The concept of experimental work (OER) in education
The socio-economic changes taking place in Russia have created conditions for the development of innovative transformations in practical pedagogy. In connection with this, the teaching staff of the school is developing an innovative model of the school based on the search for new value guidelines, goals and content of education, and methods of organizing the educational process.
(Slide 2)
The basis of innovative and methodological work at school is experimental work (EW). OER is one of the leading activities in fulfilling the mission of an educational institution.
EER is an activity based on a scientific analysis of the existing theory and practice of education, aimed at creating conditions for the effective implementation of social and pedagogical initiatives that ensure the versatile, free and creative development of the individual.
All teachers working in an innovative and experimental mode in gymnasium, specialized, general education, correctional and developmental classes of the school take part in the EER.
Experimental activity is unique in nature; it is a creative activity of researchers who have copyrights to the results of their intellectual work. EER is aimed at improving the theoretical basis of training, education and development of schoolchildren, achieving positive results in practical activities based on modern conceptual approaches to education management, updating its content, introducing effective technologies, developing interpersonal relationships, interaction of all participants in the educational process, taking into account existing psychological - pedagogical and socio-economic aspects of the life of children and adolescents.
1. General characteristics of experimental activities in educational institutions
(Slide 3)
EER begins at the initiative of an educational institution or at the request of scientific, pedagogical and other organizations, educational authorities, as well as public organizations (parental team, teacher council) and individuals, subject to agreement with educational authorities.
Any educational environment in an educational institution directly or indirectly affects the well-being of students, their intellectual and general development, affecting interests and rights in obtaining an education. Therefore, state control over the conditions and results of this activity in educational institutions of the city is carried out by educational authorities.
(Slide 4)
Objectives of the school within the framework of the OER:
- Application of modern pedagogical technologies to improve the quality of students' knowledge.
- Organization of training in accordance with social orders.
- Improving the educational system of the school.
- Formation of a health-saving school space, the need for a healthy lifestyle of participants in the educational process.
- Improving work with parents.
The organization and conduct of EER contributes to the solution of these problems.
(Slide 5)
The purpose of the school’s educational and educational activities:
– improving the quality of education based on the development of professional competencies of the teacher; – creating conditions for the development and creativity of students and teachers; – identification, study, generalization and dissemination of advanced pedagogical experience.
EER is an integral part of the School Development Program.
Goal of school development:
Creating a learning environment that promotes the formation of key competencies of students motivates students to independently obtain and use the necessary information for educational purposes.
Thus, EER in school is a leading activity in improving the quality of education and developing key competencies of students.
Teaching staff conduct research activities in accordance with individual plans approved by the scientific and methodological council, periodically report on the work done and its results in various forms (defense of an abstract, presentation of a report at a scientific and practical conference, pedagogical readings, publication of articles, methodological recommendations, programs, teaching aids, didactic material, etc.).
(Slide 6)
The expediency, relevance, novelty, scientific validity and security of the EER
becomes the subject of examination carried out by expert councils. General scientific leadership and coordination of EER in the city is carried out by the city expert council.
EER is carried out both individually and in creative groups ( sections, laboratories, creative workshops, temporary associations, experimental groups
and etc.).
Teacher-researchers gather for meetings (at least twice a year) to discuss the progress and results of work, present creative reports, organize exhibitions, approve plans for future activities, scientific and practical conferences at various levels. The management of the OER is carried out by the Expert Council
, which may include representatives of the pedagogical and scientific community: teachers, scientists, university teachers and methodologists, heads of educational institutions, financiers and other specialists. The Council elects a chairman, deputy and secretary from among its members.
Expert advice
considers applications from school teachers to participate in the OER within one month;
decides on the feasibility of the proposed research; determines the status of the school experimental site
(SES) based on a qualified examination of the stated problem and the degree of readiness of the conditions for its development, indicating (if necessary) recommendations for ensuring the experiment. The conclusions of the expert commission are the basis for the order of the director of the educational institution.
