Pedagogical experiment as a method of scientific research. Pedagogical experiments have several classifications and divisions into types

Plan:
1. The concept of a pedagogical experiment, its possibilities.
2. Types of pedagogical experiment: natural, laboratory, ascertaining and forming.
3. Stages of the experiment: the previous experiment, preparation and conduct of the experiment, summing up.
1. The concept of a pedagogical experiment, its possibilities.
The problem of organizing and planning a pedagogical experiment appears in the theory and practice of pedagogy as one of the main general theoretical problems, the solution of which is carried out in the works of many well-known teachers: S. I. Arkhangelsky, V. I. Mikheev, Yu. K. Babansky, V. I. Zhuravlev, V.I. Zagvyazinsky, A.I. Piskunov. Under the pedagogical experiment, modern pedagogy of higher education understands the method of research, which is used to determine the effectiveness of the application of individual methods and means of education and upbringing.
It is typical for a pedagogical experiment that the researcher is actively involved in the process of the emergence and course of the phenomena under study. Thus, he tests his hypotheses not only about already existing phenomena, but also about those that need to be created.
In contrast to the usual study of pedagogical phenomena in natural conditions through their direct observation, the experiment makes it possible to purposefully change the conditions of pedagogical influence on the subjects.
In pedagogy, the object of study is very changeable and has consciousness, therefore, when conducting an experiment, it is necessary to take into account the many characters, characteristics of upbringing and abilities of children, as well as the characteristics of teachers, social ideals, and even rapidly changing fashion, since its influence on the actions of the younger generation is very large. In a pedagogical experiment, the object of study can consciously help or resist the experimenter. This is the main difference between a pedagogical experiment and a physical, biological or engineering one.
From each pedagogical experiment it is necessary to demand:
1. precise setting of the goal and objectives of the experiment,
2. an accurate description of the experimental conditions,
3. definitions in connection with the purpose of the study of the contingent of children,
4. an accurate description of the research hypothesis.
Requirements for the organization of scientific research:
1. Research planning includes: selection and testing of methods and techniques, drawing up a logical and chronological scheme of the study, selection of the contingent and the number of subjects. This is a plan for processing and describing the entire study.
2. Location of the study: providing isolation from external interference, compliance with sanitary and hygienic requirements, comfort and a relaxed working environment.
3. The technical equipment of the study must correspond to the tasks being solved, the entire course of the study and the level of analysis of the results obtained.
4. The selection of subjects should ensure their qualitative uniformity.
5. Drawing up instructions at the stage of work planning, which should be clear, concise, uniform.
6. Drawing up a complete and focused research protocol.
Processing of research results: quantitative and qualitative analysis and synthesis of the data obtained during the research.
2. Types of pedagogical experiment: natural, laboratory, ascertaining and forming.
Pedagogy distinguishes natural and laboratory experiments. A natural experiment is carried out in ordinary, natural conditions of education and upbringing (in a preschool institution). In the case of a laboratory experiment in a preschool institution, a group of children is allocated, with whom the researcher conducts special conversations, individual and group training, and monitors their effectiveness.
In psychological and pedagogical research, stating and formative experiments are distinguished. In the first case, the teacher-researcher experimentally establishes only the state of the pedagogical system being studied, states the fact of the connection, dependence between phenomena. When the teacher-researcher uses a special system of measures aimed at developing certain personal qualities in children, at improving their learning and work activity, they are already talking about a formative experiment.
The ascertaining experiment precedes the formative one. In practice, this is not just a statement of the state of a given object, but a broad analysis of the state of this issue in the practice of training and education, an analysis of mass material and a demonstration of the position of the experimental team in this mass picture.
In pedagogy, the experiment is in close relationship with other methods of research. The pedagogical experiment is a complex method, as it involves the joint use of observational methods, conversations, interviews, questionnaires, diagnostic work, creation of special situations, etc.
All these methods are used both at the first stage of the pedagogical experiment in order to "measure" the initial state of the system, and for subsequent more or less frequent "cut-off" measurements of its states, in order to conclude at the final stage that the hypothesis put forward is correct. A pedagogical experiment is a kind of complex of research methods designed for an objective and evidence-based verification of the reliability of pedagogical hypotheses.
The model of the most typical pedagogical experiment is based on a comparison of the experimental and control groups. The result of the experiment is manifested in the change that occurred in the experimental group compared to the control group. Such a comparative experiment in practice is used in different versions. With the help of statistical procedures, it is found out whether the experimental and control groups differ. The data obtained before the experiment and at its end, or only at the end of the experimental study, are compared.
