Types of pedagogical experiment include: Definition of the concept of pedagogical experiment

The concept of pedagogical experiment

Experiment as a research method is used to solve scientific and methodological problems both in psychology and pedagogy. The mobility and multifactorial nature of the pedagogical process determine the use of specifically complex pedagogical experience, which makes it possible to more reliably identify positive aspects and shortcomings, argue for values, reveal internal relationships and dependencies in pedagogical phenomena and processes. Thus, this is the most accurate method of studying phenomena, recording precedents, monitoring changes and development of participants in the pedagogical process. A group pedagogical experiment reveals the opportunity to explore cause-and-effect relationships, internal informants of development, thereby reaching the theoretical level of research into the issues being studied.

The distinctive features are:

• planned intervention of the prospector in the course of the process being studied,
• the possibility of repeatedly recreating the phenomena under study under varying conditions, as regards the specific measurement of their parameters.

The experiment makes it possible to decompose integral pedagogical actions into their constituent components, change the conditions in which they operate, highlight and check the impact of individual moments on the results, trace the formation and development of individual aspects and connections, and record the acquired results. In addition, an experiment can also serve to test particular and general hypotheses, clarify individual conclusions, establish and clarify precedents, determine the performance of the means used, etc.

A pedagogical experiment is rightfully considered a specific ensemble of all research methods, which provides a scientifically grounded and demonstrative verification of the fidelity of the hypothesis justified at the beginning of the study.

Types of pedagogical experiment

In pedagogy, there are traditionally several main types of experiment:

1. Natural and laboratory.

A natural experiment is conducted in ordinary, natural conditions of training and education. The researcher looks at the initial state of work and student behavior, and after that appropriate changes are made to the content, forms, and methods of educational work. Next, the level of success in children’s learning or the level of education is again examined and a conclusion is made about the performance of the system of measures used in natural conditions.

In the case of a laboratory experiment, a group of students is identified, with whom certain work is carried out in specialized conditions and a conclusion is drawn about its effectiveness.

2. Ascertaining and formative experiment.

In the first case, the researcher uses an experimental method to establish exclusively the state of the pedagogical system being studied. In the second case, the researcher can use a special system of measures aimed at developing clear personal qualities in students, improving their academic work and behavior.

To conduct an experiment, as a rule, 2 groups of students are selected - control and experimental. The determination of these groups is carried out using a random selection, and it will be necessary to summarize approximately the same level of training or education of the students of these groups before the start of the experiment. But it is quite possible to conduct an experiment with one group, without selecting a control group. In this case, the level of training or education, or some other characteristics (depending on the goals of the experiment) is measured before and after it is carried out.

Stages of the experiment

To understand all the organizational work on the development of experimental work in school, it is necessary to highlight its stages:

1. The diagnostic stage is an analysis of the difficulties of teachers, the state of the teaching and educational process on the task, the identification and formulation of contradictions that need to be eliminated as quickly as possible with the help of certain configurations, new methods, technologies, textures, and a new list of possibilities. In other words: identifying the difficulty and explaining its relevance.
2. The prognostic stage is setting a goal, defining tasks in accordance with it, building a hypothesis, forecasting possible positive and negative results, costs, thinking through compensation means. In other words: a study of a detailed experimental program.
3. Organizational stage - providing criteria for the implementation of the program, preparing the material base, distributing high-functional responsibilities, organizing special training, methodological support for experimental work, etc.
4. Practical stage – carrying out initial control checks, implementation new technology, tracking the process, results, correcting the technology being tested.
5. The generalizing stage is the processing of the material, correlation of the experimental results with the set goals, their full analysis, correction or approval of the hypothesis in accordance with the results obtained, design and description of the progress and results of the experiment.
6. The implementation stage is the dissemination of the new methodology among the teaching staff.

One of the labor-intensive issues of any pedagogical research is the choice of performance criteria for the proposed system of measures. These aspects must satisfy the following principles:

• be impartial (as far as possible), that is, evaluate the characteristic being studied unambiguously;
• valid, that is, to evaluate directly what the experimenter is trying to evaluate;
• neutral in relation to the actions being studied;
• complete, that is, the set of criteria with the necessary completeness must cover all the significant properties of the action or process under study.

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

An experiment is essentially a strictly controlled pedagogical observation, with the experimenter observing the process, which he himself carries out.

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

A pedagogical experiment requires substantiation of a working hypothesis, development of the research question, drawing up a detailed plan and its strict adherence, accurate recording of results, careful analysis of the data obtained, and formulation of final conclusions. Scientific hypothesis, i.e.

Pedagogical experiment

The research subject to experimental testing plays a decisive role. An experiment is conceived and carried out in order to test the hypothesis that has arisen. Research “purifies” hypotheses, eliminating some of them, adjusting others, until a connection between experimental factors is established or refuted. The study of a hypothesis is a form of transition from observing phenomena to revealing the laws of their development.

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

The experiments conducted by teachers are varied. They are classified according to different criteria: focus, objects of research, place and time of conduct, etc. Depending on the goal pursued, experiments are distinguished: 1) ascertaining, in which existing pedagogical phenomena are studied; 2) testing, 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 inextricable sequence. The ascertaining experiment, sometimes called the cutting method, is usually aimed at establishing the actual state of the object under study, ascertaining the initial or achieved parameters. The main goal is to record realities. They will be the starting point for a transformative experiment, 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; You can’t usually count on immediate improvements in upbringing and development.

Depending on the location, a distinction is made between natural and laboratory pedagogical experiments. The first represent a scientifically organized experience of testing a put forward hypothesis without

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

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

PEDAGOGICAL TESTING

The word “test” translated from English means “task, test.” Testing is a targeted examination, the same for everyone, which is carried out under strictly controlled conditions. It allows you to objectively measure the characteristics and results of training, education, and development of students, and 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 a new research method, but until recently it has been little used in domestic pedagogy. Back in the 80-90s. XIX century researchers began to study individual differences in people. This led to the emergence of the so-called test experiment - research using tests (A. Dalton, A. Cattell, etc.). The use of tests provided the 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, and the degree of formation of many other qualities with the help of tests has become an integral part of broad educational practice.

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

There are two types of tests: speed and power. In speed tests, the test taker usually does not have enough time to answer all the questions, because they need to answer very quickly and correctly; according to power tests, everyone has such an opportunity, here speed does not matter, what is important is the depth and thoroughness of knowledge. Most practical school tests are compiled to check the achieved level of learning and operate in a “gentle” control mode.

