A pedagogical experiment is the active intervention of a researcher in the pedagogical phenomenon he is studying with the aim of discovering patterns and changing existing practices. (Y.Z. Kushner).
All these definitions of the concept " pedagogical experiment“have a right to exist, since they affirm the general idea that a pedagogical experiment is a scientifically based and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justifying previously developed scientific assumptions and hypotheses...

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Department of Pedagogy.

Methodology and methods of psychological and pedagogical research.

SUBJECT: "Experiment as the basis of pedagogical research."

TEST

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

History of experimental pedagogy…………………………….…4

Characteristics of the experimental method……………………………...6

Stages of the pedagogical experiment…………………………………..9

Conclusion…………………………………………………………….…13

References……………………………………………………....14

Introduction.

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

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

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

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

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

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

History of experimental pedagogy.

It is usually written that pedagogy borrowed the experimental method from natural sciences. This is unlikely to be true. When in the 10th century BC. Lycurgus set up a social-pedagogical experiment; there was no trace of natural science. And then this is what happened.

About 30 centuries ago, on the Peloponnese peninsula, the southernmost part of modern Greece, there was a powerful state of Sparta. It so happened that the throne of the state was inherited by the king’s minor son, Kharilai. He could not rule the country, and therefore all state power passed into the hands of his uncle and guardian Lycurgus.

Lycurgus was an observant man. He devoted a lot of time and effort to studying natural phenomena. I understood a lot. And most importantly, he was not afraid to draw bold conclusions from his observations.

If you believe the legend, Lycurgus once demonstrated a very revealing experience, clearly confirming the power of education. He took two puppies from the whelping bitch and put them in a deep hole. Water and food were lowered down on a rope. He left two other puppies from the same litter to grow up in the wild. Let them take a course in “dog science” in life.

When the puppies grew up, Lycurgus ordered the hare to be released in full view of the dogs. As one would expect, the puppies, who grew up in freedom, chased the hare, caught up with him and killed him. And the puppies, who had grown up in the pit, ran away.

Having realized the possibilities and power of experiment, teacher-researchers of the late 19th - early 20th centuries. start to connect with him big hopes, hoping that with the magic key of experiment it will be possible to open the doors of pedagogical truth. A powerful research movement was born, called “experimental pedagogy.”

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

There seems to be not a single area left where teachers have not tried to apply experimentation, even to the extent of studying the moral sphere and processes occurring in teams. The so-called method of definitions became widespread: the child defined a moral concept or, conversely, named it by its characteristics. To clarify ideas, methods were also used to evaluate the actions of literary heroes, the method of unfinished stories and fables, from which it was necessary to “derive the moral.” In the early 30s, the method of collisions was widespread, that is, solutions to life difficulties from which it was necessary to find a way out. Sometimes, to make things 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: the children put notes with questions that interested them in a special box posted in the school. Analysis of the questions showed the orientation of the teenagers’ interests, their moods, and level of development.

Characteristics of the experimental method.

The basis of any scientific and pedagogical research is a pedagogical experiment. With the help of a pedagogical experiment, the reliability of scientific hypotheses is checked, connections and relationships between individual elements are identified pedagogical systems. The main types of pedagogical experiment are natural and laboratory, which have many subtypes.

Natural experiment

It takes place without disturbing the natural educational regime; new curricula, programs, and textbooks are tested. A pedagogical experiment is an observation, but specially organized in connection with systematic changes in the conditions of the pedagogical process. Requires precise definition of the initial data, specific conditions and methods of teaching or materials to be studied. A comprehensive account of the experimental results is also necessary.

Laboratory pedagogical experiment

It is a more rigorous form of scientific research. A certain aspect is highlighted from the broad pedagogical context, an environment is artificially created that allows precise control of results and manipulation of variables.

Pedagogical experiments come in different forms.

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

1) stating , 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;

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

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

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

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

Special place In the methodology of pedagogical research, natural and laboratory experiments occupy a place.

The first is carried out in natural conditions - in the form regular lessons, 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. Object natural experiment most often become plans and programs, textbooks and teaching aids, methods and forms of training and education.

IN scientific research A laboratory experiment is also carried out. It is rarely used in educational research. Essence laboratory experiment is that it involves the creation of artificial conditions so that the influence of many uncontrollable factors, various objective and subjective reasons minimize.

An example of a laboratory experiment, which is used primarily in didactics, could be the experimental teaching of one or more large group 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.

