Stages of pedagogical experiment and their characteristics. Psychological view (PsyVision) - quizzes, educational materials, catalog of psychologists

The most productive method of pedagogical research is a pedagogical experiment (from the Latin experiment - test, experience). Pedagogical experiment – research activities carried out with the aim of studying cause-and-effect relationships in pedagogical phenomena. As part of the pedagogical experiment, a complex of methods, both theoretical and empirical, is used.

There is a distinction between a natural experiment (under the conditions of a normal educational process)

and laboratory - the creation of artificial conditions for testing, for example, a particular teaching method, when individual students are isolated from others. The most commonly used experiment is a natural experiment. It can be long-term or short-term.

Depending on the specifics of conducting pedagogical research, different types of experiments are distinguished. He can be stating establishing only the real state of affairs in the pedagogical process, or transformative, when a purposeful organization of an experiment is carried out to determine the conditions (methods, forms and content of education) for the development of the personality of a schoolchild or children's group.

A transformative experiment requires experimental and control groups. In experimental groups, the educational process is organized under changed conditions, while in control groups - under normal, unchanged conditions. Comparing the results of the activities of students and teachers in these groups, all other things being equal, allows us to draw a conclusion about the effectiveness or ineffectiveness of the experiment.

Control experiment is organized to check the degree of reliability of the results obtained during ascertaining and transformative, as well as laboratory experiments. In this case, an experiment that has already taken place is duplicated (repeated experiment) or the experimental group is replaced with a control group and vice versa (crossover experiment).

Aerobatic The (preliminary) experiment aims to check the level of elaboration and quality of the experimental methodology. To do this, the experiment is first carried out in a shortened version. After this, if necessary, individual parts of the experiment are corrected and it is then carried out in full.

The following are distinguished: stages of the experiment :

Theoretical (statement of the problem, definition of the goal, object and subject of research, its tasks and hypotheses);

Methodological (development of research methodology and its plan, program, methods for processing the results obtained);

The actual experiment is conducting a series of experiments (creating experimental situations, observing, managing the experience and measuring the reactions of the subjects);

Analytical – quantitative and qualitative analysis, interpretation of the obtained facts, formulation of conclusions and practical recommendations.

In conclusion, we emphasize that pedagogical research methods are used in combination, clarifying and complementing each other.

6. The essence and technology of pedagogical diagnostics

A teacher (teacher, educator, etc.) cannot perform his professional functions at a high level if he does not rely in his work with students on the results of studying the changes that occur with all participants and components of the pedagogical process. Pedagogical diagnostics is a necessary component of both the pedagogical process itself and any pedagogical technology.

The process of studying changes in the state of participants in the pedagogical process, as well as the pedagogical activity itself and pedagogical interaction is called pedagogical diagnostics (diagnostics - from the Greek diagnostikos - able to recognize).

The essence of pedagogical diagnostics – studying the effectiveness of the educational process in school based on changes in the level of education and training of students and the growth of teachers’ pedagogical skills (A.I. Kochetov). Pedagogical diagnosis is the process and result of a comprehensive study and description of an object (individual, group) and pedagogical situation with the aim of making a specific decision and developing effective pedagogical actions. Objects of pedagogical diagnostics may be: a student and a group of students, relationships in a group, individual qualities of an individual and a group (cohesion, public opinion, value orientations, etc.); content and effectiveness of the activities of the teacher, teaching staff, etc.

All objects of pedagogical diagnostics are in continuous movement, change, development and are closely interconnected. At the same time, knowledge about the child or teacher is probabilistic and approximate. Ultimately, the child is studied in the system of pedagogical relations in a certain social and educational situation.

Scientists in various fields study the psyche of children: psychology, sociology, anthropology. Advances in research methodology after a certain period become the property of a practicing teacher who studies children at school.

Pedagogical diagnostics is carried out in the process of training and education. In most cases, teachers think that they know their students and that no special study is required. But when this knowledge is subjected to deep analysis, it turns out that it is superficial and inadequate. In particular, children whom the teacher does not know and who do not agree with his assessment involuntarily fall out of the sphere of pedagogical communication and, therefore, are deprived of educational influence. This is why it is important to have as much objective information about the child as possible: a favorable psychological atmosphere is created when the teacher and students work together. While studying children, teachers and educators must simultaneously study the effectiveness of their own work; diagnosing a child’s upbringing is inseparable from self-analysis and self-assessment of teaching activities.

Knowing the child is a necessary element of pedagogical culture . Sometimes in school practice, studying a child’s personality is reduced to obtaining information needed for a one-time report or writing a profile of a student. However, it is impossible to clearly set a pedagogical goal and determine realistically achievable tasks of educational work in school without knowledge of the upbringing and education of children, their attitude to teaching and upbringing. It is also impossible to draw up an optimal plan for the educational work of the class teacher without studying the cohesion of the team, the nature of interpersonal relationships in it, the maturity of public opinion, and the common interests of students.

