Homework

Home academic work students consists in the independent fulfillment of the teacher's tasks for the repetition and deeper assimilation of the material being studied and its application in practice, the development of creative abilities and talents and the improvement of educational skills and abilities. As follows from this definition, homework in mastering the material being studied is characterized by two main features - the presence of a learning task given by the teacher, and independent work of students to complete it [Baranov S.P. Pedagogy / Ed. S.P. Baranov, V.A. Slastenina - M.: 2006.c. 123].

Students' homework consists in the independent fulfillment of the teacher's tasks for the repetition and deeper assimilation of the material being studied and its application in practice, the development of creative abilities and talents and the improvement of educational skills and abilities.

Thus, homework is an independent educational work without the direct guidance and assistance of a teacher.

Homework can be divided into three main groups:

1. Oral (studying the textbook material, memorizing poems, rules, chronological tables on history, etc.). Oral exercises contribute to the development of a culture of speech, logical thinking, memory, attention, and cognitive abilities of students.
2. Written (performing written exercises, solving problems, writing essays).

Educational and practical. At home, you can carry out such types of work that are difficult to organize in the classroom: long-term observations, experiments, modeling, design, etc. Practical teaching methods perform the functions of deepening knowledge, skills, control and correction, stimulate cognitive activity, contribute to the formation of such qualities as economic efficiency, frugality, organizational skills [Drevelov H. Homework / Drevelov H. et al. // Per. with him. - M.: 2011 p. 205].

D.B. Elkonin, S.L. Rubenshtein distinguish the following didactic goals of home independent work:

- consolidation, deepening, expansion and systematization of knowledge gained during the classroom;
- independent mastery of new educational material;
- the formation of skills and abilities of independent mental work, independence of thinking [Zyazyuna I.A. Fundamentals of pedagogical skill - Kyiv. 2007, p. 177].

Since ancient times, students' homework has served and continues to serve as the most important means of in-depth assimilation and consolidation of knowledge, skills and abilities. Any skill becomes solid only after a sufficient amount of practice. How many such exercises are needed depends on the characteristics of the material and on the individual characteristics of the students. One achieves the necessary results already in the lesson and at home only controls the quality of the skill with exercises. The other should at home, using the instructions in the textbook or notebook, once again go through all the stages of skill formation and return to the exercises again and again. It is quite clear that homework should not be a copy of what was in the lesson. Repetition and consolidation is organized at a different level, in a slightly different form. If this condition is not met, homework may be harmful instead of useful. Mental efforts should never be directed only to fixing in memory, to memorization. Comprehension stops - mental work also stops, stupefying cramming begins [Bazhenkin P.A. Preparing students for homework assignments. - Primary School. 2012, No. 10].

Homework is independent study work without the direct guidance and assistance of a teacher. Therefore, the formation of independence in educational and cognitive activity is one of the leading functions of homework. It is especially important that independence in educational and cognitive activity is a condition for the formation of independence as a personality trait. Only at home, a student can try different types of self-control and choose the most effective one, identify the features of memory and, depending on them, learn a lesson "to himself", aloud or at the same time making notes, sketches, diagrams [Kazansky N.G. Methods and forms of organization of educational work in junior classes / N.G. Kazansky, T.S. Nazarov. // Toolkit. - L. 2011, p. 286].

We must not forget that the requirement of the time is the education of initiative, activity, those qualities without which creative work is impossible. To promote a creative attitude to business is one of the tasks of homework. V.A. Sukhomlinsky writes: "Do not bring down an avalanche of knowledge on a child, do not try to tell everything you know about the subject of study in a lesson - inquisitiveness and curiosity can be buried under an avalanche of knowledge" [Pidkasisty P.I. Independent cognitive activity of schoolchildren in education / - M .: 2008, p. 311].

Creativity begins with inquisitiveness, curiosity, interest. At a younger age, the teacher usually guides the child. Many students primary school readily find and read books, magazines, turn to encyclopedias and then appropriately provide additional information in the lesson. Therefore, the function: the development of independent thinking by performing individual tasks in an amount that goes beyond the scope of the program material is also very important.

Homework should be a means of bringing learning and self-education closer together. The peculiarity of homework lies in the fact that it can be more flexible and variable than the frontal work of schoolchildren in the classroom, it is designed to develop the individual abilities and inclinations of the student, to the student's knowledge of his abilities. When solving this problem, the teacher may not strictly regulate the task, leaving the student the right to freely choose the content of the work, methods of implementation, volume [Pedagogy. Ed. S.P. Baranova, V.A. Slastenin. - M., 2006].

Leading tasks are of particular importance, which prepare students for the perception of a new educational material, excite interest. In this case, the homework material is organically included in the teacher's explanation. The types of anticipatory assignments are diverse: collecting facts for their analysis in the classroom, conducting observations, searching for answers to questions posed by the teacher, etc. Anticipatory assignments given by the teacher for a long time and designed for the free choice of students have special opportunities. Work on them develops into a systematic independent activity of the student for in-depth study of the chosen topic [Nilson O.A. Theory and practice of students' independent work / O.A. Nilson - Tallinn. 2006, p.137].

