Method of experiment in pedagogical research. Methods of pedagogical research
The concept of pedagogical experiment
Experiment as a research method is used to solve scientific and methodological problems both in psychology and pedagogy. Mobility, multifactorial nature of the pedagogical process determine the use of specifically complex pedagogical experience, which allows you to more reliably identify positive aspects and shortcomings, argue values, reveal internal relationships and dependencies in pedagogical phenomena and processes. Thus, this is the most accurate method of studying phenomena, fixing precedents, tracking changes and development of participants in the pedagogical process. A group pedagogical experiment reveals the possibility to explore cause-and-effect relationships, internal informants of development, thereby reaching the theoretical level of research into the issues under study.
The salient features are:
- the planned intervention of the prospector in the course of the process under study,
- the possibility of multiple reconstruction of the studied phenomena under varying conditions, with regard to the specific measurement of their parameters.
The experiment makes it possible to decompose holistic pedagogical actions into their constituent components, change the conditions in which they operate, single out and check the impact on the results of individual moments, trace the formation and development of individual aspects and connections, and record the acquired results. In addition, the experiment can also serve to test particular and general hypotheses, refine individual conclusions, establish and refine precedents, determine the performance of the means used, etc.
A pedagogical experiment is rightfully considered a specific ensemble of all research methods, which provides a scientifically based and evidence-based verification of the correctness of the hypothesis justified at the beginning of the study.
Types of pedagogical experiment
In pedagogy, there are traditionally several main types of experiment:
- natural and laboratory.
- Ascertaining and forming experiment.
A natural experiment is conducted in ordinary, natural conditions of training and education. The researcher looks at the initial state of work, the behavior of students, and after that, appropriate changes are made to the content, forms, methods of educational work. Further, the level of success in teaching children or the level of upbringing is again examined and a conclusion is made about the performance of the system of measures used in natural conditions.
In the case of a laboratory experiment, a group of students is singled out, with whom certain work is carried out under specialized conditions and a conclusion is made about its effectiveness.
In the first case, the researcher, by experimental method, establishes exclusively the state of the pedagogical system being studied. In the second case, the researcher can use a special system of measures aimed at developing clear personal qualities in students, improving their academic work and behavior.
For the experiment, as a rule, 2 groups of students are selected - control and experimental. The identification of these groups is carried out using a random selection, and it will be necessary to summarize approximately the same level of education or upbringing of the students in these groups before the start of the experiment. But it is quite possible to conduct an experiment with one group, without isolating a control group. In this case, the level of education or upbringing, or some other characteristics (depending on the goals of the experiment) is measured before and after the experiment.
Stages of the experiment
To understand all the organizational work for the development of experimental work in the school, it is necessary to single out its stages:
- The diagnostic stage is the analysis of the difficulties of teachers, the state of the educational process for the task, the identification and formulation of contradictions that need to be eliminated as soon as possible with the help of some configurations, new methods, technologies, textures, a new list of possibilities. In other words: identifying the difficulty and explaining its relevance.
- The prognostic stage is the setting of a goal, the definition of tasks in accordance with it, the construction of a hypothesis, the prediction of possible positive and negative results, costs, and the consideration of compensation funds. In other words: the study of the expanded program of the experiment.
- Organizational stage - providing criteria for the implementation of the program, preparing the material base, distributing highly functional duties, organizing special training for personnel, methodological support for experimental work, etc.
- Practical stage – conducting initial control checks, implementation of new technology, tracking the process, results, correction of the tested technology.
- The generalizing stage is the processing of the material, the correlation of the results of the experiment with the set goals, their complete analysis, the correction or approval of the hypothesis in accordance with the results obtained, the design and description of the progress and results of the experiment.
- The implementation stage is the dissemination of a new methodology in the teaching staff.
One of the laborious issues of any pedagogical research is the choice of performance criteria for the proposed system of measures. These aspects must comply with the following principles:
- be impartial (as far as possible), that is, evaluate the feature under study unambiguously;
- valid, that is, to evaluate immediately what the experimenter is trying to evaluate;
- neutral in relation to the studied actions;
- complete, that is, a set of criteria with the necessary completeness should cover all the significant properties of the studied action or process.
Experiment- one of the most developed questions in science and at the same time one of the most poorly realized types of research activity in general and pedagogical activity in particular.
The experiment came to pedagogy at the very beginning of the 20th century. In many countries, attempts were made to create "exact pedagogy", "experimental pedagogy". Their task was to study the influence of artificially created means of influence on the development of the child.
The experiment was either banned (its role in improving theory and practice was belittled), or it was elevated as the only reliable source of scientific knowledge. Such excesses in the assessment of the experiment cannot be explained only by the specifics of the totalitarian system. It is necessary to take into account the “high” philosophical “origin” of pedagogy itself, and the still existing misconceptions that pedagogy is an art, not a science, and practice is a criterion of truth.
One should keep in mind the complexity of the experimental activity itself and the prevailing prejudice that it is impossible to experiment on people.
In the encyclopedic dictionary experiment(from lat. expre-ptep1it - trial, experience) is defined as a method of cognition, with the help of which phenomena of reality are studied under controlled and controlled conditions.
In the philosophical dictionary, this concept is interpreted as "the study of any phenomena by actively influencing them by creating new conditions that correspond to the goals of the study, or by changing the flow of the process in the right direction" 1 . The Concise Philosophical Encyclopedia defines an experiment as “a planned observation; systematic isolation, combination and variation of conditions in order to study the phenomena that depend on them. Thus, a person creates the possibility of observing something, on the basis of which his knowledge of the patterns in the observed phenomenon is formed.
In the dictionary "Psychology" the concept of "experiment" is considered as "one of the main (along with observation) methods of scientific knowledge in general, psychological research in particular. It differs from observation by active intervention in the situation on the part of the researcher, who systematically manipulates one or more variables (factors) and registers concomitant changes in the behavior of the object under study. A correctly set experiment allows you to test hypotheses about causal relationships, not limited to ascertaining the relationship (correlation) between variables” 3 .
The experiment is carried out on the basis of a theory that determines the formulation of problems and the interpretation of its results. The experimental research method for the first time received philosophical understanding in the works of F. Bacon, who developed the classification of experiments. According to this classification, which has not lost its significance even today, there are three types of experiments:
Experimenta fructifera - fruitful experiments, that is, an experiment that brings practical benefits;
Experimenta Lucifera- luminiferous experiments, i.e. experiment expanding knowledge;
Experimenta crucis- the experiment of the "cross" (crossroads), i.e. an experiment that serves to test hypotheses and predictions of fundamental importance (the so-called decisive experiment).
In the definition pedagogical experiment as a special pedagogical phenomenon, there is also no unity. In the works of Yu.K. Babansky, V.V. Bykov, V.I. Zhuravlev, V.I. Zagvyazinsky, A.I. MM Potashnik and others. The experiment is considered from a variety of positions. In particular, like:
a system of techniques and methods for studying phenomena;
· object-tool activity of a person, based on theoretical knowledge and aimed at cognitive activity;
· view research activities as part of a study in which the researcher manipulates variables and observes the effect these manipulations have on other variables;
technology of innovative activity.
IN modern pedagogy definitions experiment is considered as:
scientifically based experience;
hypothesis testing;
Reproduction by someone of a developed methodology (technologies, systems of measures, etc.) in new conditions by another teacher or manager;
research work in an educational institution on a particular problem;
The method of cognition, with the help of which, in natural or artificially created controlled and managed conditions, a pedagogical phenomenon is studied, a new way of solving a problem, a problem is sought (A.M. Novikov);
· Strictly directed and controlled pedagogical activity to create and test new technologies for teaching, educating, developing children, school management;
a research method that involves the identification of significant factors that affect the results of pedagogical activity, and allows you to vary these factors in order to achieve optimal results;
The method of pedagogical research, in which there is an active influence on pedagogical phenomena by creating new conditions that correspond to the purpose of the study;
research activity designed to test the hypothesis put forward, deployed in natural or artificially created controlled and managed conditions, the result of which is new knowledge, including the identification of significant factors that affect the results of pedagogical activity (E.S. Komrakov, A.S. Sidenko).
Pedagogical experiment- an experiment of a special kind, the task of which is to clarify the comparative effectiveness of technologies, methods, techniques, new content of education, etc. used in educational and educational activities.
A pedagogical experiment is an innovative type of research activity, the main content of which is the purposeful translation of a scientific idea into practice in order to transform the latter. This is a scientific research method based on the initiation of some process (phenomenon) or the impact on this process, on such a regulation of this process that allows it to be controlled and measured, as well as to verify hypotheses (Window V.).
Thus, it can be stated that scientists today do not have a common understanding of what an experiment is. However, according to M.M. Potashnik, and there are no special contradictions in the definitions. They complement or complement each other. For example, definitions contain information about the scientific status of an experiment in a study. Some authors consider it a method of research, others - a kind of research activity. How research method, experiment performs the function of a means of cognition and obtaining new pedagogical knowledge. This method serves to penetrate "inside" those phenomena that do not show their essence, in order to accelerate the process of obtaining knowledge suitable for more successful activities in the future by intrusion into the natural course of events.
Other scholars see experiment is a kind of research activity. This interpretation is much broader than the first. In this sense, the experiment is not only a means of knowing reality, but also a means of transforming it. No wonder there is a statement that an experiment is always the introduction of ideas into the practice of education. In scientific use, there is a corresponding term - experimental implementation, denoting the introduction of ideas through or in the course of experimentation.
Experiment as a form of practice performs the function of a criterion of truth scientific knowledge generally.
Experiment as a technology of innovation means a certain set and procedure for achieving the planned pedagogical result.
Summarizing the above, it can be argued that experimental activities in the field of education:
This is a purposeful activity that involves the active influence of the experimenter (teacher, educator) on the situation under study and the measurement of changes in the psychological, pedagogical, behavioral characteristics of students occurring under the influence of this influence;
This is an innovative activity that ensures the development, change of the object and subject of experimentation through specially used means and methods;
This is an activity associated with innovative ideas, with their implementation;
It is always a consciously and purposefully designed, managed and controlled activity;
This is a diagnosable activity;
This is an activity that gives new pedagogical knowledge.
In the literature and pedagogical practice, the phrase “experimental work (EER)” is often used. In these authors, we find the answer to the question of how experiment and experiment differ. An experiment differs from a simple experiment in that the latter is not specifically planned, worked out, or diagnosed. Individual experience of a particular teacher can be associated with innovation. And then he is called advanced pedagogical experience, and the teacher is called an innovator. But one has only to introduce organization, forecasting, planning and diagnostics into this naturally and evolutionarily developing and flowing experience, as it immediately passes into the rank of experiment.
