What is an experiment in pedagogy. The main idea in the theory of developmental learning according to Montaigne is that developmental learning is inconceivable without establishing humane relations with children.

The word "experiment" (from Lat. Experimentum - "trial", "experience", "test"). There are many definitions of the concept of "pedagogical experiment".

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

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

A pedagogical experiment is a scientifically formulated experience of transformation pedagogical process in exactly the right conditions. (I.P. Podlasy).

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

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

Pedagogical experiments are different.

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

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

Most often, the selected types of experiment are applied in a complex manner, they constitute an integral, interconnected, sequential paradigm (model) of research.

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

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

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

An example of a laboratory experiment that is used primarily in didactics is the experimental teaching of one or a small group of students in accordance with a specially developed methodology. In the course of a laboratory experiment, which is very important to know, the process under study is more clearly traced, the possibility of deeper measurements, the use of a complex of special technical means and equipment is provided. However, the researcher should also know that a laboratory experiment simplifies pedagogical reality by the fact that it is carried out in "pure" conditions. It is the artificiality of the experimental situation that is the disadvantage of the laboratory experiment. There is only one conclusion: it is necessary to interpret its results carefully enough. Therefore, the clarified patterns (dependencies, relationships) must be tested in out-of-laboratory conditions, precisely in those natural situations to which we want to extend them. This is done through widespread validation through natural experiment or other research methods.

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

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

It is very important for the researcher to be able to track the process of experimental work. This can be: conducting ascertaining (initial), clarifying, transforming slices; fixing the current results in the course of the hypothesis implementation; conducting final sections; analysis of positive and negative results, analysis of unexpected and incidental results of the experiment.

According to the content of the results of the pedagogical experiment can be: development of concepts of teaching, upbringing, education; determination of the laws of the educational process; taking into account the conditions for the formation and development of personality; identifying factors affecting the efficiency of knowledge assimilation; formulation of new pedagogical problems; confirmation or refutation of hypotheses; development of classifications (lessons, teaching methods, lesson types); analysis of the best practices of teaching, upbringing, etc.

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

The objective component reveals at different levels the result obtained in the course of the research. This description can be carried out at the general scientific or general pedagogical levels and be presented different types knowledge (hypothesis, classification, concept, methodology, paradigm, direction, recommendation, conditions, etc.).

Transforming component - reveals the changes that occur with the objective component, indicates additions, refinements or other transformations that may occur in it.

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

1.has the researcher developed new method training or education;
2. have determined the conditions for increasing the efficiency of the learning process;
3. has identified theoretical or methodological principles;
4. whether a model of the development process has been proposed;
5. checked the effectiveness of the functioning of the model of educational activity of the class teacher, etc.

The concretizing component clarifies the various conditions, factors and circumstances in which the objective and transformative components change:

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

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

It is essential that the presentation of the research result in the form of three structure-forming interconnected components makes it possible, firstly, to approach the description of the results of scientific work from a unified methodological standpoint, to identify a number of relationships that are difficult to detect in the usual way; secondly, to formulate and clarify the requirements for the description of individual results. For example, if the purpose of the research becomes the organization of a process (training, education), then the tasks of the research must certainly include all of its components. For the process of education, training, such components will be the following: an indication of the final and intermediate goals to achieve which the process is directed; characteristics of the content, methods and forms required for the implementation of the process; determination of the conditions in which the process takes place, etc. If any of the constituent elements is missing, is poorly reflected in the tasks, then the process (training, education) cannot be disclosed and meaningfully described. Therefore, all these elements should be reflected in the research results. Otherwise, the set goal will not be achieved.

An experiment is used when there is a need for a comparative analysis of the effect of individual factors on the course and effectiveness of the process, as well as a more accurate measurement of the parameters and results of the process.

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

"Psychological and pedagogical experiment – a comprehensive research method that provides a scientifically objective and evidence-based test of the correctness of the hypothesis justified at the beginning of the research. It allows, more deeply than other methods, to check the effectiveness of certain innovations in the field of education and upbringing, to compare the significance of various factors in the structure of the pedagogical process and to choose the best (optimal) combination for the relevant situations, to identify the necessary conditions for the implementation of certain pedagogical tasks. The experiment makes it possible to discover repetitive, stable, necessary, essential connections between phenomena, i.e. to study the patterns characteristic of the pedagogical process "(YK Babansky) 1.

In contrast to the usual study of pedagogical phenomena in natural conditions through their direct observation, the experiment makes it possible to artificially separate the studied phenomenon from others, to purposefully change the conditions of pedagogical influence on the subjects.

A pedagogical experiment requires a researcher to have a high methodological culture, a thorough development of his program and a reliable criterion apparatus that allows to record the effectiveness educational process.

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

In the process of an experiment, a researcher, of his own free will, causes or forms certain socio-pedagogical phenomena in various, predetermined conditions (which in most cases are also under his influence). The experiment allows you to vary the factors that affect the studied processes and phenomena, to reproduce them repeatedly. Its strength lies in its ability to create new experiences under precisely tailored conditions.

In pedagogy, there are several main types of experiment. First of all, according to the method of organization, they distinguish natural and laboratory experiments... A natural experiment is carried out under real conditions of activity for the subjects, but at the same time the phenomenon that should be studied is created or recreated. This type of experiment, due to the fact that it is carried out under normal conditions of the subjects' activity, makes it possible to disguise its content, goals and at the same time preserve the essence, which consists in the activity of the researcher in changing the conditions for performing the studied activity. Thus, at the first stage of the experiment, the researcher studies the initial state of activity - the behavior of minors, the level of formation of their characteristics that follow from the content of the scientific work. Then he, alone or together with colleagues, makes deliberate changes in the content, forms, methods or means of the studied type of activity. After the changes made, the level of formation of the studied characteristics is again studied, and a conclusion is drawn about the effectiveness of the system of measures used in natural conditions.

Laboratory experiment- is the study of any real activity with high accuracy of registration and measurements in specially organized, artificial, laboratory conditions, often using instrumental techniques. A group of subjects is distinguished in the team, with whom the researcher works, applying special research methods - conversations, testing, individual and group training and observes the effectiveness of their actions. After the end of the experiment, the previous results are compared with the new ones.