Stages of a pedagogical experiment.

The stages of the pedagogical experiment are:

1. Planning
2. Carrying out
3. Interpretation of results

Planning includes setting the goal and objectives of the experiment, choosing the dependent variable (response), choosing influencing factors and the number of their levels, the required number of observations and the procedure for conducting the experiment, and the method for verifying the results obtained. The organization and conduct of the experiment must take place in strict accordance with the planned plan.

At the interpretation stage, data is collected and processed.

In order for the experiment to meet the principles of reliability, the following conditions must be met:

1. optimal number of subjects and number of experiments
2. reliability of research methods
3. taking into account the statistical significance of differences

The mutual combination of several methods makes it possible to increase the efficiency and quality of pedagogical research. This is also facilitated by the active penetration into pedagogy of mathematical methods of experimental results using a computer.

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 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 laws of the educational process;

Taking into account the conditions for the formation and development of personality;

Identification of factors influencing the effectiveness of knowledge acquisition; formulation of new pedagogical problems;

Confirmation or refutation of hypotheses;

Development of classifications (lessons, teaching methods, types of lessons);

Analysis of best practices in training, education, etc.

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

The objective component reveals the 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.).

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

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

1. did the researcher develop new method training or education;
2. whether the conditions for increasing the effectiveness of the learning process have been determined;
3. whether it revealed theoretical or methodological principles;
4. whether he proposed a model of the development process;
5. Have you checked the efficiency of the model? educational activities class teacher, etc.

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

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

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

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

Conclusion

Thus, a pedagogical experiment is a scientifically based and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justifying previously developed scientific assumptions and hypotheses.

A pedagogical experiment is a complex method of scientific research, which involves the simultaneous use of a number of other, more specific methods, such as observation, conversation, interviews, questionnaires, diagnostic tests, and the creation of special situations.

A pedagogical experiment is used to objectively test the reliability of pedagogical hypotheses. The most important conditions for conducting an experiment effectively include the following:

Preliminary thorough theoretical and historical analysis of the phenomenon, study of mass practice to narrow the field of experiment and its tasks as much as possible;

Concretization of the hypothesis, highlighting its novelty, unusualness, contradiction with existing opinions, requiring experimental proof;

A clear formulation of the objectives of the experiment, determination of the signs by which the phenomena will be studied, evaluation criteria,

Correct determination of the minimum required number of experimental objects.

The effectiveness of the experiment largely depends on the duration of its implementation. It can be determined by analyzing previous research experience.

Bibliography.

1. Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research. – M., 1982.
2. Druzhinin V.N. Experimental psychology. – St. Petersburg, 2000.
3. Zagvyazinsky V.I. Organization of experimental work at school. – Tyumen, 1993.
4. Campbell D.T. Experimental models in social psychology and applied research. – St. Petersburg, 1996.
5. Maslak A.A. Fundamentals of planning and analysis of comparative experiments in pedagogy and psychology. – Kursk, 1998.
6. Novikov A.M. Scientific and experimental work in an educational institution. – M.: Association “ Professional education", 1996.
7. Experiment at school: organization and management / Ed. MM. Potashnik. – M., 1991.