Unlike tests, test-type tasks are used for ongoing control and contain a small (usually 5-10) number of questions. Many varieties are used in practice test tasks, for example, to determine correspondence or sequence, to be able to identify, recognize, find a certain object, classify according to given characteristics, etc.

METHODS FOR STUDYING GROUP (COLLECTIVE) PHENOMENA

The processes of upbringing, education, and training are collective (group) in nature. 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 techniques are also widely used, comparative studies. Since these methods penetrated 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 fundamentals of pedagogy

questionnaires. Questioning is based on the assumption that the person answers the questions asked to him frankly. Teachers are attracted to questionnaires by 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, in pedagogical research, various types of questionnaires are used: open, requiring independent construction of an answer, and closed, in which students have to choose one of ready-made answers; registered, requiring the subject's surname to be indicated, and anonymous; full and trimmed; propaedeutic, control, etc. One of the varieties is the so-called “polar” questionnaire with score. Based on its principle, questionnaires are compiled for self-assessment and assessment of others. For example, when studying personality traits, a five-point scale is included in questionnaires:

Organized 5 4 3 2 1 Unorganized

Hardworking 5 4 3 2 1 Lazy

Gifted 5 4 3 2 1 Less capable

The number of points in such questionnaires may vary. 12-point scales are often used, having six gradations of positive and negative manifestations of the characteristic being studied: minimum -6, -5, -4, -3, -2, -1, 0, +1, +2, +3, +4 , +5, +6 - maximum. The respondent circles the corresponding 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 - what answer. By asking, for example, a student a direct question: “How much time do you spend every day preparing homework?”, the questionnaire writer is already provoking a certain type of response. Which of the careless students who do not work at full capacity admits to their laziness? Our students know very well what answers will satisfy their mentors, and therefore questionnaires often give not the real, but the expected illusory picture. You can get rid of this drawback in two ways: by asking indirect, veiled questions so that the student does not guess what exactly the questionnaire writer wants to know, or by providing students with the opportunity to give extended answers to general questions. In the first case, the questionnaire grows to immense dimensions.

Quantitative methods in pedagogy

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

The method of studying group differentiation (sociometric method) allows one to analyze intra-collective relationships. Schoolchildren are asked to answer questions like “Who would you like to…” (go on a camping trip, prepare for exams, sit at the same desk, play on the same team, etc.). For each question, three “choices” are given: “First write the surname of the person with whom you would most like to be together, then the surname of the person with whom you would like to be if this does not work out with the first, and finally the third surname - according to with the same conditions." As a result, some members of the team find themselves greatest number elections, others have the least. It becomes possible to reasonably judge the place, role, status, position of each member of the team, to identify intra-collective groups and their leaders. The method allows you to make “slices” that characterize various stages formation of relationships, types of authority, state of the asset. Its main advantage is the ability to present the obtained data in a visual form using so-called matrices and sociograms, as well as quantitative processing of the results.

In the theory and practice of research work, several types of pedagogical experiments have been identified. Each of them is characterized by several characteristics. Therefore, we can only talk about the grouping of species and their mutual relationships, and not about classification in the strict sense of the term.

In accordance with the goal that the researcher sets for himself, either transformative experiment or ascertaining.

Transformative experiment(there are other names: creative, formative, research) provides for the development of a new pedagogical position in accordance with the original hypothesis put forward. An example of an experiment of this kind is research into the effectiveness of programmed training.

Ascertaining experiment (it can also be called controlling, practical) involves testing existing knowledge about a particular fact or phenomenon. An example of such an experiment is the study (LNIIFK, 1956), which confirmed the previously existing assumption about the need for comprehensive development of motor qualities. A confirmatory experiment is very often used to test the effect of one or another known fact when working in new conditions, with a different age group, with representatives of other sports. This category of experiments also includes those that are designed to substantiate (reveal connections, establish measures, etc.) pedagogical facts that exist in practice and have proven themselves in many years of use.

Sometimes a different content is put into the content of the ascertaining experiment: studying the state of those involved at the moment (statement of a fact), without tracking its dynamics (for example, studying the level of development of physical abilities according to pre-developed tests for a certain age group children). Some authors also call such studies an absolute experiment. However, no matter the name, a study that does not have the main feature of an experiment cannot be called a pedagogical experiment. This does not at all reduce the value of such research; for example, no type of pedagogical experiment can do without studying the initial state of students in experimental and control groups.

The need to equalize associated factors requires changing the usual conditions of physical education. According to the degree of change in these conditions, pedagogical experiments are usually divided into natural, model and laboratory.

Natural experiment is characterized by minor changes in the accepted conditions of training and education, since it is carried out in terms of the usual system of classroom lessons with a full complement of students. (Therefore, such experiments in pedagogy are often called experimental lessons; L.V. Zankov, 1962). An example of a natural experiment is the study of new content of program material for students secondary schools when complexes of physical exercises developed by the researcher are used in experimental classes. In such an experiment, the conditions for conducting lessons are so typical that children are not even aware of their participation in scientific work, although the content of the lessons is specially organized. This determines the great advantages of this type of experiment. Disadvantages include difficulties associated with the large number of students, which complicates control over them and often leads to forced deviations from the planned course of the lesson.

Depending on the awareness or ignorance of those involved in the tasks and content of the study, natural experiments are divided into open and closed.

Open experiment provides a fairly detailed explanation to the participants of the tasks and content of the entire study. The experimenter strives to make all subjects active and conscious participants in the work, recognizing the importance of experimental research in improving the educational process. It should be borne in mind that the reaction of students to participation in the experiment can be neutral, active and negative (the names are conditional).

Of course, in each group of subjects there may be people with various types reactions.

Closed experiment is carried out with students completely unaware that they are participants in research work. This gives the behavior of the subjects the ease that can best reflect the advantages and disadvantages of the pedagogical factors being studied. However, it can be extremely difficult, and sometimes simply impossible, to carry out complete “conspiracy” of an experiment. Even when classes are taught by a regular teacher, some unusual external environment cannot be ruled out due to the presence of a researcher observing and recording. And this cannot but cause a corresponding reaction from those involved. Even the period of adaptation of the subjects to to a stranger does not completely eliminate this problem. The need for various measurements makes the unusual nature of the educational process even more apparent. True, all measurements can be subsumed under the category of ordinary medical examinations or test standards. When working with children, this can be done, but when working with highly qualified athletes, it is unlikely.

