Features of the pedagogical experiment as a research method. Complex pedagogical experiment

The word "experiment" is of Latin origin and in translation means "experience", "test". A pedagogical experiment is a scientifically staged experience of transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only register what already exists, the experiment in pedagogy is creative in nature. Experimentally, for example, new techniques, methods, forms, and systems of teaching and upbringing activity make their way into practice.

An experiment is, in essence, a strictly controlled pedagogical observation, and the experimenter monitors the process, which he himself carries out.

A pedagogical experiment may involve 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 a research question, drawing up a detailed plan and strict adherence to it, accurate recording of the results, a thorough analysis of the data obtained, and the formulation of final conclusions. Scientific hypothesis, i.e.

Pedagogical experiment

niya, subjected to experimental verification, plays a decisive role. An experiment is conceived and carried out in order to test the hypothesis that has arisen. Research "purifies" hypotheses, eliminates some of them, corrects others, until the relationship between experimental factors is established or refuted. The study of a hypothesis is a form of transition from observing phenomena to discovering the laws of their development.

The reliability of experimental conclusions directly depends on compliance with the experimental conditions. All factors other than those 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 both in the experimental and in the control class. However, it is very difficult to comply with this requirement in practice due to the large number of reasons that affect the effectiveness of the educational process.

The experiments carried out by teachers are diverse. They are classified according to different criteria: focus, objects of study, place and time, etc. Depending on the goal pursued, experiments are distinguished: 1) ascertaining, in which existing pedagogical phenomena are studied; 2) verification, clarifying when the hypothesis created in the process of understanding the problem is tested; 3) creative, transformative, formative, during which new pedagogical phenomena are constructed.

Most often, experiments are not used in isolation, but in an inseparable sequence. The ascertaining experiment, sometimes called the method of slices, is usually aimed at establishing the actual state of the object under study, ascertaining the initial or achieved parameters. The main goal is to fix the realities. They will be the starting point for a transformative experiment, the purpose of which is to create and test the effectiveness of new methods that can, according to the experimenter's intention, increase the achieved level. As a rule, long-term creative efforts are required to achieve a sustainable pedagogical effect; it is usually not necessary to count on an immediate improvement in upbringing and development.

According to the venue, natural and laboratory pedagogical experiments are distinguished. The first ones are scientifically organized experience of testing the put forward hypothesis without

violations of the educational process. This type of experiment is chosen when there is reason to believe that the essence of the innovation needs to be verified only in real conditions and that the course and results of the experiment will not cause undesirable consequences. The objects of natural experiment most often become plans and programs, textbooks and teaching aids, techniques, methods of teaching and education, forms of the educational process.

If it is necessary to check any particular question, or to obtain the necessary data, it is necessary to ensure especially careful observation of the subjects (sometimes with the use of special equipment), the experiment is transferred to a specially equipped room, to specially created research conditions. Such an experiment is called a laboratory experiment. It is rarely used in pedagogical 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 a selective and accurate verification of the role of each of them is sharply deteriorating. We have to go to additional costs and transfer the study to the laboratory in order to minimize the influence of uncontrollable factors, side causes.

EDUCATIONAL TESTING

The word "test" in translation from English means "task, test". Testing is a targeted, identical examination for all, which is carried out under strictly controlled conditions. It allows you to objectively measure the characteristics and results of training, education, development of students, to determine the parameters of the pedagogical process. Testing differs from other methods of examination in accuracy, simplicity, accessibility, and the possibility of automation.

Testing is far from new, but until recently, a research method that has been little used in Russian pedagogy. Back in the 80s and 90s. 19th century researchers began to study the individual differences of people. This led to the emergence of the so-called test experiment - research using tests (A. Dalton, A. Cattell, and others). The use of tests served as an impetus for the development of psychometric

Methods for studying group (collective) phenomena

method, the foundations of which were laid by B.

Henri and A. Binet. Measuring school success, intellectual development, the degree of formation of many other qualities with the help of tests has become an integral part of a wide educational practice.

In a modern school, tests of elementary skills are widely used - reading, writing, simple arithmetic operations, as well as various tests for diagnosing the level of learning (progress tests) - identifying the degree of assimilation of knowledge, skills in all academic subjects.

There are two types of tests: speed and power. According to speed tests, the subject usually does not have enough time to answer all the questions, because you need to answer very quickly and correctly; according to power tests, everyone has such an opportunity, here speed does not matter, the depth and thoroughness of knowledge are important. Most of the practical school tests are compiled to check the achieved level of learning and operate in the "sparing" control mode.

Unlike tests, test-type tasks are used for current control and contain a small (usually 5-10) number of questions. In practice, many types of test tasks are used, for example, for determining correspondence or sequence, for the ability to identify, recognize, find a specific object, classify according to given criteria, etc.

METHODS FOR STUDYING GROUP (COLLECTIVE) PHENOMENA

The processes of upbringing, education, training have a collective (group) character. The most commonly used methods for studying them are mass surveys of participants in such processes conducted according to a specific plan. Questions can be oral (interview) or written (questionnaire). Scaling and sociometric methods and comparative studies are also widely used. Since these methods have penetrated into pedagogy from sociology, they are also called sociological.

Questioning is a method of mass collection of material using specially designed questionnaires called

Section 1. General foundations of pedagogy

questionnaires. Questioning is based on the assumption that the person frankly answers the questions asked of him. Questioning attracts teachers with the possibility of quick surveys of students, teachers, parents, the low cost of the methodology and the possibility of automated processing of the collected material.

Today, various types of questionnaires are used in pedagogical research: open, requiring independent construction of an answer, and closed, in which students have to choose one of the ready-made answers; nominal, requiring the name of the subject, and anonymous; full and truncated; propaedeutic, control, etc. One of the varieties is the so-called "polar" questionnaire with a scoring. According to its principle, questionnaires are compiled for self-assessment and assessment of others. For example, when studying personality traits, a five-point scale is introduced into the questionnaires:

Organized 5 4 3 2 1 Unorganized

Hardworking 5 4 3 2 1 Lazy

Gifted 5 4 3 2 1

The number of points in such questionnaires can be different. 12-point scales are often used, which have six gradations of positive and negative manifestations of the trait under study: minimum -6, -5, -4, -3, -2, -1, 0, +1, +2, +3, +4 , +5, +6 - maximum. The respondent circles the appropriate score according to the principle: 5 - very organized, 4 - organized, 3 - more often organized than disorganized, 2 - disorganized, 1 - very disorganized.

The main problem of compiling high-quality questionnaires can be described as follows: what question - such an answer. Asking, for example, a direct question to a student: “How much time do you spend daily doing homework?”, the compiler of the questionnaire already provokes a certain type of answer. Which of the negligent students, not working to their full potential, admits to being lazy? Our pupils know perfectly well what answers will satisfy the mentors, and therefore questionnaire surveys often give not a real, but an expected illusory picture. There are two ways to get rid of this shortcoming: by asking indirect, veiled questions so that the student does not guess what the compiler of the questionnaire wants to know, or by allowing students to give extended answers to general questions. In the first case, the questionnaire grows to immense dimensions.

