Smirnova Svetlana Valerievna, MOU teacher"Sharapovo-Okhotskaya OOSh" Serpukhov district.
Organization and conduct of an experimental search research activities 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 activity. 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:
A) 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.
V) 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.
You can explore everything, that is, any objects of animate and inanimate nature, using in the study various methods biological or physico-chemical analyses. 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 provides a brief description state of the art problems, the relevance of the work, its scientific and practical significance is substantiated.
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
With participation in 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
Inga Nevmovenko
Experimental and search work on the problem of logical thinking
RUSSIAN FEDERATION
YAMAL-NENETS AUTONOMOUS DISTRICT
MUNICIPALITY PUROVSKY DISTRICT
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION
COMBINED KINDERGARTEN "SUN" urban settlement URENGOY, PUROVSKY DISTRICT
629860, Yamalo-Nenets Autonomous Okrug, Purovsky district, Urengoy village, 2 microdistrict, 12-B,
tel/fax: (34934) 9-12-06, 9-32-72.
Experimental search work
teacher Nevmovenko Inga Konstantinovna
By the problem of development of the principles of logical thinking in older preschoolers by means of entertaining mathematics
In the process of cognition and development of mental activity, the child learns mental operations: analysis, synthesis, comparison, generalization, classification, systematization. They are the main components thinking. Each of them performs a specific function in the process. thinking and is closely related to other operations.
All these operations cannot manifest themselves in isolation, without connection with each other, and depending on the degree of formation of each of them, mental activity as a whole is carried out with varying degrees of effectiveness.
basis thinking constitute mental actions. According to the functions performed, any action can be divided into three parts: indicative, executive, control.
To perform any action, the simultaneous implementation of all its parts is necessary, and without this, the action cannot be performed.
Ways of carrying out mental operations are important indicator level of development thinking.
Therefore, the goal experienced-exploratory research was to determine the level of development of the beginnings logical thinking and development and testing methods of development logical thinking in older preschoolers, through tasks and exercises of entertaining mathematics.
Tasks:
1. Reveal the level of development of the beginnings logical thinking in children of the preparatory school group.
2. Develop and test development methodology logical thinking older preschoolers, through logical tasks and exercises of entertaining mathematics.
3. To identify the dynamics of increasing the level of development of the beginnings.
The experimental study was conducted on the basis of the preschool department of MBDOU "DS KV "Sun"". The experiment involved 10 children of the group preparatory to school, 4 teachers and 10 parents.
Diagnosis of the level of formation of beginnings logical thinking children of senior preschool age
The purpose of the ascertaining experiment: identification of the level of development of the beginnings logical thinking in older preschool children.
To identify the level of development of the beginnings logical thinking we used:
R. S. Nemov's technique;
Methodology of N. A. Bernshtein;
Methodology "The Fourth Extra".
Diagnostics according to the method of R. S. Nemov included one task "What's wrong here", N. A. Bernshtein’s diagnostics included the task "Sequence of Events", technique "The Fourth Extra" included one task.
A qualitative analysis of the content of the methods was carried out according to the following criteria.
Criteria for analysis of the content of diagnosing methodologies:
High level: are made up of children who accept all tasks with interest, perform them independently, acting at the level of practical orientation, and in some cases at the level of visual orientation. At the same time, they are very interested in the result of their activities. Children correctly solve the problem in less than 1 to 1.5 minutes, call extra items on all the pictures and correctly explain why they are superfluous. Can find the sequence of events and compose logical story. High level - 22-19 points.
Average level: are children who are interested in cooperating with adults. They immediately accept tasks, understand the conditions of these tasks and strive to fulfill them. However, on their own, in many cases, they cannot find an adequate way to perform and often turn to an adult for help. After showing the teacher how to complete the task, many of them can independently cope with the task, showing great interest in the result of their activities.
Children solve the problem in 1.5 to 2.5 minutes. Minor errors in the name of extra items are allowed.