Distinguish by purpose ascertaining and shaping experiments... An ascertaining experiment is an experiment that establishes the presence of some immutable fact or phenomenon. An experiment becomes ascertaining if the researcher sets the task of identifying the present state and the level of formation of a certain property or studied parameter, in other words, the actual level of development of the studied property in a subject or a group of subjects is determined. The researcher experimentally establishes only the state of the studied pedagogical system, states the facts of the presence of cause-and-effect relationships, the relationship between phenomena. The data obtained can serve as material for describing the situation as prevailing and repetitive, or be the basis for studying the internal mechanisms of the formation of certain personality traits or qualities of pedagogical activity. This provides a basis for such a design of the study, which allows predicting the development of the studied properties, qualities, characteristics.

When a researcher applies a special system of measures aimed, for example, at the formation of certain personal qualities in subjects, we are already talking about formative experiment. The latter is focused on the study of the dynamics of the development of the studied qualities or socio-pedagogical phenomena in the process of active influence of the researcher on the conditions for performing the activity. Consequently, the main feature of the formative experiment is that in it the researcher himself actively and positively influences the phenomena under study.

Along with the named types of pedagogical experiments, there are other approaches to their classification. In particular, V.I. Zagvyazinsky 1 proposes to distinguish probing and verification experiments... The first one in its tasks is close to the asserting one, and the second one involves testing the proposals put forward, particular hypotheses, for which it is necessary to obtain or clarify individual facts. Among other types of experiment, he distinguishes comparative and crossover experiments... We are talking about a comparative experiment in those cases when the researcher selects the most optimal conditions or means of pedagogical activity, comparing the control and experimental objects with each other. Groups of educated people can act as such objects. As a rule, in this case, special pedagogical changes are organized in the experimental groups, which, according to the researcher, should lead to positive results. In the control groups, such changes are not carried out. In this case, it is possible to compare the results obtained. There is another way of conducting a comparative pedagogical experiment, when there is no control object, and several experimental options are compared with each other in order to select the best one.

Cross experiment carried out in the case when the researcher does not have the opportunity to level the composition of the control and experimental groups (determined by preliminary control sections). The way out of this situation is that the control and experimental groups change places in each subsequent series of experiments. If a positive result is obtained in experimental groups of different composition, then this indicates the effectiveness of the innovation used by the researcher.

From the point of view of the logical structure, V.P. Davydov 1 identifies two main types of pedagogical experimentation - classical and multifactorial pedagogical experiments.

The first type is classic experiment. He assumes, firstly, the isolation of the phenomenon under study from the influence of secondary, insignificant and obscuring its essence of influences, i.e. studying it in a "pure" form, secondly, the repeated production of the course of the process in strictly fixed, controllable and accountable conditions, thirdly, systematic change, variation, combination of various conditions in order to obtain the desired result.

The essence of the classical experiment and its main functions are to test hypotheses about the interdependencies between individual factors of psychological and pedagogical influence and its results, their causal relationships. The experimenter identifies certain factors that are involved in the process under study. He changes the conditions in order to determine the consequences of their change, tries to establish how they affect the final result. The new conditions introduced are called independent variables, and the changed factors are dependent variables... The effect of the changes made is judged by the results obtained. By creating the necessary conditions, the experimenter is able to ensure their constancy. Thus, conducting an experiment consists of examining the effect of changing independent variables on one or more dependent variables.

By creating certain conditions, the researcher gets the opportunity to take into account the influence of these conditions on the phenomena under study, change some conditions and keep others unchanged, and thereby reveal the causes of certain phenomena, repeat the experiment and, thus, accumulate quantitative data on the basis of which one can judge the typicality or randomness. studied phenomena.

This is a particularly important advantage of experiment over observation, since it makes it possible to find, for example, the most effective methods of social and pedagogical activity.

In a classical experiment, after the control and experimental groups are formed, the latter is exposed to a new factor, or vice versa, is isolated from the influence of any factor. It is important, however, that other factors affecting the control and treatment groups remain relatively unchanged. This achieves the purity of the experiment. In practice, this is very difficult to achieve, since certain factors always vary during the research process, at least if it is long enough. Therefore, in order to prove that the effect obtained in the experiment is not accidental, it is planned using special statistical methods for processing the results obtained.

Mathematical theory expands the possibilities of experiment, gives it an analytic-synthesizing character. In this case, the experiment is called, in contrast to the classical, multifactorial... In modern psychological and pedagogical theory and practice, processes occur, the mechanism of which cannot be studied directly, since many different elementary processes interact in them, which in real conditions cannot be limited. This is where a multifactorial experiment is needed. In this case, the researcher approaches the problem empirically - varies with a large number of factors on which, as he believes, the course of the pedagogical process depends. He tries to find the optimal conditions for this process in terms of its result. In this case, as a rule, the widespread use of modern methods of mathematical statistics is envisaged.

Psychological and pedagogical experiment solves a number of problems :

- establishing non-random relationships between the impact of the researcher and the results achieved in this case; between certain conditions and the obtained efficiency in solving pedagogical problems;

- comparison of the productivity of two or more variants of psychological and pedagogical influence and the choice of the optimal one according to the criteria of effectiveness, time, efforts made, means and methods used;

- detection of cause-and-effect, natural relationships between phenomena, their presentation in qualitative and quantitative forms;

Amongthe most important conditions for the effectiveness of the pedagogical experiment can be distinguished:

- a preliminary, thorough theoretical analysis of the phenomenon under study, its history, the study of mass pedagogical practice for the maximum narrowing of the field of the experiment and its tasks;

- concretization of the hypothesis from the point of view of its novelty, unusualness, inconsistency in comparison with the usual attitudes, views;

- a clear formulation of the tasks of the experiment, the development of signs and criteria by which the results, phenomena, means, etc. will be evaluated;

- correct determination of the minimum necessary, but sufficient number of experimental objects, taking into account the goals and objectives of the experiment, as well as the minimum required duration of its conduct;

- the ability to organize in the course of the experiment a continuous circulation of information between the researcher and the object of experimentation, which prevents projection and one-sidedness of practical recommendations, difficulties in using conclusions. The researcher gets the opportunity not to be limited only to the message about the means and methods, the results of their application, but to reveal possible difficulties in the course of psychological and pedagogical influences, unexpected facts, important aspects, nuances, details, dynamics of the phenomena under study;

- proof of the availability of conclusions and recommendations made from the materials of the experiment, their advantages over traditional, customary solutions.

The need to use an experiment arises when the research tasks require the creation of a situation that either cannot arise during the usual course of events, or would have to wait indefinitely.

Thus, an experiment is a research method, which consists in creating a research situation, to be able to change it, to vary its conditions, making it possible and accessible to study mental processes or pedagogical phenomena through their outward manifestations, thereby revealing the mechanisms and tendencies of the emergence and functioning of the phenomenon under study.