In general, pedagogical diagnostics performs the following: functions :

stating: obtaining information about participants in the pedagogical process; determining the level of development of the child, his individuality; identifying the state of pedagogical activity, the level of development of the teacher’s personal qualities; identifying the state of pedagogical interaction (pedagogical communication); drawing up a general description of the student, the pedagogical process, etc.;

prognostic : helps to identify potential development opportunities for participants in the pedagogical process; predicts the organization of pedagogical interaction, contributes to the determination of pedagogical goals and objectives;

value-orientation (evaluative): gives an idea of the effectiveness of pedagogical interaction, teaching activities; determines the effectiveness of using various means in the pedagogical process; creates opportunities for self-control and correction of the teacher’s actions;

developmental (educational): creates conditions for the development of personality, individuality, education of various personal qualities and properties. With the help of various diagnostic methods, the child and the teacher get to know themselves and their capabilities. This creates conditions for self-development, self-education and self-education. In addition, in the process of diagnosing certain qualities of students, the teacher is actively involved in their activities and communication, contributing to their education;

constructive: increases the efficiency of the pedagogical process and teaching activities.

From the above it follows that in pedagogical diagnostics the following areas can be distinguished: diagnostics of child development; diagnostics of pedagogical activity; diagnostics of pedagogical interaction. The results of these diagnostic areas give a general idea of the state of the pedagogical process and ways to improve it.

The subject teacher, class teacher carries out to a greater extent the first direction of diagnostics - diagnostics of the student’s development, his training and education.

The technology of pedagogical diagnostics assumes the following logic of operations or actions (S.S. Kashlev):

Setting diagnostic goals;

Determination of criteria and indicators of personality development, its individual qualities and properties (a criterion is a distinctive feature, a measure for evaluating something; indicators are individual qualitative and quantitative characteristics of a criterion. For example, knowledge is a criterion, and indicators are superficial, fragmentary or deep, systematic knowledge );

Selection of a system of diagnostic methods (drawing up a diagnostic program);

implementation of the diagnostic program in direct pedagogical interaction;

Analysis of diagnostic results;

Identification of student development levels in accordance with criteria and indicators;

Accounting and recording of diagnostic results.

The most common methods of pedagogical diagnostics that every teacher can and should master are: observation, questioning, testing, conversation (interview); essay writing, projective methods; analysis of student performance results, generalization of independent characteristics, sociometric methods; ranking, unfinished thesis, etc.

Summary

The guiding principle in pedagogical science and pedagogical research is methodology as the doctrine of the principles, methods, forms and procedures of cognition and transformation of pedagogical reality. The methodology of pedagogy is represented by four levels: philosophical , general scientific, specific scientific, technological. As general scientific methodological principles, pedagogy takes into account the following principles: the unity of the social and biological; unity of the general, the particular and the individual; unity of theoretical and practical; unity of logical and historical; the relationship between quantitative and qualitative data, objective and subjective characteristics, as well as a systematic approach.

The specific scientific methodology of pedagogy involves the implementation in pedagogical research of such approaches as holistic, personal, activity-based, multi-subjective, cultural, axiological, ethnopedagogical, anthropological. The technological level of pedagogy methodology consists of the methodology and technique of pedagogical research. In the course of any pedagogical research, it is necessary to determine the problem, topic, object and subject of research, goals, objectives, hypothesis and protected provisions.

The main criteria for the quality of pedagogical research are the criteria of relevance, novelty, theoretical and practical significance.

Pedagogical research methodology is understood as a set of principles, methods, techniques, techniques, procedures and organization of research work. Methods of pedagogical research are divided into general scientific and specific scientific. Specific scientific methods, in turn, include theoretical and empirical (practical) ones. They are usually used in combination with mathematical and statistical methods. The most productive method of pedagogical research is a pedagogical experiment, which can be ascertaining, transformative, control or pilot.

Pedagogical diagnostics is an essential component of the pedagogical process and the professional function of a teacher. The essence of pedagogical diagnostics is to study the effectiveness of the educational process at school based on changes in the level of education and training of students and the growth of teachers' pedagogical skills.

Questions and tasks for self-control

Define the concept of “methodology” in relation to pedagogical science and practice.

What are the main levels of methodological knowledge? Give them a brief description.

Name and reveal the essence of the main methodological approaches in pedagogy.

How is pedagogical research organized? What is its structure and logic?

Define the concept of “pedagogical research method.”

What groups are pedagogical research methods divided into? Give their general characteristics.

Describe theoretical research methods.

What methods are used to study the actual teaching process or teaching experience? Describe them using the following approximate plan: defining the method, listing its types; application tasks; requirements for use; advantages and disadvantages of the method.

What types of pedagogical experiment are distinguished? What are the features of their implementation? Name the stages of the experiment.

Reveal the essence of pedagogical diagnostics. What are its functions and directions?

Describe the actions of the teacher, which can be presented as a technology of pedagogical diagnostics.

Give arguments in favor of the statement: mastery of pedagogical research and pedagogical diagnostics is an indicator of a teacher’s professional skills.