Can find a sequence of events, but can't make a good story, or can, but with the help of leading questions. The average level is 16-12 points.
Low level: are made up of children who in their actions are not guided by instructions, do not understand the purpose of the task, and therefore do not strive to complete it. They are not ready to cooperate with an adult, not understanding the purpose of the task, they act inadequately. Moreover, this group of children is not ready to act inadequately even under conditions of imitation. The indicators of the children of this group testify to a deep trouble in the development of their mental operations.
Children solve the problem in more than 3 minutes or do not cope with the task. They cannot find the sequence of events and compose a story. Quantitative indicators of the level of development of mental operations: Low level - less than 12 points.
During the ascertaining experiment, the following data were obtained.
Table 1 Quantitative indicators of diagnostic results at the ascertaining stage of the experiment
No. Surname, name of the child Task 1 Task 2 Task 3 Total number of points
1 Ivina M 5 2 5 12
2 Ivina S 2 2 4 8
3 Nikulin Z. 6 2 5 13
4 Ustarbekova G 8 3 8 19
5 Medvedeva Z 2 1 2 5
6 Atyuskina A 3 1 4 8
7 Panasov S. 5 2 6 13
8 Kurdziuk R 6 3 8 17
9 Temnikov A 5 2 6 13
10 Sharipov K 3 1 4 8
Average score for the group 11.6
As can be seen from the table, the average score in the group was 11.6 points.
Analyzing the qualitative results, one can see the following.
table 2
Qualitative diagnostic results at the ascertaining stage of the experiment
No. Surname, name of the child Total number of points Level of formation
1 Ivina M 12 S
2 Ivina S 8 N
3 Nikulin Z. 13 S
4 Ustarbekova G 19 V
5 Medvedev D 5 N
6 Atyuskin A 8 N
7 Panasov S. 13 S
8 Kurdziuk R 17 S
9 Temnikov A 13 S
10 Sharipov K 8 N
A qualitative analysis of the results of the ascertaining stage of the study showed the following.
Method #1 "What's wrong here?"
In the course of this technique, it was possible to reveal that out of 10 people in the group, 5 completed the task correctly (1 - high and 5 - average level, that is, capable of analysis and generalization, 4 people showed a low level.
The results of diagnostics according to the first method in the group showed the following levels of development of analysis and generalization.
Diagram 1
Method results "What's wrong here?"
Method #2 "Sequence of Events"
In the course of this technique, it turned out that out of 10 people in the group, 7 children completed the task correctly (1 is a high level and 6 is an average level, i.e. children have such operations thinking as a generalization, finding out the causes, identifying similarities and differences in objects. 3 people showed a low level of development of these operations thinking.
From the results of this technique, we can judge the level of development of such mental operations as generalization, analysis and synthesis in children.
Diagram 2
Method results "Sequence of Events"
Method #3 "The Fourth Extra"
In the course of this technique, it was revealed that out of 10 people in the group - 6 children coped with the task (1 - at high and 5 - average levels;) 4 children showed a low level of children's ability to generalize and classify.
The results of diagnostics according to the third method indicate that the majority of children in the group have such mental operations as generalization and classification. Children easily picked out the extra words. In children with a low level, the ability to generalize and classify is poorly developed.
The distribution of children according to the levels of abilities for generalization, classification according to the results of the fourth method was as follows.
Diagram 3
Distribution of children by levels of ability to generalize, classification according to the results of the methodology "The Fourth Extra"
A comparative analysis of the data obtained from the results of all diagnostic methods showed that in preschoolers, the initial level of development began to logical thinking not high enough. The operations of analysis and generalization were the most formed in children of both groups, and the operations of comparison and classification were the least formed.
Based on the results of the entire diagnostic part of the study, we built a comparative diagram of the levels of development of the beginnings logical thinking in preschoolers.
