the idea of ​​free choice in the content of education;

Differentiation of training by level of development (level training in the classroom, stream classes, rehabilitation groups, etc.);

Training modes (five days, pause of the school day, dives, practice, etc.);

Application of methodological ideas of pedagogy of cooperation and development (ideas of support, large blocks, advance, etc.);

New forms of organizing the educational process (credit system, business games, competitions, meetings, debate lessons, conferences, travel, etc.);

Computer educational technology;

Implementation of modern psychological and pedagogical theories of learning at the methodological level;

Development of cognitive independence of students; formation of general educational and general labor skills;

Didactic problems of deviant development.

D. Problems of environmental management and pedagogy

Democratization of management at all levels in public education. State-public school management, optimization of public education management in the region;

Organization of children's life activity as an integral educational complex. Implementation of the children's half-day idea. Organization of leisure activities for children;

Family education. Formation of pedagogical culture of parents. Cooperation between the school and parents;

Polytechnic and labor education of children. Career guidance. Forms of cooperation with production and farms. Participation of children in productive work. Issues of self-financing of labor activity of children and schools.;

Artistic development of children. Forms of cooperation with cultural institutions.;

Health and physical development of children. Cooperation with sports institutions and the community of the microdistrict on the development of children's physical education and sports. Healthy lifestyle of a child;

Social and pedagogical complexes, associations: school - farm (enterprise), kindergarten - school - vocational school - university, artistic, sports, scientific institution - school, etc.;

Problems of difficult-to-educate children in the neighborhood.

The diagnostic stage necessarily includes a study of the state of the problem in psychological and pedagogical theory, in the advanced and innovative experience of the most important sources of ideas for solving the identified problems.

2) Prognostic stage.

The prognostic stage of the experiment represents the tentative finding of ways to solve the problems raised, the development of goals and objectives, the construction of hypotheses and the construction of an experimental plan (“moment of tension” + “moment of insight”).

A) Goals and objectives of the experiment.

The goal, as you know, is the ideal image of the desired result; it is already contained in an implicit form in the formulation of the problem and topic. The main goal of the experiment is to solve the intended problem, and additional, related goals arise due to the systematic nature of the pedagogical process, according to the principle of a “tree of goals”; their setting (and achievement) depends on the capabilities of the experimenter and the experimental conditions.

Depending on the degree of novelty of the intended result, goals can be of the following types:

a) recreation in new conditions of what existed previously, but was lost, forgotten, etc.;

b) modernization (rationalization, improvement) of what exists in accordance with changed requirements;

c) the creation of something new - something that did not exist before, that has no analogues, is fundamentally new.

Examples of goals:

A. Determine the influence of problematic presentation of material on the development of students’ creative abilities (goal type “a”);

B. Develop an optimal option for planning educational work in a differentiated learning class (goal type “b”)

A task is a goal set in a specific situation. When comprehending the general goal, the experimenter begins to see its possible embodiment in specific pedagogical improvements and achievements. Thus, in application to the situation of the class, subject, school, the tasks of experimental work are born and formed.

Examples of tasks:

A. For a problematic presentation of the material in the physics section “Dynamics” (9th grade):

1).determine the effectiveness of mastering the material using a problem situation;

2).select problem situations;

3).build their system;

5).develop students' thinking;

B. For the work of the class teacher in the conditions of differentiated education at the senior level:

1).analyze the features of educational work;

2).select educational activities;

3).optimize the types and forms of educational work in connection with the in-depth educational activities of students;

4).to determine the content of education for high school students, its directions;

5).develop principles for drawing up plans for educational work;

B) Hypotheses of the experiment.

A hypothesis in science is an assumption about the existence of connections and patterns in the surrounding world. According to Engels, a hypothesis is a form of development of science. In a pedagogical experiment, a hypothesis is a proposal about a possible way to solve problems, a way to achieve a goal, and about the means by which the desired result of the pedagogical process can be achieved.

Hypotheses can be descriptive or explanatory in nature, but in conditions of mass pedagogical search, comparative and constructive hypotheses are most common. The comparative hypothesis contains an assumption about the comparative effectiveness of the content of means, methods and forms of organizing and managing the pedagogical process. The constructive hypothesis has the following structure: if you apply such and such new ones or change the applied content or methods in such and such a way, then we can expect that a more conscious and lasting mastery of knowledge and skills will be ensured, and children’s activities will take such direction, such and such changes will be achieved in the development of children.

The hypothesis acts as a guiding basis and determines the content and nature of the activities of the participants in the experiment. It can be borrowed from the arsenal of ideas of pedagogy of cooperation and development, analysis of scientific achievements and, finally, based on the pedagogical experience and intuition of the experimenter. The main hypothesis, like the goal, may be accompanied by additional subhypotheses.

There is no algorithm for the formation of a problem, topic, goal, tasks and hypotheses of an experiment: their formulations arise in the development process, mutually interconnecting, flowing from each other, complementing each other.

Examples of hypotheses:

A. Main: The use of problem situations in comparison with conventional presentation in the study of physics should significantly more effectively develop the creative abilities of students.

Additional:

Studying physics does not automatically teach a child research and creative thinking; this requires special techniques;

One of the reasons for poor knowledge acquisition is the student’s lack of awareness and perception of the problematic nature of the material;

The process of developing a creative approach to problem solving is facilitated by familiarity with heuristic thinking techniques.

B. Main: If you build educational work on the basis of optimal coordination (connection, correspondence) of class and club activities of students, you can get better results than when planning educational work in isolation from academic work.

Additional:

Club activities must be related to the content of the study;

Working without homework is effective if there are sufficient opportunities to participate in club activities.

C) Drawing up a plan-program for the experiment.

Planning is the projection of human activity into the future to achieve a goal under certain conditions and means. The result of planning is a plan - a management solution to the problem of achieving a set goal. The experimental plan (program) represents a system of activities that provides for the order, sequence, timing and means of their implementation.

Practice convincingly shows that a carefully developed plan for a pedagogical experiment is the key to its successful implementation; it allows you to comprehensively comprehend the experiment, foresee the amount of work in advance, avoid various flaws, and gives rhythm to the experiment at all stages of its implementation.

The development of the plan is based on the general principles of forecasting activities, taking into account the specifics and logic of scientific research.

The structural components of an experimental plan are its main stages and various experimental activities and procedures. As initial data (general characteristics), sludge; includes: the initial formulation of the problem, topic, goals and objectives, research hypothesis, personalities of performers and managers, calendar dates for conducting the experiment.

When developing an experimental plan, the following questions should be clearly reflected:

What will the experiment consist of, what kind of pedagogical influences, methods of solving problems, etc. will be tested and in what variants;

What parameters (properties, characteristics, signs) of the pedagogical process will be chosen to describe experimental influences and their consequences;

How the selected parameters will be tracked;

What methods of obtaining and processing information will be used;

How will it be ensured that the effect of the tested method of training (upbringing) is distinguished from the entire set of methods, how will the equalization of all other conditions (factors) be achieved;

How long will it take to conduct the experiment?

What will be the logical design of the experiment, what will the result achieved in the experimental group be compared with;

How the result of the experiment will be formalized and evaluated.

The plan for the diagnostic stage includes the study by the authors of the experiment of literary sources, familiarization with the experience of advanced workers, a logical analysis of the basic concepts of the problem, on the basis of which the experimental methodology will be finally developed.

In terms of the prognostic stage, it is planned to clarify all hypotheses, formulations, goals and objectives of the upcoming work, and its foreseeable results.

The plan for the organizational and preparatory stage is drawn up in detailed positional form, indicating the timing and performers:

Experimental approval issues;

Selection and necessary correction (leveling) of experimental objects;

Preparation of methodological support;

Preparation of research tools, reproduction of methodological materials;

Conducting a reconnaissance experiment if necessary.

The practical stage in the plan is reflected by indicating the main points and timing of the controlling, formative and ascertaining experiment, and the features of the logical design of the experiment. Ways (methods) of obtaining information about the progress of the pedagogical process and its results are planned (carrying out cross-sectional tests, questionnaires, tests, etc.).

Finally, the expected implementation can also be specified.

3) Organizational and preparatory stage.

Any business requires appropriate preparation.

When conducting a pedagogical experiment, its preparation in the most severe way can affect the result; Thus, without selecting a control object in advance or comparing it with the experimental one, it is impossible to obtain reliable conclusions.

Therefore, the organizational and preparatory stage has vital importance and requires quite a lot of time and labor (“moment of tension”).

It is closely related to experimental planning and involves the execution of the following program.

A) Selection of objects (and subjects) of the experiment.

To conduct an experiment, it is not indifferent which students, which class, which school to take as an object. In a class that is too weak, the experiment is doomed to failure; in a class that is too strong, it may give incorrect (inflated) results. Therefore, if the methodological influence belongs to the mass category, choose the class that is average in terms of results.

The number of experimental objects (students, classes, schools) significantly influences the reliability and validity of the experimental results.

There are mathematical methods for determining the minimum number of objects that is necessary to ensure a given level of reliability of the results (see lit. to Chapter XI). But in the practice of mass pedagogical experimentation, when determining the minimum of objects, they often use the experimental method. For example, in a questionnaire survey, the ratio of responses begins to be constant at a certain coverage - this is the number of objects and should be taken as the minimum. In each specific case, one should take into account the specifics of the experimental topic, the experience of similar activities that gave correct scientific and practical conclusions.

In pedagogical processes, general mass patterns begin to appear when the number of objects is about 30-40; this basically corresponds to the size of the school class. It is the class that is most often used as the minimum unit of pedagogical experiment.

