EXPERIMENTAL-SEARCH, EXPERIMENTAL WORK AND PEDAGOGICAL EXPERIMENT IN DISSERT RESEARCH
BUKHAROVA G.D.
The article analyzes the concepts of "experimental-search work", "experimentalresearch work" and "pedagogical experiment", provides possibilities of their use while carrying out a dissertational research on pedagogical sciences, and considers the criteria, indicators and levels that should be the basis for the research.
Work with graduate students and applicants shows that often such concepts as experimental search, experimental work and pedagogical experiment are used by them without taking into account the fact that these concepts carry a different semantic load and should be separated. Let's try to understand the content of the designated concepts.
Experimental search work is one of the research methods that involves making changes to the pedagogical process only taking into account previously obtained positive results. In the course and according to the results of experimental and search work, one can judge whether it makes sense to introduce changes in the pedagogical process, whether success will be achieved and the effectiveness of introducing, for example: changes in the content of the subject being studied, the practice of education, etc. will be achieved.
The results of experimental and search work are most often evaluated according to qualitative criteria and indicators; levels of achievement in this case can be classified as low, medium, high. At the same time, it should be noted that the formation of experimental and control groups is allowed, the corresponding measurements are carried out and their mathematical processing at the level of comparison of the results obtained, as a rule, in percent.
In the course of experimental and search work, researchers receive approximate results, which, nevertheless, have quite convincing evidence due to the massive nature of the research results. Each of the above methods assumes the presence of experimental and control groups.
Control groups are groups of subjects in which nothing changes in the process of conducting experimental search, experimental work, as well as a pedagogical experiment.
Experimental groups are groups of subjects in which new content, new methods, new techniques, technologies, pedagogical conditions, etc. are introduced.
Experimental work is a method of introducing deliberate changes in the pedagogical process, designed to obtain an educational effect, with subsequent verification. Experimental work is a means of testing a hypothesis. This method of research acts as a kind of pedagogical experiment.
The experimental work is based on an experiment in which the researcher not only provokes or creates conditions for observing the expected patterns, but organizes special control in the form of managing variables that affect the course of a particular process.
Distinguish between traditional and factor plans for experimental work. In traditional planning, only one independent variable changes; with factorial - several. If the area under study is relatively unknown and there is no system of hypotheses, then one speaks of pilot experimental work, the results of which can help clarify the direction of further research.
The theoretical basis of experimental work is the works of Yu.K. Babansky, M.A. Danilova, V.I. Zagvyazinsky, V.V. Kraevsky, A.Ya. Naina, A.M. Novikova, A.V. Usova.
The functions of experimental work, according to V.V. Kraevsky, consist in obtaining reliable knowledge, and not in the experimental recreation of the pedagogical process itself. The introduction of changes in the pedagogical process on the basis of trends and patterns identified in the experimental work is the subject of research.
IN AND. Zagvyazinsky defines experimental work as a scientifically delivered experience in the field of educational or educational work in order to find new, more effective ways to solve a pedagogical problem.
A.M. Novikov understands experimental work as a general empirical research method, the essence of which is that phenomena and processes are studied under controlled and controlled conditions.
When organizing experimental work, it is necessary to take into account such conditions for the effectiveness of its implementation, such as:
Analysis of the state of the problem in the theory and practice of the work of an educational institution;
Concretization of the hypothesis based on the study of the state of the problem in theory and practice;
The need to exchange information between the subject and object of the pedagogical process.
The planning of experimental work should be carried out taking into account the purpose, subject, hypothesis, research objectives and the main provisions of the project-oriented approach.
In accordance with this, a program of experimental work is being developed, which includes the main components of the pedagogical goal, the goal and objectives of the experimental work, the hypothesis, criteria, indicators, levels and means of evaluating the expected results.
Conducting experimental work involves the following organization:
Development of a program of experimental work;
Determination of the stages of experimental work;
Development of a criterion-level scale;
Formation of experimental and control groups;
Analysis and generalization of the results of the work carried out.
The basis for the experimental work should be based on the following principles:
Objectivity;
The adequacy of research approaches and means to obtain true knowledge about the object of study;
Accounting for continuous change, development of the studied elements;
The principle of systematic study of the process, phenomenon, object under study.
Pedagogical experiment (from Latin experimentum - “test”, “experience”, “test”) is a scientifically delivered experience of transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only register what exists, the experiment in
Dagogy has a constructive character. Experimentally, for example, new techniques, methods, forms, systems of pedagogical activity make their way into practice.
A pedagogical experiment in modern pedagogy is understood as a research method that is used to determine the effectiveness of the use of individual methods and means of education and upbringing. The objective of the experiment is to find out the comparative effectiveness of technologies, methods, techniques, new content, etc. used in pedagogical activity.
V.V. Kraevsky, sees the role of the experiment in identifying objectively existing connections between pedagogical phenomena, in establishing trends in their development, and not in experimentally recreating the pedagogical process itself.
Yu.K. Babansky considered the pedagogical experiment as a kind of complex of research methods, which provides a scientifically objective and evidence-based verification of the correctness of the hypothesis justified at the beginning of the study.
According to N.O. Yakovleva, a pedagogical experiment is a set of research methods designed for an objective and evidence-based verification of the validity of the hypothesis put forward.
I.P. Podlasy considers the pedagogical experiment as a scientifically staged experiment in the transformation of the pedagogical process under precisely taken into account conditions.
For Yu.Z. Kushner, the experiment in question represents the active intervention of the researcher in the pedagogical phenomenon he is studying in order to discover patterns and change the existing practice.
From the above definitions of a pedagogical experiment, we can conclude that a pedagogical experiment is a method of active, purposeful study of certain aspects of the educational process. The indicated definitions reflect all the main features of the pedagogical experiment identified in the scientific literature, namely:
Creation of special experimental situations for the formation of a given quality;
The active influence of the researcher on the course of the phenomenon under study;
The possibility of repeating the results of the experiment in different conditions;
Approbation of the obtained experimental data in mass educational experience.
Types of pedagogical experiment depending on the scale: local, modular, systemic, large-scale.
Local - private experiments that are not interconnected, for example: a new program on the subject.
Modular - a complex of private, interconnected innovations, for example: a block of new programs, the development of new learning technologies, the creation of a new creative team or association.
Systemic - innovations covering the entire educational institution. An educational institution development program is being developed, for example: restructuring the entire school for some idea, concept, or creating a new educational institution on the basis of the former one (gymnasium, lyceum).
A large-scale experiment is, for example: an experiment to improve the structure and content of education of a certain level and direction.
Conducting both experimental work and a pedagogical experiment should be carried out in accordance with the characteristics inherent in the experiment: deliberate changes in the activities of the experimental groups, taking into account the goal and the hypothesis put forward.
The pedagogical experiment must meet certain requirements.
First, the means introduced into the experiment must be clear and unambiguous;
Second, the experimental conditions must be strictly fixed;
Thirdly, these conditions must be systematically changed, combined, varied.