Tasks for mastering and consolidating new material may include answering questions from the textbook, compiling a story according to this plan, etc.

Their goal is to include the younger student in a deeper understanding of what they have learned. Among the tasks for the application of knowledge, a special role is played by complex tasks that orient students to the use of material from different academic subjects and are one of the means of implementing interdisciplinary connections in teaching.

Thus, home study work is a form of organization of independent, individual study of educational material by schoolchildren during extracurricular time.

Doing homework helps to better understand the educational material, helps to consolidate knowledge, skills and abilities due to the fact that the student independently reproduces the material studied in the lesson and it becomes more clear to him what he knows and what he does not understand.

Homework activates the mental activity of the student, because. he himself has to look for ways, means and methods of reasoning and proof. They teach self-control, because there is no teacher or comrades nearby who could help with explanations, they contribute to the formation of skills and abilities of organizational work: students must independently organize their workplace, observe the established time schedule, prepare the necessary equipment and teaching materials [Rudenko V .N. The relationship of homework with the study of new material / V.N. Rudenko. - Mathematics at school. - 2011. - No. 4].

There are at least two justifications for the need for homework arising from its pedagogical function. [Rudenko V.N. The relationship of homework with the study of new material / V.N. Rudenko. - Mathematics at school. - 2011. - No. 4].

The first follows from the fact that one of the most important tasks of our education is the acquisition by all students of (equal) fundamental knowledge and skills, but, however, there are differences in the speed of perception and, therefore, in the time required for the assimilation of the material by individual students. For students with a high degree learning is sufficient the minimum number of exercises to learn how to solve certain problems. Students who learn material more slowly need more exercise and time. Of course, it is necessary to strive to devote more time to training during the lesson, while taking into account the individual characteristics of students. Nevertheless, one cannot think that every student can acquire solid knowledge and skills only in the classroom. This is where homework is required. But it should be remembered that strict differentiation is needed, since it would be absurd to force schoolchildren who quickly learn the material to do exercises at home, with which they have already easily coped in the lesson [Shamova T.I. On the question of teaching methods - Soviet Pedagogy. - 1999. - No. 1].

The second follows from the importance that homework has for the development of certain personal qualities, which depends on how they are manifested in activity. Personal qualities that are not awakened in activity, i.e. that are not in demand, remain undeveloped. From this point of view, it is worth approaching the problem of educating independence and responsibility. At the lesson, the teacher, directing the actions of schoolchildren, seeks to increase the degree of independence of students. This degree is higher in the case when the teacher only sets the task, and then the students work for a long time on their own. Tasks of this kind require a sufficiently high intellectual independence. However, if such situations are isolated and do not constitute a system, then this is not enough for real life. Sometimes a gifted student fails in life, because he lacks willpower, self-discipline, a sense of duty and responsibility, or other character traits necessary for independent activity, no less than intellectual prerequisites [Anuktdinova T.D. Formation of first-graders' ability to work independently when doing homework in the GPA - M .: Dissertation. 2012, p. 297].

But in the classroom, the development of these qualities can only be outlined, and not fully implemented, since this requires constant conscious actions student. And he often has no choice when, in what sequence, for what time and by what means to complete the task. All this is decided for him by the teacher and the lesson plan - it must be decided that the educational potency of the lesson does not decrease.

Here lies one of the main reasons why even the best lesson does not allow you to refuse homework.

So, there is no need to homework what has been achieved in the lesson; Nevertheless, homework is an inevitable component and a necessary addition to a good lesson, because only with the unity of classroom and extracurricular work of students can educational and educational goals be achieved [Amonashvili Sh.A. Hello children. M.: Education, 2006, p. 243].

Individual academic homework is assigned, as a rule, to individual students of the class. In this case, it is easy for the teacher to check the level of acquired knowledge of a particular student. Such work can be done on cards or using printed notebooks.

When doing group homework, a group of students perform some task that is part of a common class assignment. For example, when studying the topic "Price. Quantity. Cost", schoolchildren are invited to collect material on the prices of various goods: one group finds out the prices for educational supplies, the other - the prices of food, the third - for toys. Homework in this case prepares students for the work that will be done in the upcoming lesson. It is more expedient to set such tasks in advance [Pedagogy. Ed. S.P. Baranova, V.A. Slastenin. - M., 2006].

Differentiated homework - should be designed for both the "strong" and the "weak" student. The basis of a differentiated approach at this stage is the organization of independent work of younger students, which is implemented through the following typical methods and types of differentiated tasks [Vagin V.V. Mathematics homework // Elementary school. - 2012. - no. nine].

The tasks are the same for everyone in content, but different in how they are done, for example: "Cut out rectangles of the same area equal to 36 cm 2 from checkered paper, but with different sides." Having received such a task, each child individually approaches the implementation: some can cut out one rectangle, others - two or three or more options. At the same time, the activity of students is exploratory in nature [Vapnyar N.F. The use of self-control elements in teaching written calculations - M .: 2013, p. 198].