Conducting a psychological and pedagogical experiment involves three main stages of work .

The first stage is preparatory... It includes the solution of the following tasks: the formulation of a hypothesis, that is, the position, the conclusions about the correctness of which should be checked, the choice of the required number of experimental objects (the number of subjects, study groups, educational institutions, etc.); determination of the required duration of the experiment; development of a methodology for its implementation; the choice of specific scientific methods for studying the initial state of the experimental object - a questionnaire survey, interviews, expert assessment, etc.; checking the availability and effectiveness of the developed experimental technique on a small number of subjects; determination of signs by which one can judge about changes in the experimental object under the influence of the corresponding pedagogical influences.

The second stage is the direct experiment... This stage should answer the questions about the effectiveness of new ways, means and methods introduced by the experimenter into psychological and pedagogical practice. An experimental situation is created here, the essence of which lies in such internal and external conditions of the experiment when the studied dependence, the regularity, manifests itself most purely, without the influence of random, uncontrollable factors.

At this stage, the researcher consistently solves the following tasks: study of the initial state of the conditions in which the experiment is carried out; assessment of the state of the participants in pedagogical influences; formulation of criteria for the effectiveness of the proposed system of measures; instructing the participants in the experiment about the procedure and conditions for its effective conduct (if the experiment is conducted by more than one person); implementation of the system of measures proposed by the author to solve a specific experimental problem (the formation of certain qualities of an individual, team, etc.); fixing data on the course of the experiment on the basis of intermediate sections characterizing the changes occurring in the object under the influence of the experimental system of measures; an indication of the difficulties and possible typical shortcomings in the course of the experiment; assessment of the current expenditure of time, money and effort.

The final stage is summing up the results of the experiment: description of the results of the implementation of the experimental system of measures (the final level of the formed quality, etc.); characteristics of the conditions under which the experiment gave favorable results (social, educational material, hygienic, moral and psychological, etc.); a description of the characteristics of the subjects of experimental influence (social teacher, teachers, educators, etc.); time, effort and cost data; an indication of the limits of application of the system of measures tested during the experiment.

It should be pointed out that when conducting psychological and pedagogical research, a more complex way of conducting a pedagogical experiment is also possible. This method involves testing two or even three options for measures in order to choose the one that gives the best results in less time. ... Experiment to check the optimality of the proposed system of measures includes the following steps:

- formulation of criteria for the optimality of the proposed system of measures in terms of its effectiveness, time, money and effort;

- the choice of possible options for solving the problem posed to the experimenter (development of two or three methodological approaches to the study of this study topic, development of several possible options for carrying out various pedagogical activities, etc.);

- implementation of the selected options in approximately the same conditions (in two educational groups approximately the same in terms of preparedness, etc.);

- evaluation of the effectiveness for each of the variants of the experiment;

- comparative assessment of all variants of the experiment;

- a choice from one option that gives the best results with less time, money and effort, or a more effective option for the same cost.

When preparing an experiment, a researcher always faces two questions: how to carry out a representative (indicative for the entire population) sample of experimental objects(how many subjects should be included in the experiment, how many teachers should participate in it, how many educational institutions should be covered by experimental work, etc.)? How long should the experiment be?

It is impossible to give an unambiguous answer to these questions, since these criteria depend on many factors - hypothesis, goals and objectives of the experiment, phenomena to be studied, selected research methods, expected results, etc.

However, we can offer some practical advice, which will help the researcher navigate in solving these problems:

a) the number of subjects in the control and experimental groups, on the one hand, it is desirable to have as much as possible (since only in this case, with sufficient reliability, it is possible to avoid the influence of uncontrolled, random factors that significantly distort them on the experiment result, and obtain statistically reliable results) , but on the other hand, these groups should not be excessively large, since in this case the control of the experiment becomes much more complicated. However, if the quality of management and control over the course of the experiment are sufficiently effective, then science and practice will only benefit from the breadth of the experiment.

At the same time, the experimental sample should be sufficiently representative. If the experimenter realizes the impossibility of carrying out a broad experiment, then he narrows the research task and concretizes it to study the really possible number of objects and their nature. Thus, the objectives of the experiment and the number of objects included in it are closely interrelated and can influence each other. However, the decisive element is still the tasks of the experiment, which the researcher outlines in advance. It is they who determine the required nature of the sample.

Further, the researcher needs to narrow down the number of experimental objects to the minimum necessary. For the right choice, it is important to take into account the specifics of the research topic. It is very important that the experimental group is typical - in terms of the initial state of the studied quality, it does not exceed the control group.

When it comes to an experiment on educational problems, there may be cases when only 30–40 people are involved in the experiment (with such a sample, it is possible to process statistical data). Usually, an established team should take part in the experiment - a classroom, an age group. If the researcher develops recommendations for an entire age group, then the experiment should include representatives of each individual age.

Thus, there is no, and there cannot be any single, stereotyped, standard decision on the choice of the number of experimental objects. However, it is important to know and remember that when conducting a socio-pedagogical research, it is always necessary to prove the representativeness of the sample, both from the point of view of the representativeness of all categories of subjects, and from the point of view of the objectivity of the results that can be obtained in the course of experimental work.

Meanwhile, one should be warned not only against underestimating the number of objects chosen for the experiment, but also against overestimating this number, since in the latter case the experimenter is extremely overworked, does not analyze the course of the experiment deeply enough and gives unproven recommendations;

b) determining the necessary the duration of the experiment, it should be borne in mind that its too short term leads to biased scientific recommendations, to exaggeration of the role and significance of individual pedagogical factors. Too long a period distracts the researcher from solving other problems, increases the complexity of the work. Therefore, in each study, it is necessary to specifically prove the minimum necessary duration of the experiment.

This can be done, firstly, by analyzing the previous experience of conducting similar experiments, in which correct scientific and practical conclusions were made; secondly, by correlating the goal and objectives of the experiment with its required duration.

In conclusion, it is important to point out that the results of pedagogical experiments in psychological and pedagogical research should not be absolutized. They definitely need reinforcement and verification using other scientific methods of pedagogy and psychology. The effectiveness of experimental work to a decisive extent depends on the skill of the researcher, his methodological and methodological equipment.

Experiment like research method it is used to solve scientific and methodological problems not only in psychology (which has already been discussed), but also in pedagogy. The mobility, multifactorial nature of the pedagogical process determines the use of a complex pedagogical experiment, which allows one to most reliably identify achievements and shortcomings, justify priorities, and reveal internal connections and dependencies in pedagogical phenomena and processes. Such an experiment is perhaps the most accurate way of studying phenomena, fixing facts, tracking the changes and development of participants in the pedagogical process. A complex pedagogical experiment opens up the opportunity to study cause-and-effect relationships, internal sources of development, that is, to go out on theoretical level research of the issues under study.