The selected group, class, school must be representative in terms of coverage of objects of various types. Thus, the experimental class should be typical in size, composition, and academic performance; If the conclusion is supposed to be drawn for all types of schools, then the experiment cannot be limited to day or city schools.

To establish the presence or absence of the expected effect, it is necessary to determine the achieved level of those qualities of the object that the experimental influence caused in it. However, pedagogy does not yet have such indicators - standards of development levels for each age, against which these changes could be measured. Therefore, in each specific case, the indicators of the control class, in which the usual pedagogical process takes place, without experimental influences, are taken as the standard for comparison.

The compared groups (classes) are preliminarily equalized according to the initial data and according to the conditions of the pedagogical process when conducting a formative experiment. You can simply choose approximately identical classes, or you can take a obviously stronger class as a control.

Less commonly used is the technique of pairwise selection of students for the experimental and control groups (strong-strong, weak-weak, average-average). To remove possible doubts and create conditions for the greatest resistance to the hypothesis, you can use the following option: strong-stronger, medium-strong, weak-medium (give a starting advantage to the control group).

Sometimes the topic of the experiment allows us to limit ourselves altogether to a laboratory experiment, that is, work with a small group of children (for example, difficult, gifted).

The experiment, conducted at the interdisciplinary, general school and interschool levels, includes the study of data on the qualifications and skills of teachers, educators, managers participating in the experiment, on the nature of intercollective relations (teachers, students, parents, etc.). Based on these data, the selection of subjects for the experiment is carried out.

B) Selection of characteristics of the pedagogical process to track in the experiment.

The object of a pedagogical experiment is characterized by a set of qualities - parameters. Their change is influenced by: 1) experimental influences, 2) a number of other reasons - factors (controllable and uncontrollable, basic and non-basic, temporary and permanent). The reliability and value of the experimental results largely depends on what parameters will be used to observe and evaluate changes in the object and what factors will be taken into account.

The choice of parameters and adequate methods for assessing them is determined by the content of the problem and the nature of the object of study (person, team, structure, system, etc.). Here the experimenter may encounter both an excess of parameters (for example, when assessing students’ knowledge) and their deficiency (assessing the level of education, development). In the first case, it is necessary to select the most important parameters from the point of view of the problem being studied, in the other, to find and develop characteristics that could serve as observable parameters.

Of the factors influencing the pedagogical process, the researcher should be interested in those that can influence the object of the experiment and disrupt the experimental situation. To eliminate this influence, they must be assessed and taken into account. The following parameters and factors are most often used and taken into account in experimentation practice:

Components of the pedagogical process (goals, content, methods, means, including the composition of teachers);

Social characteristics of objects, demographic data;

Canonical indicators of the pedagogical process (academic performance, attendance, discipline);

Specific subject and methodological indicators (reading speed, number of errors, etc.);

Qualities of the individual and the team (quality of knowledge, characteristics of mental processes, abilities, etc.);

Conditions of the pedagogical process (regime, elements of organization, material equipment, etc.);

Actions of participants in the pedagogical process (events, meetings, meetings, conversations, official and unofficial contacts, etc.);

Attitudes (opinions, assessments, points of view, judgments of the experiment participants) to study, to work, to the world around them.

C) Methodological support for the experiment.

Having certain parameters to characterize an object, the experimenter can select appropriate methods for studying and researching them. Research methods are determined by the content of the experiment, but, on the other hand, they themselves determine the possibilities of comprehending the essence of a particular phenomenon, the possibility of solving certain problems. Therefore, it is necessary to know these possibilities and ways of specifying them in accordance with the specifics of the problems and tasks of a given experiment.

For each experiment, a combination of methods (methodology) is selected that can provide completely reliable information about the selected characteristics of the object. The question of how to process information is being addressed.

The methodological support includes all pedagogical materials necessary for organizing experimental influences:

Didactic materials for experimental lessons,

Development of educational activities,

Experimental curricula and programs, educational literature,

Necessary visual aids and TSO, etc.

Particular attention is required to the preparation of methodological tools for measuring and recording the state of object parameters: tests, tests, questionnaires, questionnaires, plans and observation forms. They must be developed and multiplied in advance in the required quantity.

D) Organizational support for the experiment.

When organizing a pedagogical experiment, it is necessary to take into account the fact that it deals with children, therefore one of the main requirements for the experimenter is: “do no harm.” This implies the need to carefully consider all possible outcomes of the pedagogical impact being tested, and to minimize the risk of negative changes in the students’ personalities. It is necessary to model the schedule, modes, volumes of workload, and coordinate the course of the experiment with the school’s work plans.

The experiment must be approved by the teaching staff (at the pedagogical council or school council), it must be carefully coordinated, “grinded” in time, object and other organizational features to the general course of the pedagogical process in the class or school.

Participants in the experiment (both teachers and students) must be instructed, and the necessary business relationships must be established between them.

D) Exploratory research.

The level and quality of the experiment will increase significantly if preparatory stage provide for the conduct of reconnaissance research for the purpose, for example, of testing methodological materials, tools for studying personality traits, etc. It is carried out before the main experiment with a limited number of participants and helps to assess the correctness of the plan - experiment program, and to make certain adjustments to it, if necessary. In terms of duration, a reconnaissance experiment can be short-term, but it can also last for a whole school year.

4) Practical stage.

The content of the practical stage is that the object (group of students, teachers, school team etc.) is “placed” not in an ordinary, but in an experimental setting (under the influence of certain factors), and the researcher must trace the direction, magnitude and stability of changes in the characteristics of interest to him. During the practical stage, large and small “moments of insight” occur and, finally, the most important “moment of turning point” must come - a harbinger of the transition to a new, higher level of the educational process.

A) Ascertaining, forming, controlling experiments.

In the implementation of the practical stage, there are clearly three stages that have their own specific goals: ascertaining, forming and controlling.

Ascertaining experiment. At the first stage, the main goal is to determine (state) the initial level of all parameters and factors that are to be monitored in the experiment. The initial state of the pedagogical system is studied using monitoring means and methods (see Chapter X), the level of knowledge, education, certain qualities of an individual or team, etc. is determined. Using observation methods and studying documentation, the presence of the necessary conditions for conducting the experiment is established, and the the state of the experiment participants themselves.

Formative experiment. In accordance with the planned program different kinds experimental influences on an object are carried out in practical educational and educational work with experimental objects.

During the formative experiment, the teacher keeps a diary of the experiment, in which the actual influences on students, the conduct of collective, group events and individual measures, and their correction are recorded.

It is useful to record comments about the specific conditions of the experiment, emotional reactions, students’ attitudes towards experimental influences, discovered shortcomings and difficulties in organizing the process. This will make the conclusions and recommendations more detailed and valuable.

During the formative experiment, the teacher monitors changes in the parameters of interest to him, can make intermediate sections of certain characteristics and make adjustments to the experiment, correct or specify the hypothesis.

Control experiment. The third stage of the practical stage is the careful collection and registration (measurements, descriptions, evaluations) of all final indicators of the educational process - a controlled experiment.

B) Linear, parallel, crossover experiments.

The organization of the practical stage is subject to the logic of searching for a change in the attribute (parameter) of the educational process that interests the experimenter and the connection of this change with the experimental influence.

Linear experiment. The basis of the linear scheme is the comparison of an object (group) with itself at different stages of the learning (development) process. First, the teacher conducts an experiment using conventional content, methods and tools. The result is determined by changes in the parameters of interest to the teacher (the difference between the control and ascertaining measurements).

Then, in the same group of students, an experiment is conducted with the introduction of the test agent and the result is again determined as a change in parameters.

If the second result is higher, then a conclusion is drawn about the positive influence of the experimental influence on the pedagogical process.

A linear experiment does not require equalization of learning conditions, but is applicable in cases where the phenomenon under study depends relatively little on the increment of knowledge or personality development during the experiment.

Parallel circuit. The parallel circuit is based on comparing two or more objects with each other.

The logical model of a parallel experiment has two varieties: comparison by the method of single similarity and by the method of single difference.

In a parallel experiment using the single similarity method, several classes are experimental, which are subject to the tested influence of F. However, in addition to the factor F, which is the same for all classes, other hidden and unaccounted factors operate in the pedagogical process: the influence of the personality of teachers (T), teaching methods (M ), features of non-equalized classes (K), etc. If under such conditions, as a result of the experiment, the same change in the parameter (P), identical for all objects, is recorded, then this should be a consequence of the influence of the factor F.

A parallel experiment using the single difference method is somewhat more difficult to implement, since it involves equalizing all factors of learning (upbringing) in two groups of objects. Then in one group (experimental) the test effect is carried out, and in the other (control) the process proceeds without such influence.

If it turns out that in the experimental group the results of training or education are higher than in the control group (the only difference), then this is considered a consequence of the application of the test effect.

Crossover experimental design. It is almost impossible to equalize all conditions and the students themselves in the control and experimental classes. Therefore, in the single difference scheme, to increase the reliability of the results and conclusions, a technique is used when the experimental and control objects (classes) change places. First, a formative influence is carried out on object A, a control experiment is carried out, and the only difference is discovered (exceeding the level of ZUN in the experimental group).

Then the entire course of the experiment is repeated (starting with equalization of the parameters), but the formative influence of F is carried out on object B. If the result reveals that the only difference is again a change in the ZUN (and in the opposite direction), then the conclusion about the effect of taking F can be considered quite reliable.

5) Generalization stage.