Quantitative methods in pedagogy

Merov and few people want to fill it out, and in the second it resembles a student essay on a given topic. Processing questionnaires in both cases becomes more difficult, the method loses one of its significant advantages.

The method of studying group differentiation (the sociometric method) makes it possible to analyze intra-collective relations. Schoolchildren are asked to answer questions like “Who would you like to…” (go on a camping trip, study for exams, sit at the same desk, play on the same team, etc.). Three “choices” are given for each question: “First write the last name of the person with whom you would most like to be together, then the last name of the person you would like to be with if this does not work out with the first, and finally the third last name - in accordance with with the same conditions. As a result, some members of the collective have the largest number of choices, while others have the smallest. There is an opportunity to reasonably judge the place, role, status, position of each member of the team, to identify intra-collective groups, their leaders. The method allows you to make "sections" that characterize the various stages of the formation of relations, types of authority, the state of the asset. Whether 1$ or not, its main advantage is the ability to present the data obtained in a visual form using the so-called matrices and sociograms, as well as quantitative processing of the results.

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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 a 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 face the problem of studying the technology for the development and development of innovations, its practical application as a means to improve the results of the 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 in order to introduce 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 according to a dominant feature: 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 may well take place, i.e. again, it's an experiment.

In his book "Experiment in Education" A.S. Sidenko and T.G. Novikov 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 activity

§ experimental search activity

§ experimental research activity.

Experimental work in the 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) 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 raising 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 ideas of innovative experience of other educational institutions and 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 work on writing modules based on a 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-competence 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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5. Kormakov E.S., Sidenko A.S. You started an experiment... Did you start an experiment? You have started the experiment! M., 1996.

6. Kuindzhi N.N. Valeology: Ways of shaping the health of schoolchildren: Methodological guide. - M .: Aspect Press, 2000. The definition of the leading channel of perception was carried out according to the method "Analytical review of learning style (AOSO)"

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8. Livshits O.D., Lyadova N.V. and others. Diagnosis of mental performance and fatigue of children and adolescents in the process of educational activity: Methodological guide. - Perm: Publishing house POIPKRO, 1998.

9. Novikova T.G. Designing an experiment in educational systems. M., 2002.

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Types of pedagogical experiment

Experiments are distinguished by the form of conducting, by the number of variables studied, by the purpose of conducting.

The difference in the form of holding - laboratory and natural experiments.

Laboratory are carried out in specially organized artificial conditions and are designed to ensure the purity of the results, but are of limited use in the study of various manifestations of personality. An example - one or more people (pupils, students) are isolated from a permanent educational team. This experiment is mainly of auxiliary importance: it is carried out to test the research methodology or to clarify the methods for fixing the data obtained. If necessary, special equipment is used in the study - computers, technical teaching aids, various methods for identifying and recording results (graphs, different types of scaling, ranking, rating, etc.).

Natural experiment has found wide application in pedagogy, methods of teaching individual subjects, in developmental and pedagogical psychology. It is carried out in real, familiar to the test conditions of activity, in these conditions of activity, the phenomenon that should be studied is created and recreated. This type of experiment (in contrast to the laboratory, when the subject finds himself in an unusual situation that can fetter him) makes it possible to disguise the content and goals of the experiment and make the activity of the subjects natural. This is an experiment in the conditions of teaching the whole class, a student group, in the conditions of educating any group - artistic and creative, sports, educational, etc. It is carried out without disturbing the natural course of the educational process, that is, in ordinary lessons, exams. Unlike a laboratory experiment, such an experiment is more accurate.

The method of natural experiment was first proposed in 1910 by a Russian psychologist A.F. Lazursky, colleague and employee of V.I. Bekhterev.

The difference in goals . Both laboratory and natural experiments can be ascertaining or formative.

Ascertaining experiment- purpose: statement of a certain activity, measurement of the existing level of development (some personality traits, etc.); in it, the researcher sets the task to identify the state and level of formation of some property or parameter in the subject or group of subjects. This is a one-time "cut", which makes it possible to see, for example, the level of professionalism of students, the nature of their attitude to the subject, etc. The obtained data can serve as a material for describing the situation as existing and recurring, or be the basis for studying the internal mechanisms of the formation of certain personality traits or qualities of pedagogical activity.

That is it primary material for the formative experiment. The ascertaining experiment can incorporate a number of research methods, in particular - conversation, interviewing, questioning, pedagogical observation. The essence of such an experiment is that in the process of studying this or that pedagogical phenomenon, it becomes necessary to state certain connections between pedagogical influence and results, to state certain facts: the presence or absence of something, the level of expression of something, etc.

Example: the class coped well with the training task - the assessment of the results is high. The same class is given a slightly different version of the task, not necessarily more difficult. The purpose of the statement: to confirm the high level of preparedness of students in the performance of a specific task (section of the lesson) in a specific academic discipline.

Formative(transformative, educational) experiment is aimed at studying the dynamics of the development of pedagogical phenomena in the process of the active influence of the researcher on the conditions for performing activities. The goal is not just a statement of this or that activity, the development of some qualities, but their active formation. The peculiarity of the formative experiment is that it simultaneously combines both the tasks of research and the tasks of forming the studied property, that is, it is studied in the course of its own formation in a natural situation of performing a certain activity.

Time difference experimental conditions. Long-term and short-term experiments. Long - an experiment designed for the entire training cycle or for a sufficiently long period: a quarter, a semester, half a year, a year, two ... The duration depends on the purpose of the study, its objectives and specific content. short term - covers a short period of time. For example, testing the effectiveness of a methodological technique over several lessons and then assessing it in general.

Pedagogical experiment solves a series tasks:

Establishment of non-random relationships between the influence of the researcher and the results achieved in this case; between certain conditions and the resulting efficiency in solving pedagogical problems;

Comparison of the productivity of two or more options for pedagogical influence or conditions, followed by the selection of the optimal one according to some criterion (effectiveness, optimal time, necessary efforts and means);

Detection of causal regular relationships between phenomena and their representations not only in qualitative but also in quantitative form.

**The most important efficiency conditions experiment:**

Preliminary thorough theoretical analysis of the phenomenon, the study of mass practice for the maximum narrowing of the field of experiment and its tasks;

Specification hypotheses in terms of its novelty, inconsistency in comparison with the usual attitudes, views;

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

Correct determination of the minimum necessary but sufficient number of experimental objects, as well as the minimum required duration of its implementation;

Proof of the availability of the conclusions and recommendations made, their advantages over other solutions.