Tasks that include several options with the right to independently choose any of them. One for the whole class is the most common type of homework, originating from pre-revolutionary times and preserved to this day. The constant use of such tasks does not lead to the development of students' creative abilities, however, one should not rush to exclude them from the arsenal of pedagogical tools, since in the course of their implementation, students develop various skills, skills are formed [Zolotnikov Yu.Ya. Methods of control and self-control in mathematics // Elementary school. 2012. - No. 9].

Compiling homework for your desk mate is an innovative type of homework. For example: "Compose two tasks for your neighbor similar to those considered in the lesson" [Iroshnikov N.P. Independent work in the course of mathematics grade 4 - M .: 2013, p.177].

The classification of creative homework is presented in Table 1.

Table 1 - Classification of creative homework

Creative homework must be assigned not the next day, but several days ahead.

The main goals of creative homework:

1. Teach students to use additional literature.
2. Teach to highlight the main thing from general information.
3. To form the ability to concisely and interestingly present the information received.
4. Form public speaking skills.
5. Education of aesthetic culture.
6. Obtaining by students a broader and deeper knowledge of the subject.

Norm of creative homework: one task per month per student.

Time frame for creative homework: at least a week [Bazhenkin P.A. Preparing students for homework assignments. - Primary School, 2012, No. 10].

In order to give homework a creative character, to arouse students' interest in it, the content of homework assignments should include observations and simple experiments, solving problems in several ways, reading accessible scientific, technical and fiction, preparation of independent conclusions and conclusions (based on comparisons, measurements, etc.). Simultaneously with the individual teacher, he organizes the collective homework of students, especially when they perform practical tasks (observations, measurements, experiments) [Lysenkova, When it is easy to learn - M .: Pedagogy. 1999, p. 205].

Based on the foregoing, the following conclusions can be drawn: homework is an independent educational work without the direct guidance and assistance of a teacher. Therefore, the formation of independence in educational and cognitive activity is one of the leading functions of homework. It is especially important that independence in educational and cognitive activity is a condition for the formation of independence as a personality trait.

Home study work is a form of organization of independent, individual study of educational material by schoolchildren during extracurricular time. student learning self-education self-control

In school practice, the following types of homework are used: individual; group; creative; differentiated; one for the whole class; doing homework for a roommate.

Individual academic homework is assigned, as a rule, to individual students of the class.

Differentiated homework - should be designed for both the "strong" and the "weak" student. The basis of a differentiated approach at this stage is the organization of independent work of younger students, which is implemented through certain typical methods and types of differentiated tasks.

Homework for younger students is the first step towards independent acquisition of knowledge. Their implementation contributes to the education of independence, responsibility and conscientiousness of the student in the learning process.

Differentiated homework in elementary school.

Homework is a special kind of independent work, it takes place without the direct guidance of a teacher, and therefore needs to be created. necessary conditions for its successful implementation.

Important functions of education, upbringing and development are assigned to the homework of students.

Homework is a double-edged sword, and if it is not methodically thought out, it can lead to just the opposite results: to teach hacks, to be dishonest in the performance of one's duties, to acquire negative skills that interfere with learning, to deceive. It can overburden the guys unnecessarily.

Basic requirements for homework.

For homework, such types of tasks are offered that have already been completed by students in the lesson on their own. Homework should be within the reach of most students in the class.

According to the degree of difficulty, homework should be approximately equal to or slightly easier than those that were performed in the lesson.

The content of the task should be clear to every student, i.e. all students should know what to do and how to do it.

Keeping the main content of homework, you can partially individualize its purpose, scope, method of implementation.

Homework can be frontal, differentiated and individual.

An indispensable condition for the successful assimilation of program material by students is the preparation of students for doing homework,guidance from the teacher.

Preparing for homework

The time for reporting homework does not have to be attributed to the end of the lesson. It is best to give homework to children before the end of the lesson, when their attention is not so scattered and their strength is not at the limit. A task aimed at consolidating a skill is best given immediately after the exercises that develop this skill.

The message of homework should be accompanied by the instruction necessary for the younger student: attention can be focused either on the analysis of its content, or on the analysis of the method of implementation or on its design.

Work on the formation of skills to perform tasks included in homework must be carried out in the classroom.

To help students, the teacher offers memos on doing certain types of homework (how to solve a problem correctly; how to memorize a poem; how to prepare a retelling plan; how to work on mistakes, etc.).

The teacher is obliged to familiarize parents with the standards of time allotted for homework, with the approximate daily routine, with the correct organization of the workplace. The teacher explains to parents how to properly provide reasonable assistance to students with homework.

Arranging homework checks

Atchecking homework For students, the task of the teacher is to take control not only of the systematic performance of each student's homework, but also the degree of independence of the student in doing it, as well as the level of assimilation of educational material in the process of homework.

Possibleverification forms:

frontal control;

selective control;

mutual control of students when working in pairs;

student self-control.