The summarizing stage represents the process of drawing conclusions general from data obtained in an experiment through logical operations: analysis, synthesis, induction, deduction, etc. The more deeply and comprehensively the data is analyzed, the more valuable generalizing conclusions can be drawn from experimental facts. Therefore, at the generalizing stage, the greatest importance is attached to the processing of primary data from pedagogical observations and measurements. Secondary data is already the first generalization; analysis, evaluation and comprehension of them make it possible to establish connections between the influences carried out in the experiment and the results achieved. Conclusions and recommendations for practice are formed. At the generalizing stage, the “second moment of truth” is achieved.

A) Algorithm for summing up the results of the experiment.

The variety of experimental materials requires ordering and system in their analysis. We can recommend the following general algorithm for discussing and interpreting the data obtained.

First step. Distribution and comparison of the obtained data with the planned experimental model; finding out the correspondence between them.

Drawing up auxiliary diagrams:

a) goals, objectives, hypotheses - forecast of their implementation;

b) data on the initial state, data on intermediate and final states of objects;

c) planned processing programs - availability of materials for them;

d) additional data (on impacts, conditions) - notes.

Evaluating the available material in comparison with goals and objectives, preparing it for subsequent processing.

Second step. Processing of primary information according to given programs: classifications, groupings, translation of qualitative data into quantitative, obtaining secondary data by calculating the statistical characteristics of objects.

Third step. Presentation of obtained secondary data in various forms(tables, diagrams, graphs). Discussion of their possible interpretation.

Fourth step. Establishing cause-and-effect relationships between available data using the methods described above.

Determining the reliability of the detected similarities and differences in the results.

Fifth step. Determining the validity of the hypotheses put forward. Formulation of conclusions. Distinguishing among them particular and general, new in relation to known to science and practice and those that only clarify and complement the known.

Analysis of the implementation of the goals and objectives of the experiment (unsolved issues are highlighted separately, problems for further research are formulated).

Sixth step. Presentation of results: compiling and writing a report on the experiment, developing recommendations for practice.

B) Implementation stage.

Not all conclusions and recommendations can be applied in the practice of even one given school. First of all, they must be compatible with the educational process in all its complexity: in terms of the characteristics of teachers, students, classes, material capabilities, etc.

Implementation requires a leisurely, unobtrusive form of work; it requires initially arousing the interest and motivation of teachers. Experience exchange seminars serve this purpose, open classes, group discussions.

Considerable difficulties during implementation are presented by the creation of certain material conditions: preparation of educational and methodological materials, visual aids, TSO.

V. Functional structure of pedagogical experimentation.

Mass pedagogical search and experimentation, as already emphasized, are creative, proactive, and not mandatory. However, despite the presence of a whole package of documents on experimental work in schools and other institutions of public education, granting the right to teachers and educational institutions to work in an experimental mode, the mechanism of inhibiting pedagogical initiatives is still in effect. Management and methodological services do not yet consider functions related to experimentation to be their daily responsibilities; there is no necessary responsibility when preparing and conducting an experiment, there is no planned organization of experimental work, and no system has been created for discussing and disseminating the results of the experiment. The connection between creative teachers and schools and scientific workers and institutions is weak.

Experiment participants. A pedagogical experiment, as a rule, requires the cooperation and coordination of the efforts of many specialists and is of a collective nature; In addition to the performer, a number of officials taking part in it perform various functions.

The experimenter-performer carries out pedagogical influence, organizes the educational process in the right direction, and monitors changes in the knowledge and skills of students. Depending on the scale (level) of the experiment, the performers may be: teachers, educators, heads of educational institutions, school psychologists, school administrators, employees at managerial and methodological levels, and scientists. Large experiments involve a team of performers performing local experiments in individual areas.

The head of the experiment carries out scientific and advisory and partially organizational and methodological functions. He is often the main expert on the experimental results and co-author of the conclusions and recommendations. The leaders of the experiment are selected from among senior methodological, managerial or scientific workers. For in-school experiments, these can be teachers with the title of senior teacher, methodologist, honored teacher, heads of the Moscow Region, and school administration.

Administrative and managerial workers directly responsible for the part of the pedagogical process in which the experiment is being conducted are responsible for the results of the latter. The fact is that the conduct of a pedagogical experiment is subject to the condition of a positive impact on students. Whatever the content of the experiment, the educational level and level of education of students should not fall below the program requirements. The risk of incompetent actions should be minimized, even eliminated (for example, allocating a reserve of time to compensate for failure). This is achieved by the participation of the administration and management apparatus in the experiment with the functions of step-by-step analysis, control and evaluation of the experiment. In addition to these functions, the school administration and management workers must organize the necessary conditions, provide methodological equipment and material means for the experiment.

Creative Group. Often, to develop difficult questions, a team of experimenters arises (is created) - a creative problem group (laboratory). In contrast to methodological associations, which are characterized by a constant composition of participants, where the basis of community is the subject taught, and age, work experience, the presence or absence of sympathies, creative individuality, the character of a person are not taken into account, the basis for the formation of creative micro groups of 3-5 people is primarily Total, psychological compatibility, mutual sympathy, personal friendship.

Application and permission for the experiment. An application for an experiment must contain the main ideas of the experiment, the expected scale and results, a list of intended participants, the requirements for funds and the organization of necessary conditions.

The author of the initiative submits an application to the authority corresponding to the level and scale of the experiment. According to the order of the Ministry of Education of the RSFSR No. 186 (1987), experiments carried out by teachers at the intra-school level are considered and resolved by the pedagogical or public council of the school.

General school and interschool experiments are approved by district departments (councils) of public education in coordination with the institute for teacher training.

Pedagogical innovations on a regional scale, as well as experiments carried out in educational institutions by research institutes and pedagogical educational institutions, are considered in the educational institution and approved in the regional educational institution.

To consider an application for an experimental site, you should be guided by the “Regulations on the experimental pedagogical site in the public education system.”

Summing up the experimental work. The conclusions obtained in local experiments by researchers or creative groups require wide public mass discussion and social and pedagogical examination. Only after this stage can they be considered sufficiently objective and evidence-based.

In practice, the following system is being developed for annual generalization of the results of exploratory experimental work in the field.

The results of intra-school experiments are proven and discussed during the school year at methodological associations, pedagogical and public school councils. The main conclusions and results (both positive and negative) are briefly communicated to the district methodological services.

The district methodological office organizes a public discussion of the results of intra-school, as well as the results of school-wide and interschool experiments in the district at the level of district events (conferences, pedagogical readings, round tables, etc.). RMK collects information about all experiments, creates a file cabinet of experiments with tracking their results. The most important conclusions and generalizations, the best performers are nominated to the regional conference following the results of the academic year, held by the regional IUU.

In conclusion, we emphasize that the social and pedagogical creativity of teachers and schools should become one of the priorities in the public education system. When assessing a teacher’s work, conducting experimental work should be placed in one of the first places. Certification for the title of “senior teacher” and above must necessarily imply participation in experimental work. (A proposal to introduce a separate title of “teacher-researcher” is currently being discussed). The regional budget should allocate funds for the development of the system: the development of new educational content, the creation of experimental sites, and the encouragement of teacher-researchers.

Used Books.

Batishchev G.I. Pedagogical experimentation // Sov. pedagogy - 1990.

Skatkin M. N. Methodology and methods of pedagogical research. M., 1986,

Experiment. TSB. 3rd ed. v. 30

G.K.Selevko, A.V.Basov New pedagogical thinking: pedagogical search and experimentation, Yaroslavl 1991.

Plan

Used Books

Describe the stages of a pedagogical experiment

There are many definitions of the concept of “pedagogical experiment”.

Pedagogical experiment- this is a method of cognition with the help of which pedagogical phenomena, facts, and experience are studied.

Pedagogical experiment- this is a special organization of pedagogical activities of teachers and students for the purpose of testing and justifying previously developed theoretical assumptions or hypotheses.

Pedagogical experiment- this is a scientifically delivered experience of transforming the pedagogical process in precisely taken into account conditions.

Pedagogical experiment- this is the active intervention of the researcher in the pedagogical phenomenon he is studying with the aim of discovering patterns and changing existing practice.

All these definitions of the concept of “pedagogical experiment” have the right, in our opinion, to exist, since they affirm the general idea that a pedagogical experiment is a scientifically based and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justification of pre-developed scientific assumptions and hypotheses.

Pedagogical experiments come in different forms.

Depending on the purpose pursued by the experiment, there are:

)Ascertaining - in which issues of pedagogical theory and practice that actually exist in life are studied. This experiment is carried out at the beginning of the study in order to identify both the positive and negative aspects of the problem being studied;

2)Clarifying (testing) - when a hypothesis created in the process of understanding the problem is tested;

pedagogical experiment questionnaire parent

3)Creative-transformative - in the process by which new pedagogical technologies are constructed (for example, new content, forms, methods of teaching and upbringing are introduced, innovative programs, curricula, etc. are introduced). If the results are effective and the hypothesis is confirmed, then the data obtained are subjected to further scientific and theoretical analysis and the necessary conclusions are drawn;

4)A control test is the final stage of research into a specific problem; its purpose is, firstly, to verify the conclusions obtained and the developed methodology in mass teaching practice; secondly, testing the methodology in the work of other educational institutions and teachers; if a control experiment confirms the conclusions drawn, the researcher generalizes the results, which become the theoretical and methodological property of pedagogy.

Most often, the selected types of experiment are used in a comprehensive manner and form an integral, interconnected, consistent paradigm (model) of research.

Natural and laboratory experiments occupy a special place in the methodology of pedagogical research.