Typology of experiments. Modern science uses various types of experiments. In the field of fundamental research, the simplest type of experiment is quality experiment, which aims to establish the presence or absence of the phenomenon supposed by the theory. More complex measuring experiment, revealing the quantitative certainty of any property of an object. Widely used in fundamental research thought experiment. It belongs to the field of theoretical knowledge and is a system of mental procedures carried out on idealized objects. Being theoretical models of real experimental situations, thought experiments are carried out in order to clarify the consistency of the basic principles of the theory.
According to the conditions of conducting, two types of experiments can be distinguished: natural (field) and laboratory.
natural experiment is carried out in a specific situation, so the results obtained and the conclusions drawn are fully adequate for solving practical problems. For example, the experimenter introduces new means or teaching methods into the habitually flowing learning activity in the classroom, replacing the old, ineffective ones. Everything, except methods and means, is preserved at the same time: the venue, the daily routine, the schedule, the former teacher and the composition of the group. In these natural conditions, it is almost impossible to eliminate "noises". Moreover, this experiment, as a rule, is conducted by the teacher himself. This is what made it possible to call such an experiment experimental work. Basically, experiments in pedagogy are carried out as natural, not destroying the existing pedagogical processes or systems. Main negative point natural experiment is the lack or lack of control of many variables that affect its course.
Laboratory experiment is carried out in laboratory conditions and is built on the principle of modeling organizational, psychological and pedagogical processes and phenomena. It allows you to establish more precise control over many variables and create conditions that can be considered similar to natural. In this experiment, students or teachers are invited to specially prepared rooms (laboratories), where all extraneous stimuli are removed - noise, unnecessary didactic materials, etc. Under these “purified” conditions, the experimenters are asked to do something or they are influenced by something, and the results of these actions are immediately measured. An example is an experiment to identify the mental state of students in a lesson under the influence of background music, as well as work with an electroencephalograph. In general, the laboratory experiment in pedagogical research is used extremely rarely.
Along with accuracy, the laboratory experiment also has others: it makes it possible to create the necessary conditions for repeated repetition of the experiment under the same conditions. Its disadvantage is unnatural, artificially created conditions. The difficulty lies both in the fact that it is required to model the actual situation with extreme accuracy, and in the fact that the subjects find themselves in completely new conditions, which in itself can distort the results of the experiment.
Experimenters in their practical activities, before resorting to a laboratory experiment, must carefully analyze the real situation and identify its main, key points, general and specific features.
According to the goals, there are ascertaining, teaching (forming), controlling and comparative (diagnosing) experiments.
Target ascertaining experiment - measurement of the current level of development (for example, the level of training, the development of abstract thinking, the moral and volitional qualities of a person, etc.). Thus, the primary material for organizing a formative experiment is obtained. The ascertaining experiment is connected with the study of the current state of the dependent variable. In this case, the independent variable exists as an immanently present factor. For example, the dynamics of the motivation for teaching first-year students is studied. This dependent variable is diagnosed. The age of students and the year of their education are used as independent variables. They exist on their own. When analyzing the results of measuring dependent variables, their relationship with age and year of study is established. There are many ascertaining experiments in pedagogy, especially in frontier research. The diagnostic methods used simultaneously perform an educational function. Through them, the experiment influences its participants and to some extent transforms them: any question in a test, conversation, questionnaire prompts “through it” to analyze and evaluate oneself, choosing an answer.
Formative (transformative, teaching) experiment sets as its goal not a simple statement of the level of formation of this or that activity, the development of certain aspects of the personality, but their active formation or upbringing. In this case, during the experiment, a special situation is created, which allows not only to identify the conditions necessary for organizing the required behavior, but also to experimentally carry out the purposeful development of new types of activity, to reveal their structure more deeply.
The formative experiment is widely used in the study of specific ways of forming personality traits, providing a combination of psychological research with pedagogical search and design, study and approbation of the most effective technologies, methods, techniques, forms of the educational process. It sets goals for transforming dependent variables. It contains both variables. This is the most complete and truly pedagogical, transformative experiment.
By using control experiment after a specific period of time after the formative experiment, the level of changes is determined based on the materials of the formative experiment.
Diagnosing (comparative) experiment aims to compare the results of research (experimental) activities and the correctness of the hypotheses put forward. A comparative experiment takes place if there are experimental and control groups in which the educational process is conducted differently. At the same time, it is important that, with the deduction of the factors introduced by the researcher, the other conditions affecting the results of educational work should be the same for both groups.
In a comparative experiment, it is necessary:
· equalize the conditions of educational work (except for the experimental factor) in the experimental and control groups;
Determine, with the help of fairly objective methods of assessment, the initial level of education, development, upbringing, etc. of students in both groups;
carry out the necessary work in the experimental groups with the introduction of an experimental factor, and in the control groups - without it;
Re-determine the level of education, development, upbringing, etc. of students in both groups;
Determine the level of retention of the achieved results among students after a sufficiently long period of time (3-6 months) - a control procedure.
As part of the modernization of the structure and content of education, according to the level of coverage of subjects of education and tasks, experiments are divided into large-scale and local.
Large-Scale Experiment - this is an experiment conducted in the general population of experimental educational institutions, during which the main goals and objectives of modernizing the content and structure of education are worked out and tested, the pedagogical effectiveness and social consequences of this experiment are revealed at the stage of its implementation and dissemination of results, as well as the accumulation of samples of advanced pedagogical experience corresponding to the reform strategy. Such an experiment is, for example, the introduction of the Unified State Examination (USE).
Local(from lat. localis- local) experiment does not claim to change the entire system. It is peculiar to a particular institution and does not go beyond certain limits. Its main purpose is to define certain instances of a new type within the system. The local experiment covers smaller samples.
The advantage of this experiment is that the researcher can adjust the conditions of the study, accurately record the results and use them directly in a particular setting. The advantage of a local experiment is also the ability to create certain conditions, think over a system for measuring and controlling various variables, guarantee the accuracy of compliance with the conditions and repeat the experiment.
Experiments in pedagogy are also divided by content. There is "pure" pedagogical experiments. For example, didactic, methodical, educational. It is easy to guess what is behind this. This means that both the goals, the hypothesis, the variables, and the diagnostic methods are developed within the framework of the relevant pedagogical theories, exercises, problems.
Very often, experiments in pedagogy are carried out at the interface with other sciences. Psychological, physiological, sociological, medical, environmental, linguistic, historical, and other factors can be taken as one of the variables, more often dependent. And then psychological-pedagogical, physiological-pedagogical, social-pedagogical, medical-pedagogical, ecological-pedagogical, linguistic-pedagogical, historical-pedagogical experiments are carried out. These are the so-called frontier experiments.
In the course of boundary experiments, the dependence of pedagogical factors on other factors is studied. For example, a medical and pedagogical problem is the duration of a lesson. The researcher takes the duration of the training session as an independent variable, i.e. pedagogical factor. Medical indicators act as a dependent variable: pulse, body temperature, heartbeat, etc. They are used to judge the possibility and expediency of reducing or continuing the lesson. An experiment is possible when pedagogical factors are taken as dependent ones - training, attitude to work, motivation for learning, etc.
According to the nature of the control and the method of diagnosing, the experiments are divided into measuring experiments and quasi-experiments.
measuring experiment - a criteria-based experiment that has clearly defined criteria-based indicators and a method for diagnosing them. During the experiment, the researcher receives and processes statistically significant data. The materials of such a study are processed into graphs, diagrams, formulas, indices, levels, etc.
Quasi-experiment carried out in the absence of full control of parameters, it is an uncontrolled experiment. It is used in the formation of innovative activities of the teacher.
According to the breadth of coverage of people, teams, educational institutions and the duration of the conduct, panel and longitudinal experiments are distinguished.
Panel experiment - very broad experiment, with a large coverage of participants. As a rule, it is short-lived. Many ascertaining experiments are panel experiments at the same time.
longitudinal experiment, on the contrary, it is narrow, lengthy, lasting several years in a row with the same participants. Usually formative experiments are carried out as longitudinal ones.
In addition, the typology of experiments includes single species.
In works on applied innovation, this type of pedagogical experiment is called experiment with given initial settings(M.V. Klarin). According to M.V. Klarin, the given initial settings are a social order, educational guidelines, goals and content of education.
In recent years, there has been a widespread system experiments, assuming the presence of several subsystems having a connection "vertically". As a rule, such subsystems are the federal, regional levels and the level of an educational institution. System experiments are usually carried out at experimental sites: federal or any research institutions. This type of experiment often has predetermined initial settings.
A kind of ascertaining experiment is experimental study "with a beginner". Its essence lies in the introduction of a new person in the studied educational or production group. This kind of "decoy" should see the team from the inside and notice those aspects of its life that are not noticed by its members.
In pedagogy, the so-called false experiments(placebo). Their essence lies in the fact that the introduction of independent variables is announced, which are not actually introduced. Subjects are told that they are being affected by something new, but in reality this is not happening. The bet is on suggestion.
rare artifact experiment. In the course of experimentation, results appear that are directly opposite to the hypothesis, not confirming, but rejecting, overturning it. Such experiments are being carried out, but researchers are afraid to describe them.
In pedagogy, you can also use thought experiment. It is used to predict the future, coming. This experiment is used in two cases: when preparing complex complex experiments with a high degree of risk and when developing a solution to get out of problem situations. It is also called a simulation experiment and can be carried out using a computer.
The essence of a thought experiment is to, sitting in an office or at a computer, mentally think through the entire course of the study step by step, accurately represent the independent variables and predict the “behavior” of the dependent variables.
A feature of this type of experiment is its reliance on obvious facts; it is the possible realities that are analyzed. Therefore, it can be recommended to managers as a way to resolve conflicts or determine the strategy and tactics for the development of an educational institution. Unfortunately, mental experimentation in pedagogy is not developed.
In addition, experimental activity differs in types, which are understood as methods of internal organization of the experiment. There are four types of such organization.
First type. Conducting an experiment with the presence of experimental and control groups. Two groups with approximately equal initial characteristics are selected for the experiment. In one of them, independent variables are introduced, and in the other, everything is kept as before. Dependent variables naturally change in different ways. Diagnosing them, the experimenter compares the trends of change and growth in both groups and draws a conclusion about the degree of effectiveness of the introduced innovation.