Model experiment is characterized by a significant change in the typical conditions of physical education, which makes it possible to isolate the phenomenon under study from side effects. Depending on the objectives of the study, changing conditions can be carried out in two ways. Firstly, a decrease in the number of study groups compared to the generally accepted number of students. (In pedagogy, such experiments are often called experimental activities; L.V. Zankov, 1962). This makes it possible to maintain in a “pure form” the direction in training and education determined by the researcher to a greater extent, and helps to improve control over the reactions of students.

The weak side of this type of experiment is a certain artificiality of the conditions, which makes it difficult to extend the findings to the pedagogical process with the usual quantitative composition of students. For example, a developed system of introductory exercises for teaching rope climbing in three steps can give brilliant results in a small training group, when the number of ropes allows achieving the required density of classes, and turn out to be completely ineffective when working with a full class. Secondly, by changing the way the physical exercise is performed. An example of such an experiment is research into the effectiveness of various weights for developing strength. To eliminate the influence of the press technique on the result, in the experiment they resorted to performing the press in a lying position.

The use of a natural or model experiment is determined by the research objective. Thus, if new methods of organizing a school lesson are being developed, it is necessary to use a natural experiment, since the very nature of the issue being solved requires the full quantitative composition of the class. The most valuable results can be obtained when both varieties are combined in an experiment. Most often, a model experiment precedes a natural one. However, due to the nature of the material being studied, this cannot always be resorted to.

Laboratory experiment characterized by strict standardization of conditions, allowing for maximum isolation of subjects from the influence of changing environmental conditions. When solving pedagogical problems, his role is reduced to an auxiliary one (in terms of developing physiological and psychological issues). For example, to determine the effectiveness of hygienic gymnastics complexes, the body’s response to stress is first studied according to certain physiological indicators in a laboratory setting.

Depending on the duration of the experimental factor, the listed types of experiments can be sequential or parallel.

Sequential experiments provide proof of the hypothesis (or its refutation) by comparing the effectiveness of the pedagogical process after the introduction of a new factor with the effectiveness of the pedagogical process before its introduction in the same group of students. Thus, all consecutive experiments are built according to the “Before” and “After” scheme. To compare the state of the pedagogical process after the introduction of an experimental factor into it with the state that was before the introduction, measure the state “Before” (for example, the initial level of physical development), then “After” (for example, the final level of physical development) and determine the reliability of the change indicators.

In successive experiments, the proof of the put forward hypothesis is built according to one of three logical proof schemes: a single difference, concomitant changes, and a single similarity.

1. Ashmarin B.A., Almukhanov B.O. Pedagogical research in physical education. Textbook for faculty students physical culture of pedagogical institutes and universities. Manuscript. – Uralsk, 2010. – P. 78-84.

2. Shkutina L.A., Plotnikov V.M., Egorov V.V. Fundamentals of research work in professional pedagogy. –Almaty: Gylym, 2000

3. Aismontas B.B. Educational psychology (schemes and tests). –M.: Vlados press, 2006. –P.24

Lecture No. 12

Subject: Pedagogical experiment

1. Features of natural science and formative experiment

Purpose of the lecture.

Understand the meaning of natural science and formative experimentation

Key words: natural experiment, scientific nature, properties, method, methodology

Key questions and summary:

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Introduction

Experiment, like observation, belongs to the group of universal methods - those that are used within various sciences and types of scientific knowledge. The main feature of an experiment is considered to be such a procedural, situational and meaningful organization of the cognition process, in which it is possible to obtain objective empirical data, in contrast to those that have a subjective assessment when using other methods of psychological and pedagogical cognition. The topic of this course work is the experimental method in pedagogical research. The relevance of this topic of the course work is determined by the fact that many difficulties in the pedagogical process are of a universal nature; overcoming them is necessary to solve pressing problems in the development of education and personality development. The results of the experimental method should precisely find a solution to the problem of pedagogy.

The purpose of the work is to study the method of pedagogical experiment in its main aspects.

The object of the work is the experimental method used in various pedagogical studies. The subject is the use of the experimental method in pedagogical research.

For the most complete disclosure of the topic, the following tasks are set before the study:

1. Familiarize yourself with the experiment as a method of pedagogical research.

2. Study the types, structure, stages and objectives of the experiment.

3. Identify the problem of choosing a dependent and independent variable in an experiment.

4. Study the experience of using experiment in pedagogical research.

1. General characteristics of experiment as a method of pedagogical research

1.1 Historical aspects

The experimental method was introduced into the practice of psychological and pedagogical cognition by the German research psychologist W. Wundt (1879); the foundations for this type of experiment were laid by E. Weber (1834). The first domestic experimental laboratories were created by N. Lange in Odessa (1880) and G. Chelpanov at the Kiev University. St. Vladimir (1880). The first experiments, in fact, in the pedagogical direction are considered to have originated with French researchers, in particular A. Binet (1895).

Having realized the possibilities of the experiment, the teacher-researchers of the end XIX beginning XX century began to pin high hopes on him. A research movement called “experimental pedagogy” was born. Its origins were 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), a study of the circle of presentation of schoolchildren carried out by Hall (1890), a study of the intelligence of students begun by Binet and Simon (1900), the study of types of ideas in schoolchildren (Stern, Nechaev, Lai), memory in children (Burdon, East, Meiman) and other experiments. The above leads us to realize the need for a clear definition of the term experiment.

Questioning the various customs and views of his contemporary society, Montaigne spoke out against the harsh discipline of medieval schools, for attentive attitude to the children. Education according to Montaigne should contribute to the development of all aspects of the child’s personality, theoretical education should be supplemented physical exercise, development of aesthetic taste, education of high moral qualities. Many of Montaigne's thoughts were adopted by educators in the 17th and 18th centuries. So, the idea of ​​priority moral education before education was developed in detail by Locke, and a high assessment of the educational influence of the rural environment and the rejection of coercion in education were a kind of basis for Rousseau’s theory of natural education.

The main idea in the theory of developmental education according to Montaigne is that developmental education is inconceivable without establishing humane relations with children. For this purpose, training must be carried out without punishment, without coercion and violence. He believes that developmental learning is possible only with the individualization of learning.