The first is carried out in natural conditions - in the form of regular lessons and extracurricular activities. The essence of this experiment is that the researcher, analyzing certain pedagogical phenomena, strives to create pedagogical situations in such a way that they do not disrupt the usual course of activities of students and teachers and in this sense are of a natural nature. The objects of natural experiments most often become plans and programs, textbooks and teaching aids, methods and forms of education and upbringing.

In scientific research, laboratory experiments are also carried out. It is rarely used in educational research. The essence of a laboratory experiment is that it involves the creation of artificial conditions in order to minimize the influence of many uncontrolled factors and various objective and subjective reasons.

An example of a laboratory experiment, which is used primarily in didactics, can be the experimental teaching of one or a small group of students in accordance with a specially developed methodology. During a laboratory experiment, which is very important to know, the process being studied is more clearly traced, the possibility of deeper measurements is provided, and the use of a complex of special technical means and equipment is provided. However, the researcher also needs to know that a laboratory experiment simplifies pedagogical reality by the fact that it is carried out in “clean” conditions. It is the artificiality of the experimental situation that is the disadvantage of the laboratory experiment. There is only one conclusion: it is necessary to interpret its results quite carefully. Therefore, the identified patterns (dependencies, relationships) must be tested in non-laboratory conditions, precisely in those natural situations to which we want to extend them. This is done through extensive testing using a natural experiment or other research methods.

Before starting the experiment, the researcher deeply studies the area of ​​​​knowledge that has not been sufficiently studied in pedagogy.

When starting an experiment, the researcher carefully thinks through its purpose and objectives, determines the object and subject of the study, draws up a research program, and predicts the expected cognitive results. And only after this he begins planning (the stages) of the experiment itself: he outlines the nature of those transformations that need to be introduced into practice; thinks through his role, his place in the experiment; takes into account many reasons influencing the effectiveness of the pedagogical process; plans means of accounting for the facts that he intends to obtain in the experiment, and ways of processing these facts.

It is very important for a researcher to be able to track the process of experimental work. This could be: conducting ascertaining (initial), clarifying, transformative sections; recording current results during the implementation of the hypothesis; carrying out final cuts; analysis of positive as well as negative results, analysis of unexpected and side effects of the experiment.

According to the content of the results of a pedagogical experiment, there may be: development of concepts of teaching, upbringing, education; determination of the patterns of the educational process; taking into account the conditions for the formation and development of personality; identifying factors influencing the effectiveness of knowledge acquisition; formulation of new pedagogical problems; confirmation or refutation of hypotheses; development of classifications (lessons, teaching methods, types of lessons); analysis of best practices in training, education, etc.

Determine the object and subject of research on one of the proposed topics

Subject:Using mathematical tests as a means of developing students' logical thinking in third grade lessons.

An object:Development of logical thinking in third grade lessons.

Item:Using math tests as a means of logical thinking in third grade lessons.

1. Formulate 5 topics for theses.

1)Studying the cognitive abilities of 1st grade students in mathematics classes.

2)Exploring students' creativity at fun nights.

)Development of independence of older children preschool age on excursions into nature.

)Nurturing independence in children of senior preschool age in drawing classes.

)Preparing the creative abilities of 1st year students in amateur art classes.

Create a questionnaire for parents on any topic

Questionnaire for parents

(aimed at identifying the educational needs of parents of preschool children)

Age and gender of your child

What is your child interested in? Stand up, are his interests constant?

Do you think your child has special talents? Which?

I find it difficult to answer

Do you like the subject environment in the group your child attends? (Not really)

If yes, what do you like?

If not, what you don’t like, what doesn’t suit you, what would you like to change?

Do you know what classes your child attends at the kindergarten?

Does your child attend anything other than preschool? If he does, then what?

What do you think your child's education should be aimed at before school?

general child development

preparation for school

introduction to cultural values

Which direction of preschool education would you prefer for your child?

physical development

sports training

emotional development

musical development

intellectual development

artistic and aesthetic development

How would you like to see your child's future?

Do you have any wishes and suggestions regarding his upbringing in a kindergarten?

Make a list of literature on the topic you formulated

Ivanov S.P. Russian language: textbook for university students / Ivanov S.P. - M.: Lenizdat, 2000. - 112 p. Petrov P.I. Bathhouse: collection of poems/P.I. Petrov. - Barnaul: LLC Publisher, 1988. - 311 p. ill.

Dumas A. Adventures of the Musketeers: in 3 volumes / Alexandre Dumas. - M.: Litizdat, 1994

Used Books

1.Sidenko A. How to develop an experimental program. // Head teacher. - 1998.

2.Kraevsky V.V. Scientific research in pedagogy and its main characteristics // Pedagogy / 3rd ed. Ed. P.I. Faggot. - M., 1998.

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The word “experiment” (from the Latin experimentum - “test”, “experience”, “test”). There are many definitions of the concept of “pedagogical experiment”.

A pedagogical experiment is a method of cognition with the help of which pedagogical phenomena, facts, and experience are studied. (M.N. Skatkin).

A pedagogical experiment is a special organization of pedagogical activities of teachers and students for the purpose of testing and justifying previously developed theoretical assumptions or hypotheses. (I.F. Kharlamov).

A pedagogical experiment is a scientifically staged experience of transforming the pedagogical process under precisely taken into account conditions. (I.P. Podlasy).

A pedagogical experiment is the active intervention of a researcher in the pedagogical phenomenon he is studying with the aim of discovering patterns and changing existing practices. (Y.Z. Kushner).

All these definitions of the concept of “pedagogical experiment” have the right, in our opinion, to exist, since they affirm the general idea that a pedagogical experiment is a scientifically grounded and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justification of pre-developed scientific assumptions and hypotheses.

Pedagogical experiments come in different forms.

Depending on the purpose pursued by the experiment, there are:

ascertaining, in which issues of pedagogical theory and practice that actually exist in life are studied. This experiment is carried out at the beginning of the study in order to identify both the positive and negative aspects of the problem being studied; 2) clarifying (testing), when the hypothesis created in the process of understanding the problem is tested; 3) creative-transformative, in the process of which new pedagogical technologies are designed (for example, new content, forms, methods of teaching and upbringing are introduced, innovative programs, curricula, etc. are introduced). If the results are effective and the hypothesis is confirmed, then the data obtained are subjected to further scientific and theoretical analysis and the necessary conclusions are drawn; 4) control – this is the final stage of researching a certain problem; its purpose is, firstly, to verify the conclusions obtained and the developed methodology in mass teaching practice; secondly, testing the methodology in the work of other educational institutions and teachers; if a control experiment confirms the conclusions drawn, the researcher generalizes the results, which become the theoretical and methodological property of pedagogy.

Most often, the selected types of experiment are used in a comprehensive manner and form an integral, interconnected, consistent paradigm (model) of research.

Natural and laboratory experiments occupy a special place in the methodology of pedagogical research.

The first is carried out in natural conditions - in the form of regular lessons and extracurricular activities. The essence of this experiment is that the researcher, analyzing certain pedagogical phenomena, strives to create pedagogical situations in such a way that they do not disrupt the usual course of activities of students and teachers and in this sense are of a natural nature. The objects of natural experiments most often become plans and programs, textbooks and teaching aids, methods and forms of education and upbringing.

In scientific research, laboratory experiments are also carried out. It is rarely used in educational research. The essence of a laboratory experiment is that it involves the creation of artificial conditions in order to minimize the influence of many uncontrolled factors and various objective and subjective reasons.

An example of a laboratory experiment, which is used primarily in didactics, can be the experimental teaching of one or a small group of students in accordance with a specially developed methodology. During a laboratory experiment, which is very important to know, the process being studied is more clearly traced, the possibility of deeper measurements is provided, and the use of a complex of special technical means and equipment is provided. However, the researcher also needs to know that a laboratory experiment simplifies pedagogical reality by the fact that it is carried out in “clean” conditions. It is the artificiality of the experimental situation that is the disadvantage of the laboratory experiment. There is only one conclusion: it is necessary to interpret its results quite carefully. Therefore, the identified patterns (dependencies, relationships) must be tested in non-laboratory conditions, precisely in those natural situations to which we want to extend them. This is done through extensive testing using a natural experiment or other research methods.

Before starting the experiment, the researcher deeply studies the area of ​​​​knowledge that has not been sufficiently studied in pedagogy.

When starting an experiment, the researcher carefully thinks through its purpose and objectives, determines the object and subject of the study, draws up a research program, and predicts the expected cognitive results. And only after this he begins planning (the stages) of the experiment itself: he outlines the nature of those transformations that need to be introduced into practice; thinks through his role, his place in the experiment; takes into account many reasons influencing the effectiveness of the pedagogical process; plans means of accounting for the facts that he intends to obtain in the experiment, and ways of processing these facts.

It is very important for a researcher to be able to track the process of experimental work. This could be: conducting ascertaining (initial), clarifying, transformative sections; recording current results during the implementation of the hypothesis; carrying out final cuts; analysis of positive as well as negative results, analysis of unexpected and side effects of the experiment.

According to the content of the results of a pedagogical experiment, there may be: development of concepts of teaching, upbringing, education; determination of the patterns of the educational process; taking into account the conditions for the formation and development of personality; identifying factors influencing the effectiveness of knowledge acquisition; formulation of new pedagogical problems; confirmation or refutation of hypotheses; development of classifications (lessons, teaching methods, types of lessons); analysis of best practices in training, education, etc.

The results of the pedagogical experiment have a general structure. It consists of three complementary components: objective, transformative and specific.

The objective component reveals the results obtained during the study at different levels. This description can be carried out at a general scientific or general pedagogical level and be represented by various types of knowledge (hypothesis, classification, concept, methodology, paradigm, direction, recommendation, conditions, etc.).