Assignments for students to check homework:

highlight the main thing in the theory and completed exercises (tasks);

compress (concentrated feed in the shortest possible time) the material;

give a review of the answer, supplement, generalize, draw conclusions, express your attitude to the material presented;

aim by posing questions at the missed, but significant in the answers of fellow practitioners;

highlight questions and problems that we cannot solve at this level of knowledge (leading to a new topic);

continue the answer of one student with the answer of another (logically or in the form of a plan);

perform independently tasks with changed conditions;

mutual check in pairs; self-assessment of completed tasks;

re-execution of tasks without changing the conditions;

return to the information (tasks) in which students made mistakes (at the end of the lesson or at the next one);

write questions about the topic studied at home.

Homework for each subject must be strictly regulated in terms of volume and coordinated with assignments for other subjects.

Overload students may be called upon to:

excessively large homework;

overly difficult homework;

lack of formation in students of the skills necessary to perform a certain type of task;

students' inability to complete the task correctly.

The famous Russian teacher K.D. Ushinsky rightly said that in a child who is busy preparing lessons for a long time, memory and attention weaken, academic performance decreases.

Homework assignments for primary school students are given taking into account the possibility of their implementation within the following limits:

in the 1st grade (from the second half of the year) - up to 1 hour;

in the 2nd - up to 1.5 hours ;

at 3-4 - up to 2 hours.

Approximate amount of homework

for students in grades 2-4

№ n\n

Training

subject

Grade 2

3rd grade

4th grade

Maths

Task or 2 columns of examples

Task or 3 columns of examples,

but no more than 16

Problem and 2 expressions, or 2 problems, or problem and 4 examples

Russian language

15-17 words homework exercise can include no more than one grammar task

25-28 words exercise for

homework

may include no more

one grammar task

35-37 words homework exercise can include no more than one grammar task

Literary reading

No more than 1-1.5 pages

No more than 2-2.5 pages

No more than 3-3.5 pages

The world

No more than 1-1.5 pages

No more than 2-2.5 pages

No more than 2.5-3 pages

The volume and degree of difficulty of homework should be strictlycomply with SanPiN for each class (oral and written assignments, including a foreign language). The amount of homework in all subjects in the aggregate is given to students, taking into account the possibilities of their implementation, butshould not exceed 50% of the audit workload Andcontent should not be more complicated than classroom material.

It should be noted that the maximum standards include all tasks of an oral and written nature. Also, these standards are designed for all students with different potential. Hence it follows thathomework norms imply a differentiated approach to each student (volume, nature and degree of complexity of homework, including a foreign language).

Homework as one of the forms of organization of educational activities of students

Introduction 3

Homework as one of the forms of organization of educational activities 4

Homework of students 12

Homework methodology 12

Preparing students for homework 14

Organization of homework at work elementary school 15

Approximate algorithm for completing homework for a 2nd grade student 16

Pedagogical conditions of formation learning motivation 16

junior schoolchildren with homework help

Norms underlying the organization of homework 18

Managing the activities of the teacher in organizing homework 19

Monitoring the implementation of homework norms 20

The main disadvantages of homework for schoolchildren. 21

Formation of students' skills and abilities of home study work.

Types of homework in mathematics in primary school 25

Features of homework in elementary school

Conclusion 30

References 32

Introduction

Homework of students is an integral part of the educational process and is carried out with the work performed in the classroom. It differs from lesson classes in complete independence, lack of guidance from the teacher. Until now, there are lovers to discuss that homework is not needed by students. Such a formulation is wrong, anti-pedagogical.

Absolutely right was N.K. Krupskaya, who wrote “Homework is of great importance. Properly organized, they accustom to independent work, instill a sense of responsibility, help to acquire knowledge and skills. ».

Therefore, the formation of independence in educational and cognitive activity is one of the leading functions of homework. Only at home, a student can try different types of self-control and choose the most effective one, identify the features of memory and, depending on them, learn a lesson “silently”, aloud or at the same time making notes, sketches, diagrams. It is especially important that independence in educational and cognitive activity is a condition for the formation of independence as a personality trait.

1. Homework as a form of organization of educational activities.

What is home study? In pedagogical literature, it is most often defined as a peculiar form of organization of educational work.

However, when defining it, each author defines, highlights and focuses on its various functions and nature. I.P. Podlasy believes that students' homework is an integral part of the learning process. Its main goal is to expand and deepen the knowledge and skills acquired in the lesson, prevent them from being forgotten, and develop individual inclinations and abilities. Pedagogy M 1996 S.390. Home study work at I.P. Kharlamov is the independent fulfillment by students of the teacher's tasks for repeating and deeper assimilation of the material being studied and its application in practice, the development of creative abilities and talents, and the improvement of educational skills and abilities. Pedagogy M 1990 S.295. Babansky Yu.K. argues that homework of students complements lesson work, is more independent, lacks direct guidance from the teacher.

Pedagogy M 1998. -S.438. S.P. Baranov and V.A. Slastenin believe that homework is a form of organization of independent, individual study of educational material by schoolchildren during extracurricular time. Pedagogy M 1986 S.133. The homework of students is, by definition, S.A. Smirnova, independent performance learning tasks outside the existing class schedule.