1. Kashlev, S.S. Interactive methods of teaching pedagogy: textbook. allowance / S.S. Kashlev. – Mn.: Higher. school, 2004. – P. 153-161.

2. Fundamentals of pedagogy: textbook. allowance / A.I. Zhuk, I.I. Kazimirskaya [and others]. – Mn.: Aversev., 2003. – P. 50-62.

3. Pedagogy: pedagogical theories, systems, technologies: textbook. for students higher and Wednesday ped. textbook establishments / S.A. Smirnov, I.B. Kotova, E.N. Shiyanov [and others]; edited by S.A. Smirnova. - M.: Publishing Center “Academy”, 2003. – P. 14-38.

4. Pedagogy: a textbook for pedagogical students. universities and pedagogical colleges; edited by P.I. Faggot. - M.: Pedagogical Society of Russia, 2002. - P. 36-55.

5. Pedagogical diagnostics at school / A.I. Kochetov, Ya.L. Kolominsky [and others]; edited by A.I. Kochetova. - Mn.: Nar, asveta, 1987. – Ch. I-Ш, V-VII.

6. Podlasy, I.P. Pedagogy. New course: textbook for students. ped. universities: In 2 books. / I.P. Podlasy. - M.: Humanite. ed. VLADOS center, 1999. - Book. 1: General basics. Learning process. – P. 43-70.

Prokopyev, I.I. Pedagogy. Fundamentals of general pedagogy. Didactics. Textbook allowance / I.I. Prokopyev, N.V. Mikhalkovich. - Mn.: TetraSystems, 2002. – P. 59-76.

Selivanov, V.S. Fundamentals of general pedagogy. Theory and methods of education: textbook. aid for students higher ped. textbook institutions / ed. V.A. Slastenina. - M.: Publishing Center “Academy”, 2000. – P. 5-33.

9. Slastyonin, V.A. Pedagogy / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. edited by V.A. Slastenina. - M.: Publishing Center “Academy”, 2002. – P. 80 - 100.

10. Smirnov, V.I. General pedagogy: textbook / V.I. Smirnov. - M.: Logos, 2002. – P. 45-52.

11 . Stolyarenko, L.D. Pedagogy / L.D. Stolyarenko. – Rostov n/d: “Phoenix”, 2000. – P.100-115; pp. 163-178.

12. Friedman, L.M. Studying the personality of students and student groups / L.M. Friedman, T.A. Pushkina, I.Ya. Kaplunovich. – M.: Pedagogy, 1988. – P. 3-38.

13. Kharlamov, I.F. Pedagogy / I.F. Kharlamov. - Mn.: Universitetskaya, 2000. – P. 31-43.

In your pedagogical dictionary

Methodology of pedagogy – the doctrine of the principles, methods, forms and procedures of cognition and transformation of pedagogical reality.

The highest, philosophical level of methodology - the most general laws of development of nature, society, thinking, general principles of knowledge established by philosophy.

General scientific methodology - theoretical concepts applicable to all or most scientific disciplines (materialist dialectics, theory of knowledge, logic, etc.).

Specific scientific methodology – a set of principles, methods and research procedures used in a particular scientific discipline.

Technological methodology - research methodology and technology, i.e. a set of procedures that ensure the receipt of reliable empirical material and its primary processing.

Pedagogical research – the process and result of scientific activity aimed at obtaining new knowledge about the laws of the pedagogical process, its structure, principles, content and technologies.

Methodology of pedagogical research - a set of principles, methods, techniques, techniques, procedures and organization of research work.

Methods of pedagogical research – methods (techniques, operations) of studying pedagogical phenomena, obtaining new information about them in order to establish natural connections, relationships and construct scientific theories.

Pedagogical experiment – research activities carried out with the aim of studying cause-and-effect relationships in pedagogical phenomena.

Pedagogical diagnostics - the process of studying changes in the state of participants in the pedagogical process, as well as the pedagogical activity itself and pedagogical interaction.

Material for “insertions in the margins or in the text”

The source of true knowledge is in facts (P. Buast).

...he who wishes to know must discover the truth and the foundation on which it rests, based on the connection of evidence... (D. Locke).

Love for truth is the most favorable condition for finding it (C. Helvetius).

The source of knowledge is inexhaustible: no matter what success humanity acquires on this path, people will still have to search, discover and learn (I.A. Goncharov).

If pedagogy wants to educate a person in all respects, then it must first get to know him in all respects (K.D. Ushinsky).

Only a system, of course, a reasonable one, coming from the very essence of objects, gives us complete power over our knowledge (K.D. Ushinsky).

Science consists in such a grouping of facts that allows one to derive general laws or conclusions based on them (C. Darwin).

Truth is what stands the test of experience (A. Einstein).

Pedagogy will become an exact science, a true science, only when it explores and explains the subtlest, most complex dependencies and interdependence of pedagogical phenomena (V.A. Sukhomlinsky).