As you know, an experiment is called a change or reproduction of a phenomenon in order to study it in the most favorable, clearly recorded and controlled conditions. The characteristic features of the experiment are the planned intervention of the researcher in the course of the studied process, the possibility of repeated reproduction of the studied phenomena under varying conditions with respect to accurate measurement of their parameters.

The experiment allows us to decompose integral pedagogical phenomena into their constituent elements, to change (vary) the conditions in which these elements function, to isolate and check the influence on the results of individual factors, to trace the development of individual sides and connections, to more or less accurately record the results obtained. An experiment can serve to test particular and general hypotheses, clarify individual conclusions of the theory (empirically verified consequences), establish and clarify facts, determine the effectiveness of the means used, etc.

We have already paid attention to the fact that often the concept of "experiment" is interpreted too broadly, an experiment is understood as an OR, testing in practice of some innovations and, in general, any search work. However, if at least one of the leading features of the experiment is absent (fixing the conditions, deliberate variation of the investigated connections, more or less accurate measurements), then the work being carried out cannot be called experimental in the strict sense.

A complex pedagogical experiment can be probing or testing (testing assumptions, particular hypotheses, for which it is necessary to obtain or clarify individual facts), as well as constructive or transformative, associated with testing general hypotheses, developed models and structures, complex innovations.

If we set the goal of cognizing a phenomenon as such, outside of its comparison with other phenomena, then an absolute complex pedagogical experiment is organized. If an experiment is aimed at choosing the most optimal conditions or means of pedagogical activity, then it will be comparative in nature and therefore called a comparative experiment. In turn, the comparative experiment can be organized in such a way that the experimental group (experimental object) is compared with the control group, which was not affected by the experimental changes; it is possible to organize a comparative experiment as a variable experiment, when there is no control object, and several experimental options are compared with each other in order to select the best one. A mixed version is also possible, in which several experimental groups and one or several control groups are created.

Known different ways organization of a comparative experiment. In an experiment built on the principle of a single difference, they seek to equalize all the conditions of the process in the experimental and control groups or in groups that implement different variants of experimental work, except for one, varied, testable. The difference in results can then be attributed precisely to this variable condition or factor.

Equalizing factors is not easy. It is necessary to select groups in such a way that the time spent on a particular type of activity, attitude to the activity and the conditions in which it is performed, the results achieved earlier would be either approximately the same, or better in the control groups. Of course, all this is not done by eye, but on the basis of comparing academic performance data, mental development, the health of students in the classes or groups being compared. Hardest to equalize personality factor- the influence of the personality of the teacher and the influence of the composition of the pupils. Therefore, it is desirable that classes, meetings, consultations in the experimental and control groups were conducted by the same teacher or teachers, approximately equal in qualifications.

Equalization of the composition of the group can be achieved either due to the fact that the weaker group is taken as the experimental one (which is determined by the control "slices"), or the so-called cross experiment, in which the experimental and control groups are swapped in each subsequent series of experiments. In these cases, only confirmation of higher results in experimental groups of different composition serves as evidence of the effectiveness of the innovation. If such results are not achieved, this may be due to the different composition of students.

This method of equalization is also possible, when only the results of activity, shifts in the development of the compared groups of students are mentally taken into account: for example, the same number of initiative leaders, active performers, passive performers and pedagogically launched in the compared groups are taken into account. Or, if we are talking about educational work, the same number of good, average and poorly performing students, schoolchildren with developed abstract, visual-figurative or practical-active thinking, etc.

Either a comparison is made between different options for experimental teaching and upbringing in order to identify the most the best option, or comparison of the experimental version with the control one. A typical mistake in this case is the unclear definition of the working conditions and the composition of the control groups. It is asserted that they are "approximately the same" in terms of education and academic success. And in essence, the work carried out in them is limited to preserving traditional content and the traditional way of working.

It turns out that vague, and often just far from best options traditional forms of work.

In essence, the advantage of a certain system over randomness is found out, organization is compared with gravity. In such cases, and without experimentation, it is clear that well-planned, carefully prepared work is better and more effective than poorly prepared and organized work options. It follows from what has been said that both the composition of the control groups and all the work done in THESE groups should be determined as seriously as the composition and content of the work in the experimental groups. It is essential that the training and education options that are being compared are presented in the in the best possible way... For example, if the experimenter wants to prove the advantage of studying a topic using a computer program compared to a lecture, then the experimental version as a control one should be opposed by a meaningful, interesting, problem-structured lecture by a teacher-master. If the conditions and forms of work of teams of different ages at the place of residence are experimentally studied, then the properly organized work of teams of the same age at the place of residence or of different ages at school can serve as a control object. Experimentally tested options must be contrasted with carefully selected, concretely recorded and analyzed options for traditional education and training.

The above considerations make it possible to understand one more requirement for the organization of a complex pedagogical experiment. The comparison of the experimental and control variants, as well as different experimental variants, should be carried out not in general with the established system of work, but in the compared directions and features specially highlighted for comparison. Let's say efficiency can be compared different types activities and the forms of its organization to achieve the same sang, the comparative effectiveness of individual and collective responsibility for the work performed, the influence of competition on the manifestation of initiative in socially useful work, etc.

One more essential requirement to conduct a complex pedagogical experiment the following: the developed and improved experimental system should be opposed to a control system not frozen, but, accordingly, developed in the logic of its inherent means and methods. If, for example, the traditional version of "schoolcentrism" (the school is the center of educational work, that is, the educational process, which is of an educational nature, and various extracurricular activities with the involvement of the forces and means of organizations located in the microdistrict) is opposed to the option "school is a methodological center , the core of the educational complex ", then it is necessary to provide measures for the development of both options, in particular the organization in the first case school council, student self-government, the conclusion of agreements on the community of schools and organizations located in the microdistrict, the use of options for psychological and pedagogical study of students on the basis of modern diagnostic techniques, etc.

The method of organizing the experiment according to the principle of single similarity is also used. It does not require the selection and development of control objects, equalization of conditions, but, on the contrary, is organized in a variety of conditions. For example, a new curriculum in a subject is tested in well-known innovative schools and privates, in capital and peripheral, urban and rural, experienced teachers and beginners, etc. If, in all cases, the introduction of experimentally verified improvements gives a positive the result in comparison with the control option, then it is attributed precisely to the improvement made. Of course, the experiment carried out according to this technique is very close to the OR, and besides, it should be wide enough, and the choice of objects should be representative (representative) in order for the results to be reliable.

