Basic types of experimental design

There are three basic types of experimental design, which are divided into factor design, quasi-experimental design and non-experimental design.

1, factor design

According to the number of independent variables in the experiment, it can be divided into single factor design and multi-factor design. Single-factor design is simple and easy, but because there are usually many factors that affect psychological activities in real life, it is best to adopt multi-factor experimental design when the situation is complicated.

2. Quasi-experimental design

Researchers realize in advance that some irrelevant variables will affect the experimental results, but it is difficult to control them properly in practice, so quasi-experimental design can be adopted. The main feature of quasi-experiment is that it does not adopt randomization procedure, that is, the selection and grouping of subjects, treatment and distribution are not randomly arranged.

3. Non-experimental design

Non-experimental design is a kind of natural description, which is used to determine the critical variables and their relationships in nature. There are many non-experimental research methods, such as natural observation, correlation, interview, questionnaire, test, case study and biography.

(1) Basic steps of educational experiment design Extended reading

The main function of experimental design is to control variables, that is, to effectively manipulate or change independent variables under control conditions, so as to observe the changes of dependent variables (that is, response variables). For example, when studying the influence of two teaching methods on children's academic performance, the experimental designer should make other conditions as same as possible, such as choosing two groups of children with similar family and school environment, similar learning foundation and the same age, controlling the use of only two different teaching methods, and then examining their influence on the learning results.

Advantages of experimental design

1. Arrange experiments scientifically and reasonably, so as to reduce the number of experiments, shorten the experimental period and improve economic benefits.

2. Find out the main factors that affect the yield from many influencing factors.

3. Analyze the influence of interaction among influencing factors.

4. Analyze the influence of experimental errors to improve the experimental accuracy.

5. Find out the best combination of parameters, and through the analysis and comparison of experimental results, find out the direction to achieve the best scheme, and carry out further experiments.

6. Predict the output value of the best scheme.

I don't understand the chapter of educational experimental research and design!

What textbook did you read? What don't you understand? It's hard to answer you in such a general way. If you don't give examples, I'm afraid netizens can't do more than what the textbook says, so you have to read the textbook carefully.

There are only a few kinds of experimental research, so remember that several related concepts can be designed by yourself: pre-test and post-test, experimental group and control group; Control variables ... well, according to the schedule ... that's all.

If we want to study the influence of X on Y, Y is the result and dependent variable, and X is the independent variable and the cause. For example, the influence of smoking X on vital capacity Y. The influence of cram school on grades, etc ... Take an example.

Help design a simple educational psychology experiment.

There are double blind and single blind.

Introduce order blindness

The average experimenter doesn't know.

For example, the hospital prescribed painkillers to all patients, some were real drugs and some were fake drugs, but all patients would reflect the feeling of pain relief, so they experimented.

This is a bit deceptive.

What about double-blind?

Not only the experimenter does not know, but also the actual operator does not know.

For example, a bunch of professors go to school to check their children's IQ, and then tell the teacher that XXX is very talented in reading and ask the teacher not to tell the children.

A few years later, the professor came to school again, and the children who were called gifted did well.

In fact, this experiment is to examine the relationship between teachers' attention to students and their grades.

So neither the teacher nor the students know.

What five aspects should be paid attention to in the project research plan?

Several aspects that should be paid attention to in the project research scheme;

(4) Basic steps of educational experiment design: extended reading:

Do a good job in research design according to the subject type.

1. Applied research project design.

This kind of topic focuses on how to transform the basic theoretical knowledge of educational science into educational skills, educational methods and means, so as to link educational scientific knowledge with actual education and teaching and achieve a predetermined practical goal.

Project features: applicability, times, efficiency and flexibility.

Project design: emphasize "application".

2. Design of empirical research project.

Experience research summary is divided into two levels: general experience summary and scientific experience summary.

Discipline characteristics: educational research in educational practice; Have a pre-proposed and very clear scientific research purpose, and the work purpose is consistent with the scientific research purpose; Consciously use the relevant methods of educational research; According to the idea of scientific research, it is carried out in a planned and step-by-step manner; Collect information consciously and purposefully in a certain way, and the collected information is comprehensive and complete.

Project design: through experience summary, highlight the theme of rational understanding and reveal the law.

3. Experimental project design.

The experimental subject is an activity to explore the relationship between variables and reveal the educational laws under the guidance of certain educational theories or assumptions.

Subject requirements: researchers must have an idea or a preliminary characteristic theory to solve this problem; Organize research with strict research procedures to facilitate repeated verification; Preset experimental conditions, clearly distinguish variables and control them; Define the operation of the measured object.

Project design: it is necessary to highlight the characteristics of "experiment" and fully reflect the requirements of the experiment.

Experimental steps of health education

First of all, about the teaching mode of psychology class.

At present, mental health education is in the ascendant, and people pay more and more attention to the physical and mental development of teenagers. Many places have set up corresponding mental health education courses as part of basic education and quality education, which is an important measure to cultivate cross-century talents. With the opening of the course, the relevant departments have also launched a series of textbooks for mental health education, which have changed the traditional teaching content and put forward many new scientific teaching models and methods, laying an important foundation for popularizing mental health education in a large area and achieving ideal educational results.