If you want teaching work to give the teacher joy and not turn into a boring, monotonous everyday routine, lead every teacher on the path of a researcher

(V.A. Sukhomlinsky)

«… if quantitative models of pedagogical objects are created before their essence is unambiguously identified at the qualitative level, they do not have a real meaningful nature” (V.V. Kraevsky).

Constant work with scientific literature is an obligatory component of any scientific activity (A.M. Novikov).

The application of the principle of the unity of the general, the particular and the separate allows us to overcome the objective difficulty of discovering and applying the laws of education and training, which consists in an extremely wide range of properties, characteristics and individual characteristics of all participants in the pedagogical process (B.M. Bim-Bad).

A person must be assessed not only by his deeds, but also by his aspirations (Democritus).

Each person is a reflection of his inner world. As a person thinks, so he is in life (Cicero).

Whoever has not studied man in himself will never achieve deep knowledge of people (N.G. Chernyshevsky).

Then the person will feel better when you show him what he is (A.P. Chekhov).

It’s good to start by observing people’s reactions to their “I” and their behavior (N.E. Shchurkova).

Let's think together

I. In pedagogy there is the concept of “methodological culture of the teacher.” This culture is an integral part of professional pedagogical culture and presupposes the teacher’s knowledge of pedagogical methodology and the ability to apply methodological knowledge in his professional activities.

Why does a teacher need methodological knowledge? Can he do without them?

How can a teacher apply this knowledge in his professional activities? Give examples.

Compare the professional pedagogical activity of a teacher and the research activity of a scientist-teacher. What are the similarities and differences between these types of activities?

II. ABOUT define the main methodological parameters (goal, objectives, object, subject) and methods of pedagogical research on the following topics (optional):

Formation of interest among students of pedagogical specialties in the teaching profession during the process of studying at a university;

Nurturing a methodological culture in a future teacher;

Formation of basic pedagogical skills among students of pedagogical specialties in the process of studying at a university.

III. In pedagogy, priority in the system of pedagogical diagnostic methods is given to pedagogical observation. Why? What is amenable to pedagogical observation? In what cases should observation be combined with other methods of studying pedagogical phenomena?

IV. Suggest (characterize) individual methods or a “package” of study methods:

Cognitive interests, abilities of students (taking into account the specialty);

Moral education of schoolchildren;

Aesthetic feelings of students;

Professional inclinations of a person;

Student self-esteem;

The level of development of the study group, studying the structure of interpersonal relationships in it.

V. What does the teacher (educator) state when he complains: “What should I do with these children?! I can't imagine"? What knowledge or skills is he talking about lacking? What advice would you give to such a teacher?

VI. Using pedagogical press materials, study the description of what you think is an interesting teaching experience. Highlight his main theoretical and methodological ideas. Formulate recommendations for the implementation of the experience you have studied in the practice of educational work of a comprehensive school (university).

This is interesting

1 . “Game is a wonderful means of diagnosing children’s upbringing with included pedagogical observation. Endowed with a game role, the child freely builds his behavior according to the plot of the game, but the plot line of the game depends on its participants, and each child is given the right to his own reaction in the game episode. When a player makes a choice, it is his personal choice... and this choice reflects what... is inherent in the child’s mind. Therefore, a careful professional eye, in addition to the cheerful unfolding of events, sees an “attitude” in the game: it is revealed involuntarily, it manifests itself in certain actions, it is declared in the dialogues of the characters in the game, it... decisively reveals itself when the character needs to make a choice.

If socio-psychological games are held regularly in a group, then the teacher gains the opportunity to have quite a wealth of material for analysis and professional tracking of the results of his work" (According to: Shchurkova, N.E. Applied pedagogy of education: a textbook / N.E. Shchurkova. - St. Petersburg: Peter, 2005. - P. 287).

2. In Russia in the last decade of the 20th century. A new direction in the field of education arose - the pedagogy of non-violence, which is based on the principles of humanistic pedagogy and psychology. The culture of non-violence is characterized by the fact that a person, at every moment of his life, chooses from a number of alternatives those that carry the least charge of coercion, and does so consciously and competently.

In the activities of a teacher, this culture is manifested in cooperation as a form of joint activity, based on the recognition of the teacher and students as equally subjects of the pedagogical process. At the same time, the teacher implements person-centered model pedagogical interaction. At the same time, many teachers and educators, consciously or unconsciously, continue to use a wide range of pedagogical methods and techniques based on hidden or open coercion, that is, they implement educational and disciplinary model pedagogical interaction. This model is characterized by the recognition of the teacher as the only subject of the pedagogical process.

It is important for the future teacher to realize which of these two models he is more focused on. We propose a method by which you can diagnose the teacher’s orientation towards an educational-disciplinary or personality-oriented model of interaction with students.

“We bring to your attention a number of judgments concerning the process of teaching and upbringing schoolchildren. If you agree with a particular statement completely, put a “5” in front of it. If you agree more than disagree, score “4”. If you agree and disagree equally, give a score of “3”. If you disagree more than you agree, score “2”. Finally, if you completely disagree, give it a “1”.