What can be the minimum number of studied components of the experimental groups? Science knows successful experiments with the composition of these groups of two or three people. But in general, the minimum number of such a group is usually 30-60 people. Only with such a number of subjects does the law of large numbers begin to manifest itself well, and, therefore, the statistical reliability of the study is also achieved.

Most often, in a pedagogical (psychological-pedagogical) experiment, they deal with two groups - the experimental one, which includes the studied factor, and the control one, in which it is absent.

Methods of preparation and conduct Pedagogical experiments are very diverse, but they have common requirements:

Carrying out a preliminary purposeful observation of the studied phenomena in order to determine the initial data and form a hypothesis;

Creation of conditions in which experimentation, selection of objects are possible;

Systematic observations of the course of development of the object under study (phenomena, situations) and an accurate description of the facts;

Thoughtful conduct of the experiment; its content should include - the study of the initial state and a preliminary cut of the system (the level of knowledge, education, development); study of the initial state of the conditions in which the experiment is carried out; assessment of the state of participants in pedagogical influences; formulating criteria for the effectiveness of pedagogical influences; instructing participants in the experiment about the order of work; implementation of the planned measures, actions, means, etc.; fixing the experimental data on the basis of intermediate cuts; identification of difficulties; assessment of time, conditions, funds;

Summing up the results of the experiment: description of the results, characteristics of the conditions, description of the characteristics of the subjects of the experimental impact, data on the expenditure of time, effort, funds, indication of the limits of application of the results of the experiment.

Stages of the pedagogical experiment:

1. First stage. The formulation of a hypothesis, that is, the proposition, the correctness of which should be tested. The clarity and specificity of the hypothesis makes it possible to determine the design of the experiment, the composition of the experimental and control groups, the course of work, and the forms of fixing the data obtained.

2. Second stage. The levels of training (education, development, etc.) of the objects of subsequent experimental influences are investigated; the causes that determine these levels are identified.

3. The third stage. The direct conduct of an experiment that should answer questions about the effectiveness of new ways, means and methods introduced by the experimenter into pedagogical practice. At this stage, an experimental situation is formulated. Its essence lies in creating such conditions for the experiment, when the dependence under study, the regularity, manifests itself most purely, without the interference of the influence of random, uncontrolled factors.

4. Final stage. Generalization and analysis of the obtained data, their verification, confirmation. This problem is solved by studying the changes that have occurred in the process, the phenomenon during the period of experimental work.

Survey

Used in the early stages of research. The goal is to obtain information about objective and (or) subjective (opinions, moods, etc.) facts from the words of the respondent. Polls began to be used from the 2nd half of the 19th century. in population censuses and various statistical surveys. A survey can be one of the central methods for collecting data (for example, in the study of public opinion) or used to supplement data obtained by other methods - document analysis, observation, etc.

Survey types: questioning (written survey) and interviewing (oral survey).

Questionnaire. When developing a questionnaire, it should be borne in mind that the questions in it can be direct and indirect; closed, semi-open and open. Closed questions - with suggested answers. Half-open (half-closed) - with answer options and the ability to enter your answer. Open-ended questions imply a free answer of the respondent (clarification of nuances, motives, etc.).

Strengths of the survey - the possibility of covering a large number of respondents, and, consequently, the ability to identify mass phenomena, on the basis of the analysis of which facts are established. Weakness of questionnaires- their standard nature, the lack of live contact between the researcher and the interviewee, which does not always provide exhaustive and frank answers.

Interviewing . Interview methods and techniques have been actively developed since public opinion polls in the United States in the 1920s and 30s.

Types of interviews:

- depending on the form of communication, the nature of the participants' communication: personal, telephone (respondents representing a certain category of consumers are interviewed according to a single scheme), interviews using computer technology;

Depending on the technique of conducting: standardized (formalized), non-standardized (non-formalized, free), semi-standardized. In a standardized interview, the order and wording of the questions are predetermined. In non-standardized - there is a general plan of conversation, questions are asked in accordance with a specific situation. In semi-standardized - there is a list of necessary and possible questions. A standardized interview is the most productive, and therefore the most common. It can be both individual and group;

Depending on the goals - opinion interviews (revealing attitudes, assessments, views on an event, phenomenon), documentary interviews (determining the details of events, facts);

Depending on the nature of specific research tasks - focused (deep and comprehensive study of the factor, situation, one way or another influencing the pedagogical phenomenon), clinical (identification of motives, conditions that influenced the development of attitudes, opinions), multiple (multiple interviews, but mainly among different respondents), panel interview (questioning of the same persons on the same questions at certain intervals), collegiate ("cross-questioning" by several interviewers, which does not allow anxiety, does not turn the interview into an interrogation).

Strengths of the interview - live contact between the researcher and the subject (s), the possibility of individualizing questions, their variation, clarification, completeness of answers. Weaknesses of the interview(as well as conversations) - the possibility of suggesting the position of the researcher to the respondents and the difficulty of reaching a wide range of people; a narrow circle of those persons whose opinion is being ascertained.

Conversation

A conversation as a question-answer research method is a conversation between two or more persons, an exchange of opinions between them. The conversation allows you to get to know the nature and level of knowledge of a person, the nature of his interests, motives for actions, attitudes towards certain events and phenomena. The conversation, unlike other methods, has a more indefinite structure both in organization and in results. It is characterized by a relatively free character and construction, although the issues are pre-thought out.

A conversation can be planned to confirm or refute data previously obtained using other methods.

There are a number of requirements for organizing and conducting a conversation:

Purposefulness (pedagogically directed target setting, a fairly clear presentation of the final result of the conversation);

Selectivity (selection of goals, directions, respondents, type of conversation (individual or group);

Mutual trust (creating an atmosphere of goodwill, sincerity, understanding);

Compliance with the norms of pedagogical ethics: an individual approach, based on the consideration and respect for the individual psychological characteristics of the interlocutor;

The maximum naturalness of the situation, so that the conversation does not have the character of a frankly special examination;

Plannedness (the outline of options for exemplary questions, during the conversation - the selection of the best option).

Despite, that the conversation is based on a specially compiled program, direct contact with the interlocutor allows you to quickly respond and change the course of the conversation depending on his answers. In order to encourage the interlocutor to express his opinion on the issues of interest to the researcher, it is more effective not to formulate a direct question, but to start a conversation in an indirect way, using the description of the relevant event in the press, literature, etc.

It is more expedient to start the conversation with those topics that would be of interest to the interlocutor, and then move on to topics of research interest.