In his book “Essays” in the chapter “On the Education of Children,” Montaigne writes: “I would like the teacher, from the very beginning, in accordance with the spiritual inclinations of the child entrusted to him, to provide him with the opportunity to freely express these inclinations, inviting him to experience the taste of different things, choose between them and distinguish between them independently, sometimes showing him the way, sometimes, on the contrary, allowing him to find the way himself. I don’t want the mentor to decide everything alone and only to speak; I want him to listen to his pet too.” Here Montaigne follows Socrates, who, as is known, first forced his students to speak, and then spoke himself. “Let the teacher ask the student not only the words of the learned lesson, but also the meaning and very essence of it, and judge the benefit he brought not by the testimony of his pupil’s memory, but by his life. And let him, when explaining something to a student, show him it from a hundred different sides and apply it to many different subjects in order to check whether the student has understood it properly and to what extent he has mastered it.” “Let noble curiosity be instilled in his soul; let him inquire about everything without exception; let him examine everything remarkable that he comes across, be it some building, a fountain, a person, a battlefield taking place in ancient times, places where Caesar or Charlemagne passed.” “After it is explained to the young man what, in fact, he needs to become better and more intelligent, he should be introduced to the basics of logic, physics, geometry and rhetoric; and, no matter which of these sciences he chooses, since his mind will already be developed by this time, he will quickly achieve success in it. It should be taught either through interviews or through books; sometimes the mentor will simply show him an author suitable for this purpose, and sometimes he will present the content and essence of the book in a completely chewed-up form.” This is the basis of developmental learning in the pedagogical theory of M. Montaigne.

In the encyclopedia of education, academician, doctor of pedagogical sciences, professor S.U. Goncharenko focused on the characteristics of the experiment: “this is a comprehensive research method that provides a scientifically objective and evidence-based verification of the correctness of the hypothesis substantiated at the beginning of the study. It makes it possible, more deeply than other methods, to test the effectiveness of certain innovations in the field of teaching, to compare the significance of different factors in the structure of the pedagogical process and choose the best (optimal) combination for the relevant situations, identify the necessary conditions for the implementation of certain pedagogical tasks. The experiment makes it possible to identify stable, necessary, significant connections between recurring phenomena, i.e. to study the patterns characteristic of the pedagogical process. An experiment is carried out if it is not possible to prove a particular statement in another way and, of course, when there are doubts, choices, and alternatives. The experiment requires a high methodological culture from the researcher, diligent study of his program and a reliable criterial apparatus that allows recording. effectiveness of the educational process."

A similar opinion is expressed by I.P. Manoha, who defines experiment as a method of scientific knowledge, providing for a purposeful process of obtaining objective scientific data regarding the essence, dynamics, features of the existence and development of the phenomena and processes being studied.

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

A psychological and pedagogical experiment is a complex research method that provides a scientifically objective and evidence-based verification of the correctness of the hypothesis justified at the beginning of the study. It allows, more deeply than other methods, to check the effectiveness of certain innovations in the field of education, compare the importance of various factors in the structure of the pedagogical process and select the best (optimal) combination of them for the relevant situations, and identify the necessary conditions for the implementation of certain pedagogical tasks. The experiment makes it possible to detect repeating, stable, necessary, essential connections between phenomena, i.e. study the patterns characteristic of the pedagogical process” (Yu.K. Babansky).

In contrast to the usual study of pedagogical phenomena in natural conditions through their direct observation, an experiment allows you to artificially separate the phenomenon being studied from others, and purposefully change the conditions of pedagogical influence on the subjects.

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

During the experiment, the researcher at his own will causes or shapes certain socio-pedagogical phenomena in various, predetermined conditions (which in most cases are also under his influence). An experiment allows you to vary the factors that affect the processes and phenomena being studied and reproduce them repeatedly. Its strength is that it makes it possible to create new experiences under precisely defined conditions.

By creating conditions, the researcher gets the opportunity to:

know very clearly the factors that were in effect at the time of the emergence and occurrence of the process or phenomenon being studied;

establishing the cause of the phenomenon being studied by revealing the influence of one or another of the created conditions. This is achieved by changing one of the conditions and keeping the others constant;

repeat the experiment and thereby accumulate quantitative data on the basis of which one can judge the typicality or randomness of phenomena.

Experimental study of an object has significant advantages compared to observation:

1) monitoring the progress of the experiment, measuring the necessary parameters, describing phenomena or processes that characterize their patterns;

2) analysis and synthesis of the data obtained;

3) formation of conclusions, proposals, assessment of the theoretical and applied significance, obtained facts and arguments.

From each pedagogical experiment it is necessary to require:

1. accurately establishing the purpose and objectives of the experiment

2. accurate description of the experimental conditions

3. definitions in connection with the purpose of studying the student population

4. an accurate description of the research hypothesis.

1.2 The essence of experiment as a method of pedagogical research. Types of experiment

Pedagogical experiments have several classifications and divisions into types.

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

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

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

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

control is the final stage of researching a certain problem; its purpose is, firstly, to verify the conclusions obtained and the developed methodology in mass teaching practice; secondly, testing the methodology in the work of others educational institutions and teachers; if a control experiment confirms the conclusions drawn, the researcher generalizes the results, which become the theoretical and methodological property of pedagogy.

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

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

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

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

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

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

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

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

· development of concepts of training, education, education;

· determination of the patterns of the educational process;

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

· identifying factors influencing the effectiveness of knowledge acquisition;

· formulation of new pedagogical problems;

· confirmation or refutation of hypotheses;

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

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

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

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

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

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

1) has the researcher developed new method training or education;

2) whether the conditions for increasing the effectiveness of the learning process have been determined;

3) revealed theoretical or methodological principles;

4) whether a model of the development process was proposed;

5) checked the effectiveness of the functioning of the educational activity model class teacher etc.

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

specification of the place and time within which the research is being conducted;

indication of the necessary conditions for the training, education and development of the student;

a list of methods, principles, methods of control, and data obtained used in training;

clarification of approaches to solving a particular pedagogical problem.