If the researcher does not have two groups - experimental and control, he can compare the data of the experiment with the data obtained before the experiment, when working under normal conditions, but the conclusions must be made very carefully, since the data were collected at different times and under different conditions .
When creating experimental and control groups, the experimenter is faced with two different situations: he can either organize these groups himself, or work with already existing groups or teams. In both cases, it is important that the experimental and control groups are comparable in terms of the main indicators of the equality of initial conditions, which are significant from the point of view of the study.
3. Stages of the experiment: the previous experiment, preparation and conduct of the experiment, summing up.
The stage preceding the experiment includes a thorough theoretical analysis of previously published works on this topic; identification of unresolved problems; choice of the topic of this study; setting the goal and objectives of the study; study of real practice in solving this problem; study of measures existing in theory and practice that contribute to solving the problem; formulation of the research hypothesis. It must require experimental proof due to novelty, unusualness, contradiction with existing opinions.
Preparation for the experiment consists of a number of tasks:
- selection of the required number of experimental objects (number of children, groups, preschool educational institutions, etc.);
- determination of the required duration of the experiment. Too short a period leads to an unreasonable exaggeration of the role of one or another teaching aid, too long a period distracts the researcher from solving other research problems, and increases the complexity of the work.
- selection of specific methods for studying the initial state of the experimental object, questionnaires, interviews, to create appropriate situations, peer review, etc.;
- determination of signs by which it is possible to judge changes in the experimental object under the influence of appropriate pedagogical influences.
Conducting an experiment to test the effectiveness of a certain system of measures includes:
- study of the initial state of the system, in which the analysis of the initial level of knowledge and skills, upbringing of certain qualities of a person or team, etc. is carried out;
- study of the initial state of the conditions in which the experiment is carried out;
- formulation of criteria for the effectiveness of the proposed system of measures;
- instructing participants in the experiment about the procedure and conditions for its effective conduct (if the experiment is conducted by more than one teacher);
- fixing data on the course of the experiment based on intermediate cuts characterizing changes in objects under the influence of the experimental system of measures;
- indication of difficulties and possible typical shortcomings in the course of the experiment;
- assessment of the current costs of time, money and effort.
Summing up the results of the experiment:
- description of the final state of the system;
- characteristics of the conditions under which the experiment gave favorable results;
- description of the features of the subjects of experimental exposure (educators, etc.);
- data on the costs of time, effort and money;
- indication of the limits of application of the system of measures tested during the experiment.
The teacher-researcher always faces the question: how many children should be included in the experiment, how many teachers should participate in it? To answer this question means to carry out a representative (indicative for the entire population) sample of the number of experimental objects.
The sample must, firstly, be representative in terms of coverage of children. The tasks of the experiment and the number of objects included in it are closely interconnected and can influence each other. However, the decisive element is still the tasks of the experiment, which the teacher outlines in advance. They determine the required nature of the sample. When it comes to an experiment on educational problems, there are cases when 30-40 people are involved in the experiment (with such a sample, it is possible to process statistical data). If the researcher develops recommendations for an entire age group, then the experiment should include representatives of each individual age.
Equalized conditions for the experiment are conditions that ensure the similarity and invariance of the course of the experiment in the control and experimental classes. Equalized conditions usually include: composition (approximately the same in the experimental and control groups); educator (the same educator conducts classes in experimental and control groups); educational material (the same range of questions, equal volume); equal working conditions (one shift, approximately the same order of classes according to the schedule, etc.).
Literature:
1. Zagvyazinsky, V. I. Methodology and methods of psychological and pedagogical research: textbook. allowance for students. higher ped. textbook institutions / Zagvyazinsky V.I., Atakhanov R. - M .: Academy, 2005.
2. Gadelshina, T. G. Methodology and methods of psychological research: textbook. method. allowance / Gadelshina T. G. - Tomsk, 2002.
3. Kornilova, T. V. Experimental psychology: theory and methods: a textbook for universities / Kornilova T. V. - M .: Aspect Press, 2003.
4. Kuzin, F. A. PhD thesis: writing methodology, design rules and defense procedure / Kuzin F. A. - M., 2000.