Dr. Wo Jianzhong, an expert in mental health education in China, divides the current teaching modes of psychology courses into the following three types:

The first type: lecture type. It refers to imparting knowledge and theories about psychology to students through teachers' classroom teaching, so that students can understand and master the knowledge of psychology and improve their social adaptability and mental health.

The second type: moving. It means that teachers carefully design activities according to the characteristics of students' age, physiology and psychology, so that students can gain certain psychological experience by participating in the designed activities, thus improving their social adaptability and mental health level.

The third type: induced type. It means that teachers carefully design activities according to the characteristics of students' age, physiology and psychology, so that students can actively participate in activities through psychological experience and self-education under the purposeful guidance of teachers, thus improving students' social adaptability and mental health level.

Although the above three teaching modes of psychology are all teaching modes with the ultimate goal of improving students' social adaptability and mental health level, from the actual operation situation, the first mode focuses on preaching, and the third mode focuses on suggestion, inspiration and understanding. Therefore, in the primary school stage, the mode with better educational effect is activity, and psychological activity classes should be implemented in primary schools.

Second, the teaching design of psychological activity class

The teaching process design of psychological activity class must be designed according to the characteristics of students of different ages, but it is inseparable from the following basic links:

(A) the establishment of objectives and themes

Before designing a certain year's psychological activity class, teachers need to be very clear about the activity objectives, and establish the theme and specific objectives of this activity class according to the characteristics of students in this year. Generally speaking, the theme should be lively and can attract students' attention and attention. The goal should be specific and clear. The more specific and detailed the goal, the easier it is to implement and realize. Some activities are designed with high, big and empty goals, which make it difficult for teachers to grasp, increase the difficulty of operation, and even make the activities out of control, which is not conducive to the realization of the goals.

(B) Choose a suitable teaching method (activity method)

Just as people choose the right shoes, the psychological activity class must choose the corresponding teaching methods according to the objectives and contents of the activity. Sometimes one teaching method can be implemented from beginning to end, and sometimes multiple teaching methods can be used interactively. As long as it is not for activities or just for superficial stimulation, the teaching methods chosen by teachers should not only meet the teaching objectives, but also be based on the laws of physical and mental development of primary school students.

1, the method of creating situation

Creating situational method is one of the main teaching methods of psychological activity class. It refers to a teaching method that teachers create a series of colorful activity situations according to students' psychological problems and their physical and mental development level, so that students can participate in related activities and gain psychological experience.

2. Role model law

Role demonstration is also one of the teaching methods of psychological activity class. It refers to a teaching method that teachers learn the skills of dealing with people by letting students play the characters in the situation, dealing with all kinds of things in the situation and experiencing the joys and sorrows of the characters in the situation. It is a supplement to the situational teaching method and plays a unique role in teaching students to correctly handle interpersonal relationships.

3. Experimental operation method

Experimental operation method refers to a teaching method in which teachers let students operate in the process of activities, master skills and establish self-confidence in the process of operation. Applying it to skill psychological activity class will produce unique teaching effect.

Step 4 discuss communication methods

Discussion and communication method refers to a teaching method in which teachers let students participate in activities, freely express their views on people and things in the situation, put forward opinions on dealing with problems, and communicate with classmates, thus forming a collective mainstream as a correct psychological concept.

5, psychological suggestion method

Psychological suggestion method refers to a teaching method in which teachers give hints to students through activities, language, movements and expressions, so as to guide students to know themselves, develop themselves and improve themselves. It often has unexpected effects on expanding the teaching of psychological activities.

(c) clearly define the steps of the activity.

Teachers should clearly list the activity preparation, activity object, activity sequence, matters needing attention, necessary tips and other contents in the activity plan in the teaching design, so that the activities can be carried out smoothly.

(4) Select relevant auxiliary materials.

The implementation of an activity class may involve a lot of subject knowledge, and teachers often can't solve all the problems by one person. Therefore, psychological counseling teachers should make full preparations before class, for example, find out all kinds of relevant theories or cases, and list relevant information tips or some specific references when necessary for reference.

Third, several principles of designing psychological activity classes

In the design of psychological activity class, in order to solve the above problems, teachers must follow the following principles:

1. Advanced social adaptability principle

The fundamental purpose of school education is to train the needed talents for the society. Our students are not only the talents needed by today's society, but also the talents needed by the future society, and can adapt to the developed social environment in the future. Because our society is developing and changing rapidly, if we are short-sighted, our educational goals are not advanced to a certain extent, and we only specify our educational goals according to the needs of the current society or even the past society, then it will be difficult for the students we have trained to adapt to the future society. Therefore, we should face the society and the future, and choose the psychological characteristics that are conducive to adapting to the future society as our course teaching goal.