Pedagogy pedagogical theories, systems, technologies M 1999 P.211. From the above definitions, it can be seen that the essence of homework as a form of organization is revealed by different teachers in almost the same way.

The school has a huge influence on the development of mental activity in childhood and adolescence. However, the development of thinking, especially creative thinking, according to the Polish psychologist Leon Niebrzydowski, can only be achieved when the student feels that his ideas are appreciated, he feels the support and appreciation of his efforts from teachers and classmates in educational work, the emphasis is on quality, not only by the amount of work done in problem-based learning, problems are solved independently and are in interaction with the way they are solved, the individual characteristics of the student's mind are recognized, encouraged and rewarded, risk-taking is encouraged, which reduces the fear of failure, students are explained that even authorities make mistakes.

Thomas Edison said:I made a thousand mistakes and learned from each of them.

An old Chinese proverb says:"A journey of a thousand miles begins with the first step." Neybrzhdovski L. Children's: "The mind grows in the warmth of parental attention. .

Smirnov S.A. Pedagogy pedagogical theories, systems, technologies M 1999 S. 178. The features of creative activity do not appear simultaneously when solving a particular problem, but in various combinations and with different strengths. In the very nature of creative activity lies the peculiarity of the content of this element of the basic culture of the individual, which consists in the fact that for the implementation of its procedure it is impossible to specify a system of actions.

These systems are recognized by the individual himself. The creative potential of any person is characterized by a number of personality traits that S.A. Smirnov calls the signs of a creative personality. There are various lists of such signs. Some authors highlight the ability of a person to notice and formulate alternatives, to question the obvious at first glance, to avoid superficial formulations, the ability to delve into the problem and at the same time break away from reality, to see perspectives, the ability to abandon orientation to authorities, the ability to see a new object from a completely new perspective, in a new context, the willingness to abandon theoretical judgments, dividing into black and white, move away from the usual life balance and stability for the sake of uncertainty and search.

Others attribute to the signs of a creative person the ease of associating the ability to quickly and freely switch thoughts, the ability to evoke images in the mind and create new combinations of them, the ability to value judgments and critical thinking, the ability to choose one of the many alternatives before checking it, the ability to a Desire to surpass existing ones achievements to make it better than it is.

Molyako V.A. Problems of psychology of creativity and development of an approach to the study of giftedness. Issues of Psychology 1994 5 P.86 - 95. Thus, V.A. Molyako offers a structure that describes various types of giftedness in a rather diverse way, their dominant characteristics, and the peculiarity of combinations of the most important qualities. It is not difficult to understand that everything that relates to general creative talent is directly related to various types of special talent - scientific, technical, artistic, etc. it goes without saying that in this case we are dealing with the manifestation of certain dominant qualities, features that characterize the specifics of creativity in a particular area of human activity.

Another scientist-teacher S.A. writes about the features of the development of creativity and creative activity. Smirnov. The repeated manifestation of the child's creativity in various situations results in the accumulation of experience in creative activity. It is designed to ensure that the child is ready to search for solutions to new problems, to creatively transform reality. The specific content of the experience of creative activity and its main features in the following independent transfer of knowledge and skills to a new situation vision of a new problem in a familiar situation V. A. Molyako identifies such basic types of creative activity

Scientific and logical.

Technical and constructive.

Figurative and artistic.

Verbal-poetic.

Musical and motor.

Practical and technological.

Situational spontaneous and reasonable.

The psychologist presents the manifestation of creative search according to the following features

Reconstructive creativity.

combinatorial creativity.

Creativity through analogies.

It seems possible to fix the manifestation of intelligence by

Understanding and structuring the source information.

Problem statement. in Finding and designing solutions.

Forecasting solutions to the development of ideas for solutions, hypotheses.

As it seems to the researcher, the dynamics of decision and creative activity in general will be most exhaustively determined by the following main types

Slow.

Fast.

Superfast.

The levels of achievement can be determined by the tasks that the subject sets for himself, or by the progress, here V.A. Molyako identifies three conditions in a person. If we look at the behavior of a person, at all his activities, we can easily see that in this activity we can distinguish two main types of actions. One type of activity can be called reproducing, or reproductive, it is most closely connected with our memory, its essence lies in the fact that a person reproduces or repeats previously created or developed behavioral techniques or resurrects traces of previous impressions.

Vygotsky L.S. Imagination and creativity in childhood M 1997 P.83. In addition to reproducing activity, it is easy to notice another kind of this activity in human behavior, namely, combining or creative activity. L.S. Vygotsky argues that any such activity of a person, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions, will belong to this second kind of creative or combining behavior.

The brain is not only an organ that preserves and reproduces previous experience for us, but it is also an organ that combines, creatively processes and creates new positions and new behavior from the elements of this previous experience.

If man's activity were limited to a mere reproduction of the old, then man would be a being turned only to the past, and would be able to adapt to the future only insofar as it reproduces the past. It is the creative activity of a person that makes him a being, facing the future, creating it and modifying its present. One of the very important issues of child pedagogy and psychology is the question of creativity in children, the development of this creativity and the significance creative work for the overall development and maturation of the child.