Histogram 1
Comparative results of the levels of development of the beginnings logical thinking in preschoolers
High level Medium level Low level
After it was carried out Job with preschoolers and certain results were obtained, it was significant for us to find out the attitude of teachers and parents to the studied by us problem. To this end, we conducted a survey of both preschool teachers and parents.
Questioning of teachers involved 6 questions. When answering the first question of the questionnaire, all preschool teachers (100%) noted that they consider the development of the beginnings logical thinking in children of senior preschool age, a significant direction work. Moreover, arguing their answers, the teachers said that this work it is necessary to start precisely at preschool age so that children experience less difficulties when entering school and are more prepared in the school curriculum.
As methods and techniques used by teachers of preschool educational institutions in work on the development of the beginnings of logical thinking were marked by showing, example, and Job in the classroom as part of the plan group work. It should be noted that none of the teachers noted the possibilities of the game for the development of the beginnings. logical thinking in older preschool children. Although, as the answers to the third question of the questionnaire showed, in the group room there is material in the corner of mathematics, which preschoolers can use for games. This is probably due to the fact that preschoolers show interest in this material situationally, from time to time. Moreover, the number of preschoolers in the corner of mathematics usually does not exceed two or three people.
some disadvantage existing system work preschool teachers as part of the development of the beginnings logical thinking preschoolers can note the lack of interaction with the family in this particular aspect. The efforts of preschool teachers, deprived of family support, will not be able to lead to any significant result. In this regard, we take into account given fact within our formative work.
The last question of the questionnaire was supposed to help us identify the difficulties that preschool teachers face when work in the direction we are interested in. Teacher responses can be categorized as follows way:
Lack of scientific and methodological literature on development logical thinking at preschoolers in the methodical office of the preschool educational institution;
Insufficient time resources for work in this direction outside school hours.
Thus, the survey of teachers made it possible to identify the existing difficulties in work teachers in development logical thinking in preschoolers. However, we will try to take into account and neutralize all the identified disadvantages within the framework of our formative work.
Parents of preschoolers are a significant subject of the upbringing and educational process. In this regard, we considered it necessary in the process of questioning to find out how they relate to the subject we are studying. problem. The questionnaire for parents consisted of 4 questions.
Based on the results of the survey, we can identify the following moments:
Absolutely all parents consider the development of the beginnings logical thinking in preschoolers, undoubtedly, an important area of activity, along with physical development, spiritual and moral education of children. However, despite this, at home, only 3 out of 20 parents pay targeted attention to the development child's thinking. All this allows us to say that, most likely, parents do not know how to build work on the development of the principles of logical thinking.
Without a clear idea of how work on developing the beginnings of logical thinking at home, parents often do not pay attention to the availability of appropriate didactic material. Therefore, some explanatory work in this direction.
Absolutely all parents noted that they needed Additional Information within our research problems, which allows us to include work with parents of preschool children in the list of key areas of formative work.
Thus, analyzing the data of the ascertaining stage of the experiment, we can conclude that teachers are not sufficiently focused on the development of principles. logical thinking in children: filling interaction with children with a variety of information, teachers do not pay attention to the development of the beginnings logical thinking outside of class, methods and means of their application, which made it necessary for us at the formative stage of the study to think over the content and forms of specially organized activities aimed not only at the development of principles logical thinking in specially organized classes, but also in the daily activities of preschoolers. An important direction in work over the development of logical thinking preschoolers should be work with parents, which will allow us to combine efforts, which may have a positive effect on the result.
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 common work. Comprehensive research is a kind of collective research. It is multi-subject (several research subjects) 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 needs 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 have 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 solutions to similar (or close) problems. 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 areas, 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 This stage is the optimization of 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.).
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 the 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 a project or program in more detail in other documents that, 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 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 1 .
The methods of pedagogical research include experimental search work and experimental work. Let us dwell on the characteristics of each of these methods.