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

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

1.3 Objectives of the experiment and conditions for selecting the required number of experimental objects

The objectives of specific experiments in pedagogical research most often come down to the following:

1. checking a certain training system (for example, checking the effectiveness of the initial training system developed by L.V. Zankov);

2. comparison of the effectiveness of certain teaching methods (research by I.T. Ogorodnikov and his students);

3. testing the effectiveness of the problem-based learning system (research by M.I. Makhmutov);

4. development of systems of measures to develop students’ cognitive interests and needs (research by G.I. Shchukina, V.S. Ilyin);

5. testing the effectiveness of measures to develop students’ academic skills (experiment by V.F. Palamarchuk);

6. development of cognitive independence of schoolchildren (experiments by N.A. Polovnikova, P.I. Pidkasisty).

7. didactic research related to the choice of the optimal option for a particular system of measures or pedagogical actions:

- updating the system of measures to prevent academic failure (Yu. K. Babansky and others),

- optimization of the volume and complexity of educational material included in school textbooks (J.A. Mikk),

- selection of the optimal number of exercises for the formation of a certain skill (P.N. Volovik),

- selection of optimal options for a system of measures to develop planning skills in students (L.F. Babenysheva),

- construction of problem-based learning for low-performing schoolchildren (T.B. Gening),

- differentiated work with students based on different degrees of assistance provided to them in learning (V.F. Kharkovskaya),

- justification of the optimal system for teaching a technical drawing course at a university (A.P. Verkhola),

- equipment for the school physics room (S.G. Bronevshchuk).

All these tasks are to a certain extent intertwined with each other, but each of them also has some specific emphasis that determines the features of the pedagogical experiment. Thus, the range of problems that can be solved with the help of a pedagogical experiment is very wide and versatile, covering all the main problems of pedagogy.

A teacher-researcher, when planning a pedagogical experiment, always tries to determine the effect of its impact on a certain specific population of students and teachers (for example, one specialty or one department, one university or even universities of a specific profile throughout the region). However, he cannot “involve” the entire population of interest to him in experimental studies.

The teacher-researcher always faces the question: how many students should be included in the experiment, how many teachers should participate in it? To answer this question means to carry out a representative (indicative of the entire population) sample of the number of experimental objects.

The sample must, firstly, be representative in terms of student coverage. The objectives of the experiment and the number of objects included in it are closely interrelated and can influence each other. However, the decisive element is still the objectives of the experiment, which the teacher outlines in advance. They determine the required nature of the sample.

Next, the researcher needs to narrow the number of experimental objects to the minimum necessary. To do this, it is necessary to take into account the specifics of the research topic. If we are talking, for example, about testing the methodology for studying a topic in a course in history, physics or another subject, then in this case we can limit ourselves to one experimental and one control class. In the experimental class, the necessary changes are carried out in accordance with the developed system, and in the control class the usual process continues.

If a teacher-researcher wants to identify typical reasons failure of students in a modern school, then he will have to collect information about students of each age group, from urban, rural schools, about the failure of boys and girls, etc. In this case, through a special survey, it is necessary to obtain data on the reasons for the failure of schoolchildren in all grades from first to graduation.

When we are talking about an experiment on educational problems, there may be cases when only 30-40 people are involved in the experiment (with such a sample it is possible to process statistical data).

If a researcher develops recommendations for an entire age group, then representatives of each individual age must be included in the experiment.

Equalized conditions for conducting an experiment are conditions that ensure the similarity and consistency of the experiment in control and experimental classes. The equalized conditions usually include: the composition of students (approximately the same in experimental and control classes or groups); teacher (the same teacher conducts classes in experimental and control groups); educational material (same range of questions, equal volume); equal working conditions (one shift, approximately the same order of classes according to the schedule, etc.).

Famous psychologist L.V. Zankov believes that equalizing the composition is unrealistic, that it is methodologically false and practically unattainable. Therefore, in practice, as a rule, groups are selected that are approximately equal in overall performance. If, in the conditions of a given educational institution, it is impossible to select two groups approximately equal in these indicators, it is customary to take a group with lower academic performance as an experimental one: if positive results are obtained as a result of the experimental work, these results will be more convincing. As for equalizing the conditions associated with the teacher, in all cases it is desirable that classes in both the control and experimental groups are taught by the same teacher or the experimenter himself.

1.4 Structure and stages of the experiment

The structure (plan) of a psychological and pedagogical experiment includes the formulation of the goals and objectives of the experiment; place and time of the experiment; number of participants and their characteristics; preparing participants for the experiment; description of materials used for the experiment; description of experimental methods and application of private research methods; methods of observation, testing, etc. during the experiment; description of methods for processing results.

All of the above structural elements must be described in the experimental part of the thesis.

The psychological and pedagogical experiment involves three main stages of work.

The first stage is preparatory. It solves the following tasks:

Formulating a hypothesis, i.e. that position, the conclusions about the correctness of which should be verified.

Selection of the required number of experimental objects (number of subjects, number of groups, educational institutions, etc.).

Determining the required duration of the experiment.

Development of a methodology for its implementation; selection of specific methods for studying the initial state of the experimental object: questioning, conversation, etc.

Checking the availability and effectiveness of the developed experimental methodology on a small number of subjects; determination of signs by which one can judge changes in the experimental object under the influence of appropriate pedagogical influences.

The second stage is the actual conduct of the experiment. This stage should answer the question about the effectiveness of new methods and tools introduced by the experimenter into psychological and pedagogical practice. At this stage, experimental situations are created. Their essence lies in the formation of such external and internal experimental conditions in which the studied dependence and pattern manifests itself most often, without the influence of side, uncontrollable factors.

At this stage, the following tasks need to be solved:

Study the initial state of the conditions in which the experiment is carried out.

Assess the condition of the participants in the pedagogical influence themselves.

Formulate criteria for the effectiveness of the proposed system of measures.

Instruct participants in the experiment about the procedure and conditions for its effective implementation (if the experiment is carried out by more than one person).

Implement the system of measures proposed by the author to solve a certain experimental problem (formation of knowledge, skills or education of certain qualities of an individual, team, etc.).

Record the data obtained on the basis of intermediate sections about the progress of the experiment, which characterize the changes occurring in the object under the influence of the experimental system of measures.

Indicate difficulties and possible typical shortcomings that may arise during the experiment.

Assess the current costs of time, money and effort.