The pedagogical experiment is carried out as a comparison of the results of the activities of the experimental and control groups.
The main requirements for the pedagogical experiment are as follows:
Precise determination of the purpose and objectives of the experiment;
Accurate description of the experimental conditions;
Definition in connection with the purpose of the study of the contingent of subjects;
Description of the research hypothesis.
Prior to the start of the experimental work and the pedagogical experiment, the researcher needs to identify the criteria for evaluating the process and determine the indicators.
Criteria are the qualities, properties, signs of the object under study, on the basis of which one can judge its state and level of functioning.
For example, the criteria can be learning motivation, activity, independence, self-management, the quality of knowledge, the degree of formation of self-educational skills, etc.
Indicators are quantitative or qualitative characteristics of each quality, property, attribute of the object under study, which is a measure of the formation of a particular criterion.
To implement this task, indicators that make up their substantive basis can serve:
In terms of social and moral - the attitude of students to economic culture as a value, a positive personal emotional reaction and an assessment of the significance of economic knowledge and relations in society, the degree of involvement in them;
According to the activity-reflexive criterion - readiness for economic activity for one's own benefit, society and the state, the ability to make adequate decisions and evaluate one's actions in the conditions of the new Russian economy.
On the basis of a set of criteria and their indicators, the levels of formation, education, upbringing, etc. of students, students, future specialists are revealed. Adhering to the three-level scale adopted in most countries of the world - minimal (minimal), general (general), and advanced (advanced) levels, high, medium and low levels of formation of properties or qualities of students, students, future specialists are distinguished. Let us give as an example an assessment of the economic level of education of students (Table 1).
Table 1. Criteria and indicators for assessing the level of economic education of students
Socio-moral Students' attitude to economic culture as a value, positive personal emotional Observation, analysis of oral answers, participation in discussions, business games, decisions
Criterion Indicator Evaluation method
reaction and assessment of the importance of economic knowledge and relations in society, the degree of involvement in them of economic tasks and situations, protection of projects; expert review
Activity-reflexive Readiness for economic activity, the ability to make adequate decisions and evaluate one's actions in the conditions of the new Russian economy Observation, survey, self-assessment, analysis of participation in business games, discussions, situational seminars, expert assessment, questioning
Criteria for assessing the quality of knowledge must meet the requirements (Table 2).
Table 2. Requirements for the criteria for assessing the quality of knowledge
Requirement Requirement characteristic
Objectivity The criterion should not be a function of the individual, the characteristics of the subject using it, if the criterion does not meet this requirement, then in pedagogy it not only loses its meaning, but is also harmful
Efficiency The criterion should most fully reflect the factors influencing the estimated parameter of the educational process
Reliability This requirement is ensured by sufficient statistics of estimates for this criterion.
Orientation The criterion is aimed at managing one or several types of activities simultaneously.
Effective criteria and their correct use stimulate the improvement and intensification of the pedagogical process.
In pedagogical research, methods are usually applied in combination. Only under this condition the task will be solved correctly, the scientific laws of this or that pedagogical process will be revealed.
The methods discussed in this chapter are often called methods of empirical knowledge of pedagogical phenomena. They serve as a means of collecting scientific and pedagogical facts that are subjected to theoretical analysis.
The success of a pedagogical experiment, experimental work is determined by the fulfillment of a set of organizational and pedagogical conditions.
Among the organizational and pedagogical conditions should include the following.
1. Planning (determining the stages of the experiment or experimental work and the timing of their implementation; formulating tasks for each stage and the content of the study at the selected stage; clarifying the methodology for conducting the experiment or experimental work at each stage; identifying the criteria for the effectiveness of changes made to the educational or educational process for each of the indicated stages).
2. Definition of experimental and control groups, approximately the same in terms of the level of training.
3. Selection of teachers with approximately the same level of professional and methodological training.
All other conditions should be the same for experimental and control groups. The results obtained must be processed using qualitative and quantitative methods for processing experimental data. At present, it is becoming obvious that at the level of qualitative descriptions alone it is hardly possible to deduce the patterns of upbringing and education. Mathematical processing of the obtained results is required. Reliability, validity and correlations are determined using methods of mathematical
statistics. And only a combination of qualitative and quantitative methods for processing experimental data can bring the researcher closer to the true result with a certain degree of accuracy.
Bibliographic list:
1. Podlasy, I.P. Pedagogy. New course: textbook. allowance for students ped. universities: In 2 books. -M.: VLADOS, 1999.
2. Zagvyazinsky V.I., Atakhanov R. Methodology and methods of psychological and pedagogical research: textbook. allowance for students of higher ped. textbook establishments. - M.: Publishing House. Center "Academy", 2007.
3. Novikov, A.M. Scientific and experimental work in an educational institution. - M., 1998.
4. Kraevsky V.V. Methodology of pedagogy: a new stage. - M.: Publishing house. Center "Academy", 2006.
5. Babansky Yu.K. Selected pedagogical works / Comp. M.Yu. Babanskiy. - M.: Pedagogy, 1989.
6. Yakovleva, N.O. Design as a pedagogical phenomenon // Pedagogy. - 2002. - No. 6.
7. Kushner, Yu.Z. Methodology and methods of pedagogical research: textbook.-method. allowance.
Mogilev: Grave. state un-t im. A.A. Kuleshova, 2001.
8. Starikova L.D., Starikov S.A. Methods of pedagogical research. - Yekaterinburg, 2010.
9. Nine A.Ya. Technology of work on a Ph.D. thesis in pedagogy. - Chelyabinsk: UralGAFK, 1996.
Key words: dissertation research, experimental research work, experimental work, pedagogical experiment, Criteria, indicators and levels.
Keywords: dissertational research, experimental - search work, experimental - research work, pedagogical, criteria, indicators and levels.
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Theoretical questions
2. Organization of experimental work in the field of education
Practical task
Bibliography
Theoretical questions
1. Essential characteristics of experimental work
Based on the Federal State Educational Standard: preschool education, the leading types of children's activities will be: play, communication, motor, cognitive research, productive, etc. It should be noted that certain forms of work with children correspond to each type of children's activity. The way children's activities are organized is also changing: not the guidance of an adult, but joint (partnership) activities of an adult and a child. New time dictates to teachers a new approach to the organization of the educational process. Therefore, the issue of organizing experimental work in an educational institution becomes especially relevant.
Experimental search work is one of the research methods that involves making changes to the pedagogical process only taking into account previously obtained positive results. In the course and according to the results of experimental and search work, one can judge whether it makes sense to introduce changes in the pedagogical process, whether success will be achieved and the effectiveness of introducing, for example: changes in the content of the subject being studied, the practice of education, etc. will be achieved.
The results of experimental and search work are most often evaluated according to qualitative criteria and indicators; levels of achievement in this case can be classified as low, medium, high. At the same time, it should be noted that the formation of experimental and control groups is allowed, appropriate measurements are carried out and their mathematical processing at the level of comparison of the results obtained, as a rule, in percentages (1; 123).