Never, perhaps, has the question of pedagogical creativity been raised with such alarming urgency as life necessarily posed it at the turn of two centuries.
The previous educational and educational strategy was based 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 operated so far is a partial person, not creatively developed, unable to combine the work of the head and hands, work and management of society. He is programmed to perform. According to psychologists now Creative skills are properly developed in only 2-3% of people. Today's man is a performer, he is a bad family man, a bad worker, a bad citizen. Artificially prolonged infancy has not been eliminated in preschool institutions. Lack of focus on children's independence and authoritarian upbringing kills children's initiative and creative abilities. The main problem 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 personality. And at the end of the 20th century, the school graduates people who are not ready for life and work.
Social research shows: 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 the relationship between the children's and adult worlds, creating 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 minimal real content. Only 10-12% of teachers, according to selective sociological studies, work unconventionally, creatively and receive joyful satisfaction from this. And 9/10 - like the students, they serve their work and receive more painful emotions from it than joy.
This is important to know, since self-knowledge of the teacher begins his comprehension of the depths of his profession.
The stereotype of strict regulation of the work of a teacher holds many education workers captive: educators and nannies, teachers and vocational training specialists, teachers of schools, technical schools, and universities.
Teacher's creativity. It is diverse insofar as human abilities are diverse. It can reveal itself in different aspects activities of a teacher whose abilities are developed.
The creativity of a 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 given the right to exist.
The pedagogical experiment is not a discovery of the late 20th century. And although his age is akin to the age of humanity itself, which is thinking about transferring accumulated experience and knowledge to the younger generation, the art of experimentation in teaching and upbringing requires professional knowledge of the methods of its organization and implementation. Therefore, it is dangerous to treat experiments as just another fashion in the field of education. Before testing their ideas, experimental teachers must first of all raise the question of the negative consequences of experimental activities and think through compensation mechanisms that neutralize the damage from the experiment.
As practice shows, an experiment conducted in individual educational institutions Vologda region, needs serious critical reflection. Judging by the materials received by the expert Council of the regional education department, teachers who begin an experiment do not always correctly define the goal, formulate a hypothesis, define stages, criteria for assessing the effectiveness of work, diagnose the initial state of affairs, the functions of each participant in the experiment, and are poorly equipped with scientific and pedagogical methods 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 (old content, previous technology of teaching and upbringing come into conflict with new conditions, needs of society). It is the transfer of an educational institution into development mode that requires experimentation.
Which problem should I 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 work or the educational process as a whole;
b) a social order formulated on the basis of a general forecast of social development of the region for educational institutions;
c) the real capabilities of the educational institution and its staff at the moment,
d) interests of persons - future participants in the experiment. Educational institutions in the region are working to develop models of the educational process on the following problems:
– search for the optimal curriculum option in accordance with the current concept of the school;
– creation and testing of new curricula for new and traditional training courses;
– teaching advanced training courses;
– organization of the educational process in a five-day week;
– organization of the educational process in equalization classes, compensatory education classes, classes of pedagogical support and pedagogical correction;
– organization of the educational process in alternative educational institutions such as gymnasium, lyceum, in modules “ kindergarten– school”, “school – pedagogical institute»;
– increasing the efficiency of the educational process in new economic conditions;
– development and testing of new technologies, systems of education, education and development of children.

– Name of the experiment.
– Author-performer or leader of the experiment (last name, first name, patronymic, position, title, address, telephone).
– The name of the body or person who gave permission for the experiment and shared responsibility for its results.
– A brief justification of the relevance of the topic (from what needs and contradictions in practice arises the need to organize this particular experiment).
- Object of study.
- Subject of study.
– Purpose of the experiment.
- Tasks.
– Hypothesis (a detailed assumption where the model, future methodology, system of measures are outlined in as much detail as possible, i.e. the innovation through which it is expected to achieve high efficiency of the educational process).
– Methods and specific research techniques (types of questionnaires, tests, test texts, experimental teaching materials).
– Timing of the experiment (start time, expected completion time).
– Stages (timing and content of work).
– Composition of participants in the experiment.
– Distribution of functional responsibilities of all persons participating in experimental work or involved in it.
– Base (the whole school, parallel, separate class, group of children to specify experimental and control objects).
– Formulation of criteria for assessing expected results.
– Forecast:
A) positive results.
b) possible losses negative consequences.
c) thinking through compensation.
– Scientific consultant of the experiment.
– Proposals for candidates for reviewers of the experimental program (indicating the position and place of work).
– Form for presenting the results of the experiment (written report, text of the report, methodological recommendations, journal article, dissertation, etc.).