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

There are many definitions of the concept of "pedagogical experiment":

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

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

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

Pedagogical experiment- this is the active intervention of the researcher in the pedagogical phenomenon he is studying in order to discover patterns and change 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 pedagogical experiment- this is a scientifically based and well-thought-out system of organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and substantiating pre-developed scientific assumptions and hypotheses. Pedagogical experiments are different.

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

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

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

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

4) control- this is the final stage of the study of a particular problem; its purpose is, firstly, to test the findings and the developed methodology in mass pedagogical practice; secondly, approbation of the methodology in the work of other educational institutions and teachers; if the control experiment confirms the conclusions made, the researcher generalizes 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, consistent paradigm (model) of research. A special place in the methodology of pedagogical research is occupied by natural and laboratory experiments. 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 violate the usual course of activity of students and teachers and, in this sense, are natural. Plans and programs, textbooks and teaching aids, methods and forms of education 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 educational research. The essence of a laboratory experiment is that it involves the creation of artificial conditions in order to minimize the influence of many 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 also needs to know that the laboratory experiment simplifies the 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 with sufficient caution. Therefore, the established regularities (dependencies, relationships) should be tested in extralaboratory conditions, precisely in those natural situations to which we want to apply them. This is done by extensive testing through natural experiment or other research methods.

Before starting the experiment, the researcher deeply studies the area of ​​knowledge that has not been sufficiently studied in pedagogy. Starting an experiment, the 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: outlines the nature of those transformations that need to be put into practice; thinks over his role, his place in the experiment; takes into account 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 the ways of processing these facts. It is very important for a researcher to be able to track the process of experimental work. It can be: conducting ascertaining (initial), clarifying, transforming sections; fixing the current results during the implementation of the hypothesis; conducting final cuts; analysis of positive as well as negative results, analysis of unexpected and side results of the experiment.

- development of learning concepts, education, education;

- determination of the patterns of the educational process;

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

- identifying factors that affect the efficiency of knowledge acquisition;

- setting new pedagogical problems;

- confirmation or refutation of hypotheses;

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

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

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

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

Transform component- reveals the changes that occur with the objective component, indicates additions, clarifications or other transformations that may occur in it. When determining the results of a transformative experiment, one should keep in mind, for example: whether the researcher has developed a new method of teaching or education; determined whether the conditions for increasing the effectiveness of the learning process; whether it revealed theoretical or methodological principles; whether he proposed a development process model; whether he checked the effectiveness of the functioning of the model of educational activity of the class teacher, etc.

Concretizing Component- clarifies the various conditions, factors and circumstances in which the change of the objective and transforming components takes place: specifying the place and time within which the study is conducted; an indication of the necessary conditions for the education, upbringing and development of the student; a list of methods, principles, methods of control, data obtained used in training; clarification of approaches to solving a particular pedagogical problem.

You need to know that all components complement each other, characterizing the result of research as a whole from different angles. 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 position, 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 goal of research is the organization of a process (training, education), then the research objectives must certainly include all its components.

For the process of education, training, such components will be the following: an indication of the final and intermediate goals the process is aimed at achieving; characterization of the content, methods and forms necessary for the implementation of the process; determining the conditions under which the process takes place, etc. If any of the constituent elements is omitted, 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 results of the study. Otherwise, the goal will not be achieved.