In the course of experimental and search work, researchers receive approximate results, which, nevertheless, have quite convincing evidence due to the massive nature of the research results (2; 23). Each of the above methods assumes the presence of experimental and control groups.
Control groups are groups of subjects in which nothing changes in the process of conducting experimental search, experimental work, as well as a pedagogical experiment.
Experimental groups are groups of subjects in which new content, new methods, new techniques, technologies, pedagogical conditions, etc. are introduced.
Experimental work is a method of introducing deliberate changes in the pedagogical process, designed to obtain an educational effect, with subsequent verification. Experimental work is a means of testing a hypothesis. This method of research acts as a kind of pedagogical experiment.
The experimental work is based on an experiment in which the researcher not only provokes or creates conditions for observing the expected patterns, but organizes special control in the form of managing variables that affect the course of a particular process.
Distinguish between traditional and factor plans for experimental work. In traditional planning, only one independent variable changes; with factorial - several. If the area under study is relatively unknown and there is no system of hypotheses, then one speaks of pilot experimental work, the results of which can help clarify the direction of further research.
The theoretical basis of experimental work is the works of Yu.K. Babansky, M.A. Danilova, V.I. Zagvyazinsky, V.V. Kraevsky, A.Ya. Naina, A.M. Novikova, A.V. Usova.
The functions of experimental work, according to V.V. Kraevsky, consist in obtaining reliable knowledge, and not in the experimental recreation of the pedagogical process itself. The introduction of changes in the pedagogical process on the basis of trends and patterns identified in the experimental work is the subject of research.
IN AND. Zagvyazinsky defines experimental work as a scientifically delivered experience in the field of educational or educational work in order to find new, more effective ways to solve a pedagogical problem (2; 45).
A.M. Novikov understands experimental work as a general empirical research method, the essence of which is that phenomena and processes are studied under controlled and controlled conditions.
When organizing experimental work, it is necessary to take into account such conditions for the effectiveness of its implementation, such as:
Analysis of the state of the problem in the theory and practice of the work of an educational institution;
Concretization of the hypothesis based on the study of the state of the problem in theory and practice;
The need to exchange information between the subject and object of the pedagogical process.
The planning of experimental work should be carried out taking into account the purpose, subject, hypothesis, research objectives and the main provisions of the project-oriented approach.
In accordance with this, a program of experimental work is being developed, which includes the main components of the pedagogical goal, the goal and objectives of the experimental work, hypothesis, criteria, indicators, levels and means of evaluating the expected results.
Conducting experimental work involves the following organization:
Development of a program of experimental work;
Determination of the stages of experimental work;
Development of a criterion-level scale;
Formation of experimental and control groups;
Analysis and generalization of the results of the work carried out.
The basis for the experimental work should be based on the following principles:
Objectivity;
The adequacy of research approaches and means to obtain true knowledge about the object of study;
Accounting for continuous change, development of the studied elements;
The principle of systematic study of the process, phenomenon, object under study.
Pedagogical experiment (from Latin experimentum - “test”, “experience”, “test”) is a scientifically delivered experience of transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only register what exists, the experiment in pedagogy has a creative character. Experimentally, for example, new techniques, methods, forms, systems of pedagogical activity make their way into practice.
A pedagogical experiment in modern pedagogy is understood as a research method that is used to determine the effectiveness of the use of individual methods and means of education and upbringing. The objective of the experiment is to find out the comparative effectiveness of technologies, methods, techniques, new content, etc. used in pedagogical activity.
V.V. Kraevsky, sees the role of the experiment in identifying the objectively existing connections of pedagogical phenomena, in establishing trends in their development, and not in the experimental recreation of the pedagogical process itself.
Yu.K. Babansky considered the pedagogical experiment as a kind of complex of research methods, which provides a scientifically objective and evidence-based verification of the correctness of the hypothesis justified at the beginning of the study.
According to N.O. Yakovleva, a pedagogical experiment is a set of research methods designed for an objective and evidence-based verification of the validity of the hypothesis put forward (5; 126)
I.P. Podlasyi considers the pedagogical experiment as a scientifically staged experience of transforming the pedagogical process under precisely taken into account conditions (5; 126).
For Yu.Z. Kushner, the experiment in question represents the active intervention of the researcher in the pedagogical phenomenon he is studying in order to discover patterns and change the existing practice (7; 34)].
From the above definitions of a pedagogical experiment, we can conclude that a pedagogical experiment is a method of active, purposeful study of certain aspects of the educational process. The indicated definitions reflect all the main features of the pedagogical experiment identified in the scientific literature, namely:
Creation of special experimental situations for the formation of a given quality;
The active influence of the researcher on the course of the phenomenon under study;
The possibility of repeating the results of the experiment in different conditions;
Approbation of the obtained experimental data in mass
Conducting both experimental work and a pedagogical experiment should be carried out in accordance with the characteristics inherent in the experiment: deliberate changes in the activities of the experimental groups, taking into account the goal and the hypothesis put forward.
The pedagogical experiment must meet certain requirements.
First, the means introduced into the experiment must be clear and unambiguous;
Second, the experimental conditions must be strictly fixed;
Thirdly, these conditions must be systematically changed, combined, varied.
The pedagogical experiment is carried out as a comparison of the results of the activities of the experimental and control groups.
The main requirements for the pedagogical experiment are as follows:
Precise determination of the purpose and objectives of the experiment;
Accurate description of the experimental conditions;
Definition in connection with the purpose of the study of the contingent of subjects;
Description of the research hypothesis.
Prior to the start of the experimental work and the pedagogical experiment, the researcher needs to identify the criteria for evaluating the process and determine the indicators.
Criteria are the qualities, properties, signs of the object under study, on the basis of which one can judge its state and level of functioning.
Indicators are quantitative or qualitative characteristics of each quality, property, attribute of the object under study, which is a measure of the formation of a particular criterion.
To implement this task, indicators that make up their substantive basis can serve:
In terms of social and moral - the attitude of students to economic culture as a value, a positive personal emotional reaction and an assessment of the significance of economic knowledge and relations in society, the degree of involvement in them;
According to the activity-reflexive criterion - readiness for economic activity for one's own benefit, society and the state, the ability to make adequate decisions and evaluate one's actions in the conditions of the new Russian economy.
Life in all its manifestations is becoming ever more varied and complex; the further it goes, the more it requires from a person not stereotyped, habitual actions, but mobility of thinking, quick orientation, and a creative approach to solving large and small problems.
2. Organization of experimental work in the field of education
The state, the school, the preschool institution and the parents are faced with a task of extreme importance: to ensure that every child grows up not only as a conscious member of society, not only as a healthy and strong person, but also - by all means! - initiative, thinking, capable of a creative approach to any business. This is exactly what is indicated in the law of the Russian Federation “On Education”. An active life position can have a basis if a person thinks creatively, if he sees an opportunity for improvement.
The path of becoming a creative person is complex, difficult. But these great difficulties can also give great joys, moreover, joys of a higher human order - the joy of overcoming, the joy of discovery, the joy of creativity.
