(A) Introduction of experimental research methods
1, the definition of experimental research method:
Experimental research method is to change some educational factors (independent variables) purposefully in a controllable educational situation according to certain theoretical assumptions. Control irrelevant factors, observe and record the changes of other educational factors, and after a certain period of time, on the basis of statistical analysis, find the internal relationship between the two types of educational factors to verify the theoretical hypothesis.
Independent variables, also called experimental variables, refer to the hypothetical cause variables operated by the experimenter;
Dependent variable, also called response variable, is the educational result after the independent variable acts on the experimental object.
Irrelevant variables refer to all variables except independent variables and dependent variables.
2, the operation steps of educational experiment
(1) Setting a topic is to propose an experimental topic.
The topic selection should follow the principles of value, creativity and feasibility.
(2) Establish experimental hypothesis
The so-called hypothesis is the experimenter's speculation and judgment on the relationship between independent variables (experimental variables) and dependent variables (inverse variables). It is the result of comprehensive processing of one's own educational experience, scientific theory and other people's experience. Assumption: The researchers of Beijing Hongmiao Primary School saw that the primary school students had not developed in an all-round and harmonious way, so they decided on the subject of "Experiment of Primary School Students' All-round Development", established the hypothesis of "Realizing Overall Optimization and Promoting Primary School Students' All-round Development", and conducted an overall optimization experiment on primary school students' education.
Experimental hypothesis has three characteristics: hypothesis should not think about the relationship between experimental variables and inverse variables. Assumptions should be clearly expressed in the form of expressions or conditional sentences. Assumptions should be testable.
(3) experimental design
Experimental design refers to the experimental plan made by the experimenter before actually starting to test the hypothesis. Its purpose is to test the hypothesis more scientifically and economically. The question and answer of experimental design mainly includes the following aspects.
① Operation and control of experimental variables. Ensure that the experimenter does not go out of shape according to the experimental requirements (independent variable).
② Observation methods of reaction variables. Measurement means: comparative analysis through tabulation and drawing.
③ Control measures of irrelevant variables (elimination method and constant method)
④ Selection of experimental subjects. (choice of passive form)
⑤ the organizational form of the experiment. (Single group or equivalent group)
⑥ Determination of experimental data processing method.
(4) the implementation of the experiment
The implementation of experiment is a process in which experimenters operate experimental variables, control irrelevant variables, observe, record and measure reaction variables and collect experimental information according to the designed experimental scheme, that is, the materialization and realization process of experimental scheme.
The implementation of the design (plan) must start from the following two aspects:
One is the control of the experimental process, which should be carried out according to the requirements and procedures of the experimental design.
Second, we often collect experimental information and data objectively and observe reaction variables to provide facts and basis for causal inference.
In order to control the experimental process, the following work should be done:
① Improve the experimental organization and prepare experimental forms and equipment.
② Deal with the relationship between "dynamic" (experimental factors and variables) and "static" (non-experimental factors and irrelevant variables) in the process of educational experiments.
③ Make a phased summary. The purpose of periodic summary is to find out the changes of response variables in each stage under the action of experimental measures, and record them carefully and truly to see which subjective assumptions have been verified, which have been overturned and which need further verification. In order to find problems in time and provide basis and experience for modifying the plan and further doing the next work.
Third, collect experimental information and data objectively, observe reaction variables, and provide facts and data for causal inference.
(5) Statistical processing of data
The data accumulated in the experiment were statistically analyzed by scientific statistical methods. Generally, the original data of reaction results are listed, illustrated or calculated by descriptive methods, and then the relationship between independent variables and dependent variables is tested by inferential statistic. The commonly used inferential statistical methods in educational experiments include B test, D test and F test.
(6) Experimental report
An experimental report is a literary material that reflects the process and results of an experiment and is published to the world. It is an important form of educational scientific research achievements.
(7) Educational information and intelligence
Carry out educational experiments and open up educational information and intelligence. Educational information runs through the whole educational experiment. The whole process from topic selection, hypothesis establishment, experiment design, experiment implementation to experiment report writing embodies all the contents of information acquisition, information processing, information application and information transmission.