Transformative component - reveals changes occurring with the objective component, indicates additions, clarifications or other transformations that may occur in it.

When determining the results of a transformative experiment, one must keep in mind, for example:

1. whether the researcher has developed a new teaching or educational method;
2. whether the conditions for increasing the effectiveness of the learning process have been determined;
3. whether it revealed theoretical or methodological principles;
4. whether he proposed a model of the development process;
5. checked the effectiveness of the functioning model of the educational activities of the class teacher, etc.

The specifying component specifies the various conditions, factors and circumstances in which a change in the objective and transformative components occurs:

• specification of the place and time within which the research is being conducted;
• indication of the necessary conditions for the training, education and development of the student;
• a list of methods, principles, methods of control, and data obtained used in training;
• clarification of approaches to solving a particular pedagogical problem.

You need to know that all components complement each other, characterizing the research result from different aspects as a single whole.

It is important that the presentation of the research result in the form of three structure-forming interconnected components makes it possible, firstly, to approach the description of the results of scientific work from a unified methodological position, to identify a number of relationships that are difficult to detect in the usual way; secondly, to formulate and clarify the requirements for describing individual results. For example, if the purpose of the research is to organize a process (training, education), then the objectives of the research must necessarily include all its components. For the process of education and training, such components will be the following: indication of the final and intermediate goals towards which the process is aimed; characteristics of the content, methods and forms necessary to implement the process; determination of the conditions under which the process occurs, etc. If any of the constituent elements is missing or poorly reflected in the tasks, then the process (of training, education) cannot be revealed and meaningfully described. Therefore, all these elements should be reflected in the research results. Otherwise, the set goal will not be achieved.

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Introduction

Experiment, like observation, belongs to the group of universal methods - those that are used within various sciences and types of scientific knowledge. The main feature of an experiment is considered to be such a procedural, situational and meaningful organization of the cognition process, in which it is possible to obtain objective empirical data, in contrast to those that have a subjective assessment when using other methods of psychological and pedagogical cognition. The topic of this course work is an experimental method in pedagogical research. The relevance of this topic of the course work is determined by the fact that many difficulties in the pedagogical process are of a universal nature; overcoming them is necessary to solve pressing problems in the development of education and personality development. The results of the experimental method should precisely find a solution to the problem of pedagogy.

The purpose of the work is to study the method of pedagogical experiment in its main aspects.

The object of the work is the experimental method used in various pedagogical studies. The subject is the use of the experimental method in pedagogical research.

For the most complete disclosure of the topic, the following tasks are set before the study:

1. Familiarize yourself with the experiment as a method of pedagogical research.

2. Study the types, structure, stages and objectives of the experiment.

3. Identify the problem of choosing a dependent and independent variable in an experiment.

4. Study the experience of using experiment in pedagogical research.

1. General characteristics of experiment as a method of pedagogical research

1.1 Historical aspects

The experimental method was introduced into the practice of psychological and pedagogical cognition by the German research psychologist W. Wundt (1879); the foundations for this type of experiment were laid by E. Weber (1834). The first domestic experimental laboratories were created by N. Lange in Odessa (1880) and G. Chelpanov at the Kiev University. St. Vladimir (1880). The first experiments, in fact, in the pedagogical direction are considered to have originated with French researchers, in particular A. Binet (1895).

Having realized the possibilities of the experiment, the teacher-researchers of the end XIX beginning XX century began to pin high hopes on him. A research movement called “experimental pedagogy” was born. Its origins were the impressive experiments of A. Sikorsky on studying the mental fatigue of schoolchildren by taking into account errors in dictations (1879), Ebbinghaus on memorizing material (1885), a study of the circle of presentation of schoolchildren carried out by Hall (1890), a study of the intelligence of students begun by Binet and Simon (1900), studying the types of ideas in schoolchildren (Stern, Nechaev, Lai), memory in children (Burdon, East, Meiman) and other experiments. The above leads us to realize the need for a clear definition of the term experiment.

Questioning the various customs and views of his contemporary society, Montaigne spoke out against the harsh discipline of medieval schools and for an attentive attitude towards children. Education according to Montaigne should contribute to the development of all aspects of the child’s personality; theoretical education should be supplemented by physical exercises, the development of aesthetic taste, and the cultivation of high moral qualities. Many of Montaigne's thoughts were adopted by educators in the 17th and 18th centuries. Thus, the idea of ​​the priority of moral education over education was developed in detail by Locke, and a high assessment of the educational influence of the rural environment and the rejection of coercion in education were a kind of basis for Rousseau’s theory of natural education.

The main idea in the theory of developmental education according to Montaigne is that developmental education is inconceivable without establishing humane relations with children. For this purpose, training must be carried out without punishment, without coercion and violence. He believes that developmental learning is possible only with the individualization of learning.

In his book “Experiments” in the chapter “On the Education of Children,” Montaigne writes: “I would like the teacher, from the very beginning, in accordance with the spiritual inclinations of the child entrusted to him, to provide him with the opportunity to freely express these inclinations, inviting him to experience the taste of different things, choose between them and distinguish between them independently, sometimes showing him the way, sometimes, on the contrary, allowing him to find the way himself. I don’t want the mentor to decide everything alone and only to speak; I want him to listen to his pet too.” Here Montaigne follows Socrates, who, as is known, first forced his students to speak, and then spoke himself. “Let the teacher ask the student not only the words of the learned lesson, but also the meaning and very essence of it, and judge the benefit he brought not by the testimony of his pupil’s memory, but by his life. And let him, when explaining something to a student, show him it from a hundred different sides and apply it to many different subjects in order to check whether the student has understood it properly and to what extent he has mastered it.” “Let noble curiosity be instilled in his soul; let him inquire about everything without exception; let him examine everything remarkable that he comes across, be it some building, a fountain, a person, a battlefield taking place in ancient times, places where Caesar or Charlemagne passed.” “After it is explained to the young man what, in fact, he needs to become better and more intelligent, he should be introduced to the basics of logic, physics, geometry and rhetoric; and, no matter which of these sciences he chooses, since his mind will already be developed by this time, he will quickly achieve success in it. It should be taught either through interviews or through books; sometimes the mentor will simply show him an author suitable for this purpose, and sometimes he will present the content and essence of the book in a completely chewed-up form.” This is the basis of developmental learning in the pedagogical theory of M. Montaigne.

In the Encyclopedia of Education, academician, doctor pedagogical sciences, Professor S.U. Goncharenko focused on the characteristics of the experiment: “this is a comprehensive research method that provides a scientifically objective and evidence-based verification of the correctness of the hypothesis substantiated at the beginning of the study. It makes it possible, more deeply than other methods, to test the effectiveness of certain innovations in the field of teaching, to compare the significance of different factors in the structure of the pedagogical process and choose the best (optimal) combination for the relevant situations, identify the necessary conditions for the implementation of certain pedagogical tasks. The experiment makes it possible to identify stable, necessary, significant connections between recurring phenomena, i.e. to study the patterns characteristic of the pedagogical process. An experiment is carried out if it is not possible to prove a particular statement in another way and, of course, when there are doubts, choices, and alternatives. The experiment requires a high methodological culture from the researcher, diligent study of his program and a reliable criterial apparatus that allows recording. effectiveness of the educational process."

A similar opinion is expressed by I.P. Manoha, who defines experiment as a method of scientific knowledge, providing for a purposeful process of obtaining objective scientific data regarding the essence, dynamics, features of the existence and development of the phenomena and processes being studied.

An experiment is defined in science as a specially organized reproduction and change of phenomena under conditions favorable for identifying factors and conditions influencing the results.

A psychological and pedagogical experiment is a complex research method that provides a scientifically objective and evidence-based verification of the correctness of the hypothesis justified at the beginning of the study. It allows, more deeply than other methods, to test the effectiveness of certain innovations in the field of education, compare the importance of various factors in the structure of the pedagogical process and select the best (optimal) combination of them for the relevant situations, and identify the necessary conditions for the implementation of certain pedagogical tasks. The experiment makes it possible to detect repeating, stable, necessary, significant connections between phenomena, i.e. study the patterns characteristic of the pedagogical process” (Yu.K. Babansky).

In contrast to the usual study of pedagogical phenomena in natural conditions through their direct observation, an experiment allows you to artificially separate the phenomenon being studied from others, and purposefully change the conditions of pedagogical influence on the subjects.

Thus, the essence of the experiment lies in the active intervention of the researcher in the psychological and pedagogical process in order to study it in pre-planned parameters and conditions. The experiment combines methods of observation, conversation, surveys, etc.

During the experiment, the researcher at his own will causes or shapes certain socio-pedagogical phenomena in various, predetermined conditions (which in most cases are also under his influence). An experiment allows you to vary the factors that affect the processes and phenomena being studied and reproduce them repeatedly. Its strength is that it makes it possible to create new experiences under precisely defined conditions.

By creating conditions, the researcher gets the opportunity to:

know very clearly the factors that were in effect at the time of the emergence and occurrence of the process or phenomenon being studied;

establishing the cause of the phenomenon under study by revealing the influence of one or another of the created conditions. This is achieved by changing one of the conditions and keeping the others constant;

repeat the experiment and thereby accumulate quantitative data on the basis of which one can judge the typicality or randomness of phenomena.

Experimental study of an object has significant advantages compared to observation:

1) monitoring the progress of the experiment, measuring the necessary parameters, describing phenomena or processes that characterize their patterns;

2) analysis and synthesis of the data obtained;

3) formation of conclusions, proposals, assessment of the theoretical and applied significance, obtained facts and arguments.