1. The teacher is the main figure; the success and effectiveness of educational work depends on him -...

2. It is better to work with a diligent student than with an initiative and active one -...

3. Most parents do not know how to raise their children -...

4. The teacher’s creativity is only a good wish; in reality, his activities are completely regulated -...

5. It’s better to teach a lesson using ready-made methodological recommendations than to invent something yourself - ...

6. For success in school, it is more important to master learning technology than to reveal yourself as an individual to children -...

7. A child is like clay, if desired, you can “sculpt” anything you want out of it -...

8. Follow all instructions from the administration exactly, and you, as a teacher, will have less hassle -...

9. Good discipline is the key to success in training and education -...

10. The school should teach, and the family should educate -...

11. Using the concepts of “performance”, “discipline”, “appearance”, you can give an accurate and detailed description of the student - ...

12. Punishment is not the best measure, but it is necessary - ...

13. A good student is one who studies well -...

14. At school there are much more often not very smart children than capable ones -...

15. A strict teacher ultimately turns out to be better than a non-strict one - ...

16. You shouldn’t be liberal with children - “they’ll sit on your neck” - ...

17. Boys at school need more control than girls - ...

18. Only those initiatives of schoolchildren that correspond to the tasks set by the teacher should be supported - ...

19. A good teacher is one who knows how to control children -...

20. It is necessary to take into account the individual characteristics of students - a myth, under normal conditions this is not feasible - ...

21. The main responsibility for raising children lies with the family, not the school - ...

22. If a child is friends with “bad” children, whether we want it or not, he will become

23. The student’s task is one - to study well - ...

24. It’s better to scold a student once again than to over-praise him -...

25. In my opinion, parents make excessive demands on the school - ...

26. In conflict situations, the teacher is more often right (he is more experienced and mature) than the student...

27. The main task of the teacher is to implement the requirements of the training program - ...

28. Like parents, like children -...

29. The teacher’s word is the law for the child -...

30. “Two” is not only a negative mark, but also an important means of education - ... "

Add up your points. If you have:

101 points and above, then you are characterized by pronounced focus on the educational and disciplinary model interaction with students;

91-100 points – educational and disciplinary model;

81-90 points - moderate focus on a personality-oriented model of interaction with students;

80 points and below - pronounced focus on a person-centered model of interaction(According to: Sitarov, V.A. Pedagogy and psychology of non-violence in the educational process: textbook, manual for students of higher pedagogical educational institutions / V.A. Sitarov, V.G. Maralov; edited by V.A. Slastenina. – M.: “Academy”, 2000. – P. 126-128).

Experiment- one of the most developed issues in science and at the same time one of the most poorly implemented 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 definition pedagogical experiment as a special pedagogical phenomenon there is also no unity.

In modern definitional pedagogy, an experiment is considered as:

· scientifically based experience;

· hypothesis testing;

· reproduction of a method developed by someone (technology, system of measures, etc.) in new conditions by another teacher or manager;

· research work in an educational institution on a particular problem;

· a method of cognition, with the help of which a pedagogical phenomenon is studied in natural or artificially created controlled and controlled conditions, a new way of solving a task or problem is sought (A.M. Novikov);

· strictly directed and controlled pedagogical activities to create and test new technologies for teaching, upbringing, child development, and school management;

· a research method that involves identifying significant factors that influence the results of teaching activities and allowing these factors to be varied in order to achieve optimal results;

· 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 research;

· research activity designed to test a hypothesis, unfolding in natural or artificially created controlled and controlled conditions, the result of which is new knowledge, including the identification of significant factors influencing the results of teaching activities (E.S. Komrakov, A.S. Sidenko).

Pedagogical experiment- an experiment of a special kind, the task of which is to determine the comparative effectiveness of technologies, methods, techniques, new educational content, etc. used in 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 method of scientific research based on the initiation of a certain process (phenomenon) or influence on a given process, on such regulation of this process that allows it to be controlled and measured, as well as to verify hypotheses (Okon 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 particular contradictions in the definitions. They complement or clarify each other. For example, definitions contain information about the scientific status of an experiment in a study. Some authors consider it a research method, others - a type 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, by intruding into the natural course of events, speed up the process of obtaining knowledge suitable for more successful activities in the future.

Other scientists see experiment is a type of research activity. This interpretation is much broader than the first. In this sense, experiment is not only a means of understanding reality, but also a means of transforming it. It is not for nothing that there is a statement that an experiment is always the introduction of ideas into the practice of education. In scientific usage there is a corresponding term - experimental implementation, denoting the introduction of ideas through or through experimentation.

Experiment as a form of practice serves as a criterion for the truth of scientific knowledge as a whole.

Experiment as a technology of innovation means a certain set and order of actions to achieve the planned pedagogical result.

Typology of experiments

Modern science uses various types of experiments. The simplest type of experiment is qualitative experiment, aiming to establish the presence or absence of a phenomenon assumed by the theory. More complex measurement 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. As theoretical models of real experimental situations, thought experiments are conducted to determine the consistency of the basic principles of the theory.