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Pedagogical experiment as an integral part andninnovation process - a modern trend in education

innovative pedagogical experiment

In the context of changing targets in the political, economic, international and other spheres of society, in the context of the transition from an industrial society to a post-industrial and information society, the requirements for the education system are changing, and there is a need for its modernization.

Understanding the essence of the changes led to the development by the Government of the Russian Federation in 2001 of the "Concept for the modernization of Russian education for the period up to 2010", which contributed to the strengthening of the search for ways to modernize education in the new conditions and the active introduction of innovative processes in educational institutions. Many educational institutions have been and are moving into the development mode, they are searching for the selection and structuring of the content of education, the development and adaptation of new educational technologies, forms and methods of teaching, the construction of management models, etc. The administration of these educational institutions faces the task of purposefully managing the innovation activities in the form of innovative design.

What is an innovation process, innovation, novelty?

Innovation process- complex activity for the creation (birth, development), development, use and dissemination of innovations.

In the scientific literature, there are concepts "Innovation" and "Innovation".

Innovation- this is exactly the means (new method, methodology, technology, curriculum, etc.).

Innovation is the process of mastering this tool.

In pedagogy, innovation is often associated with pedagogical experiment. Therefore, the administration and the teaching staff of an educational institution are faced with the problem of studying the technology for developing and mastering innovations, and its practical application as a means to improve the performance of an educational institution.

Any innovation process consists of single innovations. The introduction of any pedagogical development offers its approbation, therefore, under certain conditions, a pedagogical experiment. It can be both individual and collective. To determine the value of an innovation, it is necessary to conduct an experiment according to the classical scheme, i.e. compare the results obtained on the "experimental site" in the "experimental group" with the results of the control object, which is selected from among the groups functioning in the usual mode. It is advisable to carry out such experimental work when the innovation has not been previously tested. If the effectiveness of the innovation is confirmed by the experience of other educational institutions, confirmation of its value is not required, another task of experimental work is set - processing the mechanism for introducing innovation, while educational institutions independently determine the direction of experimental activity.

Experiment - This research activities, designed to check the advanced hypotheses, deployed in natural or artificial conditions, the result of which is new knowledge, including the selection of significant factors that affect the results of pedagogical activity.

Pedagogical experiment - an experiment whose task is to clarify the comparative effectiveness of technologies, methods, techniques, new content, etc. used in educational activities.

By goals distinguish the following types of experiments.

Ascertaining experiment answers the questions: "What is or what is nottDoes it work in the subject being studied, proposed for testing the innovative methodology? Do the complex of assumptions adequately correspond to the solution of the pedagogical problem?emethods, forms of organization of the educational process, implemented pedagogical technologies? Basically, the ascertaining experiment serves the purpose of testing innovation with the aim of introducing it into innovative practice. This type of experiment serves to form a set of materials to prove the effectiveness (inefficiency) of the new program, teaching aid. Based on the results of the experiment, the revealed facts are recorded, specific recommendations are proposed for changing the program of the concept and content of the training manual, positive and negative results are stated.

Design research, search experiment serves to search for a system of measures, methods, and techniques of educational activity. Almost all problematic situations in education and a specific subject area can be solved on the basis of scientific understanding of the causes, mechanisms for overcoming, and most importantly, formatting the mechanism to prevent their systematic repetition in the future. This clearly shows the difference between practice and technologization of education. If the practice is aimed at a constant exhausting struggle with emerging problems of the same type, then the technologization of education in the search mode sets the goal of neutralizing the possibilities of forming the causes of problem situations. Measures of positive "impact" on the problem situation is a wide field of creative design.