From a very early age, we find in children creative processes which are best expressed in children's games. It is known that any kind of creativity is not only a manifestation of a self-actualized self-creating personality in a particular field of science, art, in public life, but also the formation of a personal position that determines the line of moral behavior inherent in this particular person. The transmission of impersonal, purely objective knowledge or methods of activity leads to the fact that the student cannot express himself in the relevant areas of culture and does not develop as creative person. If, while mastering culture, he makes discoveries in himself, while experiencing the awakening of new mental and spiritual forces, then the corresponding area of culture becomes his world, a space for possible self-realization, and mastering it receives such a motivation that the content of traditional education cannot provide.

It should allow one to perceive the phenomenon of culture not only as an objectification of the thought, creativity, moral choice of other people, but at the same time to recognize oneself in what has already been created and develop as a cultural and historical subject, for which the past and future of culture are its past and future.

As can be seen from all of the above, modern society needs active, free-thinking individuals. Creativity is the path to this freedom. Creative thinking, creative activity, creative self-realization of each person - these are the goals of modern education, which should finally lead to the humanization of our society. A society where the highest value will indeed be the human person.

Psychological foundations of creativity L.S. Vygotsky calls such human activity that creates something new, whether it is created by creative activity, some thing of the external world or a well-known construction of the mind or feeling, living and showing up only in the normative leadership itself, today it has become the property of history.

Modern philosophical teachings recognize their conditionality to a certain culture and traditions and allow the inclusion of others in the dialogue mode. philosophical views on the world, other cultures, during the interaction of which the features of each individual culture become visible and understandable.

In order for the dialogue mode of interaction between different cultures not to remain a major declaration or a fashionable trend, it is necessary to introduce axiological principles into practice. The totality of such principles constitutes an axiological approach, which acts as a methodology for personality-developing education.

The axiological principles include the equality of philosophical views within the framework of a single humanistic system of values while maintaining the diversity of their cultural and ethnic characteristics, the equivalence of traditions and creativity of innovations, the recognition of the need to study and use the teachings of the past and the possibility of spiritual discoveries in the present and future, the existential equality of people, sociocultural pragmatism, dialogue and movement.

According to axiological approach a person is considered as the highest value of society and an end in itself for social development. The humanistic value orientation, figuratively speaking, is an axiological spring that gives activity to all other links in the value system. It acts as the logical center of the value-worldview system, as a result of which it is the basis of the evaluative-analytical and creative-search work of consciousness.

The idea of a harmoniously developed personality, connected with the idea of a just society, which is able to really provide each person with the conditions for the maximum realization of the possibilities inherent in him, is the basis of the value-worldview system of the humanistic type. the degree to which all other problems and aspects of human destiny turn out to be.

This means, according to G.S. Batishchev, that the proper philosophical problems of creativity, in principle, go beyond the framework of psychological scientific, that is, a special study of creativity as a special subject, but also beyond the framework of epistemological reflection on the latter and on any study of it in general or addressing it in a purely cognitive way. But it does not follow from this that this should be abandoned, on the contrary, it should be preserved with the simultaneous entry into force of a radical, different, identical vision of them or different from the cognitive angle and illumination.

It is only a question of how to advance knowledge of creativity as knowledge, as a way of being, as an anthological relationship of man to the world and to himself. How can a person himself wake up and rise, develop and improve, how exactly can a creative subject and more fully acquire a creative way of being, a way of being-creatively related to the world and to himself. Analyzing the approaches of various scientists-philosophers to the problem of creativity, I would like to consider this issue within the framework of the philosophy of education.

E.N. Shiyanov and I.B. Kotova Development of personality in teaching M 1999. -S.73. note that since the 60s, domestic culture has been enriched with the ideas of the personality of its development, dialogue, cooperation, joint action, understanding of someone else's point of view, respect for human rights. In this regard, it became obvious that the classical model of education does not fully meet the requirements of personality development.

There was a need for new philosophical and pedagogical ideas, which should become the methodology of personal development training. The time of global philosophical systems, for example, Marxism, personalism, neo-Thomism and others, claiming the only truth and problems, are suspicious and hostile to creative anxiety, to the search, to the struggles of the spirit. The meaning of creativity. The experience of justifying a person M 1989 p.234. We ultimately consider creativity from the point of view of its development in education, and if this is the position of I.A. Berdyaev is right, to ensure the essential creativity of students in education, a special system of measures and conditions is required, which allows, if not to eliminate, then at least to neutralize as much as possible the negative attitude of educational systems to the innovative and creative processes organized in them.

Another philosopher, G.S. Batishchev, argues that, actually philosophically comprehending creativity, we ask ourselves whether it is possible to practice and understand creativity as a realization, as a self-identification and deployment of those assets that are pre-prepared, pre-laid and pre-formed in the bowels of the global substance. Philosophical concept of human and creativity in heritage.