From each pedagogical experiment it is necessary to require:

1. accurately establishing the purpose and objectives of the experiment

2. accurate description of the experimental conditions

3. definitions in connection with the purpose of studying the student population

4. an accurate description of the research hypothesis.

1.2 The essence of experiment as a method of pedagogical research. Types of experiment

Pedagogical experiments have several classifications and divisions into types.

Depending on the purpose pursued by the experiment, there are:

ascertaining, in which issues of pedagogical theory and practice that actually exist in life are studied. This experiment is carried out at the beginning of the study in order to identify both the positive and negative aspects of the problem being studied;

clarifying (testing), when the hypothesis created in the process of understanding the problem is tested;

creative and transformative, in the process of which new pedagogical technologies are designed (for example, new content, forms, teaching methods are introduced, innovative programs, curricula, etc. are introduced). If the results are effective and the hypothesis is confirmed, then the data obtained are subjected to further scientific and theoretical analysis and the necessary conclusions are drawn;

control is the final stage of researching a certain problem; its purpose is, firstly, to verify the conclusions obtained and the developed methodology in mass teaching practice; secondly, testing the methodology in the work of other educational institutions and teachers; if a control experiment confirms the conclusions drawn, the researcher generalizes the results, which become the theoretical and methodological property of pedagogy.

Most often, the selected types of experiment are used in a comprehensive manner and form an integral, interconnected, consistent paradigm (model) of research.

Natural and laboratory experiments occupy a special place in the methodology of pedagogical research.

The first is carried out in natural conditions - in the form of regular lessons and extracurricular activities. The essence of this experiment is that the researcher, analyzing certain pedagogical phenomena, strives to create pedagogical situations in such a way that they do not disrupt the usual course of activities of students and teachers and in this sense are of a natural nature. The objects of natural experiments most often become plans and programs, textbooks and teaching aids, methods and forms of teaching.

In scientific research, laboratory experiments are also carried out. It is rarely used in educational research. The essence of a laboratory experiment is that it involves the creation of artificial conditions in order to minimize the influence of many uncontrolled factors and various objective and subjective reasons.

An example of a laboratory experiment, which is used primarily in didactics, can be the experimental teaching of one or a small group of students in accordance with a specially developed methodology. During a laboratory experiment, which is very important to know, the process being studied is more clearly traced, the possibility of deeper measurements is provided, and the use of a complex of special technical means and equipment is provided. However, the researcher also needs to know that a laboratory experiment simplifies pedagogical reality by the fact that it is carried out in “clean” conditions. It is the artificiality of the experimental situation that is the disadvantage of the laboratory experiment. There is only one conclusion: it is necessary to interpret its results quite carefully. Therefore, the identified patterns (dependencies, relationships) must be tested in non-laboratory conditions, precisely in those natural situations to which we want to extend them. This is done through extensive testing using a natural experiment or other research methods.

Before starting the experiment, the researcher deeply studies the area of ​​​​knowledge that has not been sufficiently studied in pedagogy.

When starting an experiment, the researcher carefully thinks through its purpose and objectives, determines the object and subject of the study, draws up a research program, and predicts the expected cognitive results. And only after this he begins planning (the stages) of the experiment itself: he outlines the nature of those transformations that need to be introduced into practice; thinks through his role, his place in the experiment; takes into account many reasons influencing the effectiveness of the pedagogical process; plans means of accounting for the facts that he intends to obtain in the experiment, and ways of processing these facts.

It is very important for a researcher to be able to track the process of experimental work. This could be: conducting ascertaining (initial), clarifying, transformative sections; recording current results during the implementation of the hypothesis; carrying out final cuts; analysis of positive as well as negative results, analysis of unexpected and side effects of the experiment.

· development of concepts of training, education, education;

· determination of the patterns of the educational process;

· taking into account the conditions for the formation and development of personality;

· identifying factors influencing the effectiveness of knowledge acquisition;

· formulation of new pedagogical problems;

· confirmation or refutation of hypotheses;

· development of classifications (lessons, teaching methods, types of lessons);

· analysis of best practices in training, education, etc.

The results of the pedagogical experiment have a general structure. It consists of three complementary components: objective, transformative and specific.

The objective component reveals the results obtained during the study at different levels. This description can be carried out at a general scientific or general pedagogical level and be represented by various types of knowledge (hypothesis, classification, concept, methodology, paradigm, direction, recommendation, conditions, etc.).

Converting component - reveals changes occurring with the objective component, indicates additions, clarifications or other transformations that may occur in it.

When determining the results of a transformative experiment, one must keep in mind, for example:

1) whether the researcher has developed a new teaching or educational method;

2) whether the conditions for increasing the effectiveness of the learning process have been determined;

3) revealed theoretical or methodological principles;

4) whether a model of the development process was proposed;

5) checked the effectiveness of the functioning of the model of educational activity of the class teacher, etc.

The specifying component specifies the various conditions, factors and circumstances in which a change in the objective and transformative components occurs:

specification of the place and time within which the research is being conducted;

indication of the necessary conditions for the training, education and development of the student;

a list of methods, principles, methods of control, and data obtained used in training;

clarification of approaches to solving a particular pedagogical problem.

You need to know that all components complement each other, characterizing the research result from different aspects as a single whole.

It is important that the presentation of the research result in the form of three structure-forming interconnected components makes it possible, firstly, to approach the description of the results of scientific work from a unified methodological position, to identify a number of relationships that are difficult to detect in the usual way; secondly, to formulate and clarify the requirements for describing individual results. For example, if the purpose of the research is to organize a learning process, then the objectives of the research must necessarily include all its components. For the learning process, such components will be the following: indication of the final and intermediate goals to achieve which the process is aimed; characteristics of the content, methods and forms necessary to implement the process; determination of the conditions under which the process occurs, etc. If any of the constituent elements is missing or poorly reflected in the tasks, then the learning process cannot be revealed and meaningfully described. Therefore, all these elements should be reflected in the research results. Otherwise, the set goal will not be achieved.

1.3 Objectives of the experiment and conditions for selecting the required number of experimental objects

The objectives of specific experiments in pedagogical research most often come down to the following:

1. checking a certain training system (for example, checking the effectiveness of the initial training system developed by L.V. Zankov);

2. comparison of the effectiveness of certain teaching methods (research by I.T. Ogorodnikov and his students);

3. testing the effectiveness of the problem-based learning system (research by M.I. Makhmutov);

4. development of systems of measures to develop students’ cognitive interests and needs (research by G.I. Shchukina, V.S. Ilyin);

5. testing the effectiveness of measures to develop students’ academic skills (experiment by V.F. Palamarchuk);

6. development of cognitive independence of schoolchildren (experiments by N.A. Polovnikova, P.I. Pidkasisty).

7. didactic research related to the choice of the optimal option for a particular system of measures or pedagogical actions:

- updating the system of measures to prevent academic failure (Yu. K. Babansky and others),

- optimization of the volume and complexity of educational material included in school textbooks (J.A. Mikk),

- selection of the optimal number of exercises for the formation of a certain skill (P.N. Volovik),

- selection of optimal options for a system of measures to develop planning skills in students (L.F. Babenysheva),

- construction of problem-based learning for low-performing schoolchildren (T.B. Gening),

- differentiated work with students based on different degrees of assistance provided to them in learning (V.F. Kharkovskaya),

- justification of the optimal system for teaching a technical drawing course at a university (A.P. Verkhola),

- equipment for the school physics room (S.G. Bronevshchuk).

All these tasks are to a certain extent intertwined with each other, but each of them also has some specific emphasis that determines the features of the pedagogical experiment. Thus, the range of problems that can be solved with the help of a pedagogical experiment is very wide and versatile, covering all the main problems of pedagogy.

A teacher-researcher, when planning a pedagogical experiment, always tries to determine the effect of its impact on a certain specific population of students and teachers (for example, one specialty or one department, one university or even universities of a specific profile throughout the region). However, he cannot “involve” the entire population of interest to him in experimental studies.

The teacher-researcher always faces the question: how many students should be included in the experiment, how many teachers should participate in it? To answer this question means to carry out a representative (indicative of the entire population) sample of the number of experimental objects.

The sample must, firstly, be representative in terms of student coverage. The objectives of the experiment and the number of objects included in it are closely interrelated and can influence each other. However, the decisive element is still the objectives of the experiment, which the teacher outlines in advance. They determine the required nature of the sample.

Next, the researcher needs to narrow the number of experimental objects to the minimum necessary. To do this, it is necessary to take into account the specifics of the research topic. If we are talking, for example, about checking the methodology for studying a topic in a course in history, physics or another subject, then in this case You can limit yourself to one experimental and one control class. In the experimental class, the necessary changes are carried out in accordance with the developed system, and in the control class the usual process continues.

If a teacher-researcher wants to identify typical reasons for the failure of students in a modern school, then he will have to collect information about students of each age group, from urban and rural schools, about the failure of boys and girls, etc. In this case, a special survey must be used to obtain data on the reasons for the failure of schoolchildren all grades from first to graduation.

When we are talking about an experiment on educational problems, there may be cases when only 30-40 people are involved in the experiment (with such a sample it is possible to process statistical data).

If a researcher develops recommendations for an entire age group, then representatives of each individual age must be included in the experiment.

Equalized conditions for conducting an experiment are conditions that ensure the similarity and consistency of the experiment in control and experimental classes. The equalized conditions usually include: the composition of students (approximately the same in experimental and control classes or groups); teacher (the same teacher teaches classes in experimental and control groups); educational material (same range of questions, equal volume); equal working conditions (one shift, approximately the same order of classes according to the schedule, etc.).