Never, perhaps, has the question of pedagogical creativity been raised with such alarming urgency as life must have put it at the turn of the two centuries.
The former upbringing and educational strategy was built on a deep discord with human nature. A similar situation in education suited the social, essentially administrative-command system, but dehumanized the person himself. The product of the educational sphere that has been operating up to now is a partial person, not developed creatively, not able to combine the work of the head and hands, work and management of society. He is programmed to perform. According to psychologists, now only 2-3% of people have properly developed creative abilities. Today's man is a performer, he is a bad family man, a bad worker, a bad citizen. In preschool institutions, artificially prolonged infancy has not been eliminated. The lack of orientation towards children's independence, the authoritarian upbringing kills the initiative, the creative abilities of children. The main trouble of the school is that it continues to be a school of teaching, not education, a testing ground for the narrow introduction of knowledge, and not for the broad development of the individual. And at the end of the 20th century, the school graduates people who are not ready for life and work.
Social studies show that about 90% of children go to school with anxiety and reluctance.
The pedagogical community is still at the stage of realizing the need for urgent changes in relations between the children's and adult worlds, the creation of an extensive system of communication between them: in the family, in kindergarten, at school, in everyday life.
In fairness, we point out that the universally postulated thesis about the teacher as a key figure in the system of upbringing and education has a minimal real content. Only 10-12% of teachers, according to selective sociological studies, work unconventionally, creatively and get the joy of satisfaction from this. And 9/10 - like the students, they serve their work, they get more painful emotions from it than joy.
It is important to know this, because with the teacher's self-knowledge, he begins to comprehend the depths of his profession.
The stereotype of strict regulation of the teacher's work keeps many educators in captivity: educators and nannies, teachers and masters of industrial training, teachers of schools, technical schools, and universities.
Creativity of the teacher. It is diverse insofar as human abilities are diverse. It can reveal itself in various aspects of the activity of a teacher whose abilities are developed.
Creativity of the teacher is the activity of creating something new. Therefore, the highest degree of creativity in upbringing and education is a pedagogical experiment. During the experiment, a new pedagogical technology is tested and gets the right to exist.
A pedagogical experiment is not a discovery of the end of the 20th century. And although its age is akin to the age of humanity itself, thinking about transferring the accumulated experience and knowledge to the younger generation, the art of experiment in training and education requires professional knowledge of the methods of its organization and implementation. Therefore, it is dangerous to treat the experiment as another fashion in the field of education. Experimental teachers, before testing their ideas, should first of all raise the question of the negative consequences of experimental activity, think over compensation mechanisms that neutralize the damage from the experiment.
As practice shows, the experiment conducted in individual educational institutions of the Vologda Oblast needs serious critical reflection. Judging by the materials received by the Expert Council of the Regional Department of Education, teachers who start the experiment do not always correctly define the goal, formulate a hypothesis, determine the stages, criteria for assessing the effectiveness of work, diagnosing the initial state of affairs, the functions of each participant in the experiment, are poorly armed with the methodology of scientific and pedagogical research.
When is a pedagogical experiment necessary?
Any institution, team, school goes through three stages: formation (formation), functioning (organization of the educational process on the basis of stable curricula and programs, textbooks), development (the old content, the old technology of teaching and education come into conflict with the new conditions, the needs of society). It is the transition of an educational institution to development mode that requires experimentation.
What problem to choose for the experiment? Here you need to keep in mind several criteria at the same time:
a) the need to update one or another aspect of the work or the educational process as a whole;
b) formulated on the basis of the general forecast of the social development of the region, the social order for educational institutions;
c) the real possibilities of the educational institution and its staff at the moment,
d) the interests of persons - future participants in the experiment. Educational institutions of the region are working on the development of models of the educational process on the following issues:
– search for the optimal version of the curriculum in accordance with the current concept of the school;
– creation and testing of new curricula for new and traditional curricula;
– teaching advanced training courses;
- organization of the educational process in a five-day week;
– organization of the educational process in leveling classes, compensatory education classes, pedagogical support classes and pedagogical correction classes;
- organization of the educational process in alternative educational institutions such as gymnasium, lyceum, in the modules "kindergarten - school", "school - pedagogical institute";
- increasing the efficiency of the educational process in the new economic conditions;
– development and testing of new technologies, systems of education, upbringing and development of children.

- The name of the experiment.
– Author-performer or leader of the experiment (last name, first name, patronymic, position, title, address, telephone number).
– The name of the body or person who authorized the experiment and shared responsibility for its results.
– A brief justification of the relevance of the topic (what needs and contradictions of practice imply the need to organize this particular experiment).
- Object of study.
- Subject of study.
- The purpose of the experiment.
- Tasks.
- Hypothesis (a detailed assumption, where the model, the future methodology, the system of measures, i.e. the innovation, due to which it is expected to obtain a high efficiency of the educational process, is set out in as much detail as possible).
– Methods and specific research methods (types of questionnaires, tests, test papers, experimental didactic materials).
– The timing of the experiment (start time, expected end time).
- Stages (terms and content of the work).
- The composition of the participants in the experiment.
- Distribution of functional responsibilities of all persons involved in experimental work or involved in it.
– Base (the whole school, a parallel, a separate class, a group of children to specify experimental and control objects).
– Formulation of criteria for evaluating expected results.
– Forecast:
a) good results.
b) losses, possible negative consequences.
c) considering compensation.
– Scientific consultant of the experiment.
– Proposals for candidates for the reviewers of the experiment program (indicating the position and place of work).
– The form of presenting the results of the experiment (a written report, the text of the report, methodological recommendations, an article in a journal, a dissertation, etc.).

Methods of experimental, research work.

Although the pedagogical experiment itself is a method of research work, two groups of methods are used in its preparation and conduct: empirical and theoretical.
empirical methods. These may include: the study of literature on the topic of the experiment, pedagogical observation, sociological surveys, questionnaires, testing, ratings, as well as the study and generalization of someone's experience.
The study of the literature, including normative, instructive and methodological documents, is undertaken in order to clarify the general situation on the problem under study, formulate a hypothesis, draw up a model, and design a research work.
The pedagogical observation of the experimenter, in contrast to the ordinary, should always be purposeful, i.e. to a certain extent planned, search.
Sociological polls can be oral and written. Oral surveys are conducted both in the form of a random conversation and a focused interview - an interview on specially prepared questions.
Questioning is a type of written survey that allows you to collect information from a large group of people in a short time. Questionnaires are divided into open (the options for answering questions are not limited) and closed (the choice of options is limited to pre-prepared answers).
Testing is a method of psychological diagnostics that uses standard questions and tasks (tests) that have a certain scale of values.
Rating is an assessment of a particular pedagogical phenomenon with the help of experts.
Theoretical methods involve the use of historians of the genetic method, modeling, various mental procedures: analysis, synthesis, comparison, abstraction, etc.
Comparison is productive when analyzing information about any child: what different teachers, classmates, parents, friends in the yard, etc. say about him.
Classification is a logical division of facts, data, phenomena, etc. according to some principle that is essential for this group.
Generalization (with the allocation of the main, the only one) involves the transition from the singular to the general in judgments, assessments.
Abstraction is a mental procedure, the essence of which is the search for a scientifically based algorithm of activity. Abstraction at the modern level involves modeling activities on a computer basis, which makes it possible to anticipate the negative consequences of the experiment.
Researchers need to keep in mind that when analyzing information, none of the above procedures is applied in its pure form, they are all interconnected and complement each other.