Second type. Conducting an experiment without control groups when comparing the results of the growth of dependent variables from the beginning of the experiment to its completion. This research is "from what has been achieved." It is carried out under the condition when it is impossible to create equal control groups, for example, in the study of individual behavior.
Third type. The experiment is carried out according to the second type, but mass practice, randomly taken groups, courses are used as control groups.
Fourth type. The experiment is carried out according to the second type, but data from studies, possibly conducted in other territories and even at other times, are used as diagnostic data for control groups.
All four types of organization of the experiment have the right to exist. It's all about the expediency of the choice, its adequacy to the tasks and conditions of experimentation.
So, experimentation in the field of pedagogy is different. It is up to the teacher to decide on the choice of the type and type of experiment.
The structure of the experiment. The structure of the experiment includes:
object and subject of transformation;
a means of transforming the object and subject of experimentation;
technology of using funds;
diagnostic and analytical methods.
Each of these parts, in turn, consists of components.
Let's give a brief description of them.
An object And subject of transformation as the most important components of the experiment, is to determine the circle of people (students, teachers or parents) who will be subjected to experimental influence, who will be provided with special pedagogical assistance in developing certain qualities in them. The specific contingent with which the experimenter works is the object of experimentation.
The effectiveness of experimental work is largely due to the correctness of the experimental sample. The sample in the experiment is the determination of the quantitative and qualitative composition of its participants. Sampling as a research procedure is well developed in sociology. From sociological works, you can find out what types of sampling exist, the criteria for the quantitative composition of participants. So, for sociological research, the limits of the sample population range from 350 to 3000 units of observation. According to Yu.K.
As many researchers note, the situation in pedagogy and education often does not require any sampling. Experiments are usually carried out in several educational institutions or study groups. Nevertheless, when conducting ascertaining or large-scale experiments, it is necessary to determine the sample. In doing so, the following must be taken into account:
The participants in the experiment must be united in groups (teams) or able to reform into new groups needed for the experiment;
The participants in the experiment must, in their main characteristics, correspond to the idea, hypothesis and clearly enough express the qualities that make up the dependent variables;
The participants in the experiment are volunteers who are psychologically ready to help carry out important work;
· The general principle of sampling participants in the experiment should be representativeness - the representation of participants sufficient to obtain conclusions that can be extended to the entire population of such phenomena.
The object of the experiment are people. However, today there is no such pedagogical tool that would cover the entire personality with all its structures, manifestations and qualities at the same time. Any impact is always partial, as are changes in a person. That part, side or quality of the personality, which the experimenter influences in order to change it, is called the subject of the experiment. The subject of the experimental transformation is then included in the final goal of experimentation and might look like this:
the level of motivation for teaching students of the group, course, specialty;
The level of training of students of the group, course, specialty.
The means of transforming the object and the subject of experimentation - these are the components of the pedagogical process or pedagogical activity, with the help of which the researcher intends to transform the object and subject. Among them are methods, content, means, forms of education and training. Any traditional component can be changed, selected, replaced by another, innovative one, and thus provide changes in the object and subject of research. For example, by introducing problem-searching teaching methods into the educational process of a higher educational institution, some characteristics of students' thinking can be changed. Working in search, research modes, the student develops his thinking, it becomes more flexible, problematic, critical, systemic, etc.
The means of transforming the object and the subject is part of the goal of experimentation. In fact, the purpose of the experiment is the answer to the question: “What do we want to get (do) as a result of the experimental study?”. As a rule, the goal is expressed in the form of a verb: “find out”, “reveal”, “create”, “check”, “conduct”, “determine”, “build”. In order to correctly formulate the goal of the experiment, it is necessary to understand how the pedagogical and research goals correlate.
According to the reflexive-activity approach, a teacher carrying out the educational process tends to combine two positions - pedagogical and research - and, accordingly, two types of activity - teaching and scientific research. Simultaneous stay of the teacher in these two positions involves work in two spaces (research and practice) and determines the differences in the goals of these activities. They are deeply interconnected, intertwined and influence each other. Nevertheless, the pedagogical goal and the goal of the experiment are not the same thing. The goal of the teacher-practitioner (pedagogical goal) is changes in the student due to innovation. The purpose of the experimental activity is to answer the question: “how and due to what did the pedagogical result succeed?”.
From what has been said, it follows that when formulating a goal, it is necessary to take into account its dualism. Otherwise, it is impossible to determine the ratio of research and pedagogical goals. As a result, there is a threat of their complete or significant mismatch. A situation may arise: innovation for the sake of innovation, even to the detriment of the development of pedagogical practice, when the content of the performance criterion is distorted - educational results are replaced by innovative ones.
Approaches to formulating the goals of experimental activity can be classified as follows.
The first group - the formulated goals are focused only on the pedagogical result. For example: "to form a positive motivation for the teaching of students of the course (specialty) through the use of problem-developing teaching methods"; “to increase the level of knowledge of the students of a group (course, specialty) in a particular discipline through the individualization of learning in the course of training sessions.”
Moreover, when formulating a goal, the experimenter can think in the opposite direction, i.e. not from the object, but from the means. Then the formulation of the goal of the experiment will be as follows:
· to determine the influence of methods of problem-developing education on the formation of motives for teaching students of a group (course, specialty);
· to check the effectiveness of methods of individualization of education as a means of increasing the learning of students of a group (course, specialty) in a given academic discipline.
The second group is goals focused on innovative results. For example, “to develop a model of educational activity of a humanitarian lyceum in the conditions of the Far North”, “to develop and test an optimal model of scientific, methodological and psychological and pedagogical support for experimental work in a vocational pedagogical college”.
The third group - goals that are simultaneously focused on the results of both innovative and pedagogical activities:
combined goals. For example: “to develop evidence-based recommendations for modeling and organizing the activities of the educational complex "school-college-university", which ensures the effective formation of a harmonious creative personality of a competitive specialist" or "to develop and test methods for adapting first-year students to the conditions of study in a higher professional educational institution aimed at removing the barrier between the general education and vocational schools and ensuring the successful education of school graduates at the university without reducing program requirements”;
separate formulation of goals. For example, the pedagogical goal: "the expected result of pedagogical activity, expressed in positive changes in the motivation of the teaching of first-year students, which appeared due to the experimental development and implementation of elective courses of a professional orientation." The goal focused on the innovative result: "the expected result of the experimenter's activity, expressed in obtaining new knowledge about the possibilities of specialized education in the development of positive motivation for students in a general education school in the form of experimental materials and recommendations for the development and implementation of elective courses of a professional orientation." The fourth group - goals that claim to obtain a scientific result. For example: “to develop the content, organizational and methodological foundations for the activities of the scientific and methodological council of a general education school, lyceum, gymnasium”,
determine the conditions for professional, psychological, pedagogical and scientific and methodological readiness of a teacher of a general education school for innovative activity”.
Summing up what has been said, we can assume that the goals of a pedagogical experiment as a format of innovative activity are the most acceptable: separate or combined formulation of pedagogical and research goals. This also applies to the research goal, obtaining a scientific result. This result is an additional product of innovative activity. It is necessary to create a specific practice that works for the pedagogical goal. If a scientific result in the form of new knowledge is proposed as the main one, then innovative activity goes into the category of research, so it should be carried out not on the basis of the methodology of transformation, but on the basis of the methodology of scientific knowledge.
MOSCOW STATE REGIONAL UNIVERSITY
FACULTY psychological
TEST
by discipline " Fundamentals of General Pedagogy »
Pedagogical research and its methods. Experiment as a method of pedagogical research. Other Methods of Pedagogical Research .
Completed by a student
distance learning
speciality "_______"
1 course PS-Z-06 groups
Larcheva A.S.
Scientific adviser:
FULL NAME _________________
Moscow 2006
Introduction……………………………………………………………………………….………3
Pedagogical research…………………………………….……………………..4
Specific methodological principles of pedagogical research ...... 6
Methods of pedagogical research…………………………………………….……7
Experiment as a method of pedagogical research…………………………9
Other methods of pedagogical research…………………………………… 14
Conclusion………………………………………………………………………………….15
List of references…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
INTRODUCTION
Pedagogy is a science that studies a special, socially and personally determined, characterized by pedagogical goal-setting and pedagogical guidance, activities to introduce human beings to life in society.
Pedagogical science performs the same functions as any other scientific discipline: description, explanation and prediction of the phenomena of the area of reality that it studies.
The tasks of pedagogy are divided into practical and scientific. Practical work is aimed at obtaining concrete results, and scientific work is aimed at obtaining knowledge about how this activity objectively proceeds and what needs to be done to make it more effective and consistent with the goals set. The tasks of pedagogical science include the identification of objective patterns of the educational process, the rationale for modern pedagogical systems, the development of a new content of education. To accomplish these tasks, a system of methods has been developed, the characteristics of which are presented in this paper.
EDUCATIONAL RESEARCH
Pedagogical research is the process and result of scientific activity aimed at obtaining new knowledge about the patterns of education, its structure and mechanisms, content, principles and technologies. Pedagogical research explains and predicts facts and phenomena.
Pedagogical phenomena can be divided into fundamental, applied and development. The result of fundamental research are generalizing concepts that summarize the theoretical and practical achievements of pedagogy or offer models for the development of pedagogical systems on a prognostic basis. Applied research is work aimed at an in-depth study of certain aspects of the pedagogical process, establishing patterns of multilateral pedagogical practice. The developments are aimed at substantiating specific scientific and practical recommendations, taking into account already known theoretical provisions.
Any pedagogical research assumes the presence in it of the presence of generally accepted methodological parameters. These include the problem, topic, object and subject of research, goal, objectives, hypothesis and defended provisions. The main criteria for the quality of pedagogical research are relevance, novelty, theoretical and practical significance.
The research program, as a rule, has two sections: methodological and procedural. The first one includes substantiation of the relevance of the topic, formulation of the problem, definition of the object and subject of research, goals and objectives of the study, formulation of basic concepts, preliminary analysis of the object of study, and the formulation of a working hypothesis. The second section reveals the strategic research plan, as well as the plan and basic procedures for collecting and analyzing primary data.
The criterion of relevance indicates the necessity and timeliness of studying and solving the problem for the development of the theory and practice of training and education. Current research provides answers to the most pressing questions at the present time, reflects the social order of society, pedagogical science, and points to the most important contradictions that take place in practice. In its most general form, relevance is characterized by the degree of discrepancy between the demand for scientific ideas and for practical advice and suggestions that science and practice can give at the present time.