According to the conditions of the experiment, 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 conclusions drawn are completely adequate for solving practical problems. For example, the experimenter introduces new teaching tools or methods into the usual educational activity in a lesson, replacing old, ineffective ones. Everything except the methods and means is preserved: the venue, the daily routine, the schedule, the previous teacher and the composition of the group. In these natural conditions, it is almost impossible to eliminate “noise”. Moreover, this experiment is usually carried out 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 ones, without destroying existing pedagogical processes or systems. The main negative aspect of a natural experiment is the lack or absence of control of many variables that influence its course.

Laboratory experiment is carried out in laboratory conditions and is based on the principle of modeling organizational, psychological and pedagogical processes and phenomena. It allows for more precise control over many variables and creates conditions that can be considered similar to natural ones. In this experiment, students or teachers are invited to specially prepared rooms (laboratories), where all extraneous stimuli are removed - noise, unnecessary teaching materials, etc. In these “purified” conditions, the experimenters are asked to do something or are influenced by something, and the results of these influences are immediately measured. An example is an experiment to identify the mental state of students during a lesson under the influence of background music, as well as work with an electroencephalograph. In general, laboratory experiments are used extremely rarely in pedagogical research.

Based on their goals, they distinguish between ascertaining, teaching (formative), controlling and comparative (diagnostic) experiments.

Target ascertaining experiment - measurement of the current level of development (for example, level of training, development of abstract thinking, moral and volitional qualities of the individual, etc.). Thus, primary material is obtained for organizing a formative experiment. The ascertaining experiment is associated 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, questionnaire encourages “through it” to analyze and evaluate oneself, choosing an answer.

Formative (transforming, training) 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 education. 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 targeted development of new types of activities and to reveal their structure more deeply.

By using control experiment After a specific period of time after the formative experiment, the level of changes is determined based on the materials of the formative experiment.

Diagnosing (comparative) experiment aims to compare the results of research (experimental) activities and the correctness of the hypotheses put forward. A comparative experiment takes place if there are experimental and control groups in which the educational process is conducted differently. At the same time, it is important that, minus the factors introduced by the researcher, the remaining conditions influencing the results of educational work are 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 identified at the stage of its implementation and dissemination of the results, as well as the accumulation of examples of advanced pedagogical experience , consistent with 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 specific to a particular establishment and does not go beyond certain limits. Its main purpose is to define certain patterns 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 research conditions, accurately record the results obtained, and use them directly in a specific setting. The advantage of a local experiment is also the ability to create certain conditions, think through a system for measuring and controlling various variables, guarantee the accuracy of compliance with the conditions, and repeat the experiment.

Based on the nature of control and diagnostic methods, experiments are divided into measurement experiments and quasi-experiments.

Measuring experiment - a criterion experiment that has clearly defined criterion indicators and a method for diagnosing them. During the experiment, the researcher receives and processes statistically significant data. The materials of such research are processed into graphs, diagrams, formulas, indices, levels, etc.

Quasi-experiment carried out in the absence of complete control of parameters, this is an uncontrolled experiment. It is used in the formation of innovative activities of the teacher.

Based on the breadth of coverage of people, groups, educational institutions and duration of implementation, panel and longitudinal experiments are distinguished.

Panel experiment - a very broad experiment with a large number of participants. As a rule, it is short-lived. Many ascertaining experiments are also panel experiments.

Longitudinal experiment on the contrary, it is not wide, long-lasting, lasting several years in a row with the same participants. Typically, formative experiments are conducted as longitudinal experiments.

In addition, the typology of experiments includes single species.

In recent years, they have become quite widespread system experiments, suggesting the presence of several subsystems that are connected “vertically”. As a rule, such subsystems are the federal, regional levels and the educational institution level. System experiments are usually carried out at experimental sites: federal or some research institutions. This type of experiment often has predetermined initial settings.

A type of ascertaining experiment is experimental study "with a novice". Its essence is the introduction of a new person into the educational or industrial group being studied. This kind of “decoy duck” must see the team from the inside and notice those aspects of its life that are not noticed by its members.

In pedagogy, 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 emphasis is on suggestion.

Rarely found experiment with an artifact. During the experimentation, results appear that are directly opposite to the hypothesis, not confirming it, but rejecting it, overturning it. Such experiments are being carried out, but researchers are afraid to describe them.

It can also be used in pedagogy thought experiment. It is used to predict the coming future. This experiment is used in two cases: when preparing complex complex experiments with a high degree of risk and when developing solutions to overcome problematic situations. It is also called a simulation experiment and can be carried out using a computer.

The essence of a thought experiment is to sit in your office or at a computer and mentally think through the entire course of the study step by step, accurately represent the independent variables and predict the options for the “behavior” of the dependent variables.

The peculiarity 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, thought experimentation in pedagogy is not developed.

In addition, experimental activities differ by type, which refers to the methods of internal organization of the experiment. There are four types of such organizations.