Experienced-priest forged work - one of the research methods that involves making changes to the pedagogical process only taking into account previously obtained positive results. During and according to the results experimental 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 obtain approximate results, which, nevertheless, have quite convincing evidence due to the massive nature of the research results (A.Ya. Nain).
Control groups- these 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- these are groups of subjects in which new content, new methods, new techniques, technologies, pedagogical conditions, etc. are being introduced.
O lush-experimental work- 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 research acts as a kind of 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 traditional And factorial 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 aerobatic experimental work, the results of which may help clarify the direction of further research.
The theoretical basis of experimental work can be the works of M.A. Danilova, V.I. Zagvyazinsky, V.V. Kraevsky, A.A. Kyveryalga, A.M. Novikova, N.O. Yakovleva.
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 as its main components the pedagogical goal, the goal and objectives of the experimental work, the hypothesis, criteria 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.
Conducting experimental work 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.
Depending on the logic of the experimental work, the stages of experimental work are substantiated, for example: ascertaining, forming and generalizing. At each stage, its tasks are formulated, the results are determined, which were intermediate on the way to achieving the goal of experimental work. An example of defining the functions and tasks of experimental work is presented in Table. 10.
For each stage of experimental work, a set of research methods is determined and used, which would provide a reliable solution to the tasks set. The set of research methods is a comprehensive research methodology that allows you to test and refine the hypothesis.
Table 10
Functions and tasks of the stages of experimental work
|
Stage tasks experimental work |
||
|
ascertaining |
Diagnostic |
|
|
staged predictive |
|
|
|
Organizational |
|
The end of the table. 10
|
Stage II: formative |
transformative |
|
|
Diagnostic |
|
|
|
Stage III: generalizing |
Analytical |
|
|
Implementation |
|
Consider an example. We list the main methods of experimental work at each of the stages indicated in Table. 10:
- ascertaining - observation, survey (questionnaire, interviewing, testing), pedagogical monitoring;
- formative- survey, observation, study of the results of educational activities of students, evaluation method: creation of diagnostic situations, method of expert evaluation;
- generalizing - estimation, statistical methods of data processing and testing of the put forward hypothesis, discussion of the results of the work done, etc.
Theoretical and empirical methods ensure the conduct of experimental work, its analysis and discussion of the results.
The results of the ascertaining stage can be presented as follows: “Analysis of the data obtained during the first stage of experimental work showed that different motives dominate among students at different stages of learning. learning activities. This is clearly shown by the table compiled on the basis of the research data, which reveals the hierarchy of motives for teaching students in each course (Table 11).
Table II
Hierarchy of motives of full-time university students
|
Methodology |
Representation of motives by courses, % |
|||||
|
The main motives of educational activities at the university |
acquisitions professional |
|||||
|
The motive of creative achievement and self-development |
||||||
|
cognitive |
||||||
|
Social motives |
||||||
|
Causal motives |
||||||
|
Studying the motivation for studying at a university |
Acquisition of knowledge |
|||||
|
Mastery of a profession |
||||||
|
Getting a diploma |
||||||
The researchers used the following methods: a group version of the methodology "Studying the motives of students' educational activities" (compiled by A.A. Rean and V.A. Yakunin), "The main motives of educational activities at the university" (modified test by Yu.M. Orlov), "Studying motivation education at the university "(T.I. Ilyin's test)".
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 elements under study;
- the principle of systematic study of the process, phenomenon, object under study.
Prior to the start of experimental work, the researcher must identify the criteria for evaluating the process and determine the indicators.
Criteria- these 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- these 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.
Let's take an example. In the process of organizing experimental work, the levels of economic education of future specialists were determined.
