Experiment is one of the kinds of activity of the scientist, undertaken by him with the purposes of scientific knowledge, opening of regularities and change of existing practice. Experiment is an original combination of organizational, practical and theoretical activity of the researcher that gives an opportunity to isolate the investigated phenomenon from influence of collateral, nonexistent factors, to study it in «pure form», to reproduce the researched phenomenon in the conditions which are verifiable and identifiable, to change systematically and combine various conditions in order to receive the required result. The need in experiment is reasonably appears at the researcher during formation of hypothesis when he cannot receive the necessary facts for its formation in natural conditions. And then experiment becomes a source of these facts. Experiment and advanced pedagogical experience are different concepts though both are connected to transformation of existing practice. (V.A. Pitishkin-Potanich, 1996)

Difference of experiment from the advanced experience consists in availability of the special purpose of scientific studying. A researcher is interested not so much in the results of experiment, but in general and individual regularities of development of the educational process.

The basic methods of research are methods of accumulation of knowledge and facts. To receive these facts there are diversified methods. Conditionally they can be divided into 3 groups.

To the first group are concerned: studying of references, archival materials, sociological documents - questionnaires, the various higher school documentation.

The second group of methods is conversations with colleagues, teachers, and students.

Methods of the third group include direct studying the researched facts. This is observation both during studying of the formed operational experience of faculty, and in conditions of experiment.

At the analysis of the received material it is necessary to have in view that the facts by themselves are not of the great importance but those conclusions, which the researcher makes on the basis of these facts.

Using methods of logic thinking, researchers establish a cause and sequence, generating either, one or another phenomenon, and also establish regularities existing between them.

Experiment in this case is the major method to check the ideas. It enables to check up the reliability of consequences following from a hypothesis.

Special requirements can be made to any experiment in the field of pedagogics and first of all availability of a hypothesis. A researcher should know both the theory and practice of a problem he researches. And on the basis of this acquaintance he should have certain conclusions, which should be checked up in experiment. The hypothesis is always necessary in the form of the general assumption or a general plan.

Indispensable condition of experiment productivity is readiness of the teacher for the experimental work. Planning experiment realization it is necessary to provide preparation of colleagues-teachers for forthcoming teamwork. The researcher is the organizer of experiment and the person supervising conditions and results of experiment. Especially it is necessary to note the importance of mass character of experiment. Checking the recommended forms and methods of teaching with the help of experiment the researcher cannot be limited to check in separate group; experimental check should be organized in scale of several faculties. It was carried out within three years of experiment at implementation of new system of teaching at 1100 students.