2. Development principle

The so-called developmental principle means that the formulation of teaching objectives should conform to the laws and needs of students' psychological development. Each age stage has its own corresponding curriculum teaching objectives, which can promote students' mental health and gradually improve their development. For example, in order to cultivate students' quality of caring and caring for others, the goal of psychological education curriculum should change from low to high in all stages of development from preschool to high school: in preschool, students should mainly care and care for the people around them (parents, teachers and classmates); In the primary school stage, it emphasizes the cultivation of students' love for their hometown and collective concept; The middle school stage mainly cultivates students' social skills and the consciousness of loving the motherland and the people.

3. Principles of activities

Psychological activity class takes activity as teaching means and must follow the principle of activity. Well-designed theme activities often attract all students to participate in the whole process. Without the carrier of activities, the goal of education will lose its support. Therefore, the activity principle must be followed in carrying out psychological activity classes.

4, the principle of subjectivity

Psychological activity class must adhere to the principle of taking students as the main body. Any activity designed by teachers and any situation created are nothing more than to provide more practical help to students, so as to enhance self-awareness, improve social adaptability and achieve the fundamental goal of healthy development. Teachers must strictly implement this principle from the design to the development of activities. Therefore, on the one hand, teachers should set the content of psychological activity class according to students' psychological development; On the other hand, teachers should grasp that the main body of participating in activities, experiencing activities and evaluating activities should be students, and do a good job in organizing activities to ensure that students get the psychological experience they need.

5. The principle of diversity

In fact, the principle of diversity requires teachers to consider not only the diversity of activity subjects and problems, but also the diversity of specific activity forms and teaching methods when setting the content of activities. When dealing with different classes and students in psychological activity classes, teachers should choose flexibly and the activities are full of changes.

6, the principle of equality

The principle of equality requires teachers to establish an equal and democratic teacher-student relationship with students during their psychological activities, so that students can feel that they enjoy the same rights as teachers in their activities. Following this principle is helpful to fully mobilize the feelings between teachers and students, enhance the understanding and trust between teachers and students, and enhance the effectiveness of psychological activity classes.

7. Principle of interest

The principle of interest requires teachers to consider that activities should be interesting and not rigid when designing activities. The biggest difference between activity class and lecture class is that it changes the traditional way of preaching, instead, students discover themselves, know themselves and change themselves through activity experience. If activities are not interesting, students will stay away and the purpose of education will not be realized.

8, the principle of operability

The principle of operability requires teachers to consider the operability of activities when designing activities, to be suitable for students' age and physical and mental development level, and to enable most students to participate in activities and gain psychological experience, so as to cultivate certain operational skills, enhance self-confidence and improve psychological quality.

Fourth, several problems that should be handled well in psychological activity class

The teaching mode of psychological activity class is similar to that of public courses in universities. It faces all students and solves universal problems, not just individual problems. It pays attention to the construction of educational, creative, practical and operational activities with students as the main body in the teaching process, takes the all-round development of students' abilities as the core, aims at improving students' comprehensive quality, and encourages students to actively participate, explore, think and practice. Teachers engaged in mental health education in primary schools should design corresponding activities according to the relevant laws of children's psychology, so that the vast majority of students can get full psychological experience, thus helping students to establish a correct mental health concept and cultivate certain social adaptability. Therefore, the primary school psychological activity class must deal with the following issues:

1, the role of teachers

In the psychological activity class, the teacher is like a designer, responsible for the design task of the whole activity. Teachers must create the situation, specific content and methods of activities according to the purpose of activities, combined with students' situation, specific educational environment, social characteristics and other factors. Whether the teacher carefully designs the activity will directly affect the effect of the activity. An excellent teacher can always arrange some activities that most students like to participate in according to the existing psychological quality level, hobbies and group characteristics of the students in the class, so as to help all (or most) students gain psychological experience.

2. The main body of the activity

It is determined by the teaching purpose that students are the main body of psychological activity class. The purpose of carrying out psychological activity class is to let students get psychological experience, which requires students to participate in the whole process in order to get all kinds of experiences they need. Therefore, in the psychological activity class, teachers must take students as the center, attach importance to students' thoughts, words and deeds, needs, emotions and other factors, try their best to meet the psychological needs of all kinds of students, help them establish correct values, and learn to deal with all kinds of puzzles they face. If teachers insist on taking students as the main body in psychological activities and pay attention to establishing a good relationship between teachers and students, it will also help to carry out psychological activities for a long time.

3, operability and fun

The difference between psychological activity class and teaching mode lies in activity. The characteristic of the activity is that it has certain operability and is convenient for all staff to participate. Every activity designed by teachers must conform to this principle. If students can't do or complete the activities designed by teachers, they can't get the psychological experience they need, or the psychological experience they get is incomplete. Secondly, the activities must be interesting, so that students are willing to participate. If the activity designed by the teacher is not attractive, then the number of participants and the effect of this activity can be imagined.

Therefore, according to the psychological characteristics of age, physical and mental condition and hobbies, it is completely in line with the objective laws of psychology to carry out corresponding psychological activity classes in primary schools.

What are the main contents of educational experiment design?

Educational experiment object selection scheme and determination object, educational experiment procedure and efficiency evaluation, educational experiment method and evaluation, educational experiment significance evaluation, educational experiment social impact evaluation, educational experiment media release scheme and release feedback evaluation.