To implement this task, indicators were identified that make up their substantive basis:
- By meaningful criterion - completeness of ideas about the basic economic concepts, their personal meaningfulness;
- By social and moral - students' attitude to economic culture as a value, positive personal emotional reaction and assessment of the importance of economic knowledge and relations in society, the degree of involvement in them;
- By activity-reflexive criterion - readiness for economic activity for their own benefit, society and the state. the ability to make adequate decisions and evaluate their actions in the conditions of the emerging new Russian economy (Table 12).
Based on a set of criteria and their indicators, the levels of economic education of future specialists were identified. 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 economic education of future teachers are highlighted in the work.
Table 12
Criteria and indicators for assessing the level of economic education of students
|
Criterion |
Index |
Grading method |
|
Completeness of ideas about the basic economic concepts, their personal meaningfulness |
Observation, individual conversations, survey, questioning: methods of role interaction, studying the results of educational activities |
|
|
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 |
Observation, analysis of oral answers, participation in discussions, business games, decisions economic tasks and situations, protection of projects; expert review |
|
Activity- reflective |
Readiness for economic activity, the ability to make adequate decisions and assess their actions in the emerging 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 13).
Table 13
Requirements for the criteria for assessing the quality of knowledge
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.
The organizational and pedagogical conditions 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. Determination of experimental and control groups (classes), 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 patterns of upbringing and education. Mathematical processing of the obtained results is required. Reliability, validity and correlations are determined using the methods of mathematical statistics (A.Ya. Nain). 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.
1The article describes the organization and content of experimental research work, reveals the features of the implementation of the developed methodology for developing creativity in future composers in the process of studying at a music university, and presents the results of the study. Creativity is interpreted as a professionally important quality of a future composer, which allows finding non-traditional ways of solving creative problems, performing non-standard combinations of various musical elements, generating various artistic ideas, creating new images and implementing them in original products of composer activity. The criteria for the development of creativity (motivational, intellectual-creative, emotional-personal), the levels of creativity development (low, medium, high) are determined, and the selection of pedagogical diagnostic tools is made. Particular attention is paid to testing the methodology for the development of creativity, which consists of four stages: imitation, experimentation, transformation, individualization.
experimental search work.
music university
methodology for developing creativity
composer activity
creation
creativity
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3. Sergienko P. G. Creativity as a professionally important quality of the personality of a future composer / P. G. Sergienko, E. R. Sizova // World of science, culture, education. - 2011. - No. 6 (31). - Part 2. - S. 190-192.
4. Sergienko P. G. Methodology for the development of creativity among future composers in the process of learning at a music university / P. G. Sergienko // World of science, culture, education. - 2013. - No. 3 (40). - S. 161-164.
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Introduction
The system of classical music education, which trains performing musicians, composers, musicologists, is a specific area of educational practice, since the subject of development here is artistic and creative musical activity. In a number of different types of musical activity, composer creativity is distinguished by a pronounced specificity, which consists in synthesizing various artistic and life experiences with the imagination in order to create new artistic images and embody them in an original creative product using individual authorial means of the musical language. This determines the manifestation of creativity as a professionally important personal quality of a composer and determines the relevance of the search for methods and means of its development in the process of professional training of future composers in a music university.
Purpose of the study
Consider the features of the organization and content of experimental and search work to test the effectiveness of the methodology for developing creativity among future composers in the process of studying at a music university, and present the results of the search work.
Material and research methods
The study used a set of methods: analysis of the state of the problem in pedagogical theory and practice; observation, surveys and questioning of students, method of peer review, experimental and search work on the basis of GBOU VPO "South Ural State Institute of Arts named after I.I. P. I. Tchaikovsky "and FSBEI HPE" Chelyabinsk State Academy of Culture and Art ".
Research results and discussion
In scientific research, creativity is interpreted as a general ability to be creative, as well as “a person’s ability to generate unusual ideas, find original solutions deviate from traditional patterns of thought". In relation to the professional activity of a composer, creativity is an integral personal quality that contributes to the manifestation of creative activity, which allows one to find extraordinary, non-traditional ways to solve creative problems, to carry out non-standard combinations of various musical elements, to generate various artistic ideas, to create new images and implement them in original products of the composer's work. activities.