First type. Conducting an experiment with experimental and control groups. For the experiment, two groups with approximately equal initial characteristics are selected. In one of them, independent variables are introduced, and in the other, everything remains the same. Dependent variables naturally vary 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 is a “from the ground up” study. It is carried out when it is impossible to create equal control groups, for example, when studying individual behavior.

Third type. The experiment is carried out according to the second type, but mass practice, randomly selected groups, and 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 from control groups.

All four types of experimental organization 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 comes in different forms. Decide on the type and type of experiment together with the teacher.

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

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

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

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

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

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

Pedagogical experiments come in different forms.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

FGOU VPO "Alt GPU"

Department of the Institute of Pedagogy and Psychology

ABSTRACT

in the discipline: “Modern problems of science of education”

on the topic: “Problems of evidence and scientific character of pedagogical experiments”

Performed:

1st year master's student,

groups 2551d

Kondrasheva Anastasia Yurievna

Checked:

candidate of pedagogical sciences,

Associate Professor of the Department of Theory and

primary education methods

Zharikova Lyudmila Ivanovna

Barnaul, 2015

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

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

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

Introduction

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

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

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

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

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

[An experiment is the most complex type of research, the most labor-intensive, but at the same time the most accurate and educationally useful. Famous experimental psychologists P. Fresse and J. Piaget wrote: “Experimental method - this is a form of approach of the mind, which has its own logic and its own technical requirements. He does not tolerate haste, but instead of slowness and even some cumbersomeness he gives the joy of confidence, partial, perhaps, but final.” 1 .

1 Fress P., Piaget J. Experimental psychology. Vol. 1. M., 1966. P. 155.

It is impossible to do without experiment in science and practice, despite its complexity and labor intensity, since only in a carefully thought-out, properly organized and conducted experiment can the most conclusive results be obtained, especially regarding cause-and-effect relationships. However, along the way of preparation and in the process of conducting this experiment, many problems and difficulties arise that have to be overcome.

2. Problem, goals and objectives of pedagogical experiments

An experimental problem is understood as some global issue that has not yet been resolved in science or practice.

The goals of an 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, while the goal statements are quite specific. The problem only indicates some intractable issue, while the goal statements 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 of the child, acceleration of the psychological and behavioral development of children, improvement of the quality of education and upbringing, expansion and deepening of knowledge, formation of useful for life skills and abilities, etc. The goal of a psychological and pedagogical experiment can be anything that, at least to some extent, contributes to improving and enhancing the quality of the educational process. An experiment may have several goals, some of which are intermediate and others are final.

The final 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, then the following could be intermediate goals:

assessment of the current level of psychological development of students;

establishing the desired final level of student development;

identifying means by which student development could be accelerated;

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

the choice of psychodiagnostic methods by which it can be established whether the acceleration of the process of psychological development has actually taken place.

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

Let us assume that an experimental psychologist sets himself the ultimate goal of accelerating the process of mental development of children in the primary grades of school. Bearing in mind the need to carry out a large preliminary review, analytical, theoretical and methodological work, which should be 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. Selection of methods for psychodiagnostics of the process and results of development.

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

6. Development of a plan and program for conducting an experiment.

7. Conducting 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 specifically and clearly as possible. If this is not done, then it will be difficult to establish whether the final goal of the experiment has actually been fully achieved and exactly the results that were expected at the beginning have been obtained. Already at the stage of formulating intermediate goals and objectives of the experiment, it is possible to determine whether it can give the required results. ] 2.

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

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

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

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

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

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

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

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

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

The author of the idea of an experiment (a pedagogical initiative) is most often the direct executor-experimenter. He takes upon himself the lion's share of the efforts to translate the idea into reality, into practice.

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

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

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

Often, to develop difficult questions, a team of experimenters is created - a creative problem group. In contrast to methodological associations, which are characterized by a constant composition of participants, where the basis of community is the subject taught, and age, work experience, the presence or absence of sympathies, creative individuality, the character of a person are not taken into account, the basis for the formation of creative micro groups of 3-5 people is primarily everything, 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 assessing a teacher’s work, conducting experimental work should be placed in one of the first places. Certification for the title of “senior teacher” and above must necessarily imply participation in experimental work. The regional budget should allocate funds for the development of the system: the development of new educational content, the creation of experimental sites, and the encouragement of teacher-researchers.]3

Used Books:

The word “experiment” is of Latin origin and translated means “experience”, “test”. A pedagogical experiment is a scientifically staged experience of transforming the pedagogical process under precisely taken into account conditions. Unlike methods that only record what already exists, experimentation in pedagogy has a creative nature. By experimentation, for example, new techniques, methods, forms, and systems of educational activities make their way into practice.

An experiment is essentially a strictly controlled pedagogical observation, with the only difference being that the experimenter observes a process that he himself expediently and systematically carries out.

A pedagogical experiment can cover a group of students, a class, a school, or several schools. Very broad regional experiments are also being carried out. Research can be long-term or short-term depending on the topic and purpose.