Any activity proceeds more efficiently and gives high-quality results, if at the same time the person has strong motives, bright, deep, causing a desire to act actively, with full dedication of strength, overcome life's difficulties, adverse conditions, circumstances, persistently move towards the intended goal
One such activity is experimentation. In the works of many domestic teachers N.N. Poddiakova (1995), A.P. Usovoi, E.L. Panko states that "children's experimentation claims to be the leading activity in the period of preschool development", and highlight the main feature of this cognitive activity: the child learns the object in the course of practical activities with it, the practical actions carried out by the child perform a cognitive, orienting-exploratory function, creating conditions , which reveal the content of this object.
Experimental - experimental activity allows you to combine all types of activities and all aspects of education, develops observation and inquisitiveness of the mind, develops the desire to know the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, create a creative personality
A Chinese proverb says: “Tell me and I will forget; show me and I will remember; let me try and I will understand.” Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimental activities into the practice of our preschool educational institution. In the process of organizing experimental activities, it was supposed to solve the following tasks:
creation of conditions for the formation of the main holistic worldview of a child of senior preschool age by means of a physical experiment.
development of observation, the ability to compare, analyze, generalize, the development of the cognitive interest of children in the process of experimentation, the establishment of a causal relationship, the ability to draw conclusions.
Development of attention, visual, auditory sensitivity.
creation of prerequisites for the formation of practical and mental actions.
Experimental activities in a preschool institution carried out with children can be divided into the following areas:
Wildlife: characteristic features of the seasons of different natural and climatic zones, the diversity of living organisms and their adaptability to the environment.
Inanimate nature: air, soil, water, magnets, sound, light.
Man: the functioning of the organism, the man-made world, materials and their properties.
We developed a model for teaching children the organization of experimentation.
Model of teaching children the organization of experimentation
Table 1
|
Stages of learning |
Research skills |
|||
|
Activity motivation |
Creation of a developing environment; problem situations; |
Sustained interest |
||
|
Intrigue and surprises |
Planning, choice of means, implementation and formulation of the conclusions of the experiment with the support of the teacher |
|||
|
The teacher poses a problem and begins to solve it, the children independently carry out the solution of the problem. |
Suggestive questions; Respectful attitude to any statements of the child, his actions; |
|||
|
Providing freedom of choice, action and movement in space |
Independent planning, implementation of the experiment; formation of the goal and the simplest hypotheses with the help of a teacher; graphic recording of results |
|||
|
The teacher poses a problem, the children independently find its solution and carry out the experiment |
problematic issues; Replenishment of the corner with new materials and objects; |
|||
|
Techniques for interpersonal communication and collaboration |
Independent organization of research activities by children; fixing the results, formulating conclusions and reflection |
|||
|
The work of the educator to indicate goals; The admission of inaccuracies in the actions of the educator; |
||||
|
The formulation of the problem, the search for a method and the development of the solution itself are carried out independently |
Making cards with a symbolic image of the topic of the experiment; |
|||
|
Development together with children of conditional graphic symbols |
The structure of children's experimentation:
Statement of the problem to be solved;
Goal setting (what needs to be done to solve the problem);
Putting forward hypotheses (search for possible solutions);
Hypothesis testing (data collection, implementation in actions);
Analysis of the result (confirmed - not confirmed);
Formulation of conclusions.
Based on the analysis of literary sources, the structure of the experiment program includes:
a contradiction,
the problem
· an object,
The subject of the experiment
an experimental idea
the intention,
the purpose and objectives of the experiment,
its stages
As already mentioned, the most important requirement for any scientific work is the rigor, clarity, and unambiguity of the terminology used. Therefore, in the process of research, and especially at the stage of writing reports, it is necessary to constantly monitor the meaning that the researcher puts into one or another term used.
The results of any scientific research should be described and presented in the form of literature.
Practical task
1. Compilation of a terminological dictionary on the topic "Fundamentals of the organization of experimental work in the field of education"
Hypothesis - a scientifically based logical assumption regarding the method of implementing the idea and design of the experiment. A hypothesis is an assumption whose truth is not obvious
Activity is defined as an external form of activity peculiar only to a person, as an interaction between a person and the world, in which a person consciously and purposefully changes the world and himself.
The idea of the experiment is a general idea of the intended direction of the teacher's activity in the current situation
Research is the process and result of scientific activity aimed at obtaining new knowledge about the patterns, structure, mechanisms of functioning of the phenomenon under study, about the content, principles, methods and organizational forms of activity. The objects of pedagogical research are pedagogical systems, phenomena, processes. The objects of psychological research are a person, a group.
Method of research - techniques, procedures and operations of empirical and theoretical knowledge and study of the phenomena of reality. The system of the research method is determined by the initial concept of the researcher, the general methodological orientation, the goals and objectives of a particular study.
Technique - a private version of the method, not a standardized research method.
Methodology - the doctrine of the principles of construction, forms and methods of scientific and cognitive activity.
Monitoring - constant supervision, regular monitoring of the state of an object, the values of its individual parameters in order to study the dynamics of ongoing processes, predict certain events, and also prevent undesirable phenomena.
Observation is a method of scientific research, a purposeful collection of information about the facts of human behavior and activities in various natural conditions.
Orientation of the personality - a set of stable motives that orient the activity of the personality and are relatively independent of real situations.
The object is a pedagogical space, an area within the boundaries of which is what will be studied (what is being studied?).
Inspection is the study of the object under study with one or another measure of depth and detail, depending on the tasks set by the researcher.
Processing the results is one of the mandatory stages of the study, following the collection of empirical data. It involves the use of logical techniques (classification, grouping, comparison, culling, etc.) for qualitative indicators and mathematical techniques and methods (summation of points scored, calculation of statistical indicators, variance, correlation analyses, regression and cluster analyses, etc.), for quantitative results.
Poll - a method of obtaining information about objective and subjective facts from the words of the respondent (respondent).
An organization is a stable system of individuals working together on the basis of a hierarchy of labor ranks to achieve common goals.
Subject - properties, functions, relationships within the object, fixing, holding the boundaries of the impact.
The subject of research is that side, that aspect, that point of view, “projection”, from which the researcher cognizes the integral object, while highlighting the main, most significant (from the researcher’s point of view) features of the object. One and the same object can be the subject of different studies or even entire scientific directions.
Reflection is the process of self-knowledge by the subject of internal mental acts and states.
System - an ordered set of interconnected elements and relationships between them, creating a single whole. Signs of S.: elemental structure ranging from two to infinity; interaction of elements, the presence of a backbone factor; hierarchy of connections, integrity, unity. Components of pedagogical S.: pedagogical goals, participants in the pedagogical process, interaction between teachers and students, pedagogical tools, management of pedagogical processes.
Testing is an objective and standardized test procedure to which a person is subjected, a specific tool for assessing the psychological qualities of a person. It consists of a series of tasks or questions that are offered under standard conditions and measure certain behaviors based on special ways of assessing test performance.