A complex pedagogical experiment can also be organized on the basis of the principle of concomitant changes. It can be carried out at several sites, and in certain cases, initially even at one. The essence of such an organization of the experiment is that consistently, step by step, changes are made to the work and the results are also recorded step by step. Thus, causal and other relationships are established between the changes being introduced, on the one hand, and the course and result of the process, on the other.

Along with the main experiment, it is useful to conduct a duplicate one, in which ideas and hypotheses are tested on a different material, in slightly different conditions. Thereafter, comparative analysis materials of the main and duplicate experiment.

Any experiment presupposes a certain method of objectively accounting for the initial state, intermediate and final results. The question arises about the criteria and methods for measuring results. It must be solved specifically for each study, based on the specifics of its goals, subject, conditions.

It is very good if the results can be subjected to mathematical processing, provided that it is fully correct. Under all conditions, objectivity and validity (compliance of indicators with measurable qualities) of the results, their meaningful interpretation - an explanation of the reasons, the nature of the recorded changes, the significance of the detected shifts for the strategy and tactics of teaching and upbringing, their content, as well as for updating the work of the educational process in the whole.

In conclusion, it should be emphasized that an experiment in pedagogy cannot claim such accuracy of results as in physics, technology, or even biology. Experiment is only one of the methods of pedagogical research, it cannot be absolutized.

Questions and tasks 1.

In what meanings is the concept of "experiment" used? 2.

In the history of pedagogy, there have been several attempts to turn experiment into the main research method and to make pedagogy an experimental science. Why didn't they succeed? 3.

Well-known educators-innovators (VF Shatalov, SN Lysenkova, MP Shchetinin, IP Volkov, IP Ivanov and others) called themselves “pedagogues-experimenters”. Are they right? 4.

What are the conditions for the correct use of a complex pedagogical experiment? 5.

How does experiment as a complex research technique differ from experiment as a specific research method? 6.

MOSCOW REGIONAL STATE 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

correspondence courses

speciality "_______"

1 course PS-Z-06 group

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 used literature ………………………………………………… 16

INTRODUCTION

Pedagogy is a science that studies a special, socially and personally determined, characterized by pedagogical goal-setting and pedagogical guidance, the activity of introducing 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 that part of reality that it studies.

The tasks of pedagogy are divided into practical and scientific. Practical work is aimed at obtaining specific results, and scientific work is aimed at gaining knowledge about how this activity is objectively proceeding, and what needs to be done to make it more effective and consistent with the set goals. The tasks of pedagogical science include the identification of objective laws of the educational process, the substantiation of 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 work.

PEDAGOGICAL RESEARCH

Pedagogical research is a process and result of scientific activity aimed at obtaining new knowledge about the laws of education, its structure and mechanisms, content, principles and technologies. Educational research explains and predicts facts and phenomena.

Pedagogical phenomena can be divided into fundamental, applied and developmental. The result basic 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 individual aspects of the pedagogical process, the establishment of patterns of multilateral pedagogical practice. The developments are aimed at substantiating specific scientific and practical recommendations, taking into account the already known theoretical provisions.

Any pedagogical research assumes the presence of generally accepted methodological parameters in it. 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 includes substantiating the relevance of the topic, formulating the problem, defining the object and subject of research, goals and objectives of the research, formulating the basic concepts, preliminary analysis of the object of research, and putting forward 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 need and timeliness of studying and solving a problem for the development of the theory and practice of teaching and upbringing. Current research provides an answer to the most pressing the given time questions that reflect the social order of society, pedagogical science, indicate 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 recommendations and proposals that science and practice can provide at the present time.

The most convincing basis defining the research topic 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 from a social order to a substantiation of a specific topic is necessary, an explanation of why this particular topic was taken for research, and not some other. Usually this is an analysis of the degree of elaboration of a question 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 that must be resolved by means of science. 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 any area of ​​social life in order to actively influence the resolution of those contradictions, the nature and features of which are not yet fully clear and therefore do not lend themselves to planned regulation. The solution to the problem is usually the goal of the study.

The subject of research is the part, the reflected side of the object - the most significant from a practical point of view properties, features of the object that are subject to study.

In accordance with the purpose, object and subject of research, research tasks are determined that are aimed at testing the hypothesis. A hypothesis is a set of theoretically grounded assumptions, 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 this point.

The novelty of the research can be both theoretical and practical significance... The theoretical value consists in creating a concept, establishing a regularity of a method, model, approach, concept, principle, in identifying a problem, trend, direction in the development of a 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, functional ideas about the object of research are obtained, contradictions between real educational practice, the level of scientific knowledge and the need to comprehend the essence of phenomena are revealed, and a scientific problem is formulated. 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 tested and confirmed.

The hypothetical stage is aimed at resolving the contradiction between the actual ideas about the object of research and the need to comprehend its essence. It creates the 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 research, with the need for systemic ideas about it.

The creation of a theory allows you to move on to the prognostic stage, which requires resolving the contradiction between the received ideas about the object of research 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 determines the basic basic principles underlying 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; the unity of external influences and internal conditions of development, personality activity; the unity of the psyche and activity; personal, social and activity approaches, etc.

A method is understood as a normative model of research activity aimed at fulfilling a specific scientific task and implemented in a set 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 problems increases, the dependence of the results obtained on the degree of development of the research tools increases.

The goal of any pedagogical method is to establish regular connections, relationships and the construction of scientific theories.

Currently, there is a tendency to transform the methods of science into methods of practical activity of specialists from general and professional educational institutions. The reason for this process is the renewal 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 their choice for solving specific research problems. There are two basic principles. The principle of a set of research methods means that several methods are used to solve any scientific problem. At the same time, the methods themselves are reconstructed by the scientist in order to harmonize them with the nature of the phenomenon under study. Second - the principle of the adequacy of the method to the essence of the studied subject and to that specific product that should be obtained .

METHODS OF PEDAGOGICAL RESEARCH

Everything 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 importance and tradition, without grouping them into theoretical and empirical.

Methods of pedagogical experience are methods of researching the actual experience of organizing the educational process.

In the study of pedagogical experience, methods such as observation, conversation, questionnaires, the study of written and creative works students, pedagogical documentation.

Observation- purposeful perception of a pedagogical phenomenon, in the process of 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 you to detect only the external manifestations of pedagogical facts. Internal processes remain inaccessible for observation.