The most convincing basis that determines the topic of the study is the contradiction between social pedagogical practice, reflecting the most acute, socially significant problems that require urgent solutions. But only it is not enough, a logical transition is needed from the social order to the substantiation of a specific topic, an explanation why this particular topic was taken for research, and not some other. Usually this is an analysis of the degree of development of the issue in science.
If the social order follows from the analysis of pedagogical practice, then the problem is on a different plane. It expresses the main contradiction, which must be resolved by the means of science. The formulation of a scientific problem is a creative act that requires a special vision, special knowledge, experience and scientific qualifications. The research problem expresses the need to study some area of social life in order to actively influence the resolution of those contradictions, the nature and features of which are not yet completely clear and therefore not amenable to systematic regulation. Solving the problem is usually the goal of the study.
The subject of the study is a part, the reflected side of the object - the most significant from a practical point of view properties, features of the object that are to be studied.
In accordance with the purpose, object and subject of the study, research tasks are determined that are aimed at testing the hypothesis. A hypothesis is a set of theoretically justified assumptions that is subject to verification.
The criterion of scientific novelty characterizes new theoretical and practical conclusions, patterns of education, its structure and mechanisms, containing principles and technologies that were not known in the pedagogical literature at the moment.
The novelty of the research can have both theoretical and practical significance. The theoretical value is to create a concept, to establish the regularity of the method, model, approach, concept, principle, to identify problems, trends, directions in the development of the system. The practical significance of the study lies in its readiness for implementation in practice.
The logic of pedagogical research. The logic and dynamics of research search contain a number of stages: empirical, hypothetical, experimental-empirical, prognostic.
At the empirical stage, they get functional ideas about the object of study, discover contradictions between real educational practice, the level of scientific knowledge and the need to comprehend the essence of phenomena, and formulate a scientific problem. The main result of empirical analysis is the research hypothesis as a system of leading assumptions and assumptions, the correctness of which needs to be verified and confirmed.
The hypothetical stage is aimed at resolving the contradiction between the actual ideas about the object of study and the need to comprehend its essence. It creates conditions for the transition from the empirical level of research to the theoretical.
The theoretical stage is associated with overcoming the contradiction between functional and hypothetical ideas about the object of study, with the need for systemic ideas about it.
The creation of a theory makes it possible to proceed to the prognostic stage, which requires the resolution of the contradiction between the received ideas about the object of study and the need to predict and foresee its development in new conditions.
SPECIFIC METHODOLOGICAL PRINCIPLES OF PEDAGOGICAL RESEARCH
The research methodology is a complex of theoretical and empirical methods, the combination of which makes it possible to investigate the educational process with the greatest reliability.
The methodology of pedagogical research defines the main basic principles that underlie any scientific research: a creative, concrete-historical approach to the problem under study: the principle of objectivity, the principle of comprehensiveness, the unity of the historical and the logical, consistency. On the basis of general principles, more particular fundamental requirements have developed: the principle of determinism; unity of external influences and internal conditions development, activity of the individual; unity of psyche and activity; personal, social and activity approaches, etc.
A method is understood as a normative model of research activity aimed at fulfilling a certain scientific task and implemented in a combination of techniques and procedures. In other words, a method is a way of studying pedagogical phenomena, obtaining scientific information about them. The richer the arsenal of methods of a particular science, the more successful the activities of scientists. As the complexity of scientific tasks increases, the dependence of the results obtained on the degree of development of research tools increases.
The goal of any pedagogical method is to establish regular connections, relationships and build scientific theories.
At present, there is a tendency to transform the methods of science into methods of practical activity of specialists in general education and professional educational institutions. The reason for this process is the updating of didactic models and the emergence of research teaching methods in practice. The cognitive process of schoolchildren and students in this case is carried out according to the logic of scientific research. Before turning to the characteristics of the methods of pedagogical science, it is necessary to emphasize the principles of choosing them for solving specific research problems. There are two main principles. The principle of a combination of research methods means that not one, but several methods are used to solve any scientific problem. At the same time, the methods themselves are reconstructed by scientists, counting on their coordination with the nature of the phenomenon under study. Second - the principle of the adequacy of the method to the essence of the subject under study and to the specific product to be obtained .
METHODS OF PEDAGOGICAL RESEARCH
All pedagogical methods It is customary to divide into three groups - methods of studying pedagogical experience, methods of theoretical research, mathematical and statistical methods. Let us consider them in the order of their significance and traditionality without grouping them into theoretical and empirical ones.
Methods of pedagogical experience are ways of studying the actual experience of organizing the educational process.
When studying pedagogical experience, such methods as observation, conversation, questioning, studying the written and creative works of students, and pedagogical documentation are used.
Observation- purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material.
There are several types of observations:
Included (the researcher participates in the research group);
From the side;
open;
Hidden;
solid;
Selective.
Observation materials are recorded using such means as protocols, diary entries, video, film recordings, phonographic recordings, etc. With all the possibilities of the observation method, it is nevertheless limited. It allows us to detect only the external manifestations of pedagogical facts. Internal processes remain inaccessible for observations.
Stages of observation: definition of tasks, goals; choice of object, situation; choice of observation method; choice of registration method, received material; processing and interpretation of the received information.
A weak point in the organization of observation is sometimes the insufficient thoughtfulness of the system of signs by which it is possible to fix the manifestation of a particular fact; lack of unity of requirements in the application of these features by all participants in the observations.
Survey- conversation, interview, questioning. This group of methods is rather simple in organization and universal as a means of obtaining a wide range of information. They are used in sociology, demography, political science and other sciences. The practice of public services for studying public opinion, population censuses, and collecting information for making managerial decisions is adjacent to the survey methods of science. Surveys of various groups of the population form the basis of state statistics.
A survey is an independent method or an additional one, the purpose of which is to obtain information or clarify what was not clear during the observation.
Conversation- a dialogue between the researcher and the subjects according to a predetermined scheme. The general rules of the conversation include substantiation and communication of the motives of the study, the creation of an informal environment conducive to communication, the formulation of variations of questions, including direct questions, questions with a hidden meaning, questions that check the sincerity of answers, and others. The answers of the interlocutor are not fixed, at least openly.
Interview- a method close to the research conversation method. Using the interview method, the researcher sets a topic to clarify the point of view and assessments of the subject on the issue under study. Interviewing rules include creating conditions that encourage the interlocutor to sincerity. Both a conversation and an interview are more productive in an informal setting. Using this method, the researcher records the answers of the subject in an open way.
Questionnaire- a method of written survey, with the aim of mass collection of information. There are several types of surveys. Contact questioning is carried out when the researcher distributes, fills out and collects completed questionnaires in direct communication with the subjects. Correspondence questioning is carried out as follows. Questionnaires with instructions are sent by mail, the subjects fill them out and return them to the address of the research organization in the same way. Press surveys are carried out through a questionnaire placed in a newspaper or magazine. After filling out such questionnaires by readers, the editorial office operates with the data obtained in accordance with the objectives of the scientific or practical design of the survey.
There are three types of questionnaires:
An open questionnaire contains questions without accompanying ready-made answers for the choice of the subject;
The closed-type questionnaire is constructed in such a way that for each question answers are given ready for selection by the respondents;
A mixed questionnaire contains elements of both. In it, some of the answers are offered to choose from, and at the same time, free lines are left with a proposal to formulate an answer that goes beyond the limits of the proposed questions.
The effectiveness of survey methods depends on the structure and content of the questions asked. Stages of compiling the questionnaire: determination of the nature of the information; drawing up a set of questions; drawing up an initial plan; verification by pilot study; corrections; final edit.
The organization of a questionnaire survey involves a thorough development of the structure of the questionnaire, its preliminary testing by the so-called "pilot", i.e. trial survey on several subjects. After that, the wording of the questions is finalized, the questionnaires are replicated in sufficient quantities, and the type of survey is selected. The questionnaire processing technique is predetermined both by the number of persons involved in the survey and by the degree of complexity and cumbersomeness of the questionnaire content. Processing "manually" is done by counting the types of responses by category of memory. Machine processing of questionnaires is possible with indexed and amenable to formalization, statistical processing of answers.
In practice, there are known variants of non-questionnaire survey using semiautomatic devices. Among them are semiautomatic devices for non-questionnaire survey, developed by Zhuravlev V.I.
EXPERIMENT AS A METHOD OF PEDAGOGICAL RESEARCH
Pedagogical experiment belong to the main methods of research in pedagogical science. It is defined in a generalized sense as an experimental verification of a hypothesis. In terms of scale, experiments are global, i.e. covering a significant number of subjects, local and micro-experiments conducted with a minimum coverage of their participants.
The organizers of major experiments can be state, government scientific institutions and educational authorities. Thus, in the history of domestic education, a global experiment was once carried out, in which a hypothesis was tested to test the model of general education of children from the age of six. As a result, all the components of this large, scientific project were worked out, and the country then switched to teaching children from this age. An example of a private experiment is the verification of the hypothesis about the productivity of the method of unexplained teaching of students with the help of the so-called "wandering interscientific terms". The experiment revealed the scientific possibilities of the method and established itself as one of the innovative products of didactic creativity.
There were certain rules for organizing pedagogical experiments. These include such as the inadmissibility of risks to the health and development of the subjects, guarantees from harm to their well-being, from damage to life in the present and future. In the organization of the experiment, there are methodological guidelines, among which are the search for an experimental base according to the rules of a representative sample, the pre-experimental development of indicators, criteria and meters to assess the effectiveness of the impact on the results of training, education, management of hypothetical developments that are tested experimentally.
Recently, the open nature of the experiment has been increasingly recognized. Schoolchildren and students involved in the experimental verification of hypothetical innovative developments become participants in the search. Their self-observation, opinions, rational and emotional states provide researchers with valuable materials about the quality and effectiveness of experimentally tested developments. In the technique of conducting an experiment, as a rule, two groups of subjects are distinguished. One receives the status of experimental, the other - control. The first one implements innovative solution. In the second - the same didactic tasks or problems of education are implemented within the framework of traditional pedagogical solutions. Scientists get the opportunity to compare two results that prove or disprove the correctness of their hypothesis. Compared, for example, the assimilation of a section of mathematics in the consistent study of program topics by schoolchildren and through the use of enlarged didactic units (UDE).