Stages of the experiment.

Diagnostic stage: identifying the problem and justifying its relevance.
Diagnosis of teachers' difficulties, identification of contradictions in the educational process.
Prognostic stage: development of a detailed program of the experiment at this stage: the goal of the study is set, which is concretized into a fan of experimental tasks: a model of a new technology is constructed (methods, structures, systems of measures, etc.); a working hypothesis is formulated: expected results are predicted, as well as possible negative consequences; compensatory mechanisms are being considered.
organizational stage. Associated primarily with the preparation of the material base of the experiment. The program of individual experiments may require special premises, equipment, furniture, etc. It is planned to develop an estimate for the experiment, additional material and financial resources.
When organizing experimental work, it is important to correctly distribute managerial functions: who is responsible for what in the experiment: the director, his deputies, including the deputy for experimental work (such a position can be introduced at 0.25, 0.5 rates), teachers, class teachers , students, parents.
The organization of special training of personnel involved in the experiment is also envisaged. It is expedient to have a permanent seminar on training teachers in the general methodology of organizing an experiment, discussing the programs of specific experiments, their progress, and results. At the same time, it is possible to adjust methods, technologies, etc. taking into account the data of the intermediate examination.
Organizational preparation of the experiment also includes methodological support. In addition to the program, it includes all the necessary didactic, educational and other materials, texts of written (training and control) works, questionnaires, a detailed presentation of the technology itself, each element of the experimental activity. Without methodological support, experimental work proceeds unconsciously, thoughtlessly.
At the very beginning, questions of moral and material incentives for teachers conducting the experiment should be considered.
The organization of the experiment also includes the selection of experimental and control objects (parallels, classes, individual students, associations of children, etc.). The objects were originally supposed to be equivalent in their original parameters. The success of a well-organized experiment is also ensured by a well-chosen supervisor or consultant. Its function is to assist experimenters in the scientific substantiation of both the program, and the provision of the process, and the generalization (analysis) of the results of the experiment.
The practical stage of the experiment: conducting initial ascertaining sections, implementing new technologies, tracking the process of intermediate (current) results, adjusting the tested technology, control sections.
Generalizing stage: data processing, correlating the results of the experiment with the set goals, analyzing the data obtained, correcting the hypothesis, models of the new technology in accordance with the results, designing and describing the progress and results of the experiment.
Introductory stage: dissemination of a new methodology, directed organization of experience in the implementation of the developed by other teachers.

Preparation of the experiment program.

The idea of the experiment requires justification of the topic. It is necessary to carefully understand what contradictions in the practice of teaching and upbringing prompt the abandonment of traditional technologies and the search for a new one, or from what needs the need for experimental work follows. Determining the relevance of the topic, the researcher must also be accurately informed about the degree of its development. The chosen theme needs precise wording. We can compare a number of formulations in order to stop at the one that most accurately reflects the subject of future experimental research. Here, the advice of a consultant scientist is useful for practicing teachers.
The teacher-experimenter should be able to distinguish between the content of the concepts of the object and the subject of research. The object of research can be pedagogical or student groups, the educational process, the system of educational work in an educational institution, the teaching of a subject, etc.
The subject of research is a specific part of an object or a process that takes place in it. For example, if the object is the system of educational activities of the school, then the subject may be the process of its optimization. If the object is the process of teaching a foreign language, then the subject can be chosen as a mechanism for applying suggestive teaching methods, etc.
The next necessary element of the program is the formulation of the purpose of the experiment. This may be a new methodology, classification, new program, curriculum, a new version of a well-known technology, methodological development, etc.
Definition of the tasks of the experiment. In the tasks, a fan of problems is built that needs to be solved during the experiment. The trouble with many experimenters is that, without thinking about specific tasks, they work blindly, with overloads, both for themselves and for children.
The hypothesis of the experiment is a detailed assumption in which the model, the future methodology of the system of measures, the technology, the mechanism of the innovation, the introduction of which is expected to obtain a higher efficiency of the educational process, is set out in as much detail as possible. There may be several hypotheses - some of them are confirmed, some are not.
Modern didactics, for example, has a rich arsenal of knowledge and skills that make it possible to organize highly effective learning. Therefore, the experimental teacher, putting forward the hypothesis of a new original technology, must seek its justification in the leading didactic concepts (the theory of the gradual formation of mental actions - P.Ya. Galperin; the theory of problem-based learning - M.I. Makhmutov, I.Ya. Lerner. A. M. Matyushkin, theory of developmental education - L. V. Zankov, D. B. Elkonin, V. V. Davydov, theory of programmed learning - T. A. Ilyina, N. F. Talyzina, theory of activation of educational activity of schoolchildren - T. I. Shamova, A. K. Markova, the theory of meaningful generalization - V. V. Davydov, the theory of the development of cognitive interest - G. I. Shchukina, the theory of learning optimization - Y. K. Babansky).
An integral part of the preparation of the experiment is the development, selection of specific methods and research methods. It implies the production of various questionnaires, tests, experimental didactic materials, texts of diagnostic, verification and control works AND OTHER experimental materials.
A necessary, but, unfortunately, rarely planned component of the program is the timing of the experiment. In the absence of a timeline, it is impossible to establish at what stage the experiment is, especially if the initial diagnostic cut is not carried out. For a better organization of the experiment, to determine intermediate indicators of task completion, hypotheses, it is also necessary to determine the stages of the experiment.
Starting an experiment, it is impossible to guarantee absolute success in its intended and therefore, the program should include a reserve time in case of failure, negative results, in order to compensate for the costs of the experiment. With regard to the learning process, the experiment within the current year must be completed no later than the third Thursday. In case of failure, the reserve time falls in the fourth quarter, in case of a successful experiment, for the development of success, advancing the development of new sections of the program, etc.
The basis of the experiment also requires a clear definition. The whole school, a parallel, separate classes, a group of children, etc. can be occupied in the experiment. Therefore, it is necessary to determine both experimental and control objects for comparison.
The most important and obligatory component of the program is the criteria for evaluating the expected results of the experiment. They must be determined before the start of the experiment and linked to its goals.
It can be recommended to reduce all specific indicators of efficiency (or optimality) to two:
1. Performance criterion. For example, if a teaching methodology is being experimented, then its results should be: a) either higher than the previous results of the same teacher; b) either higher than typical for schools in the region; c) either optimal, i.e. maximum possible for individual children.
2. The criterion of time consumption, since time is a universal, integrative indicator of the effectiveness of any work.
An absolutely necessary part of the preparation of the experiment is the prediction of: a) possible (expected) positive results; b) possible losses, negative consequences; c) compensation for these losses and consequences.
Careful development of the project of the experiment allows to avoid many mistakes in practice, reduces the time of the experiment. The main thing that should not be forgotten is that we are talking about an experiment that will be carried out with living people. The pedagogical experiment is the most responsible of all types of experimental activity.