V.V. Davydov created a holistic doctrine of formative experimentation. He identified six stages in it:

- philosophical and sociological definition of the projected qualities, properties of consciousness of the child’s personality;

- pedagogical definition of the goals of the educational program related to the formation of these qualities;

- logical and psychological definition of the structure of joint activities of students and teachers, the implementation of which will lead to the formation of these qualities;

- methodological search for means of implementing this activity;

- psychological and pedagogical identification of the effectiveness of the final result;

- physiological and medical verification of the admissibility of the specified means used in terms of their impact on the health of students.

The third stage is the final one, when the results of the experiment are summed up:

the results of the implementation of the experimental system of measures are described (the final state of the level of knowledge, skills, etc.);

the conditions under which the experiment gave favorable results are characterized (educational, material, moral, psychological, etc.);

the characteristics of the subjects of experimental influence are described (teachers, students, the air traffic control system of an educational institution, the environment, etc.);

data is provided on the costs of time, money and effort;

the limits of application of the system of measures tested during the experiment are indicated.

There are also more complex ways of conducting an experiment, when different options for measures are tested in order to select the most optimal one. In this case, the following conditions are met:

Formulating criteria for the optimality of the proposed system of measures in terms of its effectiveness in a number of parameters.

Selection of possible options for solving the problem assigned to the experimenter (development of two or three methodological approaches to the study of a given educational topic, development of several options for conducting various pedagogical activities, etc.).

Implementation of the selected options in approximately the same conditions (in two identical groups, educational institutions, etc.).

Evaluation of the results for each of the experimental study options.

Choosing one option that gives the best result with less time, money, effort, or is more effective with the same costs.

When preparing an experiment, the researcher always solves the question: “How to carry out a representative (representative for the entire population) sample of experimental objects (number of participants - schoolchildren and teachers, educational institutions). How long should the experiment last?” There is no definite answer here, since the choice depends on many factors. The researcher needs to turn to mathematical statistics.

Summarizing all of the above, we can conclude that the use of the experimental method in pedagogical research began quite a long time ago. It was introduced into practice by W. Wundt in 1870. It is assumed that the first experiments in pedagogy were carried out by French researchers, in particular A. Binet.

Experiments are divided into ascertaining, clarifying, creative-transforming and control. They are natural and laboratory. The essence of this experiment is that the researcher, analyzing certain pedagogical phenomena, strives to create pedagogical situations in such a way that they do not disrupt the usual course of activities of students and teachers and in this sense are of a natural nature.

The objectives of an experiment in pedagogical research are testing a specific teaching system, comparing the effectiveness of teaching methods, testing the effectiveness of a teaching system, and others.

A psychological and pedagogical experiment involves three stages of work: preparatory (formulation of a hypothesis), conducting an experiment, and final (summarizing).

2. Practical use of the experimental method in pedagogical research

2.1 The problem of choosing a dependent and independent variable in an experiment

In an experimental study, the problem of choosing an independent and dependent variable is solved. The researcher consciously changes some phenomenon, object or process by introducing a new factor into it, which is called an independent variable. All those factors that change during the experiment under the influence of an independent variable are called dependent variables.

The basic principle of any experiment is to change only one factor in each research procedure, while keeping the rest unchanged and controllable. If it is necessary to check the influence of another factor, then the following research procedure is carried out, in which this factor is changed, and all other controlled factors remain unchanged.

The basic logic diagram might look like this:

The first option is that two groups participate in the experiment (experimental and control). In the experimental group, there is a purposeful influence on some factor (E - the teaching method for solving some type of problem changes), but in the control group this does not happen. Factor E is an independent variable. According to variables A, B, C, the groups should be aligned (class, age, state of training, etc.). Changes should occur according to factor D - the success of solving problems after the implementation of a new technique. If after the experiment it turns out that there are more changes in the experimental group than in the control group, then it is concluded that they are caused by precisely those variations in the independent variable that took place in the experiment.

The second option - a formative and control experiment is carried out in the same group. The dynamics of the “increment” of some indicator at the end of the experiment is measured (the speed of reading MS texts, a decrease in the level of anxiety, etc.).

Table 1. Advantages and disadvantages of the experimental method

The experimental method is always supported by others.

The experimental part of the study is based on the main problem, global goal, general objectives, and hypothesis.

However, it must be borne in mind that the experiment also presupposes the formulation of these components of the methodology at different stages of its implementation. They will be private and local in nature.

2.2 Experience in using the experimental method in pedagogical research

In the course of scientific and technological progress and the transition to new content of education, the role of experiment in school learning is increasing. In my work I will give an example of L.V. Zankov’s pedagogical experiment on the psychology of the general development of younger schoolchildren.

Domestic teacher, psychologist L.V. Zankov is the author of a number of studies aimed at studying the relationship between learning and development in elementary school. To solve this problem, a holistic experimental training system was developed and implemented, which differs significantly from training in mass practice. The research was carried out starting in 1957 within the framework of experimental classes (at first one), in which a new teaching system was tested. A description of the experiment and its results is presented in the monograph “Training and Development”.

1. The analysis performed allowed L.V. Zankov to identify the insufficient level of development of this problem in theory. The key in this regard was the idea of ​​development. The novelty of the author's approach consisted in putting forward a position on the general, and not just the mental development of a student in the learning process.

The general development of a child is understood as the progressive movement of his interaction with the outside world in three main directions:

1) meeting with him “face to face” - observation activity;

2) knowledge of the essence of phenomena - mental activity;

3) material impact on objects, leading to their change or the creation of new products - practical actions.

Accordingly, the study of the development of junior schoolchildren in the learning process was structured in terms of identifying three data on a person’s relationship to the outside world.

2. To identify changes in these areas of development, the pedagogical experiment included psychological methods research. Thus, the study of observation activities was structured in such a way as to provide a reflection of the student’s ascent from lower to higher levels, characterized by an increasingly significant and organic participation of thought processes. To study mental activity, a technique was chosen that does not limit the subject to verbal and logical operations, but requires the work of abstract thought on sensory objects (for example, unraveling the basis for the division into groups of geometric bodies of various shapes, heights and colors).

Figure 1 - Psychological and pedagogical foundations of general development in the learning process

In the study of practical actions, the main attention was paid to an adequate combination of operational and goal-setting anticipation. Anticipation acts as a process of anticipating the development of events and the results of an action.

When making a material object, attention was paid both to anticipation of the goal of the action and to children’s ideas about ways to solve such problems. A verbal report on the work performed reflected the nature of the student’s awareness of the entire process of making an object.