Methods of experimental and 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: studying the literature on the topic of the experiment, pedagogical observation, sociological surveys, questionnaires, testing, rating assessment, as well as the study and generalization of someone’s experience.
The study of literature, including regulatory, instructional and methodological documents, is undertaken with the aim of clarifying the general situation on the problem under study, formulating a hypothesis, drawing up a model, and a research project.
The pedagogical observation of the experimenter, unlike ordinary observation, must always be purposeful, i.e. to a certain extent planned, exploratory.
Sociological surveys can be oral and written. Oral surveys are carried out both in the form of a free conversation and a targeted 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 period of time. Questionnaires are divided into open (the options for answering the 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 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 the logical division of facts, data, phenomena, etc. according to some principle that is significant for a given group.
Generalization (with highlighting the main thing, the only thing) involves a transition from the individual to the general in judgments and assessments.
Abstraction is a mental procedure, the essence of which is the search for a scientifically based algorithm of activity. Abstraction on modern level involves modeling activities on a computer basis, which allows one to anticipate the negative consequences of the experiment.
Researchers need to keep in mind that when analyzing information, none of the above procedures is used in its pure form; they are all interrelated 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 experimental program at this stage: the goal of the research is set, which is specified in a set 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; compensation mechanisms are being thought through.
Organizational stage. It is connected primarily with the preparation of the material base for the experiment. The program of individual experiments may require special premises, equipment, furniture, etc. It is expected to develop an estimate for the experiment, additional material and financial resources.
When organizing experimental work, it is important to correctly distribute management 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 participating in the experiment is also provided. It would be advisable to hold a permanent seminar to train teachers in the general methodology of organizing experiments, to discuss programs for specific experiments, their progress, and results. In this case, adjustments to methods, technologies, etc. are possible. taking into account the data of the interim examination.
Organizational preparation for the experiment includes methodological support. In addition to the program, it includes all the necessary didactic, educational and other materials, texts of written (training and test) works, questionnaires, a detailed description of the technology itself, each element of the experimental activity. Without methodological support, experimental work proceeds unconsciously and thoughtlessly.
It is necessary to think through at the very beginning the issues of moral and material incentives for teachers conducting the experiment.
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 terms of their original parameters. The success of a well-organized experiment is ensured by well-chosen scientific supervisor or consultant. Its function is to assist experimenters in the scientific substantiation of both the program and the process, and generalization (analysis) of the experimental results.
The practical stage of the experiment: conducting initial ascertaining sections, implementing new technologies, monitoring the process of intermediate (current) results, adjusting the tested technology, control sections.
Generalization stage: data processing, correlation of the experiment results with the set goals, analysis of the data obtained, adjustment of the hypothesis, models of the new technology in accordance with the results, design and description of the progress and results of the experiment.
Implementation stage: dissemination of a new methodology, aimed at organizing experience in the implementation of what was developed by other teachers.

Preparation of the experimental program.

The idea of ​​an experiment requires justification for the topic. It is necessary to carefully understand what contradictions in the practice of teaching and upbringing encourage the refusal traditional technologies and the search for something new or from what needs the need for experimental work follows. When determining the relevance of a topic, the researcher must also be accurately informed about the degree of its development. The chosen topic needs precise formulation. You can compare a number of formulations in order to settle on the one that most accurately reflects the subject of future experimental research. Here, practicing teachers will benefit from the advice of a consulting scientist.
The experimental teacher must be able to distinguish between the content of the concepts object and subject of research. The object of research can be teaching or student teams, 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 taking place in it. For example, if the object is the system of educational activities of a 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 to be a mechanism for using suggestive teaching methods, etc.
The next necessary element of the program is the formulation of the purpose of the experiment. This could be a new methodology, classification, new program, syllabus, a new version of a well-known technology, methodological development, etc.
Determining the objectives of the experiment. The tasks contain a series of problems that need to be solved during the experiment. The trouble with many experimenters is that, without thinking about specific tasks, they work blindly, under overload, both for themselves and for their children.
The hypothesis of an 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 achieve higher efficiency of the educational process, are outlined in as much detail as possible. There may be several hypotheses - some of them will be confirmed, some will not.
Modern didactics, for example, has a rich arsenal of knowledge and skills that make it possible to organize highly effective training. Therefore, an experimental teacher, putting forward a hypothesis of a new original technology, must look for its justification in 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 learning - D.B. Elkonin, V.V. Davydov; theory of programmed learning - T.A. Talyzina; I. Shamova, A.K. Markova; theory of meaningful generalization - V.V. Davydov; theory of cognitive interest development - G.I. Babansky.
An integral part of preparing an experiment is the development and selection of specific research techniques and methods. This involves the production of various questionnaires, tests, experimental didactic materials, texts of diagnostic, testing 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 time frame, it is impossible to establish what stage the experiment is in, especially if an initial diagnostic cut is not carried out. For better organization of the experiment, to determine intermediate indicators of task completion, hypotheses, it is also necessary to determine the stages of the experiment.
When starting an experiment, it is impossible to guarantee absolute success as intended, and therefore reserve time should be included in the program in case of failure or negative results in order to compensate for the costs of the experiment. In relation to the learning process, the experiment within the current year must be completed no later than third Thursday. If it fails, the reserve time falls on the fourth quarter; if the experiment is successful, it will be spent on developing success, advancing the development of new sections of the program, etc.
The basis of the experiment also requires a clear definition. The experiment can involve the entire school, a parallel school, individual classes, a group of children, etc. Therefore, it is necessary to identify both the actual experimental and control objects for comparison.
The most important and mandatory component of the program is the criteria for assessing the expected results of the experiment. They must be determined before the experiment begins and linked to its objectives.
It can be recommended to reduce all specific indicators of efficiency (or optimality) to two:
1. Performance criterion. For example, if a teaching method 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 a given region; c) either optimal, i.e. the maximum possible for specific children.
2. Time expenditure criterion, since time is a universal, integrative indicator of the effectiveness of any work.
An absolutely necessary part of preparing an experiment is forecasting: a) possible (expected) positive results; b) possible losses, negative consequences; c) compensation for these losses and consequences.
Careful development of the experimental design allows you to avoid many mistakes in practice and 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 conducted with living people. Pedagogical experiment is the most important of all types of experimental activities.