Examination of the program of the experiment.

The more experts, the better for the case. However, the main thing in an expert assessment is not compliments, but comments and suggestions.
In the review of the program of the experiment, at least five positions are evaluated:
1) completeness of the content of the experiment program;
2) its integrity (logicality, interconnection and consistency of parts of the program);
3) errors, shortcomings, omissions:
4) suggestions, new ideas, additions to the program;
5) expert opinion (the program is suitable and recommended for implementation; needs to be improved according to the comments made; unsuitable).

Tracking the process and reporting the results of the experiment.

The teacher or director-experimenter must learn the rule: unrecorded facts, intermediate results are irretrievably lost. Conscientiously recorded facts make it possible to expand the tasks of the experiment, to discover side (both positive and negative) effects of experimental work.
The course of the experiment is recorded by its participants in special diaries, which are daily or weekly (periodic) records of observations and assessments of the lives of subjects and objects of experimental work. Entries in the diary can be distributed in different ways: by class, by teacher, by problem, by number, by lesson, etc. A set of records allows you to detect a particular trend at the end of the year.
To track the process and results of the experiment, it is necessary to clearly define the parameters by which the effectiveness of the tested methodology, structure, technology, technique, etc. will be determined. If, for example, a five-day week is being experimented, then, in addition to the practice of fully studying the program, it is necessary to fix the overload, especially the health of children. When experimenting with the author's methodology, a new teaching technology, it is impossible to avoid assessing the knowledge and skills of students, comparing them with the previous ones or those expected by the hypothesis.
The final results are determined by the level of education, upbringing and development of students. To assess the practical significance of the results obtained, it is necessary to identify specific changes in the educational process organized according to the new technology. At the same time, it is indicated to whom these changes specifically relate - to teachers, students, heads of institutions and what is the scope of the results obtained.
When evaluating the theoretical significance of the experiment, new ideas, new conclusions are called, which can complement existing didactic and pedagogical theories.
If the totality of experimentally obtained new ideas forms an integral concept, then this is a sign of the creation of a fundamentally new in pedagogy.
The results of the experiment are presented in the form of a report, a speech at a conference, the text of a report, an article in a journal, a methodology described in a brochure, a dissertation, etc.
The most difficult thing at this stage of work is to build the material in the form of a particular structure during the study. These may be:
management structure (perhaps it will be the most adequate for describing the results of the experiment): primary analysis - forecasting - programming planning - organization - regulation - control - analysis - correction - stimulation;
activity structure: motives - goal - tasks - content - forms - methods - criteria - results;
the structure of the methodology by types of didactic actions: teaching (teaching actions) - stimulating actions - organizing actions - controlling actions - corrective actions;
the structure of the assimilation stages: primary perception - memorization - comprehension - application - consolidation - transfer to other areas;
the structure of one of the options for a combined lesson: organizational moment - survey - learning new material - consolidation - analysis of homework;
the structure of the teaching methodology by type of lessons:
lessons in communicating new knowledge - lessons in the formation of skills - lessons in consolidating knowledge, skills and abilities - lessons in monitoring and assessing knowledge - lessons in repetition and generalization - combined lessons of various types;
the structure of the educational system as an interconnected complex of substantive areas (sides) of education: moral - labor - aesthetic - physical - mental-legal - civil - environmental - methodological and hygienic, sexual, family, etc.;
age structure: educational work with younger students - educational work with teenagers - educational work with high school students.
Here are some other structures:
- school staff - teaching staff - classroom teams - student associations - student organizations;
- education - self-education - mutual education;
- the activities of the teacher - the activities of schoolchildren - the activities of social activists - the activities of parents;
- communication with students - communication with teachers - communication with parents - communication with leaders.
All named (and unnamed) structures are interconnected so that all are realized in each and each is realized in all the others. In any holistic, systemic experiment, all these structures really exist, although one or the other usually dominates.
Regulation of people's relations in the course of experimental work. This is not a far-fetched issue, the subject of special concern on the part of the heads of institutions and educational authorities.
Experimentation is the highest manifestation of pedagogical creativity. That is why it needs serious organization and thoughtful regulation. The experiment always leads beyond the accepted norms, the established stereotypes, which are carried by specific living people. An interested, unbiased attitude towards the experimenter is necessary. The teacher-researcher seeks and resolves, with the timely and full support of his creative ideas by the leader, the contradiction between the outdated and the new, thereby ensuring progress in the field of education and upbringing. An enthusiastic experimental teacher is always in sight, his work, his findings and failures are more often discussed, often causing controversy. In assessing the activity of an experimenter, any "extremes" are harmful: praise or neglect. The creation of appropriate circumstances for the experiment, a sensitive individual approach to creatively working teachers is a necessary condition for the success of experimental activity.

1. General remarks.

The public education system faces responsible tasks to further improve the educational process, for the implementation of which it is necessary to accelerate the development of scientific foundations for improving the effectiveness of the educational process, as well as directions, methods and means of studying the problems of teaching and educating the younger generation, using the problems developed by practical educators.
When studying the problems of education, training and upbringing, ideas, methods and approaches that have justified themselves in pedagogical practice and science are used, forms of organization of the educational process, methods and methods of work of teachers, masters, educators are used, but so far they are still poorly implemented by the experimenters of the region, and also have a number of methodological violations, ignorance of the elementary rules for conducting scientific and pedagogical research and experiments, there is no forecasting of the problems of these studies and experiments.The goal of the expert Council of the Education Management will be to improve this work.

2. General directions of the council's activity.

- analysis of the main trends in the development of experimental work;
– consideration and approval of specific programs of experimenters;
- determination of the social and pedagogical value of experimental work carried out at the initiative of institutions, education and individual teachers;
– methodological support of the experiment;
- systematic monitoring of the course of the experiment in specific schools and the provision of methodological and financial assistance to them, the creation of a material base and the necessary pedagogical conditions;
- search for and support of creatively working teachers, promotion of best practices;
– expert assistance to the Department of Education in the information support of the management process.

3. Tasks.

– preparation of draft orders for the education department of the administration of the Vologda region on scientific and pedagogical research and experiment in educational institutions;
– general planning of research in the region;
- preparation of meetings of the expert Council for coordination and operational meetings in the course of scientific and pedagogical research and experiment in educational institutions;
– analysis and generalization of the primary results of research and experiment;
– analysis of interim and final reports on research and experiment in schools and vocational schools in the region;
– analysis, generalization and dissemination of the best pedagogical experience in research and experiment in the field.