In our previous publications, the structure of the composer's creativity was substantiated and the methodology for developing creativity in future composers in the process of studying at a music university was presented. Briefly summarizing our research, we note that the structure of a composer's creativity includes three interrelated components: motivational (a person's focus on mastering professional values and self-realization in creativity, striving for new knowledge, motivation for success); intellectual (divergence and associativity of thinking, flexibility and fluency of mental operations); personal (synesthesia sensitivity, emotional reactivity, a tendency to fantasize, the ability to improvise).
The methodology developed by us for the development of creativity in future composers in the process of studying at a music university reflects the consistent development of an individual composer's style and includes four stages: imitation, whose task is the primary development of the means of the musical language and their use in the practice of composing; experimentation whose task is to develop the skills to choose and adapt the necessary means of the musical language in one's own composing activity; transformation, the task of which is the formation of skills to embody non-musical images in musical thematics; individualization, whose task is to develop the skills to create original artistic images and embody them by individual means of the musical language.
Verification of the effectiveness of the developed methodology required the organization of experimental and search work, which was implemented in three stages: ascertaining, forming, final. Before the start of the search work, a preliminary survey and surveys of students were conducted in order to identify their general knowledge about creativity and methods of its development, determine their predisposition to the development of creativity, find out how they assess the importance of creativity in composing, etc. For this, we used specially designed questionnaires, as well as well-known questionnaires of creativity D. Johnson and J. Renzulli.
Students of the South Ural State Institute of Arts named after V.I. P. I. Tchaikovsky, Chelyabinsk State Academy of Culture and Art, Saratov State Conservatory. L. V. Sobinov, Ural State Conservatory. M. P. Mussorgsky, Kazan State Conservatory. N. G. Zhiganova. The generalization of the data obtained showed that future composers consider creativity an important personal and professional quality, they would like to develop it in themselves, but do not know how to do it and with what methods. Most students are initially predisposed to creative activity and have good starting opportunities for its development in the professional field. At the same time, students are convinced that insufficient attention is paid to the development of creativity in the process of training composers.
Appropriate diagnostic tools were developed to carry out experimental and search work. Criteria for the development of creativity are determined based on its structural components: motivational (motivation to master new means of composing technique, interest in finding non-standard solutions, striving to create new artistic products; the importance of social recognition of the results of creativity); intellectual and creative (speed of solving creative problems, independence in performing creative tasks, originality and diversity of the results of solving creative problems); emotional and personal (brightness of emotional and sensory reactions, variety of associations, activity of the imagination, a tendency to improvise).
Based on these criteria, the levels of development of creativity among future composers were established: low, medium, high.
Low level Creativity in a future composer is stated if the motivation to master new means of composing technique is not expressed, there is no interest in finding non-standard solutions, the desire to create new products of creativity is weakly expressed, public recognition of the results of creativity has no personal significance (1); solving creative problems is not carried out quickly enough and, as a rule, with the help of a teacher, does not differ in originality and variety of results (2); emotional and sensory reactions are not bright, associations are stereotyped, imagination is passive, there is no tendency to improvise (3).
Average level creativity in a future composer is stated if the motivation to master new means of composing technique is not sufficiently expressed, and therefore the use of previously found techniques and methods of writing prevails, interest in finding non-standard solutions is manifested sporadically and depends on the complexity of the task, the desire for the creation of new products of creativity is not expressed clearly and is mainly associated with a didactic need, the focus on public recognition of the results of creativity is not stable (1); the solution of creative problems is carried out, as a rule, independently and quickly enough, but not always original and diverse (2); emotional and sensory reactions are manifested quite clearly, but the associations are not diverse, the imagination does not always produce new imagery, the tendency to improvise is fragmentary and is determined by the technical capabilities of the student (3).