(Slide 7)
Tasks of the expert council:
1) ensure a quick response of the teaching staff to changes in the pedagogical situation, direct activities to find ways and mechanisms for optimizing the educational process in accordance with the practical needs of the educational institution;
2) develop an EER plan at school, analyze its implementation;
3) approve, on the basis of the conclusion of the expert commission, school experimental sites, topics and research programs of departments, creative teams, and individual searches;
4) monitor the progress, timing and results of the research, hear reports from the leaders and participants of the experiments;
5) coordinate the activities of creative groups in accordance with the goals and objectives of innovative transformations of the school;
(Slide 
6) carry out organizational work to provide advisory assistance to teaching staff, provide the necessary working materials, select scientific supervisors, literature;
7) attract specialists for reviewing and external examination of copyrighted works;
create conditions for the implementation of scientific research programs and the implementation of successfully completed experiments into practice;
9) inform teachers about scientific achievements in various fields of knowledge, advanced pedagogical experience, main directions of development of the professional field of activity;
10) make proposals to the school administration to encourage teachers for their practical contribution to the development of topical problems that ensure the innovative nature of the development of the educational institution.
The Council resolves issues within its competence at meetings at least once every quarter, and can also be convened at the request of 35% of its members within one week after the application is received by the Secretary. The Council makes decisions by open voting by a majority vote (2/3 of the list of Council members).
(Slide 9)
An application
for organizing a school experiment must contain:
- justification of the relevance and significance of the proposed experiment for the development of an educational institution;
- an experimental program that involves studying the theoretical foundations of the problem and its implementation in practice;
- formulation of the problem, determination of the topic, purpose, objectives of the study, development of the initial hypothesis, indicators and criteria for work performance, plan of the experiment, selection of experimental and control groups of subjects, selection of research methods, creation of the necessary working conditions, forecasting losses and compensation for negative phenomena, conducting the experiment , collection and processing of received data, registration of research results and implementation in practice.
Termination of the activities of the educational institution is carried out in the event of completion of the experiment or receipt of negative results, formalized by order of the director of the educational institution based on the conclusion of the expert commission.
2. Contents and forms of the EER
(Slide 10)
Experimental work consists of:
1) in identifying contradictions in the educational process, ranking and researching problems depending on practical needs and the school’s readiness to resolve them;
2) in the development and implementation of targeted individual and proprietary programs, concepts, new methods and technologies, standards for multi-level education, standards of assessment activities, various diagnostic methods, criteria for labor efficiency, creation of an educational and methodological complex;
3) in structuring curricula and courses based on the principles of synchronization and integration of the study of material;
4) in creating a data bank on the most effective pedagogical and methodological systems, technologies;
5) in the cooperation of teachers, scientists, gifted students in the educational educational system;
6) in fulfilling orders for experimental developments from institutions, scientific organizations, and management structures;
7) in carrying out information, methodological and publishing activities.
3. Classification of types of OER
Individual studies differ in the nature of the goal, subject, object and subject of research, duration and scale of search and experimental work.
(Slide 11)
According to the nature of the problems being solved and the expected results, EER can be:
fundamental research, applied research, development, implementation of innovative pedagogical experience in the practice of an educational institution
.
By composition of authors-performers: individual and collective
OER.
By nature of motivation: proactive
(at the initiative of the educational institution itself),
custom
EER.
(Slide 12)
According to the level of the object of research of the experiment in the structure of the pedagogical system:
systemic, modular or local
research (changes).
According to the component of the pedagogical system chosen as the object of study of the experiment: the goals of education, its content, educational technologies, organization of educational activities
, etc.
By degree of relevance: fairly relevant, relevant, highly relevant.
(Slide 13)
According to the duration of the study:
operational, mid-term study, long-term
.
According to the experimental base of the study: EER on a small experimental site
(grades 1-2), EER on the basis of
a medium experimental site
(group of classes), EER on the basis
of a school-wide site,
EER on the basis of
an association of several educational institutions.
4. Financial and legal aspects of OER
(Slide 14)
Financing EER in educational institutions always involves some risk. Responsibility for its possible negative consequences is distributed between the founders and executors in accordance with the level of their competence. The founder and head of the educational institution together with the authors and responsible executors bear full responsibility for the initiative EER.