Famous psychologist L.V. Zankov believes that equalizing composition is unrealistic, that it is methodologically false and practically unattainable. Therefore, in practice, as a rule, groups are selected that are approximately equal in overall performance. If, in the conditions of a given educational institution, it is impossible to select two groups approximately equal in these indicators, it is customary to take a group with lower academic performance as an experimental one: if positive results are obtained as a result of the experimental work, these results will be more convincing. As for equalizing the conditions associated with the teacher, in all cases it is desirable that classes in both the control and experimental groups are taught by the same teacher or the experimenter himself.

1.4 Structure and stages of the experiment

The structure (plan) of a psychological and pedagogical experiment includes the formulation of the goals and objectives of the experiment; place and time of the experiment; number of participants and their characteristics; preparing participants for the experiment; description of materials used for the experiment; description of experimental methods and application of private research methods; methods of observation, testing, etc. during the experiment; description of methods for processing results.

All of the above structural elements must be described in the experimental part of the thesis.

The psychological and pedagogical experiment involves three main stages of work.

The first stage is preparatory. It solves the following tasks:

Formulating a hypothesis, i.e. that position, the conclusions about the correctness of which should be verified.

Selection of the required number of experimental objects (number of subjects, number of groups, educational institutions, etc.).

Determining the required duration of the experiment.

Development of a methodology for its implementation; selection of specific methods for studying the initial state of the experimental object: questioning, conversation, etc.

Checking the availability and effectiveness of the developed experimental methodology on a small number of subjects; determination of signs by which one can judge changes in the experimental object under the influence of appropriate pedagogical influences.

The second stage is the actual conduct of the experiment. This stage should answer the question about the effectiveness of new methods and tools introduced by the experimenter into psychological and pedagogical practice. At this stage, experimental situations are created. Their essence is the formation of such external and internal conditions experiments in which the studied dependence or pattern appears most often, without the influence of side, uncontrollable factors.

At this stage, the following tasks need to be solved:

Study the initial state of the conditions in which the experiment is carried out.

Assess the condition of the participants in the pedagogical influence themselves.

Formulate criteria for the effectiveness of the proposed system of measures.

Instruct participants in the experiment about the procedure and conditions for its effective implementation (if the experiment is carried out by more than one person).

Implement the system of measures proposed by the author to solve a certain experimental problem (formation of knowledge, skills or education of certain qualities of an individual, team, etc.).

Record the data obtained on the basis of intermediate sections about the progress of the experiment, which characterize the changes occurring in the object under the influence of the experimental system of measures.

Indicate difficulties and possible typical shortcomings that may arise during the experiment.

Assess the current costs of time, money and effort.

V.V. Davydov created a holistic doctrine of formative experimentation. He identified six stages in it:

- philosophical and sociological definition of the projected qualities, properties of consciousness of the child’s personality;

- pedagogical definition of the goals of the educational program related to the formation of these qualities;

- logical and psychological definition of the structure of joint activities of students and teachers, the implementation of which will lead to the formation of these qualities;

- methodological search for means of implementing this activity;

- psychological and pedagogical identification of the effectiveness of the final result;

- physiological and medical verification of the admissibility of the specified means used in terms of their effect on the health of students.

The third stage is the final one, when the results of the experiment are summed up:

the results of the implementation of the experimental system of measures are described (the final state of the level of knowledge, skills, etc.);

the conditions under which the experiment gave favorable results are characterized (educational, material, moral, psychological, etc.);

the characteristics of the subjects of experimental influence are described (teachers, students, the air traffic control system of an educational institution, the environment, etc.);

data is provided on the costs of time, money and effort;

the limits of application of the system of measures tested during the experiment are indicated.

There are also more complex ways of conducting an experiment, when different options for measures are tested in order to select the most optimal one. In this case, the following conditions are met:

Formulating criteria for the optimality of the proposed system of measures in terms of its effectiveness in a number of parameters.

Selection of possible options for solving the problem assigned to the experimenter (development of two or three methodological approaches to the study of a given educational topic, development of several options for conducting various pedagogical activities, etc.).

Implementation of the selected options under approximately the same conditions (in two identical groups, educational institutions, etc.).

Evaluation of the results for each of the experimental study options.

Choosing one option that gives the best result with less time, money, effort, or is more effective with the same costs.

When preparing an experiment, the researcher always decides the question: “How to carry out a representative (representative for the entire population) sample of experimental objects (number of participants - schoolchildren and teachers, educational institutions). How long should the experiment last?” There is no definite answer here, since the choice depends on many factors. The researcher needs to turn to mathematical statistics.

Summarizing all of the above, we can conclude that the use of the experimental method in pedagogical research began quite a long time ago. It was introduced into practice by W. Wundt in 1870. It is assumed that the first experiments in pedagogy were carried out by French researchers, in particular A. Binet.

Experiments are divided into ascertaining, clarifying, creative-transforming and control. They are natural and laboratory. The essence of this experiment is that the researcher, analyzing certain pedagogical phenomena, strives to create pedagogical situations in such a way that they do not disrupt the usual course of activities of students and teachers and in this sense are of a natural nature.

The objectives of an experiment in pedagogical research are testing a specific teaching system, comparing the effectiveness of teaching methods, testing the effectiveness of a teaching system, and others.

A psychological and pedagogical experiment involves three stages of work: preparatory (formulation of a hypothesis), conducting an experiment, and final (summarizing).

2. Practical use of the experimental method in pedagogical research

2.1 The problem of choosing a dependent and independent variable in an experiment

In an experimental study, the problem of choosing an independent and dependent variable is solved. The researcher consciously changes some phenomenon, object or process by introducing a new factor into it, which is called an independent variable. All those factors that change during the experiment under the influence of an independent variable are called dependent variables.

The basic principle of any experiment is to change only one factor in each research procedure, while keeping the rest unchanged and controllable. If it is necessary to check the influence of another factor, then the following research procedure is carried out, in which this factor is changed, and all other controlled factors remain unchanged.

The basic logic diagram might look like this:

The first option is that two groups participate in the experiment (experimental and control). In the experimental group, there is a targeted influence on some factor (E - the teaching method for solving some type of problem changes), but in the control group this does not happen. Factor E is an independent variable. According to variables A, B, C, the groups should be aligned (class, age, state of training, etc.). Changes must occur according to factor D - the success of solving problems after the implementation of the new methodology. If after the experiment it turns out that there are more changes in the experimental group than in the control group, then it is concluded that they are caused by precisely those variations in the independent variable that took place in the experiment.

The second option - a formative and control experiment is carried out in the same group. The dynamics of the “increment” of some indicator at the end of the experiment is measured (the speed of reading MS texts, a decrease in the level of anxiety, etc.).

Table 1. Advantages and disadvantages of the experimental method

The experimental method is always supported by others.

The experimental part of the study is based on the main problem, global goal, general objectives, and hypothesis.

However, it must be borne in mind that the experiment also presupposes the formulation of these components of the methodology at different stages of its implementation. They will be private and local in nature.

2.2 Experience in using the experimental method in pedagogical research

In the course of scientific and technological progress and the transition to new content of education, the role of experiment in school learning is increasing. In my work I will give an example of L.V. Zankov’s pedagogical experiment on the psychology of the general development of younger schoolchildren.

Domestic teacher, psychologist L.V. Zankov is the author of a number of studies aimed at studying the relationship between learning and development in elementary school. To solve this problem, a holistic experimental training system was developed and implemented, which differs significantly from training in mass practice. The study was carried out starting in 1957 within the framework of experimental classes (first one), in which new system training. A description of the experiment and its results is presented in the monograph “Training and Development”.

1. The analysis performed allowed L.V. Zankov to identify the insufficient level of development of this problem in theory. The key in this regard was the idea of ​​development. The novelty of the author's approach consisted in putting forward a position on the general, and not just the mental development of a student in the learning process.

The general development of a child is understood as the progressive movement of his interaction with the outside world in three main directions:

1) meeting with him “face to face” - observation activity;

2) knowledge of the essence of phenomena - mental activity;

3) material impact on objects, leading to their change or the creation of new products - practical actions.

Accordingly, the study of the development of junior schoolchildren in the learning process was structured in terms of identifying three data on a person’s relationship to the outside world.

2. To identify changes in these areas of development, psychological research methods were included in the pedagogical experiment. Thus, the study of observation activities was structured in such a way as to provide a reflection of the student’s ascent from lower to higher levels, characterized by an increasingly significant and organic participation of thought processes. To study mental activity, a technique was chosen that does not limit the subject to verbal and logical operations, but requires the work of abstract thought on sensory objects (for example, unraveling the basis for the division into groups of geometric bodies of various shapes, heights and colors).

Figure 1 - Psychological and pedagogical foundations of general development in the learning process

In the study of practical actions, the main attention was paid to an adequate combination of operational and goal-setting anticipation. Anticipation acts as a process of anticipating the development of events and the results of an action.

When making a material object, attention was paid both to anticipation of the goal of the action and to children’s ideas about ways to solve such problems. A verbal report on the work performed reflected the nature of the student’s awareness of the entire process of making an object.

A special component of the methodology was the comprehensive tracking of the spiritual growth and learning of individual children throughout the entire period of primary education. This aspect The methodology corresponded to the task of studying individual development options, which is an attempt to include individual lines of development of mental activity in the context of the student’s personality. The study of the progress of schoolchildren’s development and the analysis of the facts reflecting it were carried out in such a way that the variability of development not only did not hide the objective pattern operating here, but also served as additional evidence of its presence.