4. Organization of the activities of the expert council.

The Expert Council meets at least once every 2 months. To address specific issues, the Council creates temporary expert groups of members of the Council and education specialists.
Members of the expert groups organize trips taking into account the topics of experimental work in order to study, summarize the results and present them to the Council.

5. Rights and obligations of the expert council.

The Council has the right:
– to approve plans, programs, methods of experiment;
- conclude and approve contracts;
- to conduct an examination (assessment) of the results of the activities of public education institutions;
- to send specialists to experimental schools, vocational schools and other educational institutions to resolve issues of organizing the activities of institutions for conducting scientific and pedagogical research and experiments in the new conditions of the regime.
Evaluation of the results of research and experiments approved by the expert council is final and submitted to higher education organizations.
The Expert Council is obliged to:
- in the conditions of democratization and openness of the management of educational institutions, to involve the general public in order to create conditions for the rational activity of scientific and pedagogical research and experiments in educational institutions of the region;
– promote the results of experiments in mass politics;
- to stimulate the activities of teachers and leaders of education for their activity in conducting experimental work.
List of documents for the expert council from educational institutions of the region:
1. Theme of scientific and pedagogical research and experiment.
2. Annual plan for scientific and pedagogical research and experimental work in educational institutions.
3. Information on the material base of educational institutions in terms of experiment and research, its capabilities.
4. Statement and definition of the problem of research and experiment (explanatory note).
5. Development of a research and experiment program.
6. The developed methodology for research and experimentation in educational institutions (presence of experimental and control groups, optimal educational regimen and structure of the organization of the experiment, etc.).
7. Creative agreements of educational institutions on research and experiment with research institutes and universities.

1. General Provisions.

1.1. The right to experimental and pedagogical activity can be granted to educational and educational institutions that have the appropriate teaching staff, material and technical base and consistently achieve high results in their work.
1.2. The right to experimental and pedagogical activity is granted to educational and educational institutions by order of the education department on the basis of the decision of the expert council.
1.3. In conducting a pedagogical experiment, educational institutions are guided by the plans of the joint JW6OTW regional IPKiPPK, Vologda and Cherepovets pedagogical institutes, other universities and research institutes, with which they conclude contracts on research work.
1.4. The organization of experimental, research work in educational and educational institutions is carried out by experimental teachers with the support of the heads of institutions and educational bodies with the participation of departments and laboratories (offices) of institutes.
Organizational, methodological, program and other documents that determine the content and course of experimental, research work are considered and agreed upon by the pedagogical council of the institution.

2. Organization of experimental, research work in educational institutions of the Vologda region.

2.1. To organize and conduct experimental, research work in an educational or educational institution, an initiative group is created on a voluntary basis) of the experiment, including leaders, the most experienced teachers, laboratory researchers, faculty and methodological staff of the regional IPKiPPK. universities, research institutes.
Laboratories and departments, together with educational institutions, consider programs and methods of experimental and pedagogical research, organize and control their implementation, discuss the results of the study, and introduce positive results into mass practice.
The nominal composition of employees involved in experimental and pedagogical, research work, the content and terms of work, plans for equipping and software and methodological support of the educational process are approved by order of the head of the institution.
2.2. In order to qualitatively solve the set scientific and practical tasks, local educational authorities, within the limits of the appropriations approved by them, allocate additional funds and funds to institutions, if necessary, to improve the material and technical base and stimulate the work of experimenters.

3. Rights and obligations of leaders (director, deputy director), teachers participating in scientific and pedagogical research and experiments.

3.1. The director of an educational institution is obliged:
3.1.1. Plan the work of the staff of the institution in the conditions of scientific and pedagogical research and experiment.
3.1.2. Develop the functional responsibilities of all employees for research and experimentation.
3.1.3. Create conditions for participants in the experiment to complete tasks according to plans, research programs.
3.1.4. Monitor the progress of scientific and pedagogical research and experiments, timely identify difficulties in the organization of work and take measures to eliminate them.
3.1.5. Report to local educational authorities and institutions on the progress of scientific and pedagogical research and experiment in the institution.
3.2. The head (director) of an educational institution has the right to:
3.2.1. Apply to the higher education authorities with proposals on the staff and job responsibilities of employees in accordance with the goals and organizational conditions for conducting scientific and pedagogical research and experiment.
3.2.2. Apply in accordance with the established procedure for improving the development of the educational and material base of an educational out-of-school institution, establishing salary increments, bonuses for employees participating in research and experiments.
3.2.3. In agreement with the institutes, on the basis of the intermediate results of research and experiments, make adjustments to the structure of educational and program documents, the content of training programs, refine the experimental methods, adjust the methods, etc.
3.3. Teaching staff participating in the experiment have the right;
3.3.1. Had a standard load on the subject with an additional payment to the salary in the amount of 15 to 50% for the period of research and experimental work.
3.3.2. In the course of work, make proposals for the program and methods of research and experiments.
3.3.3. Participate in scientific and practical conferences, seminars, meetings of laboratories, departments of institutes and meetings of Councils, Academic Councils of institutes on issues of scientific and pedagogical research and experiments.
3.3.4. Participate in publications of the Vologda Regional Institute for Advanced Studies and Retraining of Pedagogical Personnel.
3.3.5. To be applicants and graduate students of the postgraduate studies of the RIPK-RO and other institutions (with the right of priority enrollment on the recommendation of the VO IPKiPPK).

4 Planning and monitoring the progress of scientific and pedagogical research and experiments.

4.1. Planning of scientific and pedagogical research and experiments in the educational institutions of the Vologda Oblast is carried out in accordance with the order of the regional and district, city departments of education, long-term and current plans for the experimental work of the institutes and but in agreement with the leaders of the school and other educational institutions.
4.2 The interaction of institutes and institutions conducting research and experimental work is provided by an agreement on creative cooperation.
4.3. The general control over the implementation of scientific and pedagogical research and experiments in accordance with the agreements is assigned to the heads of laboratories, departments and teaching and methodological rooms of institutes, who periodically report on the results and progress of research and experimental work at meetings of departments, the Academic Council, before the education apparatus.

The author considers a student-oriented model of the educational process, characterized while maintaining the basic component of education:
- an innovative approach to solving the problems of teaching and educating students;
- expanding educational boundaries without increasing the labor costs of the student and teacher;
– a turn towards universal human values and achievements of world culture;
- departure from the standard in the structure, selection of the content of the material, the use of new techniques and methods of training and education;
– methodical independence, originality of creative thinking:
- relevance, versatility based on modern science and practice and providing a steady interest in knowledge, high results in learning, the development of students' personalities.
The author of the model has the right:
- submit for consideration of the regional expert council a model of the organization of the educational or educational process;
- priority provision of modern equipment, technical means, novelties of educational, pedagogical, scientific and methodological literature;
- provide methodological and other materials created during the experiment to the publishing house of the regional IPKiPPK for publication;
- receive a 15-50 percent bonus to the official salary;
– receive scientific and methodological advice from the regional IPKiPPK and other scientific institutions of the region.
Model author:
- systematically analyzes the results of the work on the model proposed by him and, in accordance with this, makes adjustments to the educational process;
- introduces the teaching staff and leaders of the educational institution with the course of the experiment;
- provides an opportunity to get acquainted with the creative laboratory of teachers of their region and region.
Expert assessment of the results of the implementation of the author's model is carried out by the regional IPKiPPK, attracting scientists and specialists from the region for this purpose.
The teacher, whose model of education and upbringing is recognized as the author's, by decision of the regional expert council, is awarded a certificate of the established form.
The successful results of the work of the teacher as the author of the original model are taken into account in the overall assessment of his activities during the next certification.

