Consider the main stages of pedagogical research. It includes the following elements: idea of experiment; diagnostic stage (object, problem, topic, urgency of the problem); prognostic element (tasks and goals, hypothesis, experimental plan-program); selection of subjects (objects); its methodological support; practical stage; generalization; implementation.
Experiment idea
The stages of pedagogical research include the selection of assumptions, guesses, ideas, which allows to improve pedagogical practice. Often such an idea is that the teacher puts forward a new combination of known methods and techniques, which will lead to the desired positive result.
In this case, the main stages of pedagogical research are related to the implementation of pedagogical ideas, testing and adapting the methodological advice of innovators to certain pedagogical and social conditions.
For other teachers, leaders, methodologists, ideas, teachers are the base point for creative modernization of practice. The idea of an experiment can be based on individual author’s decisions and the teacher’s findings.
In order for the idea, conjecture to lead to the desired result, it is important to successfully pass the difficult and thorny stages of pedagogical research.
Diagnostic stage
The experiment is necessary to comprehend the results and the sequence of activities of an individual teacher, as well as the entire teaching staff. Therefore, the main stages of psychological and pedagogical research include diagnostics. According to its results, the ideas of the experiment receive specific forms and a sequence of actions.
A professional, for example, a psychologist, is involved in conducting diagnostic tests so that the results are objective and reliable.
Topic wording and problems
The characterization of the stages of pedagogical research involves the formulation of the topic, problem. Its essence lies in the contradictions between the individual parties (elements) of the pedagogical process, or between the result and the means to achieve it.
It is not enough just to formulate a problem, to reveal a contradiction, it is important to penetrate its essence in order to achieve maximum results.
The wording of the problem can be presented in thesis form, taking into account the specific conditions of the educational process.
Problem Statement Options
Analyzing the main stages of the organization of pedagogical research, we give specific examples of problem statement:
- The development of schoolchildren during problem-based learning.
- Education of the younger generation as part of a differentiated approach.
With the help of a specific experiment, it is impossible to answer the question, therefore, a certain part is allocated from the problem, it correlates with a specific section of the educational and educational process.
The implementation of the problem to a specific educational situation allows us to formulate the theme of the experiment.
Stages of scientific pedagogical research allow teachers to solve the tasks that modern society poses before them.
Relevance
When wording the topic of the planned study, it is important to consider the relevance of the problem. The main stages of pedagogical research should take into account the following features:
- personal approach as the main condition for the harmonious development of the child;
- reserves of pedagogical communication;
- assessment of the activities of students;
- development of a positive attitude to the educational process and extracurricular activities;
- the formation of full moral qualities;
- self development
Collective education involves a combination of social and personal goals, strengthening the role of joint activities of adults and children. What is important to include in the created stages? Methods of pedagogical research, selected for collective education: a differentiated approach, individual learning.
The prognostic stage of the ongoing pedagogical experiment is the alleged finding of ways to solve the tasks. It involves the development of tasks and goals, the hypothesis and the construction of a plan-program for conducting diagnostic studies.
Specificity of research objectives
Given the novelty and relevance, the following goals are acceptable in modern pedagogy:
- recreation of previously existing methods in new conditions;
- improvement and rationalization of methods;
- creation of new approaches to the educational and educational process
Experiment hypothesis
Under this term in science it is customary to mean the assumption of the existence of patterns and relationships in the world around us.
In the framework of pedagogical research, the hypothesis is the assumption of a rational way to solve a specific problem, the way to achieve the task, as well as the means that help to achieve the desired result of the pedagogical process. In education hypotheses are put forward descriptive, explanatory, but the most common are constructive and comparative assumptions. The comparative hypothesis implies the assumption of the comparative effectiveness of the essence of forms, methods, means of organization and control of the educational and extracurricular process.
The constructive assumption has such a structure in which it is possible to change methods or content, suggesting the mastery of schoolchildren by specific skills.
The hypothesis can be considered the leading base, the basis of the content and nature of the participants in the pedagogical experiment. It can be borrowed from a large bank of pedagogical ideas, or selected taking into account the intuition of the teacher, based on existing pedagogical experience.
Conclusion
Pedagogical research is an excellent toolkit for school teachers and psychologists. Diagnostic results help school teachers make adjustments to working with the classroom team, subject programs. Currently, there is no clear algorithm to formulate a pedagogical problem, to put forward a hypothesis for a planned experiment. They are formulated during development, interconnected, often follow from each other.
The main stage of pedagogical research is the design of the experiment. It is a projection of the teacher's activity, looking to the future. Planning should be thought out so as to rely on the achievement of the research goal.
The program of the pedagogical experiment is a system of thoughtful measures that are carried out in a certain sequence, in compliance with the deadlines, the selection of funds to guarantee successful work.
The key to the success of the diagnosis is a carefully formulated experiment plan. It guarantees full understanding of the experiment, selection of the amount of work, giving the experiment rhythmicity at the main stages of the conduct. The design of the experiment is based on the principles of diagnosis, takes into account the specifics of the educational and training fields, and science.
Subject to all stages of pedagogical diagnosis, the teacher can count on achieving the goal set by him, as well as on the objectivity of the results.