Formative experiment serves to transform both students and the entire educational space. A formative experiment can solve the problem of democratization of the educational process, changing the nature of the relationship between the teacher and students, the relationship of the intra-class (group) microsociety. An experiment of this type can be aimed at developing memory, perception, motivation, thinking, and attention. It can serve the tasks of an active positive impact on the student's personality based on the inclusion of mechanisms for self-organization of the educational process, self-education and self-education. For a teacher developing an author's methodology in the subject area, this experiment will help to explore the degree of effectiveness in the formation of a student's general educational competencies.

Control experiment shows the level of changes based on the results of the formative experiment.

By levels pedagogical experiments are:

o Individual

o In-school experiment

o Municipal (city, district)

o Regional (region)

o Federal (RF)

Experiments vary and by types:

Local - private experiments that are not interconnected, for example: a new program in the subject.

Modular - a complex of private, interconnected innovations, for example: a block of new programs, the development of new teaching technologies, the creation of a new creative association.

System - innovations covering the entire educational institution. A program for the development of an educational institution is being developed, for example: the restructuring of the entire educational institution under any idea, concept, or the creation of a new educational institution on the basis of the former one.

Wide-ranging -(for example: an experiment to improve the structure and content of education).

Experimental programs are compiled for local or modular applications, but if the question is raised about the systemic education of the entire educational institution, then another document is being prepared - the “Program for the Development of the Educational Document”. As M. M. Potashnik notes, in pedagogical practice the concept of "experiment" is often used not in the strict sense of the word - not as a research activity, often with an indefinite and unknown result. The word "experiment" is often combined, although close, but not identical concepts. Such as "search", "search work", "experience", "experimental work", "research work," actual experiment ", etc. There are no very strict, clear boundaries between these concepts in mass pedagogical practice. To a greater or lesser extent, all of them presuppose some measure of "experiment proper". Each of these definitions highlights one or another side of the phenomenon under consideration. In pedagogy, creative search, experimental work presupposes an experiment, i.e. search activity, creation of new pedagogical experience. It is impossible to clearly and strictly separate all these concepts. A specific innovative pedagogical activity may refer to one or another concept on a dominant basis: the more new there is in the activity, the closer it is to actual experimental work; the more it reproduces already known technologies in other conditions by other teachers, the closer it is to experimental work, during which the search for a new one and its subsequent testing can take place, i.e. again, it's an experiment.

In his book "Experiment in Education" A.S. Sidenko and T.G. Novikova note that before starting to develop a program for any experiment, it is necessary to determine the level of experiment within the educational institution:

§ experimental work

§ experimental activities

§ experimental search activity

§ experimental research activity.

Experimental work in educational institutions of NGOs has recently become a rather massive type of scientific and pedagogical activity. At the same time, educational institutions themselves go through certain levels of development, depending on the development of a scientific and methodological topic.

An educational institution is an adaptive model. The first level of an educational institution operating in development mode .

Main characteristics of the level:

1) the readiness of an educational institution for innovative activity is achieved, first of all, through the study of methods of pedagogical research, knowledge of the forecast for the development of individual components of a complex pedagogical system, familiarization with perfect pedagogical concepts and systems;

2) preparing everyone for the rapid implementation of the achievements of pedagogical science and innovative experience begins with the ability to analyze their own methodological difficulties, generalize the experience of pedagogical activity as a system, and reveal the essence of their pedagogical system;

3) special conditions are created for the formation of internal inter-cycle problematic, initiative, creative groups through the systematization, classification of the bank of creative buildings of teachers aimed at the targeted development of all components (improvement of the program, scientific, methodological, educational process, the introduction of new and advanced equipment technologies , improvement of additional education, work with personnel, management of school development).

Educational institution - experimental site - the second level of an educational institution operating in development mode. This level is characterized by:

1) The mass creativity of teachers develops through the introduction of the collective and innovative experience of other educational institutions, as well as the introduction of individual ideas of the experimental work of educational institutions, which gradually turn into a set of innovative ideas and innovations;

2) the collective pedagogical experience is intensively generalized through the introduction of the achievements of pedagogical science and best practices, including the introduction without experiment, as well as increasing the level of scientific and practical training of teachers and the emergence of innovations in the educational institution that initially develop chaotically and unsystematically;

3) in the teaching staff from the inside, on the basis of a unified scientific and methodological work of teachers of a developing nature, the basis of which is the research activity of the teacher, the ideas of familiarizing the teaching staff with the progress of experimental work in an educational institution;

4) experiments developing in an educational institution, having passed the stages of primary correction, become closely interconnected, penetrating one another.