High level Creativity in a future composer is stated if he has a stable motivation to master new means of composing technique, an interest in finding non-standard solutions and a desire to create new artistic products, a pronounced focus on public recognition of the results of creativity (1); solving creative problems is characterized by speed, independence, originality and variety of results (2); emotional and sensory reactions are manifested vividly, associations are diverse, the imagination actively produces new figurative rows, a tendency to improvisation is clearly observed (3).
Each criterion was evaluated using several methods. To determine the level of development of creativity according to the motivational criterion, we used the methodology for calculating the index of value-motivational unity of R. S. Nemov, adapted by us to composer activity, as well as a number of author's questionnaires specially designed to diagnose the motivational sphere of student composers. Diagnostics according to the intellectual and creative criterion was carried out by the method of expert assessment, using a 5-point scale with an accurate description of each point, as well as specially designed expert sheets with an accurate indication of the estimated indicators and scoring methods. To assess the level of creativity according to the emotional-personal criterion, the method of expert assessment and the adapted scale of J. Renzulli - L. V. Popova were also used.
The processing of empirical data was carried out using the methods of mathematical statistics and involved the calculation of average values of assessments, coefficients of correspondence between reference and actual values, determination of the relative and absolute dynamics of the development of creativity, an increase in average values for all criteria, the ratio of respondents who are at different levels of development of creativity at the beginning and at the end of the experimental work. The low level of creativity development was expressed by medians of estimates in the range of 1.0 - 2.99; the average level - by medians of estimates in the range of 3.0 - 4.49; high level - median scores in the range - 4.5 - 5.0.
Diagnostic sections carried out at the ascertaining stage of experimental and search work revealed a significant predominance of the average level of creativity development in most students (about 70%), high and low levels amounted to about 15%, respectively. The main problems were associated with the predominance of didactic motivation to create new creative products, a weakly expressed interest in finding non-standard creative solutions, an insufficient degree of originality and diversity of the results of creative tasks, the inability to think in broad artistic images, to attract extra-musical associations and synesthesia ideas, and the lack of a stable tendency to improvise. .
The formative stage of experimental and search work was carried out on the basis of two educational institutions: the South Ural State Institute of Arts. P. I. Tchaikovsky (search group) and the Chelyabinsk State Academy of Culture and Art (control group). IN educational process Faculty of Music SURGII them. P. I. Tchaikovsky, we introduced a methodology for the development of creativity, which covered classes mainly in a special class in composition and was implemented in stages.
At the first stage of the implementation of the methodology for the development of creativity (imitation), methods were used imitation and styling. Students were offered creative tasks to recreate in their own compositions typical features of certain musical genres, models of specific musical forms, features of individual composer styles, styles of various national schools and historical eras:
Composition of musical structures that imitate various genre models (waltz, nocturne, tango, etc.), compositional forms (expositional period of repeated structure, period of through development, period of deployment type, etc.);
Composing musical etudes that reproduce individual genre and style features of different eras, for example, writing melodies in the style of a baroque fugue, in the style of a classical sonata, Russian everyday romance of the 18th-19th centuries, etc .;
Composing musical miniatures that reproduce the integral features of styles, for example, composing a piano miniature in the style of F. Chopin (author's style), composing a choral scene in the style of a Russian opera of the 19th century (national style), composing a piano diptych in the style of a baroque prelude and fugue (epochal style) ).
At the second stage of the implementation of the methodology for the development of creativity (experimentation), methods were used compiling and combining. Unlike imitation and stylization, these methods are not aimed at recreating "foreign" composer means and writing techniques, but at the organic interaction of "one's own" and "alien" in the context of one's own compositions, at enriching one's own musical language at the expense of means found by other composers. . At the same time, it is important that the use of “foreign” material be aesthetically justified and have the goal of creating a certain artistic effect that evokes the necessary associations and artistic analogies in the listener. At this stage, students performed creative tasks related to composing musical works on the themes "Musical Baroque", "Classical Kaleidoscope", "Classics in the 20th century", "Russian festive divertissement", "Russian Romansiade", "French chansonnier", "Baroque mosaic", etc., focused on the extensive use of musical quotes in the context of their own musical material.