3. Conducting the experiment involved going beyond existing teaching practices. The main objective of teaching was to achieve optimal overall development of schoolchildren as the basis for the successful acquisition of knowledge and skills.

The content of training in experimental classes was different in that it gave schoolchildren a general picture of the world, based on the values ​​of science, literature, art, material culture. The richness of the content of education was achieved largely due to the inclusion of new subjects in the curriculum: natural sciences, geography - from the 1st grade, history - from the 2nd grade. The content of such subjects as the Russian language, reading, mathematics, drawing, music, and labor training becomes richer in varied material. At the same time, in experimental classes, the division of subjects into main and non-main ones is being eliminated, since from the point of view of overall development, not only academic success is important, but also the student’s advancement in physical, moral and intellectual development.

4. The organizing principle for the implementation of the pedagogical process in experimental classes were the didactic principles developed by L.V. Zankov. Their contents can be briefly presented as follows.

Training at a high level of difficulty. The student’s overcoming difficulties in the “zone of proximal development” leads to the student’s development and strengthens his faith in his own strength.

The leading role of theoretical knowledge. This is not about a simple study of theory, but about the discovery of significant connections in the material, the discovery of patterns.

Studying program material at a fast pace. According to L.V. Zankova, “chewing gum is the worst enemy of development.” It is necessary to repeat what has been learned only when the student begins to learn something new. This is necessary in order to connect new knowledge with previous material. Students' awareness of the learning process. The student realizes himself as a subject of educational activity: how can I remember the material better, what new things have I learned, how have my ideas about the world changed, how am I changing?

Systematic work on the development of all students. It is not allowed to separate children by ability. Everyone advances in their development as a result of cooperation with children of different development.

5. At the same time, according to the authors, didactic principles and provisions are a level of abstraction, from which there is no direct transition to the daily work of the teacher, and only the methodology brings the didactic content to the teacher, to the children. According to the authors, the methodological system acts as a unity of methodological means of presenting the content of training and methods of pedagogical activity. Such a system always has certain pedagogical properties both from the side of the teacher’s activities and from the side of the student’s educational activities. These typical properties include the following:

* versatility, which consists in the fact that methodological techniques are characterized by heterogeneous functions: they are presented as means that serve not only the assimilation of knowledge and skills, but also the development of schoolchildren, the involvement of real versatile mental activity of schoolchildren in the sphere of teaching. A special place is occupied by the needs for cognition and positive emotions;

* procedural nature means that each segment of the training course is included as a dependent element in an organic part with other elements; the knowledge of each element progresses all the time as the mastery of other, subsequent elements of the subject and awareness of the corresponding whole, up to the training course and its continuation in subsequent grades;

* collisions as a means of stimulating the intensity of a student’s learning, his ascension to each subsequent stage of educational activity and development, when the information acquired by schoolchildren collides with each other;

* variation, which involves finding ways and means of modifying the methodological system in accordance with acceptable differences in the construction of the content of the educational process, differences between teachers in the style of work that has developed in their experience, as well as depending on the individual characteristics of schoolchildren.

6. The main organizational forms of experimental learning are the same as traditional ones (lesson, excursion, homework), but, in essence, they are more flexible, dynamic, and more consistent with the task of the overall development of students. Thanks to new didactic principles, the lesson changes significantly: its structure differs from the traditional one, children’s knowledge expands with the constant interweaving of new knowledge with previously acquired knowledge. Excursions are conducted systematically and are as significant in enriching the knowledge and development of students as the lesson. Homework has a more varied content, arouses children's keen interest, the need for knowledge and activity, and therefore is not a source of overload for them.

7. The nature of the relationship between teachers and students L.V. Zankov considered it the most important component of the didactic system. In all his works, he writes about respect for the individuality of students, about providing opportunities for their individual development, about a special, trusting atmosphere in the classroom, about the importance of using children’s personal experience, their own assessments, and views on what is being studied in the educational process. The creation of a creative atmosphere and atmosphere of cooperation in the classroom is facilitated by the variety of activities of students, which allows each of them to fully participate in the educational process.

8. The initial task - to provide general development to schoolchildren - also determines the approach to identifying learning outcomes. Forms and methods of teaching based on new approaches contributed to the emergence of new forms of mental activity among schoolchildren. They were not the result of a direct reflection of the content of training, but arose on the basis of a generalization of pedagogical influences, i.e. as a result internal work psyche. Thus, in the field of thinking, such a synthesis of impressions received during training leads to the genuine development of thinking, and not to the assimilation of methods of mental activity - specific or general, but given from the outside. Thanks to the methods used in the educational process, a connection arose between cognition and the multifaceted feelings of schoolchildren. The methods used also contribute to the gradual formation of such essential quality, as awareness of oneself, the ability to peer into oneself, into one’s own inner world.

As a result, the teacher had the opportunity to judge the level of his work not by formal indicators of academic performance, but by the actual progress of students in development. It is very important that marks were given only based on the results of work over a long period of time. This relieved tension among schoolchildren, created genuine activity in them, and allowed the teacher to better monitor the development of students. Satisfaction with their work on the part of teachers and students with this approach increases significantly.

9. The research carried out based on the results of experimental training made it possible to identify the following changes in the development of these aspects of schoolchildren. The most important change in the nature of observation activities is the transition from the one-sidedness of identifying the properties of an object (by color) to versatility. For ordinary schoolchildren, progress consists only in a more detailed perception of the parts of an object, as well as in a more accurate and subtle identification of its color properties. At the same time, schoolchildren in the experimental group notice not only the coloring of an object, but also the shape and structure of its parts, the size of the object and its individual parts, and other characteristic features. In addition, for schoolchildren in experimental classes, observation activity includes such a characteristic component as comparison of the observed object with other objects. Some schoolchildren in the experimental class develop the ability to generalize the characteristics of the properties of observed objects.

The experiments also revealed a sharp superiority of schoolchildren in experimental classes over their peers from regular classes in the number of statements about the observed object, in the intensity and stability of the “impulse to observe.”

The study of mental activity revealed that development proceeds: a) along the line of expanding the coverage of subjects considered in the same aspect; b) along the lines of the emergence of a multidimensional approach to things, when each subject begins to be simultaneously considered from different points of view. These changes first appear in actions with real objects and then are revealed in the verbal plane. A significant role in the emergence of the correct verbal answer was played by reliance on the practically achieved result in operating with objects.

Other qualitative changes were also discovered that affected the sphere of internal motivations for the activity being carried out. Schoolchildren in experimental classes are characterized by actions based on their own motivation, the desire to prove their judgments, purposefulness, subordination of actions and verbal reports to the task at hand.

In the psychological study of practical activity, the most important aspects in the structure of any action were specifically identified - preliminary planning (in psychological aspect- anticipation) and processes associated with the performance of control functions, the level of development of which largely determines the success of any activity. Analysis of the data obtained showed that students in experimental classes were more advanced in planning their activities than students in regular classes. The development of planning skills among students in regular classes occurs at a slow pace, giving almost no noticeable qualitative changes over several years of study.

In other words, students in a regular class lack the most important component of action, namely goal-oriented connections, i.e. connections between representations of goals and corresponding representations of operations leading to the achievement of these goals. In addition, among schoolchildren in the experimental class there is a fairly visible connection between planning, the method and nature of actions and the subsequent report. Schoolchildren in experimental classes are distinguished by a close connection between speech as a form of mental processes and objective action, due to which anticipation occurs adequately, and the student understands the progress of work.

10. In general, received in the course of work done under the leadership of L.V. Zankov's research results indicate that both in terms of advancement in general development and in the quality of mastering knowledge and skills, a fundamental superiority of schoolchildren in experimental classes over regular students was revealed. Subsequently, this system (developed initially as a research method), due to its high efficiency, became an applied research result suitable for use in mass school practice.

Today, this approach is known as developmental education (according to L.V. Zankov) - it is a methodological system of primary education built on the basis of qualitatively new didactic principles, aimed at the general development of younger schoolchildren. To promote this approach into educational practice, the Federal Scientific and Methodological Center named after. L.V. Zankov at the Ministry of Education and Science of the Russian Federation.

You can also give an example brief description experiment on the manifestation of “affect of inadequacy” in the behavior of schoolchildren.

Formulation of the problem. In the article by L.I. Bozhovich “Psychological analysis of the conditions for the formation and structure of a harmonious personality” shows that schoolchildren quite often show increased sensitivity, stubbornness, negativism, etc. in their behavior. The psychological component of this behavior is negative affective experiences, which are based on the dissatisfaction of some vital needs for the child or a conflict between them.

Especially often, such experiences arise in cases where the child’s aspirations in the areas of activity that are most significant to him are not satisfied.

Hypothesis. At the heart of all these cases of negative affective experiences is a conflict between two equally strong but incompatible tendencies: the desire of children to maintain their usual, but inadequately inflated self-esteem and the ability to complete the difficult task assigned to them.

The inability to achieve the required result confronts the student with failure. Experiencing this fact leads to the appearance of a negatively colored reaction: it either rejects the very fact of failure or explains it with reasons that do not correspond to reality. As a result, an inadequate emotional reaction to failure occurs.

As a rule, a student’s negative reaction causes retaliatory actions from others, which can only aggravate this behavior. In them, the child sees only confirmation of his conjectures about the unfair treatment of him by others.

Research method. Laboratory experiment.

Methodological idea. In the course of experimental actions, it is deliberate to push the differently directed motivational tendencies of the subjects against each other in order to achieve the manifestation of a conflict of claims.

Select those subjects in whom these reactions manifested themselves most clearly, and correlate them with other personality traits of schoolchildren (in particular, with the level of self-esteem).

...

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