Questions of Philosophy 1989 4. -S.31-38. Or, on the contrary, can creativity be practiced and understood as, in its ultimate essence, consisting in the constructive introduction of something unprecedented into the world, which in itself does not and cannot have anthological roots in it? Or, in spite of the seeming inclusiveness of two such formulations of the question, a radically different formulation and a radically different answer are also needed, equally profoundly different from both the substantive and anti-substantialist answers, as well as from the eclectic combinations of both.

According to G.S. Batishchev, the delimitation of these positions, the depth of alternativeness between them, the severity of the problematization between them are such that they permeate all areas of culture, all the values of the subjective world, all relations and connections between man and the world. And this is because the correlation and non-correlation of human creativity with its absolute prerequisites in the Universe, with object dialectics, its rootedness in it, its status in it or in spite of it, is the most intense, the most intense in order to know the creative activity of a person means to be a creative person. . To know the freedom of a person means to be a free person.

Cognition is a creative act; one cannot expect the cognition of creative activity from cognition as a passive adaptation.

In another work, I.A. Berdyaev establishes the following provisions Creativity is possible only with the assumption of freedom. The creative act of man and the emergence of novelty in the world cannot be understood from a closed system of being. To explain the nature of creativity, a person needs to overcome the boundaries of being, maximum degree the freedom that is possible for him. The Creator is alone, and creativity is not of a collective-general, but of an individual-personal character.

But the creative act is directed towards that which has a universal, universal, cosmic and social character. Creativity is least of all a preoccupation with oneself, it is always an exit from oneself. Preoccupation with oneself suppresses, exit from oneself liberates. Creative development should be open to the world, not its evolution. The knowledge of the creative epoch is active, not passive; it presupposes creative effort and therefore opens up creativity.

The knowledge of evolution was only a passive adaptation. The doctrine of creative development presupposes freedom as the basis of necessity and personality as the basis of all being. The meaning of creativity. The experience of justifying a person M 1989 p.218. I.A. Berdyaev formulates an important problem from a pedagogical point of view. Orthodox systems that express an organized social collective must deny creativity or recognize it in a very superficial sense. The scientist emphasizes that true creativity is not possible if there is no conflict, clash with the norm and the law. Orthodox systems do not want to know any new CHAPTER I. Problems of the development of creativity in conditions of home study independent work 1.1. Philosophical foundations of creativity Creativity is an activity that generates something new based on the reorganization of existing experience and the formation of new combinations of knowledge, skills, products.

Philosophical Encyclopedic Dictionary M 1983. -S.670. A creative act, according to I.A. Berdyaev, there is always liberation and overcoming. It has an experience of power. The discovery of one's creative act is not a cry of pain, passive suffering, is not a lyrical outpouring.

Horror, pain, relaxation, death must be conquered by creativity. Creativity is essentially a way out, an outcome, a victory. The sacrifice of creativity is not death and horror. Sacrifice itself is active, not passive. The creative path is sacrificial and suffering, but it is always a liberation from any oppression. Doubts about the creative power of a person are always selfish reflection and sickness.

Humility and doubting modesty, where bold confidence and determination are needed, there is always a disguised metaphysical self-love, a reflex look around, the generation of fear and horror. Berdyaev I. A. Philosophy of freedom - the meaning of creativity M 1989 P. 172. I. A. Berdyaev emphasizes that it is not in darkness that we climb the ladder of knowledge. Scientific knowledge ascends the dark staircase and gradually illuminates each step.

It does not know what it will come to at the top of the ladder; it has no salt, no light, no meaning, no logos illuminating the way from above. The intrinsic value of thought as a luminous human activity, as a creative act in being, must be recognized again. 1. The study and analysis of philosophical, psychological, pedagogical and methodological literature 2. Observation of the activities of students 3. Survey methods questionnaires, conversations, interviews 4. Experimental work.

Creativity is necessary in the activity of a teacher, creativity is interesting and useful for students, creativity is an integral element of school education, and we hope that our study will be able to confirm this. methods of setting homework for reading, the problem of developing creativity in the conditions of homework for reading is practically not disclosed. It is considered very narrowly, fragmentarily, which does not allow us to identify all the possibilities of this type of work in school practice. The relevance of the problem, its scientific and practical significance, as well as insufficient development in theory and practice determined the choice of the research topic. It is carried out in order to identify the possibilities of home educational independent work in the development of creativity of younger students.

The object of the study is the development of creativity of younger schoolchildren in the learning process, and its subject is the possibility of developing the creativity of younger schoolchildren in conditions of home independent study.

In our study, we put forward the following hypothesis: home study independent work has great potential in developing the creativity of younger students. The process of developing creativity in the implementation of the possibilities of home educational independent work in reading lessons will be most effective if it is carried out purposefully, in a certain system that provides for appropriate creative homework, taking into account the specifics of the subject, the level of preparedness and learning abilities of children and the features of the language material to be mastered .

This statement involves the formulation of certain tasks - to identify theoretical basis development of creativity of younger schoolchildren - to identify the pedagogical conditions under which homework in reading affects the development of children's creativity - to develop a system of creative homework for reading and test it. The methods of our research are to take into account the extent to which this ability of the children is developed, it is necessary to increase the workload imperceptibly, without excessive overstrain.