Observation stages: definition of tasks, goals; choice of an object, situation; choice of observation method; the choice of the method of registration of the received material; processing and interpretation of the information received.

A weak point in the organization of observation is sometimes the lack of thoughtfulness of the system of signs by which it is possible to fix the manifestation of one or another fact; lack of uniformity of requirements for the application of these features by all observers.

Survey- conversation, interview, questioning. This group of methods is quite simple to organize and versatile as a means of obtaining information of a wide range. They are used in sociology, demography, political science and other sciences. Practice of work adjoins survey methods of science public services public opinion research, population census, collection of information for adoption management decisions... Surveys of various groups of the population are at the heart of government statistics.

A survey is an independent or complementary method, the purpose of which is to obtain information or clarify what was unclear during observation.

Conversation- dialogue between the researcher and the subjects according to a previously developed scheme. TO general rules Conversations include justifying and communicating the motives of the study, creating an informal environment conducive to communication, formulating variations of questions, including direct questions, questions with hidden meaning, questions that check the sincerity of answers, and others. The interlocutor's answers are not recorded, at least not openly.

Interview- a method close to the method of research conversation. Using the interview method, the researcher sets a topic to find out the point of view and assessments of the subject on the issue under study. Interviewing rules include creating conditions conducive to sincerity of the interviewee. Both conversation and interviews are more productive in an informal setting. Using this method, the researcher records the subject's answers in an open way.

Questionnaire- the method of a written survey, for the purpose of mass collection of information. There are several types of questionnaires. The contact questionnaire is carried out during the distribution, filling out and collection of the completed questionnaires by the researcher during direct communication with the subjects. Correspondence survey is carried out as follows. Questionnaires with instructions are sent by mail, the subjects fill them out and return to the address of the research organization in the same way. Press questioning is carried out through a questionnaire posted in a newspaper or magazine. After filling out such questionnaires by readers, the editorial office operates with the obtained data 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 to the choice of the subject;

The closed-type questionnaire is structured in such a way that answers to each question are given ready for choice 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 proposed questions.

The effectiveness of survey methods depends on the structure and content of the questions asked. Stages of drawing up a questionnaire: determining the nature of the information; drawing up an approximate series of questions; drawing up an initial plan; verification by trial research; fixes; final editing.

The organization of the questionnaire survey presupposes a thorough development of the structure of the questionnaire, its preliminary testing by means of the so-called "aerobatics", i.e. trial questioning on several subjects. After that, the wording of the questions is finalized, the questionnaires are replicated in sufficient quantity and the type of questionnaire is chosen. The technique of processing questionnaires is predetermined both by the number of persons involved in the survey and by the degree of complexity and cumbersomeness of the content of the questionnaire. The processing "manually" is done by counting the types of responses by categories of storage. Machine processing of questionnaires is possible with indexed and formalizable, statistical processing of answers.

In practice, there are known options for non-questionnaire polling using semiautomatic devices. These include semiautomatic devices for a questionnaire-free survey, developed by V.I. Zhuravlev.

EXPERIMENT AS A METHOD OF PEDAGOGICAL RESEARCH

Pedagogical experiment belong to the main research methods in pedagogical science. It is defined in a generalized sense as an experimental test of a hypothesis. Experiments are global in scale, i.e. covering a significant number of subjects, local and micro-experiments conducted with a minimum coverage of their participants.

State and government scientific institutions and educational authorities can act as organizers of large experiments. So, in the history of Russian education, a global experiment was 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 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 testing the hypothesis about the productivity of the method of non-explanatory teaching of students using the so-called "nomadic inter-scientific terms."

Have formed certain rules organization of pedagogical experiments. These include such as the inadmissibility of risk to the health and development of the subjects, guarantees against harm to their well-being, from damage to life in the present and future. In the organization of the experiment, there are methodological instructions, among which is the search for an experimental base according to the rules a representative sample, pre-experimental development of indicators, criteria and measures to assess the effectiveness of the impact on learning outcomes, upbringing, management of hypothetical developments that are being tested experimentally.

Recently, the open nature of the experiment has been gaining increasing recognition. Schoolchildren, students involved in experimental testing 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 verified 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 implements an innovative solution. In the second, the same didactic tasks or problems of upbringing are realized within the framework of traditional pedagogical solutions. Scientists are able to compare two results that prove or disprove the correctness of their hypothesis. It compares, for example, the assimilation of a section of mathematics during 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 construction with the developmental influences traditional ways learning, 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 from the name it is easy to guess that a thought experiment is a reproduction of experimental actions and operations in the mind. Due to the repeated replay of experimental situations, the researcher is able to find the conditions under which his experimental work can run into obstacles and require any additional reconstruction of the development. A bench experiment involves the reproduction of experimental actions with the involvement of participants in a laboratory setting. It is similar role-playing game, where the experimental model is reproduced in order to test it before being included in a natural experiment, where subjects participate in a real environment of the pedagogical process. As a result, the program of the experiment, after this kind of preliminary check, gets a comprehensively corrected and prepared character.

Known in pedagogy and such two types of experiment, as natural and laboratory. A natural experiment is carried out by introducing an experimental design into the everyday scenarios of the educational, educational, managerial work of an experimental teacher or his research partners. The laboratory assumes the creation of 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 such an invariant scheme: the author develops a certain new pedagogical structure (method, means, system, complex, model, conditions, etc.), after which he draws up a program for its experimental verification for its effectiveness. Pre-constructs criteria for assessing its effectiveness based on sufficiently diagnostic indicators. He works out the regulations of the verification procedures, prepares the experimental base and the conditions for the implementation of the experimental work. Carries out the intended and verifies its results against real indicators using reliable criteria. Historical and pedagogical research looks different. But this kind of search does not require an experiment in its classical sense.

V last years terminological research methods are becoming more widespread in pedagogy. Their occurrence is associated with the development of linguistics computer systems... The emergence of thesauri, rubricators, descriptor dictionaries as tools for placing information in computer memory leads to the development of learning 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 has already been fixed in the language of the theory of pedagogy, its lexical fund. So the researcher of the topic "resistance to upbringing", along with the appeal to the real facts of school reality, undertakes the study of terminological nests, i.e. basic and peripheral concepts that describe the facts of resistance of schoolchildren to pedagogical influence from the 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 pedagogical influence on the consciousness and behavior of schoolchildren. An undeveloped vocabulary for describing a particular area of ​​pedagogy means its lack of study 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 elaboration 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 works. Let us illustrate these operations with the concept of "resistance to upbringing." 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 the child's unmotivated resistance to the influence of adults. Here, attempts are made to typology resistance to upbringing and highlight passive and active manifestations of child negativism. The concept of "resistance to upbringing" is associated with the concepts of "childish stubbornness", "capriciousness".