At the third stage of the implementation of the methodology for the development of creativity (transformation), methods were used associative parallels and transfer of language structures, involving the composition of musical etudes based on the proposed visual, plastic, literary and other artistic samples using both borrowed and author's composer's means. Students were offered rows of paintings depicting pictures of nature, united by a single emotional state or embodying a close artistic image (for example, A.K. Savrasov’s paintings “Early Spring”, “Rooks Have Arrived”, “Thaw”, made in cold, gloomy gray tones conveying a feeling of "stiffness", emptiness and sadness); drawings, caricature sketches, literary portraits, which display various characters and human "types" (for example, a description of landowners from N.V. Gogol's poem "Dead Souls", where each character has its own unique character). To characterize the images and establish associative parallels, students were asked to select the maximum number of epithets, comparisons, metaphors, build the widest possible associative array with other types of art, and then embody the artistic image in a musical composition using adequate means.
At the fourth stage of the implementation of the methodology for the development of creativity (individualization), methods were used conceptualization of ideas and author's improvisation. These methods involve working with the conceptual program of the composition in two directions. In the first case, the student himself must create an artistic concept and implement it practically in his own musical composition. In the second case, the concept is proposed by the teacher, and the student must translate it into a composition or author's improvisation. The students were offered the following generalized topics: “Life after a global catastrophe”, “A holiday of all times and peoples”, “Space fireworks”, etc. Future composers had not only to write an essay on this topic, but to present a conceptual composition program in which to describe the artistic the idea of the work, the author's content, to substantiate the musical means of embodiment. When completing the task, it was important to avoid spontaneity, to consciously find an original idea, artistic intent, to understand and comprehend why the work is being created, what it should embody, what information to convey to the audience.
The data of the control sections carried out at the final stage of experimental and search work recorded an increase in quality indicators for all established criteria. Diagnostics showed that most of the students of the search group reached high level development of creativity (52.1%), while in the control group the majority of students remained at the average level (66.7%). Mathematical data processing showed that the positive dynamics in the development of creativity is much more pronounced in the search group and is 25.0% versus 13.9% in the control group.
Conclusions. As a result of using the developed methodology, the students of the search group increased their motivation to create new artistic products and wide social recognition of the results of creativity, an interest began to appear in the search for non-traditional, extraordinary ways to solve creative problems; the work of artistic imagination and fantasy became more active, the associative field of artistic perception expanded, thinking became more flexible and inventive, which made it possible to achieve significantly greater originality and diversity of the results of creative tasks, to show a tendency to create authorial improvisations.
Thus, the results of the experimental and search work confirmed the effectiveness of the proposed methodology for the development of creativity in future composers in the process of studying at a music university and proved the research hypothesis.
Reviewers:
Sizova E.R., Doctor of Pediatric Sciences, Professor, Professor of the Department of History, Music Theory and Composition, SBEI HPE “South Ural State Institute of Arts named after I.I. P.I. Tchaikovsky, Chelyabinsk.
Volchegorskaya E.Yu., Doctor of Pedagogy, Professor, Head of the Department of Pedagogy, Psychology and Subject Methods, Chelyabinsk State Pedagogical University, Chelyabinsk.
Bibliographic link
Sergienko P.G. EXPERIMENTAL AND SEARCH WORK TO DEVELOP CREATIVITY IN FUTURE COMPOSERS IN THE PROCESS OF TRAINING AT A MUSIC UNIVERSITY // Contemporary Issues science and education. - 2013. - No. 4.;URL: http://science-education.ru/ru/article/view?id=9944 (date of access: 01/05/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