Technology is a rational (stable) combination of several sequentially applied operations to obtain a product. T. Can be perceived as a logically-operationally reproducible core of the methodology. Signs of T .: setting goals, evaluating pedagogical systems, updating plans and programs on an alternative basis, operational components, means and methods of organizing activities, constant growth in the efficiency of the process, potentially reproducible pedagogical results.
Goal setting is a way to put forward and justify pedagogical goals, select ways to achieve them, design the expected result (the program of the future is determined, an assumption about the future).
The goal is an ideal image of the desired future result of human activity; a conscious idea of the final result of the activity (does not always coincide with the result). Pedagogical goal - the predicted result of pedagogical activity (changes in students). There are different types of goals: strategic, tactical, group, individual.
Man is a living being with the gift of thinking and speech, the ability to create tools and use them in the process of social labor; biosocial being, the subject of historical activity and knowledge.
Experiment - a method of collecting scientific facts in specially created conditions. An experiment is a research activity designed to test a put forward hypothesis, unfolding in natural or artificially created controlled and managed conditions, the result of which is new knowledge, including the identification of significant factors that affect the results of pedagogical activity. An experiment is a general empirical research method, the essence of which is that phenomena and processes are studied under strictly controlled and controlled conditions.
experiment pedagogical education
"Organization and conduct of experiments with preschoolers".
Purpose: to expand the knowledge of teachers about the development of cognitive interest and cognitive activity of preschool children by means of experimental activities.
To expand the knowledge of educators about the importance of experimentation in the development of preschool children
To form ideas about the correct organization of experimentation with a preschool child.
Planned result:
Knowledge and practical application of the organization of experimental activities with preschool children.
Introductory part.
What role does experimentation play in the development of a preschool child? (answers of educators)
The activity of experimentation contributes to the formation of cognitive interest in children, develops observation, mental activity. According to Academician N.N. Podyakova in the activity of experimentation, the child acts as a kind of researcher, independently acting in various ways on the objects and phenomena surrounding him in order to more fully cognize and master them. In the course of experimental activity, situations are created that the child resolves through the experiment and, analyzing, draws a conclusion, a conclusion, independently mastering the idea of a particular law or phenomenon.
The main task of the preschool educational institution is to support and develop in the child an interest in research, discoveries, to create the necessary conditions for this.
Methodological recommendations for conducting classes using experimentation are found in the works of various authors N.N. Podyakova, F.A. Sokhina, S.N. Nikolaeva. These authors propose to organize the work in such a way that children can repeat the experience shown by adults, can observe, answer questions using the result of the experiments. With this form, the child masters experimentation as an activity and his actions are of a reproductive nature. Experimentation does not become a valuable activity in itself, as it arises at the initiative of an adult. In order for experimentation to become the leading activity, it must arise on the initiative of the child himself.
The purpose of upbringing and education according to the programs of the new generation is to systematize, deepen, generalize the personal experience of the child: in mastering new, complex ways of cognitive activity, in understanding the connections and dependencies that are hidden from children and require special conditions and management from the teacher for mastering. An obligatory element of the lifestyle of preschoolers is participation in resolving problem situations, in conducting elementary experiments, experimenting, and in making models.
We will not dwell on age-specific features, but it should be noted that at the age of 3 years, children still cannot operate knowledge in verbal form, without relying on visualization, therefore, in the overwhelming majority of cases, they do not understand the explanations of an adult and strive to establish all the connections on their own. .
After 5 years, a stage begins when children's activity diverges in two directions: one direction turns into a game, the second - into conscious experimentation.
An experiment carried out independently by a child allows him to create a model of a phenomenon and generalize the results obtained in an effective way, compare them, classify and draw conclusions from these phenomena for a person and himself.
From all of the above, we can conclude that for preschool children, experimentation, along with play, is the leading activity.
The structure of children's experimentation.
Like any activity, the activity of experimentation has its own structure:
Purpose: development of the child's skills to interact with the objects under study in "laboratory" conditions as a means of knowing the world around
Tasks: 1) development of thought processes; 2) development of mental operations; 3) mastering the methods of cognition; 4) development of causal relationships and relationships.
Motive: cognitive needs, cognitive interest, which are based on the orienting reflex "What is it?", "What is it?" At the senior preschool age, the cognitive interest has an orientation: "To learn - to learn - to know".
Means: language, speech, search actions.
Forms: elementary search activity, experiments, experiments
Conditions: gradual complication, organization of conditions for independent and educational activities, use of problematic situations.
Result: experience of independent activity, research work, new knowledge and skills that make up a whole range of mental neoplasms.
The sequence of children's experimentation.
On the slide, teachers are presented with the words: hypothesizing, testing an assumption, goal setting, problem situation, formulation of a conclusion, new hypothesis
Task: build a sequence of children's experimentation.
Next slide with correct answer:
problematic situation.
· Targeting.
· Hypotheses.
Checking the hypothesis.
If the assumption was confirmed: formulation of conclusions (how it happened)
If the assumption was not confirmed: the emergence of a new hypothesis, its implementation in action, the confirmation of a new hypothesis, the formulation of the conclusion (how it turned out), the formulation of the conclusions (how it turned out).
In the process of experimentation, the child needs to answer the following questions: How do I do it? Why do I do it this way and not otherwise? Why am I doing this, that I want to know what happened as a result?
To help the educator:
Approximate structure of the lesson - experimentation
· Statement of the research task in the form of one or another variant of the problem situation.
· Exercises for the development of attention, memory, logical thinking (can be organized before class).
· Clarification of life safety rules in the course of experimentation.
· Refinement of the research plan.
· Selection of equipment, its independent placement by children in the study area.
· The distribution of children into subgroups, the choice of leaders, helping to organize peers, commenting on the course and results of joint activities of children in groups.
· Analysis and generalization of the results of experimentation obtained by children.
To help the educator:
"Planning work with children on experimentation"
Junior preschool age
Work with children of this age group is aimed at creating the conditions necessary for sensory development in the course of familiarization with the phenomena and objects of the surrounding world.
In the process of forming elementary exploratory actions in children, teachers are recommended to solve the following tasks:
1) combine the display of an object with the active action of the child to examine it: feeling, hearing, taste, smell (a didactic game such as "Wonderful bag" can be used);
2) compare objects that are similar in appearance: a fur coat - a coat, tea - coffee, shoes - sandals (didactic game like "Make no mistake");
3) to teach children to compare facts and conclusions from reasoning (Why is the bus standing?);
4) actively use the experience of practical activities, gaming experience (Why does the sand not crumble?);
1. About materials (sand, clay, paper, cloth, wood).
2. About natural phenomena (snowfall, wind, sun, water; games with the wind, with snow; snow, as one of the states of aggregation of water; warmth, sound, weight, attraction).
3. About the world of plants (methods of growing plants from seeds, leaves, bulbs; sprouting plants - peas, beans, flower seeds).
4. About methods of studying the object (section "Cooking for dolls": how to make tea, how to make a salad, how to cook soup).