RECOMMENDED READING
Babansky Yu.K. Problems of improving the effectiveness of pedagogical research. M, 1982.
Zagvyazinsky V.I. Teacher as a researcher. M. 1980.
Zagvyazinsky V.I., Gilmanov S.A., Creativity in school management. M., 1991.
Kraevsky V.V. Correlation of pedagogical science and practice. M.. 1977.
Nekrasova N.I. To help the teacher who has begun experimental research work. Kaliningrad. 1989.
Polonsky V.M. Criteria for theoretical and practical significance of research. // Soviet Pedagogy, 1988, No. 14.
Potashnik M.M. The right to experiment. // Public education, 1983. No. 9.
Potashnik M.M. Reasonable sow rationally (on fashions in pedagogy). //People's education. 1990. No. 11.
Potashnik MM. Experiment at school: organization and management. M.. 1992.
Revzin S. Model of an open school. // Public education, 1991. No. 1. No. 2.
Skalkova S. and team. Methodology and methods of pedagogical research. M. 1989.
Theory and practice of pedagogical experiment. M.. 1979.
Shamova T.I. Research approach in school management. // Soviet Pedagogy, 1984. No. 9.
Shamova T.I. Research approach in school management. M.. 1991.
Shtulman E.A. Methodological apparatus of research. // Soviet Pedagogy, 1988, No. 11.
Yamburg E. Development and launch of a new school model. // Public education, 1991, No. 2.
Order of the MP of the RSFSR No. J 86 dated November 2, 1987 "On improving the organization of scientific and pedagogical research and experiments, USSR." Sat.pr. MP RSFSR No. 1, 1989.
Methodical letter of the MP of the RSFSR "On further democratization in the activities of public education institutions" No. 63-M dated September 9, 1987. Sat.pr. MP RSFSR N "30. 1987.
To the attention of public education workers and everyone interested in new types of educational institutions. Bulletin of the State Committee for Public Education. 1990, No. 12, 1991, No. 1.
Experimental and advanced curricula. // Bulletin of the State Committee for Public Education. 1991, No. 3,4.
Guidelines for the organization of scientific and pedagogical experiment in the institutions of public education of the region. Leningrad, 1989.

Order No. 487 Circulation 600
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The word "experiment" of Latin origin and in translation means "experience", "test". A pedagogical experiment is a scientifically staged experience of transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only register what already exists, the experiment in pedagogy has a creative character. Experimentally, for example, new techniques, methods, forms, and systems of teaching and upbringing activity make their way into practice.

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 requires the substantiation of a working hypothesis, the development of a research question, the preparation of a detailed plan for the experiment, strict adherence to the planned plan, accurate recording of the results, a thorough analysis of the data obtained, and the formulation of final conclusions. A scientific hypothesis, i.e., an assumption subjected to experimental verification, 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, corrects others. The study of a hypothesis is a form of transition from observing phenomena to discovering the laws of their development.

The reliability of experimental conclusions directly depends on compliance with the experimental conditions. All factors other than those 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 both in the experimental and in the control class. Taking into account the many reasons that affect the effectiveness of the educational process, it is very difficult to comply with this requirement in practice.

The experiments carried out by teachers are diverse. They are classified according to various criteria - focus, objects of study, place and time, etc.

Depending on the goal pursued by the experiment, there are: 1) a stating experiment, in which existing pedagogical phenomena are studied; 2) a verification, clarifying experiment, when the 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 constitute an inseparable sequence. The ascertaining experiment, sometimes also called the method of slices, is usually focused on establishing the actual state of the object under study, ascertaining the initial or achieved parameters. The main goal is to fix the realities. They will be the starting point for a transformative experiment, which usually aims to create and test the effectiveness of new methods that can, according to the experimenter's intention, increase the level achieved. Usually, long-term creative efforts are needed to achieve a sustainable pedagogical effect; it is usually not necessary to count on an immediate improvement in upbringing and development.

According to the venue, a natural and laboratory pedagogical experiment is distinguished. Natural is a scientifically organized experience of testing the hypothesis put forward without violating the educational process. This type of experiment is chosen when there is reason to believe that the essence of the innovation needs to be verified only in real conditions and that the course and results of the experiment will not cause undesirable consequences. The objects of natural experiment most often become plans and programs, textbooks and teaching aids, techniques and methods of teaching and education, forms of the educational process.

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

If it is necessary to check any particular question, or if, in order to obtain the necessary data, it is necessary to ensure especially careful observation of the subjects (sometimes with the use of special equipment), the experiment is transferred to a specially equipped room, to 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 a selective and accurate verification of the role of each of them is sharply deteriorating. We have to go to additional costs and transfer the study to the laboratory in order to minimize the influence of uncontrollable factors, side causes.

Experimental Pedagogy

Realizing the possibilities, the power of the experiment, teacher-researchers of the late XIX - early XX centuries. they begin to pin great hopes on him, hoping that the magic key of the experiment will open the door to pedagogical truth. A powerful research trend 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 performed 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 (Bourdon, East, Meiman), and many other interestingly conceived and often elegantly executed experiments. And although the results of the research did not have a significant impact on pedagogical practice, it was proved that it was possible to penetrate through the experiment into the most complex problems of education.

It seems that there is not a single area left where teachers would not try to apply the experiment, up to the study of the moral sphere and the processes taking place in collectives. The so-called method of definitions spread: the child gave a definition to a moral concept or, conversely, named it according to signs. To clarify ideas, methods for evaluating the actions of literary heroes, the method of unfinished stories and fables, from which it was necessary to “deduce morality”, were also used. At the beginning of the 1930s, the method of collisions was widely used, that is, solutions to life's 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 at school, the children dropped notes with questions of interest to them. Analysis of the questions showed the orientation of the interests of adolescents, their moods, and the level of development.

Experimental teachers have done a lot for pedagogical science.

Many connections recorded by them entered the golden fund of pedagogical theory. For well-known reasons, which we will discuss below, experimental studies of pedagogical problems in our country were suspended in the mid-1930s and revived only in the 1970s. What's happened? Why? How? Would you like to find out?