Permissions for the experiment are given by educational authorities at different levels within their competence based on the recommendations of the relevant expert councils.
(Slide 15)
An educational institution that conducts search, research and experimental work on current topics and problems and included in the city (regional) target program, depending on the scale of objects and subject of research, the degree of development and level of mastery of new content and samples of educational activities, is assigned the status of EER:
- ·city experimental educational institution;
- ·urban site OER;
- ·city support educational institution;
Funding for the city's targeted EER program is provided by the founders of educational institutions participating in the program. The legal basis for opening funding is an order from the head of the city education department.
Funds allocated by the founder to finance the program are used to establish additional staff positions, establish bonuses for the salaries of EDP performers, and other expenses related to the topic and direction of EDP ( computers and office equipment, methodological literature, business trips
and etc.).
The amount of bonuses to the wages of OER performers and the number of additional staff positions are determined depending on the status of OER. The founder has the right to introduce other staffing positions, as well as to increase the amount of allowances for performers if the necessary funds are available and it is expedient from the point of view of the economic efficiency.
Reports on the content, volumes of work performed in accordance with the technical specifications and organizational plan, as well as the effectiveness of the use of funds allocated for the production of economic development work within the framework of the city target program are annually reviewed by the city expert council on economic development work.
The right to distribute and redistribute payment to OER participants is granted to the head of the educational institution based on the labor participation coefficient by agreement with the academic supervisor. Redistribution is made based on the results no more than once a quarter.
The management of the educational institution is the administrative head and responsible executor of the educational work and is responsible for the rational and efficient use of resources and financial resources allocated for the production of the educational work.
(Slide 16)
In order to coordinate the research work of educational institutions - participants of the EER among themselves and institutions of higher and professional additional education on the basis of individual educational institutions or their groups, creative laboratories, laboratory schools, kindergarten laboratories, the activities of which are regulated by special Regulations, can be created. The activities of the EER laboratory are financed in accordance with their goals and objectives by the founders of their constituent educational institutions.
5. Scientific leadership of OER in educational institutions
(Slide 17)
The scientific supervisor of the educational institution in an educational institution is a specialist who is proficient in the methodology and methods of psychological and pedagogical research, is familiar with the practice and scientific literature on the problems of the research being conducted, and is capable of leading the scientific activities of employees of the educational institution, organized to solve the scientific and practical problems facing him.
The work of a scientific supervisor in an educational institution is organized on a permanent or temporary basis. A scientific supervisor working on a permanent basis is hired as a scientific employee of an educational institution. Temporary work of a scientific supervisor is organized on the basis of a contract or agreement.
The educational institution, represented by the director, acts as a customer, and the researcher acts as a performer of the functions assigned to him. The candidacy of a scientific supervisor is approved by the founder of the educational institution.
(Slide 18)
The responsibilities of the head of the OER are
:
- · determination, as a result of an agreement with the management of the educational institution, of the topic, problem, timing, and expected results of the EER;
- ·organization and management of scientific activities of performers of EER from among the employees of the educational institution;
- ·familiarization of the management of the educational institution with organizational documentation and preliminary results of the EER;
- ·transferring the final results of the EER to the management of the educational institution in the form determined by the agreement and the recorded and organizational documentation of the EER.
(Slide 19)
The
responsibilities
of the head of an educational institution include: issuing an order (instruction) on the organization of EER, on EER participants, on reporting specific performers to the scientific supervisor, as well as creating the conditions necessary for conducting EER.
The scientific supervisor, together with the EED performers, plans their work, forms specific tasks, monitors the progress and quality of their implementation, and provides advisory and methodological assistance if necessary.
Performers of the EER provide the scientific supervisor with the results of their work, recorded in the form established by him for further processing and inclusion in the final materials of the EER. The scientific supervisor provides organizational and technical documentation and reports on the EER to the expert council at its request, and also, if necessary, provides access to the experimental sites for Council members.