5. About the standard "1 minute".
6. About the objective world (clothes, shoes, transport, toys, paints for drawing, etc.).
In the process of experimentation, the vocabulary of children is replenished with words denoting sensory features of a property, phenomenon or object of nature (color, shape, size: wrinkled - broken, high - low - far, soft - hard - warm, etc.).
Middle preschool age
Work with children of this age group is aimed at expanding children's ideas about the phenomena and objects of the world around them.
The main tasks solved by teachers in the process of experimentation are:
1) active use of the experience of playing and practical activities of children (Why do puddles freeze at night, thaw during the day? Why does the ball roll?);
2) grouping objects according to functional characteristics (What are shoes, dishes for? What is the purpose of using them?);
3) classification of objects and items according to specific features (teaware, tableware).
I. The main content of research conducted by children involves the formation of the following ideas in them:
1. About materials (clay, wood, fabric, paper, metal, glass, rubber, plastic).
2. About natural phenomena (seasons, weather phenomena, inanimate objects - sand, water, snow, ice; games with colored ice floes).
3. About the world of animals (how animals live in winter, summer) and plants (vegetables, fruits), the conditions necessary for their growth and development (light, moisture, heat).
4. About the objective world (toys, dishes, shoes, transport, clothing, etc.).
5. About geometric standards (circle, rectangle, triangle, prism).
6. About a person (my helpers are eyes, nose, ears, mouth, etc.).
In the process of experimentation, the children's vocabulary is replenished with words denoting the properties of objects and phenomena. In addition, children get acquainted with the origin of words (such as: sugar bowl, soap dish, etc.).
At this age, building games are actively used to determine the features and properties of objects in comparison with geometric standards (circle, rectangle, triangle, etc.)
senior preschool age
Work with children is aimed at clarifying the entire spectrum of properties and features of objects and objects, the relationship and interdependence of objects and phenomena.
The main tasks solved by the teacher in the process of experimentation are:
1) active use of the research results in practical (household, play) activities (How to build a solid house for dolls faster?);
2) classification based on comparison: by length (stockings - socks), shape (scarf - scarf - scarf), color / ornament (cups: single and multi-colored), material (silk dress - woolen), density, texture (game " Who will name more qualities and properties?").
1. About materials (fabric, paper, glass, porcelain, plastic, metal, ceramics, foam rubber).
2. About natural phenomena (weather phenomena, the water cycle in nature, the movement of the sun, snowfall) and time (day, day - night, month, season, year).
3. On the aggregate states of water (water is the basis of life; how hail, snow, ice, hoarfrost, fog, dew, rainbow are formed; looking at snowflakes through a magnifying glass, etc.).
4. About the world of plants (features of the surface of vegetables and fruits, their shape, color, taste, smell; examination and comparison of plant branches - color, shape, location of buds; comparison of flowers and other plants).
5. About the objective world (generic and specific features - freight, passenger, sea, rail transport, etc.).
6. On geometric standards (oval, rhombus, trapezium, prism, cone, ball).
In the process of experimentation, the vocabulary of children is enriched by words denoting the properties of objects and phenomena. In addition, children get acquainted with the origin of words, with homonyms, with the ambiguity of the word (key), synonyms (beautiful, beautiful, wonderful), antonyms (light - heavy), as well as phraseological units ("horse in apples").
Bibliography
1. Dybina O.V., Rakhmanova N.P., Shchetina V.V. Organization of experimental activities of preschoolers. M., 2010.
2. Ivanova A.I. Children's experimentation as a teaching method. / Management of the preschool educational institution, N 4, 2004, p. 84 - 92
3. Korotkova N.A. Cognitive and research activities of older preschoolers. / Child in kindergarten. N 3, 4, 5 2003, N 1, 2002
4. Organization of experimental activities of preschoolers. / Edited by L.N. Prokhorovy M., 2011
5. Solovieva E. How to organize the search activities of children. / Preschool education. No. 1, 2005
6. Stolyarenko A.M. General Pedagogy: Textbook for university students.-M: UNITY - DANA, 2006.-479 p.
7. GEF: preschool education.
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Smirnova Svetlana Valerievna, teacher of the Sharapovo-Okhotsk school, Serpukhov district.
Organization and conduct of experimental and search research activities of elementary school students
Introduction.
When choosing the forms of organization of research work, the following points should be taken into account:
The level of development and readiness of students;
Interest of students in certain sections of the subject
One of the main requirements for forms and methods is that they stimulate the active work of the thoughts of the children, develop the independence of their thinking, and contribute to creative versatile activities. Years of experience shows that the sooner students learn the basics of research, its technology and methodology, the sooner they will become young researchers; will take place as creative individuals who are able to think independently, summarize the material in the course of research, compose abstracts based on the data of research work and speak with them at scientific and practical conferences.
Where to start research.
Choose the right topic that must meet the conditions:
Be based on past or current material;
Correspond to the direction in which the association works;
Arouse student interest.
2. Based on the forms and methods of teaching, we can offer several areas of research work with students:
but) Observations:
For pets;
For wintering birds;
For animals;
For plants in parks, squares, on the streets of the city;
For indoor plants.
b) Carrying out and further description of experiments, experiments:
On indoor plants;
Plants of educational and experimental plots;
Animal living corner;
Animal vivariums or exotariums, etc.
in) Conducting a population survey in the form of a questionnaire and draw conclusions based on the results.
G) Independent work of a practical nature:
Description of the object (for example, anthills):
Research work as one of the types of independent work.
Research areas can be different:
On behalf of universities:
For communication projects:
According to the methods described in the literature;
For international, regional, regional and city projects…
What can be explored.
Everything can be investigated, that is, any objects of animate and inanimate nature, using various methods of biological or physico-chemical analyzes in the study. It is desirable to conduct research in a complex.
What gives the implementation of research activities to students?
It allows, in addition to educational, to solve a number of the following problems:
To acquaint students with the methodology and methodology of objective scientific research;
To instill skills in collecting, analyzing and processing information;
Obtain specific data on the state of local ecosystems and use them in further work based on the results obtained;
Interact with stakeholders, the media, expand the competence in the field of activities of UDO associations.
Rules for registration of the results of research work of students.
The presentation of the results of the work should show the ability of students to independently conduct research using modern methods, analyze the results obtained, comparing them with literature data, and draw correct and reasonable conclusions.
Section "Introduction"
This section gives a brief description of the current state of the problem, substantiates the relevance of the work, its scientific and practical significance.
The "Main Part" section consists of subsections:
-"Goals and objectives";
- "Material and methods";
- "Characteristics of the study area";
-“Research results”
Section "Literature".
This section lists all the works used in alphabetical order. Works published abroad are also recorded in alphabetical order after works published in Russian. All works are numbered consecutively.
Research work is carried out on white standard sheets of writing paper arranged vertically. Margins are left on each sheet: 1 cm on the right, 3 cm on the left, 2 cm on top and bottom. Margins are not circled!
The text can be typed on a typewriter or computer with a line spacing of 1.5 characters or, in extreme cases, handwritten in blue or black ink. The text on each sheet is written on one side only.