And when the experimenter (Prof. P.M. Erdniev) compared the consequences of his innovative didactic design with the developmental influences of traditional teaching methods, he saw evidence of the superiority of his developments over traditional methods of teaching mathematics. Distinguish, further, such types of experiments as "mental", "bench" and "natural". Already by the name it is easy to guess that a thought experiment is a reproduction of experimental actions and operations in the mind. By repeatedly playing experimental situations, the researcher is able to discover the conditions under which his experimental work may encounter obstacles and require any additional development reconstructions. The bench experiment involves the reproduction of experimental actions involving participants in the laboratory. It is similar to a role-playing game, where an experimental model is reproduced in order to test it before being included in a natural experiment, where the test subjects participate in the real environment of the pedagogical process. As a result, the program of the experiment, after such a preliminary check, receives a comprehensively corrected and prepared character.
Known in pedagogy are such two varieties of experiment as natural and laboratory. A natural experiment is carried out by introducing an experimental design into everyday scenarios of educational, educational, managerial work of an experimental teacher or his research partners. The laboratory involves the creation artificial conditions, where the working hypothesis put forward by the author of the study is tested.
There is a general logic of the pedagogical experiment. It can be represented in the following invariant scheme: the author develops some new pedagogical construction (method, tool, system, complex, model, conditions, etc.), after which he draws up a program of experimental testing of its effectiveness. Preliminarily constructs criteria for evaluating its effectiveness according to sufficiently diagnostic indicators. Works out the regulations for verification procedures, prepares the experimental base and conditions for the implementation of experimental work. Carries out the intended and checks its results against real indicators using reliable criteria. Historical and pedagogical research looks different. But this kind of search does not require experiment in its classical sense.
In recent years, terminological methods of research have become more widespread in pedagogy. Their emergence is associated with the development of the linguistics of computer systems. The emergence of thesauri, rubricators, descriptive dictionaries as tools for placing information in computer memory leads to the development of teaching and research models by operating with basic and peripheral concepts. The essence of terminological research methods is that scientists go to the analysis of pedagogical phenomena not from practice, but from what is already enshrined in the language of the theory of pedagogy, its lexical fund. So the researcher of the topic "resistance to education", along with an appeal to the real facts of school reality, takes up the study of terminological nests, i.e. basic and peripheral concepts that describe the facts of schoolchildren's resistance to pedagogical influence from outside. And according to the degree of linguistic richness of the reflection of reality, one can see the degree of penetration of pedagogical thought into what is designated by the term "resistance" to the pedagogical influence on the consciousness and behavior of schoolchildren. An undeveloped vocabulary describing a particular area of pedagogy means that it is not studied and indicates a lack of scientific knowledge.
The terminological depth of penetration of scientific thought into the sphere of pedagogical reality is revealed by several indicators. By the number and composition of basic and peripheral concepts, the development of scientific definitions of each of the concepts in the form of detailed variants and definitions, the inclusion of terms in official dictionaries and encyclopedias. The introduction of new terms into pedagogical vocabulary is also established according to subject-thematic indexes, which are given in scientific works, monographs, collections of author's essays. Let us illustrate these operations with the concept of "resistance to education". Pedagogical Encyclopedia (1962). In this source, the term "resistance to education" does not appear. However, the content of this pedagogical phenomenon is revealed under the term "negativism".
Children's negativism is interpreted as unmotivated resistance of the child to influence from adults. Here, attempts are made to typology of resistance to education and passive and active manifestations of children's negativism are distinguished. The concept of "resistance to education" is associated with the concepts of "childish obstinacy", "capriciousness".
As you can see, the researcher after the analysis various sources can compile a dictionary of concepts and make sure that it reflects the real processes of resistance to the influence of adults on schoolchildren of different ages. An effective form of using terminological methods for studying pedagogical facts is the so-called. repertoire lattice, similar to the table of elements of D. I. Mendeleev. In this case, the term, the author of the book, which reveals its characteristics, and further the parameters of concepts are fixed along the vertical of the first column: associations, definitions, peripheral concepts and other attributive data that are found in scientific publications. As a result, the researcher gets a fairly complete picture of the development of the problem and determines the space that has so far been out of the field of vision of science. At the same time, he has the opportunity to replenish the dictionary with new terms, with which he designates the products of his discoveries and inventions in the field under study.
methods. They serve as a means of studying and measuring hidden interpersonal relationships in a team where partners know each other. With the help of sociometric methods, several problems can be solved. One of them is the determination of the sociometric index of a person in a team. For this, the well-known formula is used:
where S is the index value, R+ is the number of positive choices, N is the number of partners in the team. In addition to identifying the personality index in the team, other tasks are also solved by means of sociometric methods. For example, by means of a sociogram, they determine the place of an individual in a team, identify leaders, and the so-called. "rejected". A sociogram is usually presented in the form of inscribed rectangles.
In the central inscribed rectangle are the names of the persons who received the maximum number of positive choices. The second rectangle contains the names of the persons with fewer choices. The third - with a minimum. And outside the rectangles, the names of the subjects who did not receive a single choice are written. The socio-scheme of mutual attraction and preferences of partners in the team is also used. If, to calculate the index and build a sociogram, the subjects do not indicate themselves on the survey sheets ("with whom would you like to live in the same house, perform a creative task, participate in a hike, etc. "), then to build a socio-scheme, the subjects indicate themselves in the questionnaire and thus the researcher gets the opportunity to identify, fix the lines of mutual attraction and repulsion.
For this purpose, as a rule, the shape of a circle is used, on which the serial numbers of the subjects are located according to the lists of their surnames.
The lines connecting the numbers of the names of the subjects clearly show the relative position of the partners in the Collective. One of contentious issues the fidelity of the sociometric attribution of the subjects to the so-called rejected and leaders is considered. Experience shows that both the leader and the outcast can receive the maximum or minimum number of choices, depending on the hypothetical or real situation for which the sociometric indicators are set. So one can become a leader in a situation of danger, and another in a situation of meeting with foreign colleagues.
OTHER METHODS OF EDUCATIONAL RESEARCH
A special place in the system of research methods is occupied by testing.
Testing methods (from the English word "test" - experience, test) are interpreted as methods of psychological diagnosis of the subjects. Testing is carried out on carefully worked out standardized questions and tasks with scales of their values to identify individual differences among the tested. Since their development, tests have been used primarily for practical purposes for the selection of specialists according to their abilities and practical training for various social roles.
The most developed is the American branch of the test industry. There are international tests for comparing the indicators achieved in the education and development of children and adults. Tests are perceived as exams for the suitability of people for a particular field of activity. Increasingly widespread are computer programs testing, allowing the use of computers in an interactive dialogue mode in the man-machine system. There are tests to identify student performance, tests to determine the professional predisposition of people. Tests are also used in pedagogical research. Psychological science uses achievement tests, intelligence tests, creativity (ability) tests, projective tests, personality tests, and so on.
Mathematical and statistical methods in pedagogy, they are used to process the data obtained by the methods of survey and experiment, as well as to establish quantitative dependencies between the studied phenomena. They help to evaluate the result of the experiment, increase the reliability of the conclusions, and provide grounds for theoretical generalizations. The most common of the mathematical methods used in pedagogy are registration, ranking, scaling. With the help of statistical methods, the average values of the obtained indicators are determined: the arithmetic mean (for example, determining the number of errors in the verification work of the control and experimental groups); median - an indicator of the middle of the series (for example, if there are 12 students in the group, the median will be the grade of 6 student in the list in which all students are distributed according to the rank of their grades); degree of dispersion - dispersion, or standard deviation, coefficient of variation, etc.
To carry out these calculations, there are appropriate formulas, reference tables are used. The results processed using these methods make it possible to show quantitative dependence in the form of graphs, charts, tables.
CONCLUSION
This is the composition of the most common methods of pedagogical research. Relatively less often borrowed from other sciences are used: methods of context analysis, rating, provocations, modeling, documentary analysis, repertoire grid, mathematical methods, methods of paired comparison, Delphi, memoirs and others. Pedagogy uses a number of instrumental methods of physiology and medicine; tremograms, EEG, GSR, changing reaction rates, other objective indicators of a person's condition. Combinations of methods are used.
We emphasize that each researcher approaches the application of scientific search methods creatively. Their adaptation, adaptation to the topic and tasks, object and subject, conditions of scientific work is carried out. As you can see, the methods are modified in order to give them the optimal ability to productively solve the problems of scientific work.
But let us return to the definition of the methodology of pedagogy and once again point out its second function - to give prescriptions not only for the stock of research methods, but also for the composition of the necessary principles, ways and procedures for transforming pedagogical reality. It is clear that this constructive part of the methodology differs significantly from the tools of scientists' creative activity discussed above.
LIST OF USED LITERATURE
Babansky Yu.K. Problems of improving the effectiveness of pedagogical research. - M., 1982.
Ganzen V.A., Balin V.D. Theory and methodology of psychological research. - St. Petersburg. RIO. St. Petersburg State University, 1991. - 75 p.
Zagvyazinsky VI, Atakhanov R. Methodology and methods of psychological and pedagogical research: Textbook. - M.: Publishing Center "Academy", 2001.
Kokhanovsky V.P. Philosophy and Methodology of Science: A Textbook for Higher Educational Institutions. - Rostov N / D .: "Phoenix", 1999.
Kuzmina N.V. Professionalism of the activity of the teacher and the master of industrial training. – M.: Enlightenment, 1990.
Methods of pedagogical research / edited by Piskunov A.I., Vorobiev G.V. - M.: Pedagogy, 1979.
Slastyonin V.A., Isaev I.F., Shiyanov E.N. General pedagogy: textbook. allowance for students. higher textbook institutions: At 2 o'clock - M .: Humanit. ed. center VLADOS, 2003, part 1 - 288s.
* 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 to be used as a source of material for self-preparation of educational work.
PLAN:
I. Definitions of pedagogical experiment.
II. Criteria of scientific character and requirements for pedagogical experiment.
III. Types of pedagogical experimentation.
IV. Stages of pedagogical experiment.
1) Diagnostic stage.
2) Prognostic stage.
B) Hypotheses of the experiment.
4) Practical stage.
5) Generalizing stage.
B) Implementation stage.
V. Functional structure of pedagogical experimentation.
Used Books.
I. Definitions of pedagogical experiment.
There are several meanings of the concept of "experiment".
First, an experiment is understood as a part of pedagogical research, which is a test in practice of the truth of theoretical proposals (assumptions). In this case, the 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 a pedagogical experiment is used as a synonym for pedagogical research (for example, the long-term educational experiment of V. A. Sukhomlinsky, the socio-pedagogical experiment of E. B. Kurkin, etc.).
Thirdly, a pedagogical experiment is a complex research method that includes a number of private methods and techniques, theoretical and practical stages.