As you can see, the researcher after the analysis various sources can compile a dictionary of concepts and make sure to what extent 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 grid, similar to the table of elements of D. I. Mendeleev. In this case, the vertical of the first column records the term, the author of the book, which reveals its characteristics, and then the parameters of concepts: 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 elaboration of the problem and determines the space that has so far turned out to be outside the field of view of science. At the same time, he has an opportunity to replenish the dictionary with new terms, which he denotes the products of his discoveries and inventions in the field under study.

methods. They serve as a means of exploring 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 personality index in the team. For this, a well-known formula is used:

where S is the value of the index, 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 using sociometric methods. For example, by means of a sociogram, the place of an individual in a team is determined, leaders are identified, etc. "rejected". The sociogram is usually presented in the form of inscribed rectangles.

The central inscribed rectangle contains the names of the persons who received the maximum number of positive elections. The second box contains the names of the individuals with fewer choices. The third is with a minimum. And outside the rectangles, the names of the subjects who did not receive any choice are recorded. A socio-scheme of mutual attraction and preferences of partners in a team is also used, If, to calculate the index and construct 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 form of a circle is used, on which the serial numbers of the subjects are located according to the lists of their names.

The lines connecting the numbers of the surnames of the subjects clearly show the mutual disposition of partners in the Collective. One of the controversial issues is the fidelity of the sociometric attribution of the subjects to the so-called rejected and leaders. Experience shows that both the leader and the rejected can receive the maximum or minimum number of choices, depending on the hypothetical or real situation for which sociometric indicators are established. So in a situation of danger, one can become a leader, and in a situation of meeting with foreign colleagues - another.

OTHER PEDAGOGICAL RESEARCH METHODS

A special place in the system of research methods is occupied by testing.

Testing methods (from the English word "test" - experience, trial) are interpreted as methods of psychological diagnostics of the subjects. Testing is carried out according to carefully worked out standardized questions and tasks with scales of their values ​​to identify individual differences of the tested. Since their development, tests have been used primarily for practical purposes for the selection of specialists according to their abilities and practical preparation for the implementation of various social roles.

The most developed is the American branch of the test industry. There are international tests for comparing educational and developmental outcomes for children and adults. Tests are perceived as examinations for the suitability of people for a particular field of activity. More and more widespread are computer testing programs that allow the use of computers in an interactive mode of dialogue in the man-machine system. There are tests to identify student progress, tests to determine the professional disposition of people. Tests are also used in pedagogical research. V psychological science tests of achievement, tests of intelligence, tests of creativity (ability), projective tests, personality tests and so on are used.

Mathematical and statistical methods in pedagogy, they are used to process the data obtained by survey and experiment methods, as well as to establish quantitative relationships between the studied phenomena. They help evaluate the result of an experiment, increase the reliability of conclusions, and provide a basis for theoretical generalizations. The most common mathematical methods used in pedagogy are registration, ranking, scaling. Using statistical methods, the average values ​​of the indicators obtained are determined: the arithmetic mean (for example, determining the number of errors in verification works control and experimental groups); the median is the indicator of the middle of the row (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 marks); the degree of dispersion - variance, or standard deviation, coefficient of variation, etc.

To carry out these calculations, there are corresponding 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. Those borrowed from other sciences are used comparatively less often: methods of context analysis, rating, provocations, modeling, documentary analysis, repertoire grid, mathematical methods, methods of pair 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.

Let us emphasize that every researcher approaches the application of scientific research methods creatively. They are being adapted, adapted to the topic and tasks, object and subject, conditions of scientific work. 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 instructions not only on the stock of research methods, but also on 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 the creative activity of scientists discussed above.
LIST OF USED LITERATURE

Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research. - M., 1982.

Ganzen V.A., Balin V.D. Theory and methodology psychological research... - SPb. RIO. SPb GU, 1991 .-- 75 p.

Zagvyazinsky V.I., Atakhanov R. Methodology and methods of psychological and pedagogical research: Tutorial... - M .: Publishing Center "Academy", 2001.

Kokhanovsky V.P. Philosophy and Methodology of Science: A Textbook for Higher Educational Institutions. - Rostov N / D .: "Phoenix", 1999.

N. V. Kuzmina Professionalism of the teacher and master of industrial training. - M .: Education, 1990.

Methods of pedagogical research / edited by A.I. Piskunov, G.V. Vorobyov. - M .: Pedagogy, 1979.

Slastenin V.A., Isaev I.F., Shiyanov E.N. General pedagogy: textbook. manual for stud. higher. study. institutions: At 2 o'clock - M .: Humanit. ed. center VLADOS, 2003, part 1 - 288s.

FGOU VPO "Alt GPU"

Department of the Institute of Pedagogy and Psychology

ESSAY

in the discipline: "Modern problems of the science of education"

on the topic: "Problems of evidence and scientific nature of pedagogical experiments"

Performed:

1st year master's student,

group 2551d

Kondrasheva Anastasia Yurievna

Checked:

candidate of pedagogical sciences,

Associate Professor of the Department of Theory and

primary education methodologies

Zharikova Lyudmila Ivanovna

Barnaul, 2015

1. Introduction ……………………………………………………………… 3

2. Problems, goals, tasks of pedagogical experiments ………… 4

3. Conclusion ………………………………………………………… .. 9

Introduction

[The word "experiment" (from Lat. Experimentum - "trial", "experience", "test"). There are many definitions of the concept of "pedagogical experiment".

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

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

A pedagogical experiment is a scientifically formulated experience of transforming the pedagogical process in precisely considered conditions. (I.P. Podlasy).

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

All these definitions of the concept of "pedagogical experiment" have a right to exist, since they affirm the general idea that a pedagogical experiment is a scientifically grounded and well-thought-out system of organizing the pedagogical process aimed at discovering new pedagogical knowledge, testing and substantiating previously developed scientific assumptions, hypotheses] 1.

[Experiment is the most complex view research, the most laborious, but at the same time the most accurate and useful in cognitive terms. The famous experimental psychologists P. Fress and J. Piaget wrote: “Experimental method is a form of the mind's approach, which has its own logic and its own technical requirements. He does not tolerate haste, but instead of slowness and even some cumbersomeness he bestows the joy of confidence, partial, perhaps, but final. " 1 .