Examination of the experimental program.

The more experts, the better for the business. However, the main thing in expert assessment is not compliments, but comments and suggestions.
A review of an experimental program evaluates at least five items:
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 improvement based on the comments made; unsuitable).

Monitoring the process and recording the results of the experiment.

The teacher or director-experimenter must learn the rule: unrecorded facts and intermediate results are irretrievably lost. Conscientiously recorded facts make it possible to expand the objectives of the experiment and detect side effects, both positive and negative, of experimental work.
The progress 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 one to detect a particular trend at the end of the year.
To track the process and results of the experiment, you need to clearly define the parameters by which the effectiveness of the tested method, structure, technology, technique, etc. will be determined. If, for example, a five-day program is being experimented, then, in addition to the practice of fully studying the program, it is necessary to record the overload, especially the health of the 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 hypothesis.
The final results are determined by the level of education, good manners and development of students. To assess the practical significance of the results obtained, it is necessary to determine specific shifts in the educational process organized using new technology. At the same time, it is indicated who specifically these changes apply to - teachers, students, heads of institutions and what is the scope of application of the results obtained.
When assessing the theoretical significance of an experiment, new ideas and new conclusions are named that 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 something 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 technique described in a brochure, a dissertation, etc.
The most difficult thing at this stage of work is to arrange the material in the form of one structure or another during the research. These could 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;
structure of the methodology by type of didactic actions: teaching (learning actions) - stimulating actions - organizing actions - controlling actions - corrective actions;
structure of stages of assimilation: primary perception - memorization - comprehension - application - consolidation - transfer to other areas;
structure of one of the combined lesson options: Organizing time- survey - learning new material - consolidation - analysis of homework;
structure of teaching methods by types of lessons taught:
lessons for communicating new knowledge - lessons for developing skills - lessons for consolidating knowledge, skills and abilities - lessons for monitoring and assessing knowledge - lessons for repetition and generalization - combined lessons of various types;
structure educational system How interconnected complex content areas (sides) of education: moral - labor - aesthetic - physical - mental and legal - civil - environmental - methodological and hygienic, sexual, family, etc.;
age structure: educational work with younger schoolchildren - educational work with teenagers - educational work with high school students.
We list some other structures:
– school team- teaching staff - class groups - student associations - student organizations;
– education - self-education - mutual education;
– teacher’s activities – schoolchildren’s activities – social activists’ activities – parents’ activities;
– communication with students - communication with teachers - communication with parents - communication with managers.
All named (and unnamed) structures are interconnected so that all are realized in each and each is realized in all others. In any holistic, systemic experiment, all these structures actually exist, although one or the other usually dominates.
Regulating people's relationships during experimental work. This is not a far-fetched issue, a 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. An experiment always goes beyond accepted standards and established stereotypes, the bearers of which are specific living people. An interested, unbiased attitude towards the experimenter is necessary. The teacher-researcher seeks and resolves, with timely and full support of his creative plans by the supervisor, the contradiction between the outdated and the new, thereby ensuring movement forward in the field of education and upbringing. A passionate teacher-experimenter is always visible; his work, his discoveries and failures are often discussed and often cause controversy. In assessing the experimenter’s activities, any extremes are harmful: praise or neglect. Creating appropriate circumstances for the experiment, a sensitive individual approach to creative teachers is a necessary condition for the success of experimental activities.