The expert council gives an opinion on the compliance of the nature of the work being carried out with the requirements of the methodology of pedagogical research, if necessary, develops recommendations for improving the assessed work or makes a proposal to the Education Department for its continuation or termination.
(Slide 20)
The scientific supervisor of the educational institution bears official responsibility to the management of the educational institution: for the quality of the educational program, the validity of the choice of means and methods proposed for its implementation, as well as for the timely and high-quality implementation of the planned educational program by the research team, and the quality of the results obtained.
The scientific supervisor, in addition, bears moral responsibility: for the possible negative consequences of EER for students, for compliance with the norms of pedagogical and scientific ethics during EER, respect for the copyrights of members of the research team, for the correct use of EER results in an educational institution.
conclusions
EER is not the main type of activity for an educational institution, but it may become necessary to solve the problems it faces. The need for information, for testing a new model of education or its individual components, may arise from a school or teaching staff that has encountered new problems and is designing an individual strategy for further development.
(Slide 21)
Organizing EER in educational institutions is a rather complicated and labor-intensive process.
The implementation of EER is carried out not only by the direct initiators and implementers, but also by specialists at many other levels of the educational hierarchy. Such close attention to EER and the great effort put into organizing research activities is explained by the fact that often its quality and results largely depend on the correct organization of EER and the establishment of careful control over its implementation. (Slide 22)
Long-term plan for experimentation in the second junior group
Children, I have something under the napkin. And what? Guess the riddle:“The old grandfather is dressed in a hundred fur coats, whoever undresses him sheds tears.”
.
- Look how many onions there are
!
Do you remember why they say: “Onions cure seven diseases”
?
Yes, onions help heal people. Let's look at the onion. What is he like? (round)
What color?
(yellow)
.
Touch it with your finger and tell me if the onion is hard or soft? Now I’m going to cut the onion (everyone loves me, but when I undress it, I shed tears)
.
Smell what it smells like? Why are you crying? Yes, onions sting the eyes and make everyone cry. Who wants to treat themselves to onions? What do onions taste like? (let the onion taste and eat it with something)
. Onions are bitter, but they are very healthy and contain many vitamins.
“Today we will plant onions in the ground and see what happens.” Who knows what will grow from an onion
?
(sprout)
Long green leaves.
On a bow
they are called feathers or arrows because they look like them.
All essential vitamins accumulate in the arrows, so it is very important to eat green onions. Onions contain
vitamins C. These vitamins protect the body from various diseases, especially colds and flu.
(show sprouted onion)
– What color is the sprout? Sprout on top of onion
.
also have roots
, these are many thin
(strings)
.
-What is the onion for? What's the use of it? (it contains vitamins, whoever eats onions does not get sick)
– Let’s look further at our onion. It has a top, scales and a bottom. The bottom of the onion is called the bottom, this is where the roots will appear. Take the bulb by the top and plant the bottom in the ground
.
In order for onions to grow, the bulb is planted in the ground with the root facing up. We will plant
onions for ourselves and other children.
This is how you need to make a hole in the ground and plant the bulb
.
– Let’s remember what conditions are necessary for plant life? (children's answers)
Yes, right. Light, heat, water and soil are essential for plant life. We have all this.
And now you will plant yourself. The children come to the table. plant a bulb correctly
?
What part of it should be planted in the ground? The bulb must be planted so
that its upper part protrudes from the ground.
(The teacher performs all actions, commenting on them, the children perform the actions after the teacher). Find where the roots of the onion
. Now plant it in the ground.
– Think about what else needs to be done? (children's answers; if children do not answer, then you need to help them.)
– You need to water the bulbs now and do it every day, making sure that the soil in the box does not dry out. (children water the planted bulbs )
.
What else is needed for onions to grow? (heat and water)
I will show you how to water. And you will water it every day and watch it grow.
– Now let’s choose the most suitable place for our landing
, light and warm.
Where do we put the onions so that they grow better for us? (On the windowsill)
.
That's right, closer to the sun. Now we will watch our onions grow every day. How will we care for onions? (Show card)
.