Educational institution - laboratory - the third level of an educational institution operating in development mode . This level has the following features:

1) the idea of ​​experimental work, built into the system, begins to actively move into the scientifically posed experience of the educational institution;

2) the methodological association of teachers is transformed into creative laboratories, educational and methodological conferences. Up to 70% of teachers during this period work on individual research topics;

3) deepening the relationship, the relationship between innovations, achievements of pedagogical science and best practices, which significantly enriches the collective pedagogical experience of the educational institution;

4) teachers easily, freely bring the ideas of innovative experience of other educational institutions and the achievements of pedagogical science and best practices into their own pedagogical system by increasing the knowledge intensity of self-education, mastering the basics of self-analysis of the lesson.

Continuously self-developing educational institution - the fourth, highest, level of development of an educational institution - laboratories , where

1) the creative individuality of the personality of the teacher is formed due to many years of purposeful work on the topic of individual research, during which he works in a search, experimental and research mode, independently and continuously improving his own professional skills;

2) the stability of the development of an educational institution is recognized by creative laboratories. The research work of the teacher brings his pedagogical skills to a stable innovative;

3) a universal indicator of the purposefulness of the development of an educational institution is a diagnostic map, which can be used to track the effectiveness of the professional growth of a teacher, which ultimately ensures multi-level education, the introduction of a research component into problem-based learning, developing learning;

4) the built-in system of experimental work turns into scientifically posed collective pedagogical experience, which, penetrating into all parts of the pedagogical system, significantly enriches the innovative potential of the educational institution;

5) the integrity, uniformity, sustainability of the development of the components of a complex pedagogical system is achieved through the purposeful and one-time integration of innovations into the components.

As the results of the experimental work showed, a developing educational institution, as it moves through the levels of development, depending on the transition period, is at the first level of development for no more than 2 years. At the second level - no more than 3 years. An educational institution-laboratory needs at least 3 years to reach the highest level of its development - a continuously self-developing educational institution.

Long-term planning of a developing educational institution can be prepared for as many years as the work of the teaching staff in scientific, methodological and experimental work is envisaged.

The scientific and methodological theme of the educational institution, predicted for 2-5-8 years, in combination with experimental work, the subject of which is constantly being adjusted, are closely connected at each level with the main experiment.

Experimental sites are created in cases where the transformations are of a deep exploratory nature, and a large number of subjects of educational and managerial processes are involved in this process. Determination of institutions that are awarded the status of an experimental site is carried out on the basis of the "Regulations on the experimental site".

Experience of regional experimental sites

In 2000-2004, educational institutions of primary vocational education of the Chuvash Republic took part in the implementation of the Russian-British projects "Reforming primary vocational education based on a competent approach" and "Modernization of pre-university vocational education based on a modular competence-based approach through the state of an international consortium." 160 teaching staff (methodologists, teachers and masters of industrial training) were trained in modular training technology based on a competent approach.

After completing the training course for teachers of special disciplines and masters of industrial training on the technology of creating their own modular programs, from 09/01/2001 in accordance with the order of the Ministry of Education and Youth Policy of the Chuvash Republic "On testing modular training in the educational process" dated 08/20/2001 No. 407 testing of this technology has begun. Approbation of the technology was planned to be carried out in the process of preparing students for professions "PortNoah" and "Welder" in 10 educational institutions of primary vocational education in Cheboksary and Novocheboksarsk.