Pages are numbered starting from 4. The title page is considered the first page. At the first mention of an animal, plant or microorganism, indicate in brackets the specific name in Latin.
A herbarium must be attached to the botanical work.
Structure of research work and design
Work structure:
1st sheet - title;
2nd sheet - the content of the work;
3rd sheet - introduction
the main part begins from the 4th sheet, etc. according to the text.
Each subsection should have a title, it should be written from a new sheet.
Tables are consecutively numbered and can be placed vertically or horizontally on the sheet. On the right or in the middle is written "Table No", below - the name of the table. Notes are provided below the table, if necessary.
If the table does not fit on 1 sheet, then it is transferred to the next one, etc.
Figures, graphs, diagrams, photographs, diagrams, etc. have continuous numbering
When participating in a scientific conference, the participant is given a position on the design of the work.
Here is the research work prepared by a student of class 4B Kristina Leonidova.
Literature:
M.V. Suvorov "Experience of ecological work with schoolchildren", "Teacher" 2009.
Domoshenko T.M. "Organization of research activities of elementary school students".
Panina I.V. "Organization of research activities of students", a message for the Department of Primary School Teachers MOU LSOSH No. 1
The organization of the study depends on many factors, but most of all - on its type, that is, on whether it is collective, complex or individual. Collective research is associated with the development of a common theme by a group of participants in the work, when each of the researchers performs some part of the common work. Comprehensive research is a kind of collective research. It is multi-subject (several subjects of research) and multi-aspect, for example, it includes psychological, socio-pedagogical, technological, managerial aspects, and its results are integrated and expressed in the form of pedagogical or organizational-pedagogical conclusions, models and recommendations. Individual research is carried out by one researcher, and its organization is a self-organization of activity.
Let us dwell on the most difficult type of research from the point of view of organization - a collective comprehensive study.
The first stage is indicative. It involves an objective analysis and assessment of the educational situation in the country, region, city (district) or microdistrict, the study of the social order of society and the state to education, the demands of the population, the saturation and demands of the educational services market, the search for possible "social niches" for offering educational services, the assessment successes, achievements and problems facing the team or management bodies.
This stage is carried out by the initiator and potential leader of the collective search with a group of his assistants-activists, among whom it is very desirable to have representatives of the main areas of the planned comprehensive research: a sociologist, demographer, psychologist, scientist-teacher, subject teachers, teacher-technologist, valeologist, etc. (there are different options).
The second stage is diagnostic (if the necessary diagnostics has already been carried out, then at this stage its results are ordered and updated). The level of development of pedagogical processes and phenomena of interest to researchers, historical and modern experience in solving similar (or close) problems are studied. At this stage, a wider range of specialists is involved in the study, mainly already known (standard) methods and techniques are used.
The third stage is staging. The initial theoretical positions, goals and objectives of the search are determined, a model of the future, the transformed state of the process, institution, system, their new “face” is designed. There is a generation of leading ideas and a plan for transformation, the selection of "carriers" of innovations, ways to introduce new things and monitor the effectiveness of innovations are outlined (for more details, see Chapter II "Logical structure of the study"). At this stage, the individual creative activity of the initiators of the search, responsible for its individual directions, and collective mental activity (discussions, defense of projects, brainstorming, discussions) are combined. Concepts and a kind of scenario project (program, research project) of the search are being drawn up.
After the preliminary definition of the main parameters of the study, it is useful to decide organizational issues if they have not been resolved before.
At this stage, care should be taken to improve the moral and psychological climate, to motivate teachers to conduct a pedagogical search, as well as to personnel, logistical, financial (i.e. resource), managerial, psychological and pedagogical support for the search. The main task of this stage is to optimize the conditions for creative search.
The fourth, transforming, the main stage of the study in terms of time and volume of work. The planned work is being carried out (experiment, creation and implementation of copyright programs and projects, introduction of advanced technologies, management models, etc.). Of particular importance is the training of personnel in the methodology of research work, the implementation of scientific and scientific and methodological support for transformations (stage-by-stage analysis, scientific and scientific-methodological seminars, examination of completed fragments of the work). Departments, sections, research problem laboratories, creative groups should work actively, there should be an intensive exchange of work experience, a joint search for the best solutions (meetings, consultations, expert advice, etc.).
The fifth, final stage includes the final diagnostics, generalization, interpretation and evaluation of the results, presentation of the final analytical report on the work done, publications in the pedagogical press, promotional documents (curricula, programs, recommendations, regulations, etc.). Materials are prepared by performers, heads of directions, and summarized and presented by the head of the research work.
The pre-thought-out logic of the research is reflected, fixed in the main documents that determine the content, direction and methodology of the search, in the concept and in the research project.
Pedagogical concept contains a substantiation of the problem and a detailed presentation of the initial provisions, main ideas, and prognostic studies.
Main content research project - disclosure of the content of the links of future research. Along with this, the project should reflect the issues of organizational, material and staffing of the search, risk factors and ways to compensate for possible omissions, the form of presenting the result, as well as the content and methods of managing experimental work.
The project can be replaced research program. The difference of the latter is that the content of the work is presented not according to the main logical blocks, but according to the areas of work with the allocation of stages and measures for their implementation.
It is advisable to develop individual blocks of the logical study of the project or program in more detail in other documents, which, together with the research project (program), constitute a package of documents that support the research process and are first submitted for examination, and then for approval to the district, city or regional authorities or administrations. The package of documents usually includes:
concept;
research project (program);
charter of institutions of a new type, exemplary regulations on their divisions and services;
curricula and programs (primarily original, author's);
staffing, regulation on remuneration, on the procedure for staffing;
estimates of necessary expenses, new construction projects and other documents justifying the requested funds.
Depending on the goals and nature of the search, other documents can be developed and submitted (regulations on admission, on the teacher-researcher, on departments, laboratories, etc.). All of them, after internal and external testing and subsequent approval, acquire legal force and form the documentary basis for the ongoing research, as well as licensing, certification and subsequent accreditation of the educational institution ( Licensing- issuance of a license, a document for the right to carry out certain types of activities (including educational, medical), fixed in the Charter of the institution. Certification- official assessment of the level of work, compliance with state requirements. Accreditation - official approval of the status of an institution (gymnasium, college, socio-pedagogical complex). All of the above procedures are carried out by government authorities.).
The work of researchers in programming is specific education development, comprehensive programs of social and pedagogical protection of the family and childhood for the region, city, municipal association.
To create such programs for the development of education, it is necessary to attract the most competent and interested people, and not only teachers and specialists in the field of education. To do this, it is expedient to announce competitions for drafting education development programs, and to determine the winners on the basis of an expert evaluation of projects by a group of highly qualified specialists. The authors of the winning project become the core of the group of program creators.
The organization of drawing up a development program roughly includes the following elements (steps).