A special component of the methodology was the comprehensive tracking of the spiritual growth and learning of individual children throughout the entire period primary education. This aspect of the methodology corresponded to the task of studying individual development options, which is an attempt to include individual lines of development of mental activity in the context of the student’s personality. The study of the progress of schoolchildren’s development and the analysis of the facts reflecting it were carried out in such a way that the variability of development not only did not hide the objective pattern operating here, but also served as additional evidence of its presence.

3. Conducting the experiment involved going beyond existing teaching practices. The main objective of teaching was to achieve optimal overall development of schoolchildren as the basis for the successful acquisition of knowledge and skills.

The content of training in experimental classes differed in what it gave to schoolchildren big picture world, based on the values ​​of science, literature, art, material culture. The richness of educational content was achieved largely due to the inclusion of new educational subjects: natural sciences, geography - from the 1st grade, history - from the 2nd grade. The content of such subjects as the Russian language, reading, mathematics, drawing, music, and labor training becomes richer in varied material. At the same time, in experimental classes, the division of subjects into main and non-main ones is being eliminated, since from the point of view of overall development, not only academic success is important, but also the student’s advancement in physical, moral and intellectual development.

4. The organizing principle for the implementation of the pedagogical process in experimental classes was the didactic principles developed by L.V. Zankov. Their contents can be briefly presented as follows.

Training at a high level of difficulty. The student’s overcoming difficulties in the “zone of proximal development” leads to the student’s development and strengthens his faith in his own strength.

The leading role of theoretical knowledge. This is not about a simple study of theory, but about the discovery of significant connections in the material, the discovery of patterns.

Studying program material at a fast pace. According to L.V. Zankova, “chewing gum is the worst enemy of development.” It is necessary to repeat what has been learned only when the student begins to learn something new. This is necessary in order to connect new knowledge with previous material. Students' awareness of the learning process. The student realizes himself as a subject educational activities: how do I remember the material better, what new things have I learned, how have my ideas about the world changed, how am I changing?

Systematic work on the development of all students. It is not allowed to separate children by ability. Everyone advances in their development as a result of cooperation with children of different development.

5. At the same time, according to the authors, didactic principles and provisions are a level of abstraction, from which there is no direct transition to the daily work of the teacher, and only the methodology brings the didactic content to the teacher, to the children. According to the authors, the methodological system acts as a unity of methodological means of presenting the content of training and methods of pedagogical activity. Such a system always has certain pedagogical properties both from the teacher’s activity and from the student’s educational activity. These typical properties include the following:

* versatility, which consists in the fact that methodological techniques are characterized by heterogeneous functions: they are presented as means that serve not only the assimilation of knowledge and skills, but also the development of schoolchildren, the involvement of real versatile mental activity of schoolchildren in the sphere of teaching. A special place is occupied by the needs for cognition and positive emotions;

* procedural nature means that each segment of the training course is included as a dependent element in an organic part with other elements; the knowledge of each element progresses all the time as other, subsequent elements of the subject are mastered and the corresponding whole is understood, up to the training course and its continuation in subsequent grades;

* collisions as a means of stimulating the intensity of a student’s learning, his ascension to each subsequent stage of educational activity and development, when the information acquired by schoolchildren collides with each other;

* variation, which involves finding ways and means of modifying the methodological system in accordance with acceptable differences in the construction of the content of the educational process, differences between teachers in the style of work that has developed in their experience, as well as depending on the individual characteristics of schoolchildren.

6. The main organizational forms of experimental learning are the same as traditional ones (lesson, excursion, homework), but, in essence, they are more flexible, dynamic, and more consistent with the task of the overall development of students. Thanks to new didactic principles, the lesson changes significantly: its structure differs from the traditional one, children’s knowledge expands with the constant interweaving of new knowledge with previously acquired knowledge. Excursions are conducted systematically and are as significant in enriching the knowledge and development of students as the lesson. Homework has a more varied content, arouses children's keen interest, the need for knowledge, and activity, and therefore is not a source of overload for them.

7. The nature of the relationship between teachers and students L.V. Zankov considered it the most important component of the didactic system. In all his works, he writes about respect for the personality of students, about providing opportunities for their individual development, about a special, trusting atmosphere in the classroom, about the importance of using children’s personal experience, their own assessments, and views on what is being studied in the educational process. The creation of a creative atmosphere and atmosphere of cooperation in the classroom is facilitated by the variety of activities of students, which allows each of them to fully participate in the educational process.

8. The initial task - to provide general development to schoolchildren - also determines the approach to identifying learning outcomes. Forms and methods of teaching based on new approaches contributed to the emergence of new forms of mental activity among schoolchildren. They were not the result of a direct reflection of the content of training, but arose on the basis of a generalization of pedagogical influences, i.e. as a result internal work psyche. Thus, in the field of thinking, such synthesis of impressions received during training leads to the true development of thinking, and not to the assimilation of techniques mental activity- private or general, but given from the outside. Thanks to the methods used in the educational process, a connection arose between cognition and the multifaceted feelings of schoolchildren. The methods used also contribute to the gradual formation of such an important quality as self-awareness, the ability to peer into oneself, into one’s own inner world.

As a result, the teacher had the opportunity to judge the level of his work not by formal indicators of academic performance, but by the actual progress of students in development. It is very important that marks were given only based on the results of work over a long period of time. This relieved tension among schoolchildren, created genuine activity in them, and allowed the teacher to better monitor the development of students. Satisfaction with their work on the part of teachers and students with this approach increases significantly.

9. The research carried out based on the results of experimental training made it possible to identify the following changes in the development of these aspects of schoolchildren. The most important change in the nature of observation activities is the transition from the one-sidedness of identifying the properties of an object (by color) to versatility. For schoolchildren in a regular class, progress consists only in a more detailed perception of the parts of an object, as well as in a more accurate and subtle identification of its color properties. At the same time, schoolchildren in the experimental group notice not only the coloring of an object, but also the shape and structure of its parts, the size of the object and its individual parts, other characteristic features. In addition, for schoolchildren in experimental classes, observation activity includes such a characteristic component as comparison of the observed object with other objects. Some schoolchildren in the experimental class develop the ability to generalize the characteristics of the properties of observed objects.