1. General notes.

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

2. General directions of the council’s activities.

– analysis of the main trends in the development of experimental work;
– review and approval of specific programs of experimenters;
– definition of social and pedagogical value experimental work carried out on the initiative of institutions, education and individual teachers;
– methodological support of the experiment;
– systematic monitoring of the progress of the experiment in specific schools and providing methodological and financial assistance to them, creating a material base and the necessary pedagogical conditions;
– search and support for creatively working teachers, promotion of best practices;
– expert assistance to the education department in information support of the management process.

3. Objectives.

– preparation of draft orders for the education department of the administration of the Vologda region on scientific and pedagogical research and experimentation in educational institutions;
– general planning of research in the region;
– preparation of meetings of the Expert Council for Coordination and operational meetings on the course of scientific and pedagogical research and experimentation 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, synthesis and dissemination of the best teaching experience for research and experimentation in the field.

4. Organization of the activities of the expert council.

The Expert Council meets at least once every 2 months. To resolve specific issues, the Council creates temporary expert groups of Council members and education specialists.
Members of expert groups organize trips taking into account the topic 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:
– approve plans, programs, experimental methods;
– conclude and approve contracts;
– conduct an examination (assessment) of the results of the activities of public education institutions;
– send specialists to experimental schools, vocational schools and other educational institutions to resolve issues of organizing the activities of institutions to conduct scientific and pedagogical research and experiments in the new conditions of the regime.
The 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:
– in the conditions of democratization and openness of management of educational institutions, to attract the general public to create conditions for the rational activity of scientific and pedagogical research and experiments in educational institutions of the region;
– propagate the results of experiments in mass politics;
– stimulate the activities of teachers and educational leaders for their activity in conducting experimental work.
List of documents for the expert council from educational institutions in the region:
1. Topic of scientific and pedagogical research and experiment.
2. Annual plan for scientific and pedagogical research and experimental work in educational institutions.
3. Help material base educational institutions in terms of experiment and research, its possibilities.
4. Statement and definition of the research and experiment problem (explanatory note).
5. Development of a research and experiment program.
6. Developed methodology for research and experimentation in educational institutions (presence of experimental and control groups, optimal training mode and the structure of the experiment, etc.).
7. Creative agreements between educational institutions on research and experimentation with research institutes and universities.

1. General Provisions.

1.1. The right to experimental pedagogical activities may be granted to educational and educational institutions that have the appropriate teaching staff, material and technical base and consistently achieving high results in their work.
1.2. The right to experimental pedagogical activities is granted to educational institutions by order of the education department based on a decision of the expert council.
1.3. Educational institutions in conducting pedagogical experiments are guided by the plans of the joint JW6OTW of the regional IPKiPPK, Vologda and Cherepovets pedagogical institutes, other universities and research institutes, with which they enter into agreements on scientific- research work.
1.4. The organization of experimental and research work in educational and educational institutions is carried out by experimental teachers with the support of the heads of institutions and educational authorities with the participation of departments and laboratories (offices) of institutes.
Organizational, methodological, program and other documents that determine the content and progress of experimental and research work are reviewed and agreed upon by the institution’s pedagogical council.

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

2.1. To organize and conduct experimental and research work in an educational or educational institution, a initiative group on a voluntary basis) of the experiment, including managers, the most experienced teachers, laboratory scientists, teaching and teaching staff of the regional IPKiPPK. universities, research institutes.
Laboratories and departments, together with educational institutions, review programs and methods of experimental pedagogical research, organize and monitor their implementation, discuss the results of the research, and introduce positive results into mass practice.
The names of workers involved in experimental pedagogical and research work, the content and timing of work, plans for equipment and software and methodological support for 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 problems, local educational authorities, within the limits of the appropriations approved by them, allocate to institutions, if necessary, additional funds and funds to improve the material and technical base and stimulate the work of experimenters.