1. Development (by the customer or together with the customer) of the technological task for the performers.
2. Creation of a group of programmers. This stage begins with the selection of analysts (sociologists, economists, political scientists, historians, demographers, lawyers, psychologists, teachers, etc.) and familiarizing them with the terms of reference.
The group discusses the conceptual foundations of the program until they are accepted by all involved specialists. In the course of this work, the concept is refined, the members of the group are updated (dissenters leave, new ones are attracted, etc.), assignments are distributed, deadlines are clarified.
3. Collection of material, conducting a diagnostic, ascertaining study of the state of affairs.
4. Analytical work of the group. Based on statistical, historical and other research materials, a comprehensive analysis of the state of the education system of the region and the main trends in its development in the context of the overall development of the region is carried out, and the first recommendations are outlined on the content and directions of changes in the education system.
5. Constructive work of the group. The concept and design of the study are being worked out, an invariant structure of sections is being developed, maps-instructions for each section (for orientation and general discussion). For example, based on the recommendations, the group members identify the main areas (target blocks) of the program, for each block, projects are developed in structural and content aspects aimed at implementing the target blocks of the program (“Leisure”, “Family”, “Education”, etc.). ). Each of the projects is developed according to the scheme: a) guidelines for project activities; b) specific activities for the implementation of the project; c) responsible executors of measures; d) deadlines for the implementation of activities.
6. Development of each direction and section, including analysis, forecast, design, programming.
7. Bringing together individual sections, their coordination and generalization, harmonization of all provisions, elimination of duplication, consistent implementation of the main ideas of transformations, primary editing.
8. Discussion of the first version of the program. After drawing up the first version of the program, it is desirable to replicate it and involve in the discussion as many professional teachers, representatives of the public, and independent experts as possible. During the discussion, the content of the program may change significantly, up to the rejection of some options and the development of others, new ones.
9. Completion of the project, taking into account comments and suggestions, editing the text.
10. Acceptance of the program. An updated version of the program is submitted for discussion by a meeting of practical pedagogical workers (competent teachers, employees of preschool, out-of-school educational institutions, heads of educational institutions) and is accepted by it. After that, the educational development program is submitted for examination. Approved by the department of education and the administration (or authority), it becomes the main document regulating the course of updating the education of the region.
Of course, the provisions of the program should be regularly clarified; it should not turn into a dogma. For successful monitoring and correction of the implementation of the program, it is desirable to retain the group of its creators as analysts and consultants.
The next organizational task is the scientific and methodological support for the implementation of the program (search and selection of existing methods and the development of new ones) and the provision of scientific and methodological support for the program (training of personnel, development of subprograms, phased analysis and correction of its sections, exchange of experience, etc.).
Program activities, therefore, should proceed from taking into account both the general and the specific, from stimulating amateur activity, initiative, activity of participants in the educational process, and from not strictly, but softly regulating indirect managerial influences. In the programs, it is expedient to develop the authors' own approaches to those important positions that are not reflected in national documents or are not sufficiently specified in them.
Programs for the development of education with this approach are not directive programs (the time for directives has passed, and even in conditions of social instability and a market economy, a directive approach is unpromising), but they do not become only forecast programs. These are rather science-based benchmark programs that indicate strategic goals, stages of updating all levels of education, requiring further specification in work plans, individual targeted programs, projects and specific events and stimulating initiative, extensive search work in educational institutions, practical verification of projects, their improvement .
Let us dwell a little more on ways to optimize the conditions of psychological and pedagogical search in the team as an important area of organizational work.
Search success is largely predetermined terms, that is, those external and internal circumstances in which the search is made. Therefore, before starting experimental and search work, it is necessary to analyze the conditions and try to optimize them. Of course, not everything depends on the experimenters themselves, but many conditions can be adjusted to enhance the positive and reduce the negative impact of the conditions on the process and results of work. If their totality is clearly unfavorable or there are no defining (mandatory) conditions, one should refrain from deploying experimental and search work and work on creating favorable or at least acceptable conditions. Some of the conditions are enough to understand and take into account, others can be changed and adjusted.
Let's start with conditions of a broad socio-political plan. They are generally quite favorable. The society and its official bodies give the go-ahead to the pedagogical search, the public demand for socio-pedagogical innovations has manifested itself quite clearly, but at the same time, the real socio-economic conditions for pedagogical creativity are still very incompletely provided. The society and the state do not realize the decisive role of education for the destinies of the country, the pedagogization of the environment is slow, the school remains alone with its needs. The narrow departmental approach to the problems of education, family, unemployment, and rehabilitation has not been overcome. State appropriations for the development of education and the social sphere are completely inadequate. It should be noted, however, that it is institutions striving for something new that find public support much faster, receive state subsidies and sponsorship funds.
Now let's talk about organizational and methodological conditions, many of which, to one degree or another, are subject to the organizers and are amenable to regulation. We only want to warn that some of them are mandatory, and some are desirable. In the latter case, the presence of conditions facilitates, and the absence or incompleteness makes it difficult, reduces the efficiency of the search.
We identify four mandatory conditions:
the presence of a "leader" (individual or collective - a group of leaders and teachers), armed with ideas of transformation and capable of generating them;
comprehension of real difficulties, contradictions, development prospects; adequate assessment of the situation, own achievements, problems and opportunities;
the availability of qualified personnel who own the leading types of activities (teachers-masters, qualified educators and psychologists);
a sufficiently high general cultural level of the teaching staff (it is also called the cultural or intellectual "background" of the search). Only the general culture of a specialist can be the basis of his creative activity, and the general culture of the team can be the key to the success of a collective and even more complex research.
The desirable conditions for creative research include the following:
sufficiently high prestige of the institution, trust in it by parents, students, the public, clients;
favorable psychological climate in the team;
not a very large number of students (up to 500-700) or pupils (up to 100-150); then there is an opportunity to study everyone, to create an atmosphere of mutual trust, and in the history of pedagogy, it is relatively small schools and educational institutions that most often act as centers of innovation and excellence; if there are more than a thousand students in a school, then for an experimental search it is useful to take a relatively independent unit, say, elementary grades or senior level;
classes at school in one (first) shift, which makes it possible to plan work with students for a full day;
availability of material conditions (premises, equipment, literature, financing, etc.); the availability of funds, which makes it possible to replicate programs, methodological documentation, questionnaires, carry out mathematical data processing, attract specialists, pay for additional work of teachers, improve their qualifications, etc.;
a reserve of free time for the participants in the experiment, which makes it possible to think, draw up projects, analyze, search for and correct errors;
highly desirable contacts with research teams (departments of universities, subdivisions of research institutes, etc.).
If the desired search conditions do not fully satisfy the requirements, this creates additional difficulties, but does not exclude the possibility of a successful search.
Questions and tasks
1. Tell us what needs to be done so that the administrative and power structures realize the priority role of education for the destinies of the country, region, municipal territory.
2. What can the educational (social-pedagogical) institution itself do to optimize the conditions of pedagogical search?
3. Is it reasonable for each educational institution to develop its own concept, its own development program or research project?
4. Can an original, innovative pedagogical project have a collective authorship?