Fourthly, the concept of experiment is used in the sense of a pedagogical search aimed at growing a new practice of education in the process of this practice itself with the help of its purposeful, meaningful transformation.
II. Criteria of scientific character and requirements for pedagogical experiment.
A rigorous scientific pedagogical experiment must meet the following four criteria:
a) assume the introduction of something new into the pedagogical process, some fundamentally new impact (change) in order to obtain a certain result;
b) provide conditions that allow to highlight the links 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 conclusive, 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; V scientific research new knowledge is the goal of the experiment, acts as a function of the goal.
When experimenting with the technology of cooperation and development, new knowledge is already a means of improving the pedagogical process, it performs the function of a means. Applying the ideas of collaborative pedagogy, the teacher-practitioner aims to get the result that he could not get before. In essence, the experiment here is experimental work on the implementation of scientific provisions or the repetition of best practices. However, this repetition or introduction should also be considered an experiment (repeated, reproducing), especially since it is accompanied by new conditions. Unfortunately, in these most common cases, not all the criteria of a rigorous 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 of scientific experimentation, then we get a series, on one pole of which there are strictly scientific experiments, and on the other - those in which none of the criteria is satisfied (experimental type “let's try what happens” ). All experiments between these extremes are non-rigorous, so-called “quasi-experiments”, in which sufficiently “clean” conditions are not provided, there is no proper level of tracking indicators, etc. To designate “quasi-experiments” in school practice, a number of terms are used:
experienced teaching,
experimental check,
experienced implementation,
experimental comparison,
Approbation (approbation, test),
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. the desire and readiness of the teacher(s) for experimental work;
2. the experimenter has a certain hypothesis, which would involve the introduction of some new element into the pedagogical process in order to obtain a certain result;
3. careful development of intervention in the pedagogical process, ensuring the conditions for the observability of pedagogical influence and its consequences;
4. observance of the principle “do no harm”; ensuring the mandatory learning outcomes provided for by the curriculum;
5. careful recording of the conditions and results of the experiment;
6. scientific honesty and conscientiousness, striving for reliability in formulating conclusions,
7. Mutual understanding between the researcher and children, benevolent attitude towards the experiment on the part of others: administration, parents and children.
III. Types of pedagogical experimentation.
Each specific experiment covers a certain part of the educational process, introducing a number of pedagogical influences, research procedures and organizational features into it. The peculiarity of the combination of these features (components) determines the type of experiment.
The area of pedagogical phenomena subjected to experimental influences provides the researcher with a number of specific opportunities and limitations. Depending on the studied aspects of the pedagogical process, the following types of experiment are distinguished:
Didactic (content, methods, teaching aids);
Educational (ideological and political, moral, labor, aesthetic, atheistic, environmental education);
Private-methodical (mastering ZUN in the subject);
Managerial (democratization, optimization, organization of the educational process);
Complex.
A pedagogical experiment is in one way or another connected with related scientific fields, and in this case it is called:
Psychological and pedagogical,
Socio-pedagogical,
medical and pedagogical,
Pedagogical economic, etc.
The scale (volume) of the 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, students take part;
Limited (selective) and mass experiment.
A mass experiment has a number of advantages over a limited one: it allows you to solve more difficult problems, collect richer material, and draw more informed conclusions. Depending on what part of the educational process the experiment covers, there are:
Intrasubject,
interdisciplinary,
Intra-school (general school),
Inter-school,
Regional (district, city, etc.) experiments.
In terms of duration, pedagogical experiments can be practically anything: short-term (within the same situation, lesson), medium duration (usually within the same topic, quarter, half year, academic year) and long-term (longitudinal), covering years and decades (observation of distant results of education).
2) The nature of the analysis of the object of study.
Features of the experiment, determined by its conditions, environment, originality of approaches and solutions, methods used underlie the following classifications.
If a special (artificial) learning environment is created for the experiment, then it is called laboratory, and if it is carried out in real conditions of mass education and upbringing, 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 methods of information processing are used, it is called quantitative. Often they exist together, complementing each other.
Depending on the tasks solved in the course of the study, the following are distinguished:
Reconnaissance, or piloting, experiment (aimed at a preliminary clarification of the situation, conditions, and other circumstances);
Ascertaining experiment (the task 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):
Controlling experiment (aims to fix the result of the experimental influence, the final state of the parameters of the educational process);
A slice is a kind of control experiment - a short-term statement of the state and parameters of an experimental object at various stages of its change.
Duplicate experiment, increasing the reliability of the findings;
Repeated experiment (in order to determine the reproducibility of the results).
The logical operation underlying the study determines the names:
Comparative experiment (linear, parallel, cross);
Analytical (explaining) experiment,
Inductive and deductive research;
Constructive (creative) experiment.
IV. Stages of pedagogical experiment.
The idea of the experiment. The experiment is first born in the form of some kind of idea, conjecture, assumption about the possibility of improving the existing pedagogical practice. Often the idea of the 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 is simply an implementation stage of the ideas of pedagogy of cooperation and development, verification and adaptation of the methodological recommendations of innovators to specific socio-pedagogical conditions.
For other teachers, methodologists, leaders, the ideas of pedagogy of cooperation and development are the starting point for creative improvement, modernization of practice. Finally, the idea of the experiment can be based on the author's own findings and decisions of the teacher.
However, an idea, a guess, an idea, “no matter how good they are, do not yet determine the outcome of the experiment. Complex and thorny paths of practical implementation of the conceived ideas lead to the desired result.
1) Diagnostic stage.
A) Objects of pedagogical diagnostics.
The need for experiment arises on the basis of analysis and comprehension of the course 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 personality of the student (interests, abilities, level of knowledge, skills and abilities, level of upbringing, etc.);
Qualities of school groups (classroom, club, socio-political, informal associations);
Mastery of teachers, educators, leaders;
Separate directions of the educational process: ideological and political, moral, labor, aesthetic, physical;
Advanced teaching experience.
Public opinion is also subjected to diagnostics: the way of thinking and attitude to learning of students, pupils, judgments about the school of parents, production workers, and public circles.
The method of pedagogical diagnostics has been sufficiently developed and described (see references). As a result of diagnosing, the ideas of the experiment acquire specific forms, separate 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, sides 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 detect contradictions, it is necessary to penetrate deep into the phenomenon, to understand what is known and unknown about it. The problem is born from accumulated knowledge about ignorance, it represents a question, the answer to which should be given by experiment - the most reliable and sure way to solve pedagogical problems.
The problem of the experiment is formulated in the form of a thesis containing a question of the general pedagogical level, but regardless of the specific conditions for the implementation of the educational process.
Problem examples;
A. “Student development in the process of problem-based learning” (what is the impact of problem-based learning on student development?).
B. “Education in conditions of differentiated education” (what should be the features of education?).
A specific experiment cannot give a general answer to the question; it singles out some part of the problem, correlating it with the real part of the educational process (with the subject and objects of research).
Binding (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 a field of study (“Developmental Learning”, “Differentiated Learning Content”).
The formulation of the topic of the experiment reflects what the experimental effect will consist of and what it will be directed to.
Topic examples:
A. “Development of students' creative abilities through the use of problem situations in physics lessons in grade 9.”
B. “Peculiarities of the work of a class teacher in conditions of differentiated learning.”
The topic thus defines the boundaries of the search in a given problem.
IN) Actual problems experiment.
At present, diagnosing the work of public education institutions reveals the following major problems, the solution of which requires mass experimentation. At the same time, each 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, and the least complexity of educational costs. When choosing a problem for an experiment, it can be recommended to use the principles of a weak link (“the strength of a chain is determined by the state of its weakest link”) and the main link (“holding which, you can stretch the entire chain”).
A. Problems of personality development:
Humanization and democratization of pedagogical relations;
Relations of complicity, empathy, commonwealth, cooperation, co-creation as the basis of new pedagogical technologies;
Personal approach as a condition for personal development;
Pedagogical communication and its reserves;
Formation of learning motivation without coercion;
Evaluation of children's activities;
Formation of a positive "I" - the concept of the personality of students;
Formation of deep moral qualities of the personality - virtues;
Education of freedom and self-determination of the individual;
The activities of the school psychological service;
The relationship of education and development, education and self-education;
Psychological problems of deviant development (with advance and delay of individual development);
B. Problems of collective education:
Place and role of collective education in modern secondary school
Collective creative education (according to I.P. Ivanov)
Collective education based on labor activity (according to A. S. Makarenko)
Goal-setting in collective education: a combination of personal, collective and public goals;
The collective role of labor, educational, leisure activities. Implementation of the idea of joint life activity of children and adults;
Collective (group) relations and their educational role;
Management of collectives (groups): co-management and self-management;
Formation of class teams, public organizations, by interests (club), people of different ages, etc.;
Problems of the school team;
Problems of managing school-wide teams (councils of schools, pedagogical councils, bodies of public organizations);
Organization of a collective way 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, deepening, differentiation in areas, profiles). Implementation of the idea of free choice in the content of education;
Differentiation of education according to the level of development (level education in the classroom, stream classes, rehabilitation groups, etc.);
Training modes (five-day, pause of the school day, immersions, practice, etc.);
Application of methodological ideas of pedagogy of cooperation and development (ideas of support, large blocks, advance, etc.);
New forms of organization educational process(credit system, business games, competitions, meetings, debate lessons, conferences, travel, etc.);
Computer pedagogical technology;
Implementation of modern poikhologo-pedagogical theories of learning at the methodological level;
Development of cognitive independence of students; formation of general educational, general labor skills;
Didactic problems of deviant development.
D. Problems of management and pedagogization of the environment
Democratization of management at all levels in public education. State-public management of the school, optimization of the management of public education in the region;
Organization of the life of children as an integral educational complex. Realization of the idea of the children's half of the day. 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 cost accounting for the 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, the community of the microdistrict for the development of children's physical education and sports. Healthy lifestyle of a child;
Socio-pedagogical complexes, associations: school - farm (enterprise), kindergarten - school - vocational school - university, art, sports, scientific institution - school, etc .;
Problems of difficult-to-educate children in the microdistrict.
The diagnostic stage necessarily includes the study of the state of the problem in psychological and pedagogical theory, in advanced and innovative experience. the most important sources ideas for problem solving.
2) Prognostic stage.
The prognostic stage of the experiment is the presumed finding of ways to solve the problems raised, the development of goals and objectives, the construction of hypotheses and the design of the plan-program of the experiment (“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; implicitly, it is already contained in the formulation of the problem and the 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 the “tree of goals”; their setting (and achievement) depends on the capabilities of the experimenter and the conditions of the experiment.