In order to further work on the development of modules, in accordance with the order of the Ministry of Education of the Chuvash Republic "On the organization of further work on the Scottish technology of modular education" dated 09.12.2003 No. 639, creative groups were created, which made it possible to accelerate the development of modular materials for professions "Tailor" and "Welder". In connection with the completion of the work on writing modules based on the competency-based approach for the professions "Tailor" and "Welder" and the inclusion of the Chuvash Republic in the international project "Modernization of pre-university vocational education based on a modular-competency approach through the creation of an interregional consortium", by order of the Ministry of Education and Youth policy of the Chuvash Republic "On the creation of experimental sites" dated 03.02.2003 No. 53 in the territory of the Chuvash Republic, on the basis of 5 educational institutions of primary vocational education, republican experimental sites were created.

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19. Sirtyuk A.L. Teaching children with regard to psychophysiology: A practical guide for teachers and parents. - M.: TC "Sphere", 2000. - 128s.

20. Fridman L.M., Pushkina T.A., Kaplunovich I.Ya. The study of the personality of the student and student groups. - M., 1988.

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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 is carried out on the basis of a theory that determines the formulation of problems and the interpretation of its results.

In the definition pedagogical experiment as a special pedagogical phenomenon, there is also no unity.

In modern pedagogy of definitions, the 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 the truth of scientific knowledge in general.

Experiment as a technology of innovation means a certain set and procedure for achieving the planned pedagogical result.

Typology of experiments

Modern science uses various types of experiments. The simplest kind 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 for the methods and means, is preserved: 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. The main negative point of a 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.

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. 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, or 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 formed by 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.

Via 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.

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.

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 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 activities differ 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 is different. Decide on the choice of the type and type of experiment together with the teacher.

Experiment as a research method is used to solve scientific and methodological problems not only in psychology (which has already been discussed), but also in pedagogy. Mobility, multifactorial nature of the pedagogical process determine the use of a complex pedagogical experiment, which allows you to most reliably identify achievements and shortcomings, justify priorities, reveal internal connections and dependencies in pedagogical phenomena and processes. Such an experiment is, perhaps, the most accurate way of studying phenomena, fixing facts, monitoring the change and development of participants in the pedagogical process. A comprehensive pedagogical experiment opens up the possibility of studying cause-and-effect relationships, internal sources of development, that is, reaching the theoretical level of research into the issues under study.

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

The experiment makes it possible to decompose holistic pedagogical phenomena into their constituent elements, to change (variate) the conditions in which these elements function, to single out and check the influence of individual factors on the results, to trace the development of individual aspects and connections, to record the results more or less accurately. An experiment can serve to test particular and general hypotheses, refine individual conclusions of a theory (empirically verifiable consequences), establish and refine facts, determine the effectiveness of the means used, etc.

We have already paid attention to the fact that the concept of "experiment" is often interpreted too broadly, by experiment we mean 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 missing (fixing the conditions, deliberate variation of the relationships under study, more or less accurate measurements), then the work being done cannot in the strict sense be called experimental.

A complex pedagogical experiment can be probing or testing (testing assumptions, particular hypotheses, which requires obtaining or clarifying individual facts), as well as creative or transformative, associated with testing general hypotheses, developed models and structures, complex innovations.

If we set the goal of cognition of a phenomenon as such, beyond its comparison with other phenomena, then an absolute complex pedagogical experiment is organized. If the experiment is aimed at choosing the most optimal conditions or means of pedagogical activity, then it will be of a comparative nature and therefore is called a comparative experiment. In turn, a 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 one, when there is no control object, but several experimental options are compared with each other in order to select the best one. A mixed variant is also possible, in which several experimental groups and one or more control groups are created.

There are various ways to organize a comparative experiment. In an experiment built on the principle of a single difference, they strive to equalize all the conditions of the process in the experimental and control groups or in groups that implement various variants of experimental work, except for one, varied, tested. Then the difference in results can be attributed precisely to this variable condition or factor.