(B) How to write an experimental plan
The experimental plan is a document about the experimental contents and implementation methods made before the experiment begins to run. It is a written material formed on the basis of experimental design, with the background and purpose of the experimental subject, the organizational division of labor and the guarantee of conditions.
1, background and purpose
This part mainly explains: Why do you want to do this experiment? How to determine this topic, what inferences should this experiment prove, what laws should be controlled, and what is the purpose and significance of this experiment.
(1) The determination of experimental topics generally comes from the following reasons: First, it comes from problems in practical work; The second is the source and leadership requirements; Third, it stems from the sublimation of educational experience; The fourth is theoretical inspiration. However, most experimental topics are put forward because of the comprehensive effect of the above reasons. After the topic (subject) is determined, it is necessary to demonstrate the necessity and feasibility of the topic. (This part is generally entitled "Proposing the Theme")
(2) experimental hypothesis
In a sense, experiment is an activity to verify hypothesis through control. A scientific experiment should have a clear hypothesis before the experiment. Assumptions are those judgments made by experience before being proved by experiments and logic. General conditional sentences or declarative sentences are clearly expressed.
(3) the purpose and significance of the experiment
Generally, there are two purposes: one is to verify the hypothesis and explore the law of education; The second is to solve practical problems and improve the quality and efficiency of educational science. Its significance is also in two aspects: first, it enriches and develops the theory of educational improvement; The second is to improve the quality of educational science and promote the reform and development of educational science.
2. Experimental design (also called experimental method)
Operational definition and control measures of (1) independent variable (experimental variable)
Giving operational significance to experimental variables is to transform abstract conceptual experimental variables into objective and concrete indicators or behavioral scales. Thus, the idea of theoretical concept education is scientifically transformed into concrete and controllable operation steps, so that experimenters can do strict operation and observation records.
The operation of defining experimental variables is actually to specify the operating procedures of variables in the experimental process. If the experimental variables cannot be given in the form of programs, then the variables should be decomposed into specific operational requirements. (For example, please refer to the course P62 of Educational Research and Thesis Writing in Primary and Secondary Schools.)
The control measures of experimental variables are generally completed through centralized training and daily inspection and guidance to ensure the accuracy of the experiment.
(2) Observation indexes and methods of dependent variables (reaction variables)
A, the observation indicators of primary and secondary education and teaching experiments are mostly the changes of students' test scores and self-centered quality.
B, to determine the observation index of the dependent variable is to use numbers to represent the changes of the dependent variable. (For example, test scores are a sign of a student's certain ability, IQ is a sign of a person's intelligence level, and so on. Therefore, we must try our best to digitize the changes of dependent variables in educational experiments, otherwise, it is not clear whether the dependent variables have really changed or how much they will change in the future. C, when choosing the dependent variable of the experiment, that is, the response variable, it is best to choose the quality that has a scale or can make its own measurement means as the dependent variable, and how to measure the changes of these qualities should be made clear in the experimental scheme.
(3) Control measures for irrelevant variables (irrelevant factors).
In educational experiments, we usually use elimination method, constant method, balance method, random sampling method and blind control method to control irrelevant variables.
Elimination method: disappear, such as family counseling.
B, constant method: constant before and after, such as class time, student homework.
C. Balance method: In the group experiment, the role of each group is the same, such as the level of teachers, the number of students and the knowledge base.
D, blind control: let students (and experimenters) not know that they are doing experiments, thus eliminating their experimental consciousness and emotions.
E representative strategy: select "ordinary" (textbooks, students) to ensure representativeness and facilitate popularization.
(4) Passive selection:
Passive selection, that is, the choice of experimental objects, generally involves the choice of students. In addition to representative methods, sampling methods are often used. Sampling method is to extract a certain number of individuals from the population to form a sample that is smaller than the population and can reflect the nature of the population.
A. Simple random sampling: sampling method
Mechanical sampling: equidistant sampling, regular sampling and grouping sampling.
Stratified sampling: type sampling
D, cluster sampling
(5) the organizational form of the experiment
In the experimental scheme, it is necessary to make clear how the quilt is organized, that is, whether to conduct a single group experiment, an equal group experiment, or any other group form.