Depending on the degree of novelty of the intended result, the goals can be of the following varieties:
a) recreating in new conditions what previously existed, but was lost, forgotten, etc.;
b) modernization (rationalization, improvement) of what exists in accordance with the changed requirements;
c) the creation of a new one - something that did not exist before, that has no analogues, is fundamentally new.
Goal examples:
A. To determine the impact of the problematic presentation of the material on the development of students' creative abilities (a goal of type “a”);
B. Develop the best option for planning educational work in a class of differentiated learning (goal type “b”)
A task is a goal set in specific situation. When comprehending the general goal, the experimenter begins to see its possible embodiment in specific pedagogical improvements and achievements. Thus, in the application to the environment of the class, subject, school, the tasks of experimental work are born and formed.
Task examples:
A. For a problematic presentation of the material of the section of physics “Dynamics” (grade 9):
1). determine the effectiveness of mastering the material using a problem situation;
2). select problem situations;
3).build their system;
5). develop the thinking of students;
B. For the work of a class teacher in conditions of differentiated education at the senior level:
1). to analyze the features of educational work;
2) select educational activities;
3).optimize the types and forms of educational work in connection with in-depth learning activities students;
4). determine the content of the education of high school students, its direction;
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 the goal, about the means by which the desired result of the pedagogical process can be achieved.
Hypotheses can have a descriptive, explanatory nature, but in the 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 the means, methods and forms of organization and management of the pedagogical process. The constructive hypothesis has the following structure: if such and such new ones are applied or the content or methods used are changed in such and such a way, then we can expect that a more conscious and lasting mastery of knowledge and skills will be ensured, the activity of children will take such and such a direction, such and such shifts in the development of children will be achieved.
The hypothesis acts as a guiding basis, 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, the analysis of scientific achievements and, finally, be based on the pedagogical experience and intuition of the experimenter. The main hypothesis, like the goal, can be accompanied by additional sub-hypotheses.
There is no algorithm for the formation of the problem, theme, goal, objectives and hypotheses of the experiment: their formulations arise in the development process, mutually connecting, flowing from each other, complementing each other.
Examples of hypotheses:
A. Main: The use of problem situations in comparison with the usual presentation in the study of physics should significantly more effectively develop the creative abilities of students.
Additional:
The study of physics does not automatically teach the child research, creative thinking, this requires special techniques;
One of the reasons for the poor assimilation of knowledge is insufficient awareness, the student's feeling of the problematic nature of the material;
The process of developing a creative approach to solving problems is facilitated by familiarity with the techniques of heuristic thinking.
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 the educational one.
Additional:
Club activities should be related to the content of studies;
Working without homework is effective when there are sufficient opportunities to participate in club work.
C) Drawing up a plan-program of the experiment.
Planning is a projection human activity in the future to achieve the goal under certain conditions and means. The result of planning is a plan - a managerial solution to the problem of achieving the goal. The plan (program) of the experiment is a system of measures that provides for the order, sequence, timing and means of their implementation.
Practice convincingly shows that a carefully developed plan of a pedagogical experiment is the key to its successful implementation; it allows you to comprehensively comprehend the experiment, foresee the amount of work, avoid various flaws, gives the experiment rhythm 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 the experiment plan are its main stages and various experimental activities and procedures. As initial data (general characteristics), silt; includes: the initial formulation of the problem, topics, goals and objectives, research hypotheses, personalities of performers and leaders, calendar dates for the experiment.
When developing an experiment 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 the experimental influences and their consequences;
How the selected parameters will be tracked;
What methods of obtaining and processing information will be used;
How will the delimitation of the effect of the tested method of training (education) from the entire set of methods be ensured, 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 scheme of the experiment, with what will the result achieved in the experimental group be compared;
How will the result of the experiment be formalized and evaluated.
The plan of the diagnostic stage includes the study of literary sources by the authors of the experiment, familiarization with the experience of leading 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 forthcoming work, its expected results.
The plan of the organizational and preparatory stage is drawn up in a detailed positional form, indicating the timing and executors:
Questions of coordination of experiment;
Selection and necessary correction (equalization) of experimental objects;
Preparation of methodological support;
Preparation of research tools, reproduction of methodological materials;
Conducting reconnaissance experiments if necessary.
The practical stage is reflected in the plan by indicating the main points and terms of the controlling, forming and ascertaining experiment, the features of the logical scheme of the experiment. Ways (methods) are planned for obtaining information about the course of the pedagogical process and its results (conducting cross-sectional examinations, questionnaires, tests, etc.).
Finally, you can specify the intended implementation.
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 equating it with the experimental one, it is impossible to obtain reliable conclusions.
Therefore, the organizational and preparatory stage is of the utmost importance and requires quite a lot of time and labor (“a moment of tension”).
It is closely related to the design of the experiment and includes the execution of the following program.
A) The choice of objects (and subjects) of the experiment.
For the experiment, it is not indifferent which students, which class, which school to take as an object. In a too weak class, the experiment is doomed to failure; in a strong one, it can give incorrect (overestimated) results. Therefore, if the methodological impact belongs to the mass category, choose a class that is average in terms of results.
Significantly affects the reliability and validity of the results of the experiment and the number of experimental objects (students, classes, schools).
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. c. ch. XI). But in the practice of mass pedagogical experimentation, when determining the minimum of objects, they often go by experience. For example, in a questionnaire survey, the ratio of answers begins to be constant at a certain coverage - this is the number of objects and should be taken as the minimum. In each case, one should take into account the specifics of the topic of the experiment, the experience of similar activities, which 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, in general, corresponds to the occupancy of the school class. It is the class that is most often used as the minimum unit of a pedagogical experiment.
The selected group, class, school should be representative in terms of coverage of objects of various types. So, the experimental class should be typical in terms of occupancy, composition, academic performance; if the conclusion is supposed to be made 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 impact 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 preliminary equalized according to the initial data and according to the conditions of the pedagogical process during the formative experiment. You can simply choose approximately the same classes, you can take a obviously stronger class as a control.
The method of pairwise selection of students for the experimental and control groups (strong-strong, weak-weak, medium-average) is less commonly used. To remove possible doubts and create conditions for the greatest resistance to the hypothesis, you can apply the following option: strong-stronger, medium-strong, weak-medium (to give a starting advantage to the control group).
Sometimes the theme of the experiment allows us to confine ourselves 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, leaders participating in the experiment, on the nature of intercollective relations (teachers, students, parents, etc.). Based on these data, the composition of the subjects of the experiment is selected.
B) The choice of characteristics of the pedagogical process for tracking in the experiment.
The object of the pedagogical experiment is characterized by a set of qualities - parameters. Their change is influenced by: 1) experimental influences, 2) a number of reasons - factors (managed and unmanaged, main and non-main, temporary and permanent). The reliability and value of the results of the experiment to a large extent 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 their assessment is determined by the content of the problem and the nature of the object of study (personality, team, structure, system, etc.). Here the experimenter can meet both with an excess of parameters (for example, when assessing students' knowledge), and with their lack (assessing the level of upbringing, 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 case, it is necessary to find and develop such characteristics that could serve as observable parameters.
Of the factors influencing the pedagogical process, the researcher should be interested in those that are able to influence the object of the experiment and disrupt the experimental situation. To eliminate this influence, they must be assessed and taken into account. The most commonly used and taken into account in the practice of experimentation following parameters and factors:
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 (progress, attendance, discipline);
Specific subject-methodological indicators (reading speed, number of errors, etc.);
Qualities of the individual and the team (qualities of ZUN, features of mental processes, abilities, etc.);
Conditions of the pedagogical process (mode, 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 participants in the experiment) to study, to work, to the world around.
C) Methodological support of the experiment.
Having certain parameters for characterizing the object, the experimenter can choose the appropriate methods for their study and research. Research methods are determined by the content of the experiment, but, on the other hand, they themselves determine the possibility of comprehending the essence of a particular phenomenon, the possibility of solving certain problems. Therefore, it is necessary to know these possibilities and ways to concretize them in accordance with the specifics of the problems and tasks of this experiment.
For each experiment, such a combination of methods (technique) is selected that can provide quite reliable information about the selected characteristics of the object. The question is about how information is processed.
The methodological support includes all the pedagogical materials necessary for the organization of 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 should be paid to the preparation of methodological tools for measuring and fixing the state of object parameters: tests, tests, questionnaires, questionnaires, plans and observation forms. They must be developed and propagated in advance in the required quantity.
D) Organizational support of 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 for careful consideration of all possible outcomes of the tested pedagogical influence, the maximum reduction of the risk of negative changes in the personality of students. It is necessary to simulate the schedule, modes, volumes of loads, to coordinate the course of the experiment with the plans of the school.
The experiment must be approved by the pedagogical team (at the pedagogical council or the school council), it must be carefully coordinated, adjusted in terms of time, object and other organizational features to the general course of the pedagogical process in the classroom, school.
The participants in the experiment (both teachers and students) must be instructed, and the necessary business relations must be established between them.
D) Intelligence research.
The level and quality of the experiment will greatly increase if, at the preparatory stage, an exploratory study is envisaged 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 building a plan - program experiment, to make certain adjustments to it, if necessary. In terms of duration, a reconnaissance experiment can be short-term, but it can also stretch for a whole academic year.
4) Practical stage.
The content of the practical stage is that the object (a group of students, teachers, school staff, etc.) is “placed” not in the usual, but in the experimental environment (under the influence of certain factors), and the researcher must trace the direction, magnitude and stability of the changes characteristics of interest. In the process of the practical stage, large and small “moments of insight” occur and, finally, the most important “turning point” must come - a harbinger of the transition to a new, higher level of the educational process.
A) Ascertaining, shaping, 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 being studied with the help of controlling means and methods (see Chapter X), the level of ZUN, good breeding, certain qualities of an individual or a team, etc. the state of the participants in the experiment.
Formative experiment. In accordance with the planned program, various types of experimental effects on the object are carried out in practical training and educational work with experimental objects.
In the course of the formative experiment, the teacher keeps a diary of the experiment, which records the actual impact on students, the conduct of collective, group events and individual measures, their correction.
It is useful to record comments about the specific conditions of the experiment, about emotional reactions, the attitude of students to experimental influences, and the identified 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 the change in the parameters of interest to him, can make intermediate cuts 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, assessments) of all the final indicators of the educational process - a control experiment.
B) Linear, parallel, cross experiments.
The organization of the practical stage is subject to the logic of searching for a change in the sign (parameter) of the educational process that is of interest to the experimenter and the connection of this change with the experimental impact.