Balancing the factors is not an easy task. It is necessary to select groups in such a way that the time spent on this or that type of occupation, the 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 a comparison of data on the progress, mental development, and health of students in compared classes or groups. The most difficult thing to equalize is the personal 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 be conducted by the same teacher or teachers, approximately equal in qualification.

Equalization of the composition of the group can be achieved either due to the fact that the obviously weaker group is taken as the experimental group (which is determined by the control "slices"), or the so-called cross experiment, in which the experimental and control groups change places in each subsequent series of experiments. In these cases, only the 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 the result of a different composition of students.

This method of equalization is also possible, when only the results of activities, shifts in the development of compared groups of students are mentally taken into account: for example, the same number of initiative leaders, active performers, passive performers and pedagogically advanced in the compared groups is 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 variants of experimental training and education in order to identify the most optimal variant, or a comparison of the experimental variant with the control one. A characteristic mistake in this case is the fuzzy definition of working conditions and the composition of the control groups. It is argued that they are "about the same" in terms of their level of upbringing and academic success. And in essence, the work carried out in them is limited to the preservation of the traditional content and the traditional order of work.

It turns out that a well-thought-out, well-organized experimental version is opposed by vague, and often simply far from the best versions of traditional forms of work.

In essence, the advantage of a certain system over unsystematicity is clarified, organization is compared with gravity. In such cases, and without experiment, it is clear that well-planned, carefully prepared work is better and more effective than poorly prepared and organized work. From what has been said, it follows that 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 best possible way. For example, if an experimenter wants to prove the advantage of studying a topic with the help of a computer program compared to a lecture, then a meaningful, interesting, problem-based lecture by a master teacher should be opposed to the experimental version as a control. If the conditions and forms of work of teams of different ages at the place of residence are experimentally studied, then the control object can be the properly organized work of teams of the same age at the place of residence or teams of different ages at school. Experimentally verified options should be opposed by carefully selected, specifically 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. Comparison of the experimental and control options, as well as different experimental options, should be carried out not in general with the existing system of work, but in the compared areas and features specially selected for comparison. For example, the effectiveness of different types of activity and forms of its organization can be compared to achieve the same goal, the comparative effectiveness of individual and collective responsibility for the work performed, the influence of competitiveness on the manifestation of initiative in socially useful work, etc.

Another most important requirement for conducting a complex pedagogical experiment is the following: the developed and improved experimental system should be opposed not by a frozen, but accordingly developed in the logic of its inherent means and methods, a control system. If, for example, the traditional version of “school-centrism” (the school is the center of educational work, i.e., both the educational process of an educational nature and various extracurricular activities involving 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 of the school council, student self-government, the conclusion of agreements for the commonwealth of the school and organizations located in the microdistrict, the use of options for psychological and pedagogical study students based on modern diagnostic methods, 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 in private schools, in metropolitan and peripheral schools, in urban and rural areas, with experienced teachers and beginners, etc. If, in all cases, the introduction of experimentally verified improvements gives a positive result compared with the control variant, then it is attributed precisely to the improvement introduced. Of course, an experiment conducted according to this technique is very close to the OR, and besides, it must be wide enough, and the choice of objects must 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 on several objects, and in certain cases initially even on one. The essence of such an organization of the experiment is that sequentially, step by step, changes are made to the work and the results are also recorded step by step. Thus, cause-and-effect and other dependencies are established between the changes 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 experiment, in which ideas and hypotheses are tested on different material, under somewhat different conditions. After that, a comparative analysis of the materials of the main and duplicate experiments is carried out.

Any experiment involves a certain methodology for objectively taking into account 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 completely correct. Under all conditions, the objectivity and validity (correspondence of the indicators to the measured 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 training and education, their content, as well as for updating the work of the educational process in in general.

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

Questions and tasks 1.

What is the meaning of the term "experiment"? 2.

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

Well-known innovative teachers (V.F. Shatalov, S.N. Lysenkova, M.P. Shchetinin, I.P. Volkov, I.P. Ivanov, etc.) called themselves "teachers-experimenters". Are they right? 4.

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

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