The experiments also revealed a sharp superiority of schoolchildren in experimental classes over their peers from regular classes in the number of statements about the observed object, in the intensity and stability of the “impulse to observe.”

The study of mental activity revealed that development proceeds: a) along the line of expanding the scope of subjects considered in the same aspect; b) along the lines of the emergence of a multidimensional approach to things, when each subject begins to be simultaneously considered from different points of view. These changes first appear in actions with real objects and then are revealed in the verbal plane. A significant role in the emergence of the correct verbal answer was played by reliance on the practically achieved result in operating with objects.

Other qualitative changes were also discovered that affected the sphere of internal motivations for the activity being carried out. Schoolchildren in experimental classes are characterized by actions based on their own motivation, the desire to prove their judgments, purposefulness, subordination of actions and verbal reports to the task at hand.

In the psychological study of practical activity, the most important aspects in the structure of any action were specially highlighted - preliminary planning (in the psychological aspect - anticipation) and processes associated with the performance of control functions, on the level of development of which the success of any activity largely depends. Analysis of the data obtained showed that students in experimental classes were more advanced in planning their activities than students in regular classes. The development of planning skills among students in regular classes occurs at a slow pace, giving almost no noticeable qualitative changes over several years of study.

In other words, students in a regular class lack the most important component of action, namely goal-oriented connections, i.e. connections between representations of goals and corresponding representations of operations leading to the achievement of these goals. In addition, among schoolchildren in the experimental class there is a fairly visible connection between planning, the method and nature of actions and the subsequent report. Schoolchildren in experimental classes are distinguished by a close connection between speech as a form of mental processes and objective action, due to which anticipation occurs adequately, and the student understands the progress of work.

10. In general, received in the course of work done under the leadership of L.V. Zankov's research results indicate that both in terms of advancement in general development and in the quality of mastering knowledge and skills, a fundamental superiority of schoolchildren in experimental classes over regular students has been revealed. Subsequently, this system (developed initially as a research method), due to its high efficiency, became an applied research result suitable for use in mass school practice.

Today, this approach is known as developmental education (according to L.V. Zankov) - it is a methodological system of primary education built on the basis of qualitatively new didactic principles, aimed at the general development of younger schoolchildren. To promote this approach into educational practice, the Federal Scientific and Methodological Center named after. L.V. Zankov at the Ministry of Education and Science of the Russian Federation.

You can also give an example of a brief description of an experiment on the manifestation of the “affect of inadequacy” in the behavior of schoolchildren.

Statement of the problem. In the article by L.I. Bozhovich “Psychological analysis of the conditions for the formation and structure of a harmonious personality” shows that schoolchildren quite often show increased sensitivity, stubbornness, negativism, etc. in their behavior. The psychological component of this behavior is negative affective experiences, which are based on the dissatisfaction of some vital needs for the child or a conflict between them.

Especially often, such experiences arise in cases where the child’s claims in the areas of activity that are most significant to him are not satisfied.

Hypothesis. At the heart of all these cases of negative affective experiences is a conflict between two equally strong but incompatible tendencies: the desire of children to maintain their usual, but inadequately inflated self-esteem and the ability to complete the difficult task assigned to them.

The inability to achieve the required result confronts the student with failure. Experiencing this fact leads to the appearance of a negatively colored reaction: it either rejects the very fact of failure or explains it with reasons that do not correspond to reality. As a result, an inadequate emotional reaction to failure occurs.

As a rule, a student’s negative reaction causes retaliatory actions from others, which can only aggravate this behavior. In them, the child sees only confirmation of his conjectures about the unfair treatment of him by others.

Research method. Laboratory experiment.

Methodological idea. In the course of experimental actions, it is intentional to push the multidirectional motivational tendencies of the subjects against each other in order to achieve the manifestation of a conflict of claims.

Select those subjects in whom these reactions manifested themselves most clearly, and correlate them with other personality traits of schoolchildren (in particular, with the level of self-esteem).

...

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An experiment in psychology is the main method of scientific knowledge. With its help, changes in the behavior of a person (or a group of people) are studied in a situation of systematic management of the factors that determine it. To achieve the goal, the researcher needs to create conditions specific for their occurrence.

An essential feature of the experiment is the clear and rigid identification of the specific factor being studied. Required condition- registration of emerging changes.

But in psychology, of course, it is impossible to achieve absolute isolation. That is why the selection of a factor is carried out only by selection, as well as comparison and study of two groups of respondents, two situations, and so on.

Types of experiments

Several parameters can be identified on the basis of which different types this psychological and pedagogical method.

Firstly, according to the form of organization, a natural and a laboratory experiment are distinguished. The second type is usually carried out under artificial conditions, which are designed to ensure exceptional purity of the results obtained.

A natural experiment is carried out, as a rule, under ordinary, standard conditions for the subject. Its significant drawback is the obligatory presence of uncontrollable factors. But their influence cannot be established or measured quantitatively.

Secondly, according to the goals, a formative and ascertaining experiment is distinguished. Let's try to understand the main nuances of their separation.

An ascertaining experiment is one that establishes the presence of a certain and obligatory phenomenon or fact. But to achieve this goal, it must meet certain requirements. Thus, an experiment can become a statement only if the researcher is faced with the task of identifying the existing state, as well as the level of formation of a certain property, or the factor being studied. Consequently, the current level in the development of the selected parameter in a respondent or a group of subjects becomes a priority for study. This is what defines this method. The ascertaining experiment has the following purpose: measuring the existing level of development, as well as obtaining starting material to organize further research, formative experiment.

This method is also called educational and transformative, which aims to actively form certain parameters in a person’s mental development, levels of activity, and so on. Formative experiment is usually used when studying certain paths. This is achieved through a complex of sciences. So, for example, when raising a child, it will be necessary to synthesize psychological knowledge with pedagogical searches.

The purpose of the formative experiment is: teaching knowledge and skills; development of skills and certain personality traits.

But in order for it to have a positive result, specific requirements will be placed on the experimenter and the method itself:

• There is a need for theoretical development of ideas about the psychological parameters identified in the study, which, in fact, will be formed.
• The course and program of the experiment must be clearly planned.
• In the process of work, it is necessary to fully take into account the existing factors in real learning that influence the formation of the studied phenomena in the psyche.

A scientist must be able to choose correctly in accordance with the method that he needs: ascertaining experiment, laboratory, formative, or natural.