Linear experiment. The linear scheme is based on the comparison of an object (group) with itself at different stages of the learning (development) process. First, the teacher conducts an experiment using the usual content, methods and means. The result is determined by the change 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 made about the positive impact of the experimental impact on the pedagogical process.
A linear experiment does not require equalization of learning conditions, but is applicable in those cases when the phenomenon under study depends relatively little on the increment of ZLN or personality development in the process of the experiment.
Parallel circuit. The basis of the parallel scheme is the comparison of 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 method of single similarity, several classes are experimental, which are subjected 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 (U), teaching methods (M ), features of unbalanced classes (K), etc. If, under such conditions, as a result of the experiment, the same change in the parameter (P), which is the same for all objects, is registered, 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 the learning (education) factors in two groups of objects. Then, in one group (experimental), the test effect is carried out, and in the other (control) the process goes without such an effect.
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 tested influence.
Scheme of the cross experiment. It is almost impossible to equalize all the conditions and the students themselves in the control and experimental classes. Therefore, in the scheme of the only difference, to increase the reliability of the results and conclusions, a technique is used when the experimental and control objects (classes) alternately change places. First, the formative influence is carried out on object A, a control experiment is carried out, the only difference is found (exceeding the level of ZL in the experimental group).
Then the whole course of the experiment is repeated (starting with the alignment of the parameters), but the shaping effect F is carried out on the object B. If as a result it is found that the only difference is again the change in the ZUN (and in the opposite direction), then the conclusion about the effect of receiving F can be considered quite reliable.
5) Generalizing stage.
The generalizing stage is the process of extracting general conclusions from the data obtained in the experiment through logical operations: analysis, synthesis, induction, deduction, etc. The deeper and more versatile the data is analyzed, the more valuable generalizing conclusions can be drawn from experimental facts. Therefore, the most important importance at the generalizing stage is given to the processing of primary data of pedagogical observations and measurements. Secondary data is already the first generalization; analysis, evaluation and comprehension of them make it possible to establish links between the impacts 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 reached.
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 model of the experiment; finding out the correspondence between them.
Compilation of auxiliary schemes:
a) goals, objectives, hypotheses - forecast of their implementation;
b) data on the initial state, data on the intermediate and final states of objects;
c) planned processing programs - availability of materials for them;
d) additional data (on impacts, conditions) - notes.
Evaluation of the available material in comparison with the goals and objectives, preparing it for further processing.
Second step. Processing of primary information according to given programs: classification, grouping, conversion of qualitative data into quantitative data, obtaining secondary data by calculating the statistical characteristics of objects.
Third step. Presentation of the obtained secondary data in various forms (tables, diagrams, graphs). Discussion of their possible interpretation.
Fourth step. Establishing causal relationships between the available data using the above method.
Determining the reliability of the found similarities and differences in the results.
Fifth step. Determining the validity of the proposed hypotheses. Formulation of conclusions. The selection among them of private and general, new in relation to known to science and practice, and those that only clarify, supplement the known.
Analysis of the fulfillment of the goals and objectives of the experiment (unresolved issues are highlighted separately, problems are formulated for further research).
Sixth step. Registration of results: compilation and writing of a report on the experiment, development of 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: according to the characteristics of teachers, students, classes, material opportunities, etc.
Implementation requires a leisurely, unobtrusive form of work, it requires initially arousing interest, motivating teachers. This goal is served by seminars on the exchange of experience, open classes, collective discussions.
Considerable difficulties in the implementation are the creation of certain material conditions: the 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, initiative, and not mandatory. However, despite the existence of a whole package of documents on experimental work in schools and other institutions of public education, giving the right to teachers and educational institutions to work in an experimental mode, the mechanism for inhibiting pedagogical initiatives is still in effect. Managerial and methodological services do not yet consider the functions associated with experimentation as their daily duty; when preparing and conducting an experiment, there is no necessary responsibility, there is no planned organization of experimental work, and a system for discussing and disseminating the results of the experiment has not been created. The connection between creatively working teachers and schools with scientists and institutions is weak.
participants in the experiment. 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 others take part in it officials performing various functions.
The experimenter performs pedagogical influence, organizes the educational process in the right direction, monitors changes in the knowledge and skills of students. Depending on the scale (level) of the experiment, the executors can be: teachers, educators, leaders of the MO, school psychologists, school administration, employees of managerial and methodological levels, scientists. In large experiments, a team of performers is involved, performing local experiments in separate areas.
The head of the experiment performs scientific advisory and partly organizational and methodological functions. Often he is the main expert on the results of the experiment and co-author of the conclusions and recommendations. The leaders of the experiment are selected from among the higher methodological, managerial or scientific workers. For intra-school experiments, these can be teachers with the title of senior teacher, teacher-methodologist, honored teacher, leaders of the MO, school administration.
Administrative and managerial employees directly responsible for the section of the pedagogical process in which the experiment is conducted are responsible for the results of the latter. The fact is that the condition of a positive impact on students is imposed on the conduct of a pedagogical experiment. Whatever the content of the experiment, ZUN and the level of upbringing of students should not fall below program requirements. The risk of incompetent actions should be minimized, even excluded (for example, the allocation of a reserve of time to compensate for failure). This is achieved by participation in the experiment of the administration and managerial apparatus with the functions of stage-by-stage analysis, control and evaluation of the experiment. In addition to these functions, the school administration and managerial staff 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). Unlike methodological associations, which are characterized by a constant composition of participants, where the basis of commonality is the taught subject, and age, work experience, the presence or absence of sympathy, creative individuality, the character of a person is not taken into account, the basis for the formation of creative microgroups and 3-5 people is, first Total, psychological compatibility, mutual sympathy, personal friendship.
Application and permission to experiment. The application for the experiment should contain the main ideas of the experiment, the expected scope and results, the list of intended participants, the need for funds and the organization of the 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.
School-wide and interschool experiments are approved by the district departments (councils) of public education in coordination with the Institute for the Improvement of Teachers.
Pedagogical innovations on a district scale, as well as experiments carried out in educational institutions by research institutes, pedagogical educational institutions, are considered in the IUU and approved in the regional UNO.
To consider an application for an experimental site, one 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 a wide open mass discussion, social and pedagogical expertise. Only after this stage can they be considered sufficiently objective and evidence-based.
In practice, the following system of annual generalization of the results of exploratory experimental work in the region is being developed.
The results of intra-school experiments are proved and discussed during the academic year at methodological associations, pedagogical and public councils of schools. Main findings and results (both positive and negative) in summary brought 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 inter-school experiments in the district at the level of district events (conferences, pedagogical readings, round tables, etc.). RMC collects information about all experiments, creates a file of experiments with tracking their results. The most important conclusions and generalizations, the best performers are nominated for the regional conference at the end of the academic year, held by the regional IU.
In conclusion, we emphasize that the socio-pedagogical creativity of teachers and schools should become one of the priorities in the system of public education. When evaluating the work of a teacher, the conduct of experimental work should be put in one of the first places. Certification for the title of “senior teacher” and above must necessarily imply participation in experimental work. (Currently, a proposal to introduce a separate title of “teacher-researcher” is being discussed). The regional budget should allocate funds for the development of the system: the development of a new content of education, the creation of experimental sites, the encouragement of teachers-researchers.
Used Books.
Batishchev G.I. Pedagogical experimentation // Sov. Pedagogy - 1990.
Skatkin MN 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.
What is and what are pedagogical experiments?
Pedagogical experiment- this is a scientifically posed experience of transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only register what already exists, the experiment in pedagogy has a creative character. Experimentally, for example, new techniques, methods, forms, and systems of teaching and upbringing activity make their way into practice.
Pedagogical experiment – it is a specially organized pedagogical experience. The researcher "is introduced" into the course of the pedagogical process, changes it, creating special conditions. For the student-researcher, mini-experiments are most acceptable. This may be, for example, the creation of such situations when the student is forced to show his attitude to his comrades, to the task assigned, when he is placed in a situation of intellectual or moral choice, etc. In the process of preparing and conducting a pedagogical experiment, the researcher faces two tasks. The first is diagnostics and fixing the results of experimental work, the second is taking into account the educational impact of the experiment itself. When planning a pedagogical experiment, its goals and objectives should be clearly formulated, the conditions for conducting and time should be determined, the initial level of upbringing and training of the students, the structure of their interpersonal relationships should be taken into account. A pedagogical experiment should be aimed not only at studying some phenomena and situations, but also at solving pedagogical problems and tasks.
A pedagogical experiment can cover a group of several people, a class, a student group, a work team, a school or several schools. Very broad regional experiments are also being carried out. Research can be long-term or short-term depending on the topic and purpose.
The decisive role in the experiment belongs to scientific hypothesis. The study of a hypothesis is a form of transition from observing phenomena to discovering the laws of their development.
The reliability of experimental conclusions directly depends on compliance with the experimental conditions.
Depending on the purpose pursued by the experiment, there are:
1) ascertaining experiment, in which existing pedagogical phenomena are studied;
2) verification experiment when checked
a hypothesis created in the process of understanding the problem;
3) creative, transformative, formative experiment, in the process of which new pedagogical phenomena are constructed.
According to the venue, a natural and laboratory pedagogical experiment is distinguished.
natural experiment is a scientifically organized experience of testing the hypothesis put forward without violating the educational process. The objects of a natural experiment are most often plans and programs, textbooks and study guides, techniques and methods of training and education, forms of the educational process.
Laboratory experiment is used when it is necessary to check any particular question, or if, in order to obtain the necessary data, it is necessary to provide especially careful observation of the subject, while the experiment is transferred to special research conditions.
What is pedagogical testing?
Testing- this is a purposeful, identical survey for all subjects, conducted under strictly controlled conditions, which makes it possible to objectively measure the studied characteristics of the pedagogical process. Testing differs from other methods of examination in accuracy, simplicity, accessibility, and the possibility of automation.
Testing- a method of targeted examination of subjects on the basis of psychological and pedagogical tests.
If we talk about purely pedagogical aspects of testing, it is necessary to point out, first of all, the use of performance tests. Widely applied elementary skill tests such as reading, writing, basic arithmetic, and various tests for diagnosing the level of training - identifying the degree of assimilation of knowledge, skills in all academic disciplines.
Final test contains a large number of questions and is offered after studying a large section of the curriculum.
There are two types of tests: speed and power. On speed tests, the subject usually does not have enough time to answer all the questions; according to power tests, everyone has such an opportunity.