1 Fress P., Piaget J. Experimental psychology. Issue 1.M., 1966.S. ​​155.

It is impossible to do without an experiment in science and practice, despite its complexity and laboriousness, since only in a carefully thought-out, properly organized and conducted experiment can the most conclusive results be obtained, especially those concerning cause-and-effect relationships. However, on the way of preparation and in the process of carrying out this experiment, there are many problems and difficulties that have to be overcome.

2. The problem, goals and objectives of pedagogical experiments

The problem of experiment is understood as some global issue that has not yet been resolved in science or practice.

The goals of the experiment are those intermediate and final, scientific and practical results that should be achieved as a result of its implementation. The difference between a problem and an experimental goal is that the problem statement is usually general and the goal statement is fairly specific. The problem only points to some intractable issue, while the formulations of goals contain the results that should be obtained in the process of solving this problem.

The end results of a psychological and pedagogical experiment can be, for example, changes that occur in the intellect (cognitive processes), personality and interpersonal relationships child, accelerating the psychological and behavioral development of children, improving the quality of education and upbringing, expanding and deepening knowledge, the formation of useful for life skills and abilities, etc. improving the quality of the educational process. An experiment can have several goals, some of which are intermediate and others are final.

The ultimate goal of the experiment, as a rule, is not achieved immediately, but through a series of intermediate stages. For example, if the ultimate goal is to accelerate student development, intermediate goals could be:

assessment of the current level psychological development students;

establishing the desired final level of development of students;

identifying means by which the development of students could be accelerated;

development of a methodology for practical, experimental work with children in order to accelerate their development;

the choice of psychodiagnostic methods by means of which it is possible to establish whether the acceleration of the process of psychological development has actually taken place.

Tasks in contrast to the goals, they represent the content of all successive stages of organizing and conducting research.

Let us assume that the experimental psychologist sets himself the ultimate goal of accelerating the process of mental development of children in the elementary grades of school. Bearing in mind the need for a large preliminary review, analytical, theoretical and methodological work, which should have been carried out before proceeding with the development and implementation of the experimental program, we will try to determine the possible tasks of such a study:

1. Specification of the problem.

2. Study of related literature and practice.

3. Clarification of the formulation of research hypotheses.

4. The choice of methods of psychodiagnostics of the process and results of development.

5. Development of a methodology for a formative experiment that accelerates the process of psychological development.

6. Development of a plan and program for the experiment.

7. Carrying out an experiment.

8. Processing and analysis of experimental results.

9. Formulation of conclusions and practical recommendations arising from the experiment.

In order for the experiment to be successful, all its goals and objectives must be formulated as definitely and clearly as possible. If this is not done, then it will be difficult to establish whether the ultimate goal of the experiment has been fully achieved and exactly the results that were expected at the beginning were obtained. Already at the stage of formulating intermediate goals and objectives of the experiment, it is possible to establish whether it can give the required results. ] 2.

A scientific experiment carried out within the framework 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 goal.

When experimenting with the technology of cooperation and development, new knowledge is already a means of improving the pedagogical process, fulfills the function of a means. Applying the ideas of cooperation pedagogy, the practicing teacher aims to get the result that he could not get earlier. Essentially, the experiment here represents experienced work on the introduction of scientific principles or the repetition of best practices. However, this repetition or introduction should also be considered an experiment (repetitive, 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 fulfilled, which significantly reduces the reliability of the conclusions.

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 (“let's try what happens”). All experiments located between these poles are loose, so-called “quasi-experiments,” in which sufficiently “clean” conditions are not provided, there is no proper level of monitoring of indicators, and so on.

The task of the researcher (and methodological services) is to bring each experiment as close as possible to a strict scientific level.

The experiment begins at first in the form of some kind of idea, guesswork, 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 cooperation and development pedagogy, testing and adaptation guidelines innovators to specific socio-pedagogical conditions.

For other teachers, methodologists, leaders, the ideas of cooperation and development pedagogy are the starting point for creative improvement, modernization of practice. Finally, the idea of ​​an 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, still do not determine the outcome of the experiment. Complex and thorny paths of practical implementation of conceived ideas lead to the desired result.

Mass pedagogical search and experimentation, as has already been emphasized, are creative, proactive, and not mandatory. However, despite the presence of a whole package of documents on experimental work in schools and other institutions of public education, giving teachers and educational institutions the right to work in experimental regime, the mechanism of inhibition of pedagogical initiatives is still in effect. Management and methodological services do not yet consider the functions of experimentation as their day-to-day responsibility; In preparing and conducting an experiment, there is no necessary responsibility, there is no planned organization of experimental work, and a system of discussion and dissemination of the results of the experiment has not been created. The connection of creative teachers and schools with scientists and institutions is weak.

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

The author of the idea of ​​an experiment (pedagogical initiative) is most often a direct performer-experimenter. He takes on the lion's share of efforts to translate ideas into practice.

The performer-experimenter carries out 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 performers can be: teachers, educators, heads of the Ministry of Education, school psychologists, school administrators, employees of managerial and methodological levels, researchers. Large experiments involve a team of performers who perform local experiments in separate areas.

The head of the experiment carries out scientific advisory and partly organizational and methodological functions. Often he is the main expert on the results of the experiment and the co-author of the conclusions and recommendations. Experiment leaders are selected from among the higher methodological, managerial or scientific workers. For in-school experiments, these can be teachers with the title of senior teacher, teacher-methodologist, honored teacher, heads of the Ministry of Education, school administration.

Administrative and managerial workers who are directly responsible for that part of the pedagogical process in which the experiment is carried out 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, the ZUN and the level of education of students should not fall below the program requirements. The risk of incompetent actions should be minimized, even excluded (for example, setting aside time to compensate for failure). This is achieved by participation in the experiment of the administration and management staff with the functions of step-by-step analysis, control and evaluation of the experiment. In addition to these functions, the school administration and management personnel must organize the necessary conditions, provide methodological equipment and material means of the experiment.

Often a team of experimenters is created to work out difficult questions - a creative problem group. Unlike methodological associations, which are characterized by a constant composition of participants, where the basis of the community is the subject taught, and age, work experience, the presence or absence of sympathy, creative personality, the character of a person is not taken into account, the basis for the formation of creative micro-groups and 3-5 people is, first of all, psychological compatibility, mutual sympathy, personal friendship.

3. Conclusion

In conclusion, I would like to note that the social and pedagogical creativity of teachers and schools should become one of the priorities in the public education system. 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. In the regional budget, funds should be allocated for the development of the system: the development of a new content of education, the creation of experimental sites, the encouragement of teachers and researchers.] 3

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