A pedagogical experiment requires substantiation of a working hypothesis, development of the question under study, drawing up a detailed plan for conducting an experiment, strict adherence to the intended plan, accurate recording of results, careful analysis of the data obtained, and formulation of final conclusions. A scientific hypothesis, i.e. an assumption subjected to experimental testing, plays a decisive role. An experiment is conceived and carried out in order to test the hypothesis that has arisen. Research “cleanses” hypotheses, eliminates some of them, and corrects others. The study of a hypothesis is a form of transition from observing phenomena to revealing the laws of their development.

The reliability of experimental conclusions directly depends on compliance with the experimental conditions. All factors other than those being tested must be carefully balanced. If, for example, the effectiveness of a new technique is being tested, then the learning conditions, except for the technique being tested, must be made the same in both the experimental and control classes. Taking into account the many reasons influencing the effectiveness of the educational process, it is very difficult to comply with this requirement in practice.

The experiments conducted by teachers are varied. They are classified according to various criteria - focus, objects of study, place and time of conduct, etc.

Depending on the purpose pursued by the experiment, there are: 1) ascertaining experiment, in which existing pedagogical phenomena are studied; 2) a testing, clarifying experiment, when a hypothesis created in the process of understanding the problem is tested; 3) a creative, transformative, formative experiment, during which new pedagogical phenomena are constructed.

Most often, the selected types of experiment are not used in isolation, but form an inextricable sequence. The ascertaining experiment, sometimes also called the cutting method, is usually aimed at establishing the actual state of the object under study, ascertaining the initial or achieved parameters. The main goal is to record realities. They will be the starting point for a transformative experiment, in which the goal is usually to create and test the effectiveness of new methods that can, according to the experimenter's intention, increase the achieved level. Typically, long-term creative efforts are required to achieve a sustainable pedagogical effect; You can’t usually count on immediate improvements in upbringing and development.

Depending on the location, a distinction is made between a natural and a laboratory pedagogical experiment. Natural is a scientifically organized experience of testing a put forward hypothesis without disrupting the educational process. This type of experiment is chosen when there is reason to assume that the essence of the innovation needs to be tested only in real conditions and that the course and results of the experiment will not cause undesirable consequences. The objects of natural experiments most often become plans and programs, textbooks and teaching aids, techniques and methods of teaching and upbringing, forms of the educational process.

Among the modifications of a natural experiment, we highlight parallel and cross experiments, the meaning of which is clear from Fig. 2.

If it is necessary to check any particular issue or if, in order to obtain the necessary data, it is necessary to ensure particularly careful observation of the subjects (sometimes using special equipment), the experiment is transferred to a specially equipped room, in specially created research conditions. Such an experiment is called a laboratory experiment. It is rarely used in educational research. Of course, a natural experiment is more valuable than a laboratory one, since it is closer to reality. However, due to the fact that natural factors are taken here in all their complexity, the possibility of selective and accurate verification of the role of each of them is sharply deteriorated. We have to incur additional costs and transfer the research to the laboratory in order to minimize the influence of uncontrollable factors and side causes.

Experimental pedagogy

Realizing the possibilities and power of experiment, teacher-researchers of the late 19th - early 20th centuries. they begin to pin high hopes on it, hoping that with the magic key of experiment they will be able to open the doors to pedagogical truth. A powerful research movement was born, called “experimental pedagogy.”

The impetus was the impressive experiments of A. Sikorsky on studying the mental fatigue of schoolchildren by taking into account errors in dictations (1879), Ebbinghaus on memorizing material (1885), studies of the range of ideas of schoolchildren carried out by Hall (1890), the study of the intelligence of students begun by Binet and Simon ( 1900), the study of types of representations in schoolchildren (Stern, Nechaev, Lai), memory in children (Burdon, East, Maiman) and many other interestingly conceived and often elegantly executed experiments. And although the research results did not have a significant impact on pedagogical practice, the possibility of penetrating the most complex problems of education through experiment was proven.

There seems to be not a single area left where teachers have not tried to apply experimentation, including the study of the moral sphere and processes occurring in groups. The so-called method of definitions became widespread: the child defined a moral concept or, conversely, named it by its characteristics. To clarify ideas, methods were also used to evaluate the actions of literary heroes, the method of unfinished stories and fables, from which it was necessary to “derive the moral.” In the early 30s, the method of collisions was widespread, that is, solutions to life difficulties from which it was necessary to find a way out. Sometimes, to make it easier, ready-made solutions were given with different attitudes: hostile, neutral and positive - one of them had to be chosen. To study the moods and interests of children and adolescents, the method of anonymous notes was used: in a special box posted in the school, the children dropped notes with questions that interested them. Analysis of the questions showed the direction of the teenagers' interests, their mood, and level of development.

Experimental teachers have done a lot for pedagogical science.

Many of the connections they recorded were included in the golden fund of pedagogical theory. For well-known reasons, which we will discuss below, experimental research into pedagogical problems in our country was suspended in the mid-30s and was revived only in the 70s. What's happened? Why? How? Would you like to find out?