A group of experiments is to apply two different experimental measurement methods to a group of randomly selected subjects, and observe the changes of the measured dependent variables under the condition that unrelated factors remain unchanged, so as to determine the organizational form of the relationship between independent variables and dependent variables.
Isogroup experimental design refers to taking two or more groups with roughly the same conditions as experimental objects. One group is influenced by one experimental factor, the other group is not, or two groups are influenced by different experimental factors at the same time, other conditions remain unchanged. Then compare the different effects of educational experimental factors and experimental factors or two different experimental effects, so as to prove whether the experimental factors can promote the response variables or whether there are obvious differences between the two experimental variables.
(6) Data collection and processing methods
Explain what method to use and try to observe the changes of dependent variables, and finally use what statistical method to judge whether the experimental means are effective.
3. Practical personnel and conditions guarantee
(1) members of the research group and their division of labor
This part should clearly write the names and division of labor of the main members of the research group. For example, team leader and deputy team leader.
(2) Equipment and other conditions required for the experiment.
Some experiments need special equipment or indispensable conditions, and the experimental plan should explain whether these necessary conditions can be met.
(3) How to write an experimental report
Writing an experimental report is the last link in carrying out educational experiments, and it is also a fruitful step in harvesting results. This conclusion should be made in accordance with scientific procedures and formats.
The format and content of the primary and secondary education experiment report (the last link to do a good job in education experiment) are as follows:
Title: ×× Experimental Report
Name of experimental unit and author
1, background and purpose (ask questions)
(1) The process of determining the experimental topic
(2) experimental hypothesis
(3) the purpose and significance of the experiment
This part of the content is basically the same as the experimental plan, but if this part of the experimental plan is changed during the implementation of the experiment, the changed content shall prevail.
2. Method
(1) Selection method and organization form of quilt type
This part is the same as that in the experimental plan.
(2) Operating methods and auxiliary measures of experimental variables.
On the one hand, this part should be written according to the content of the experimental scheme, on the other hand, it should be based on facts, and the actual operating procedures or characteristics of the experimental variables should be written in detail.
If there are no operating procedures for experimental variables, it is necessary to clarify experimental measures and related requirements.
If there are some auxiliary measures besides the main variables, then these measures should be clearly stated.
(3) Control method of irrelevant variables
This paper mainly expounds how to control the irrelevant factors in the experiment, and generally points out the specific control methods.
(4) Observation method of dependent variable
That is, what method is used to obtain the change data of dependent variables (response variables), what scale is used, what tools are used, and what level is tested.
3. Results
(1) Descriptive statistical results of the original data obtained in the experiment.
(2) According to the results of descriptive statistics, the results of inferential statistics are adopted.
The results of experimental reports are often tables and images and statistical results inferred from the data in these data tables. Sometimes, I will list some achievements in my work, such as winning prizes in competitions and getting good rankings in regional unified examinations, as necessary explanations.
According to the requirements, it is best to draw conclusions with inferential statistics, let the figures speak for themselves, and let the facts speak for themselves, instead of relying solely on the achievements in the work as the basis for the success of the experiment.
The contents listed in the results section must all come from this experiment, and you can't modify, add or delete or add your own subjective opinions at will.
4. Discussion and conclusion
(1) Is the hypothesis verified? Why?
(2) What role does it play in promoting the actual education and teaching?
(3) What are the unexpected discoveries?
(4) Any suggestions.
Discussions and conclusions are sometimes written separately, and sometimes written together. Now most reports are written together, and conclusions are drawn while discussing. Some results and discussions are put in one section, and the results are listed separately. Sometimes you can even write the results, discussions and conclusions in one section. In the "conclusion" section, besides ensuring that the four required contents are clearly written, we should also pay special attention to the following points:
First, the conclusion should be short rather than long.
Second, the conclusion must be based on the results and analysis of this experiment, and should not be exaggerated or narrowed, but should accurately and objectively reflect the harvest of the whole experiment.
5. Appendix
The results of experimental reports are often a large number of tabular images, which are generally incomplete in experimental reports, so the necessary materials are often attached to the reports in the form of appendices.