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

3.1. The director of an educational institution is obliged to:
3.1.1. Plan the work of the institution’s team in the conditions of scientific and pedagogical research and experiment.
3.1.2. Develop the functional responsibilities of all employees for conducting research and experiments.
3.1.3. Create conditions for experiment participants to complete tasks according to plans and research programs.
3.1.4. Monitor the progress of scientific and pedagogical research and experiments, promptly identify difficulties in organizing work and take measures to eliminate them.
3.1.5. Report to local authorities education and institutes about the progress of scientific and pedagogical research and experimentation in the institution.
3.2. The head (director) of an educational institution has the right:
3.2.1. Contact higher educational authorities with proposals on the staffing and job responsibilities of employees in accordance with the goals and organizational conditions of conducting scientific and pedagogical research and experiment.
3.2.2. Apply to in the prescribed manner on improving the development of the educational and material base of an educational out-of-school institution, establishing salary bonuses and bonuses for employees participating in research and experiments.
3.2.3. In agreement with the institutes, based on the intermediate results of research and experiments, make adjustments to the structure of educational program documents, the content of educational programs, refinement of experimental methods, adjustment of methods, etc.
3.3. Teaching staff participating in the experiment have the right;
3.3.1. Had a standard load in 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. During the work, make suggestions 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, Scientific 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 Training and Retraining of Teaching Staff.
3.3.5. Be applicants and postgraduate students of the RIPC-RO graduate school and other institutes (with preferential enrollment rights on the recommendation of 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 educational institutions of the Vologda region is carried out in accordance with the order of the regional, district, city education departments, long-term and current plans for conducting experimental work of the institutes and in agreement with the heads of schools and other educational institutions.
4.2 The interaction of institutes and institutions conducting research and experimental work is ensured by an agreement on creative cooperation.
4.3. General control over the implementation of scientific and pedagogical research and experiments in accordance with contracts is assigned to the heads of laboratories, departments and educational and methodological offices of institutes, who periodically report on the results and progress of research and experimental work at meetings of departments, the Academic Council, and to the educational apparatus.

The author is considered to be a person-oriented model of the educational process, characterized by maintaining the basic component of education:
– an innovative approach to solving the problems of teaching and educating students;
– expansion of educational boundaries without increasing the labor costs of the student and teacher;
– a turn to universal human values ​​and achievements of world culture;
– departure from the standard in structure, selection of material content, application of new techniques and methods of teaching and education;
– methodological independence, originality of creative thinking:
– relevance, versatility based on modern science and practice and ensuring a sustainable interest in knowledge, good results in teaching, development of students’ personality.
The author of the model has the right:
– submit a model for organizing the educational or educational process for consideration by the regional expert council;
– priority provision of modern equipment, technical means, new educational, pedagogical, scientific and methodological literature;
– provide methodological and other materials created during the experiment to the regional IPKiPPK publishing house for publication;
– receive a 15-50 percent increase to the official salary;
– receive scientific and methodological advice from the regional IPKiPPK and other scientific institutions in the region.
Author of the model:
– systematically analyzes the results of work according to the model he proposed and, in accordance with this, makes adjustments to the educational process;
– introduces the teaching staff and heads of the educational institution to the progress of the experiment;
– provides an opportunity to get acquainted with the creative laboratory of teachers in your region and region.
An expert assessment of the results of the implementation of the author's model is carried out by the regional IPKiPPK, attracting scientists and specialists of the region for this purpose.
The teacher, whose model of training and education is recognized as the author’s, is awarded a certificate of the established form by decision of the regional expert council.
The successful results of the teacher’s work 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 increasing 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. The relationship between pedagogical science and practice. M.. 1977.
Nekrasova N.I. To help a teacher who has begun experimental research work. Kaliningrad. 1989.
Polonsky V.M. Criteria for the 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. It is wise to sow wisely (about fashions in pedagogy). //Public education. 1990. No. 11.
Potashnik MM. Experiment at school: organization and management. M.. 1992.
Revzin S. Model 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. A research approach to school management. //Soviet pedagogy, 1984. No. 9.
Shamova T.I. A research approach to 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 of the RSFSR No. 1, 1989.
Methodological letter of the MP of the RSFSR “On further democratization in the activities of public education institutions” No. 63-M dated September 9, 1987, Coll. 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 forward-looking curricula. //Bulletin of the State Committee for Public Education. 1991, No. 3,4.
Guidelines for organizing scientific and pedagogical experiments in public education institutions in the region. Leningrad, 1989.

Order No. 487 Circulation 600
OOP Voluprstat

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. A prerequisite is to register 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 of this psychological and pedagogical method are distinguished.

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 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 initial material for organizing further research, a formative experiment.

This method is also called training and transformative, which aims active formation certain parameters in mental development person, activity levels, 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; skills development and certain qualities personality.

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.

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

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

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

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

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

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

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

The following are distinguished: stages of the experiment :

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

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

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

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

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

6. The essence and technology of pedagogical diagnostics

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

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

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

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

Scientists are studying the psyche of children in different areas: psychology, sociology, anthropology. Advances in research methodology after a certain period become the property of a practicing teacher who studies children at school.

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

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

In general, pedagogical diagnostics performs the following: functions :

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

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

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

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

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

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

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

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

Setting diagnostic goals;

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

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

implementation of the diagnostic program in direct pedagogical interaction;

Analysis of diagnostic results;

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

Accounting and recording of diagnostic results.

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

Summary

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

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

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

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

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

Questions and tasks for self-control

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

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

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

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

Define the concept of “pedagogical research method.”

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

Describe theoretical research methods.

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

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

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

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

Give arguments in favor of the statement: mastery of pedagogical research and pedagogical diagnostics is an indicator professional excellence teacher

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In your pedagogical dictionary

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(V.A. Sukhomlinsky)

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

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

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

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

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

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

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

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

Let's think together

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

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

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

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

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

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

Nurturing a methodological culture in a future teacher;

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

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

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

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

Moral education of schoolchildren;

Aesthetic feelings of students;

Professional inclinations of a person;

Student self-esteem;

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

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

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

This is interesting

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

28. Like parents, like children -...

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

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

Add up your points. If you have:

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

91-100 points – educational and disciplinary model;

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

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

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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 formation. 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 in Kiev University them. 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, teacher-researchers of the late 19th and early 20th centuries. 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 and for an attentive attitude towards 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, production aesthetic taste, raising high moral qualities. Many of Montaigne's thoughts were adopted by educators of the 17th and 18th centuries. Thus, the idea of ​​the priority of moral education over education was developed in detail by Locke, and the high assessment of educational influence rural environment and the rejection of coercion in teaching 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 that 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 various items to check whether the student has understood 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 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 justified at the beginning of the study. It makes it possible to test more deeply than other methods 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 test 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 experience under precisely controlled 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 under study 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 the positive and negative aspects of 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 pedagogical technologies are designed (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 other educational institutions and teachers; if a control experiment confirms the conclusions drawn, the researcher generalizes the results, which become the theoretical and methodological property of pedagogy.

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

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

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

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 model of the educational activities of the class teacher, etc.

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

specification of the place and time within the boundaries of 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 any 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 the typical reasons for the failure of students in a modern school, then he will have to collect information about students of each age group, from urban and rural schools, about the underachievement of boys and girls, etc. In this case, a special survey must be used to obtain data on the reasons for the underachievement 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 teaches classes in experimental and control groups); educational material (same range of questions, equal volume); equal conditions work (one shift, approximately the same order of classes according to the schedule, etc.).

Famous psychologist L.V. Zankov believes that equalizing 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.

Second phase - direct implementation 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 the 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 effect 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 under 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 targeted 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 study was carried out starting in 1957 within the framework of experimental classes (first one), in which new system training. 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, psychological research methods were included in the pedagogical experiment. 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. For research 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 division into groups geometric bodies various shapes, height and color).

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 of 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 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 was different in that it gave schoolchildren a general picture of the world, based on the values ​​of science, literature, art, material culture. The richness of the content of education was achieved largely due to the inclusion of new subjects in the curriculum: 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 disclosure 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 of educational activity: how can 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 side of the teacher’s activities and from the side of the student’s educational activities. These typical properties include the following features:

* 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 the most important component 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 generalization pedagogical influences, i.e. as a result internal work psyche. Thus, in the field of thinking, such a synthesis of impressions received during training leads to the true development of thinking, and not to the assimilation of methods of mental activity - specific 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 essential quality, as awareness of oneself, 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 stress 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 ordinary schoolchildren, 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, and 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. For some schoolchildren experimental class the ability to generalize the characteristics of the properties of observed objects appears.

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 with different points vision. 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 essential component actions, namely purposeful operational 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 overall development junior schoolchildren. To promote this approach into educational practice based on research laboratory 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 brief description experiment on the manifestation of “affect of inadequacy” in the behavior of schoolchildren.

Formulation of the problem. In the article by L.I. Bozhovich “Psychological analysis of the conditions of formation and structure harmonious personality” it is shown that schoolchildren quite often display increased sensitivity, stubbornness, negativism, etc. in their behavior. Psychological component this behavior Negative affective experiences appear, which are based on the dissatisfaction of any 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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