2. Homework of students

Homework of students complements the learning work in the classroom, has the goal of repeating, consolidating, mastering the material covered, preparing for the study of new issues, expanding and deepening knowledge, and developing skills and abilities. Homework necessarily provides for preparation for their implementation by students in the classroom. They lie in the fact that when consolidating the educational material, the teacher forms certain skills (in solving problems, performing exercises), which the student can rely on when doing homework.

Having received the task at home, the student must clearly understand what needs to be done and how the work should be done at home.

Homework creates the conditions for their wide differentiation, taking into account the individual characteristics of students.

They have both the continuation of work on the understanding of the material studied in the classroom and the development of skills for some students, as well as the expansion and deepening of knowledge, skills and abilities for other students who are more capable and interested in this subject.

3. Homework methodology

It is necessary to give a correctly formulated task. In addition, the course and method of fixing the results of its implementation should be indicated. It is also important to include the results of homework in the lesson, its objective assessment. The main didactic purpose of homework is to repeat and consolidate what has been learned in the lesson. The basic requirements for the knowledge and skills of students guide teachers to the development of these skills.

In the methodological literature, one can find the followingdivision of homework into types:

Underlying the development of knowledge, skills and abilities: memorizing textbook material and retelling it, grouping material according to a certain attribute, answering questions specially posed by the teacher, solving problems, etc.

Aimed at the development of creative abilities and taking into account the individual characteristics of students: self-compilation logical tasks, chemical puzzles, crossword puzzles, come up with quiz questions, etc.

A mistake in the construction of a lesson has become traditional, when the teacher gives homework “on the bell” or after the bell. Under such conditions, there can be no talk of explaining rational methods for doing homework.

Homework can be given at different stages of the lesson: after explaining and consolidating new material (i.e. at the end of the lesson) and after checking the previous homework (i.e. at the beginning of the lesson).

It is helpful to write the assignment on the board, and if there is time, ask one or two students to repeat it. This moment of the lesson, properly organized by the teacher, will remove the negative aspects of homework and prepare the student to successfully complete the task in the allotted time.However, the methodology for organizing homework should provide for the prevention of student overload.

The dosage of homework can be as follows:

1st class - 1 hour
Grade 2 - 1.5 hours
Grade 3-4 - 2 hours
Grade 5-6 - 2.5 hours
1-8 grade - 3 hours
9-11 grade - 4 hours

Control over the regulation of these norms rests with the class teacher. He should study the possibilities of one or another amount of students' assignments at home, work with class teachers on the rationing of homework.It is good if the teacher is able to take into account the fact that there is a certain dynamics of working capacity during the week: Monday is the inclusion period; Tuesday, Wednesday - the period of optimal performance, Thursday and the following days - the period of decline.

Therefore, the methodology for homework should be provided for by the curriculum of the lesson, time should be allotted for this, it should be given before the bell rings, students should write it down in their diaries.

The method of explaining the completion of homework is considered correct if the students have realized the main approaches to its implementation.

4. Preparing students for homework

If a student spends more than the allotted time on homework, then we can talk about the wrong dosage of homework, and about the teacher's insufficient guidance on homework, which should not be limited to the requirement for mandatory entries in diaries and on the board. The organization of children's homework is one of the daily tasks of a teacher. It is important to take into account all the parameters that contribute to the good performance of homework, including a differentiated approach to students, and to find, if not for each, then for certain groups of students, the best option for homework.

Elements of differentiation contribute to the optimization of the educational process, allow you to more fully take into account differences in the level of cognitive abilities of students. One of the ways to differentiate the work is the tasks of choice, when students can complete any of two or three tasks. With such a system, it is possible to offer one of these tasks that are rarely used in school practice (after all, if one task is given for the whole class, it should be feasible for each student). Such rare tasks include analytical-synthetic tasks (when logical processing of the studied material is required) or synthetic tasks (building a coherent statement). Against the background of analytical tasks (working on the model), such homework is perceived as new, non-traditional and allows students to show their own initiative. Choice tasks can be offered on the text material of one exercise, which provides comprehensive work on the text and gives children the opportunity to try their hand at various types of work, to show their best side. There are difficulties in compiling such an assignment, but where the student makes a free choice, home preparation, as a rule, is more successful.

The teacher can indicate the time for each task. This disciplines students, forms the habit of doing work on time. Teaching children to work and stay focused at home, without being distracted or sitting too long is very important for improving student achievement.

Essay-type tasks require preliminary preparation for them (drawing up a plan, reading literary texts on a specific topic, showing examples of compiling such essays, etc.).

But the usual exercise must be explained in advance. The student has the right to ask questions on homework and during his explanation, and during the test. The habit of finding out what makes it difficult in work indicates an interested attitude towards the subject.

The self-explanation by the teacher of homework should be carried out in detail, but without excessive detail. In order for students to correctly understand the essence of the task and the order in which it is performed, the teacher must show a sample of execution, i.e., analyze similar examples or the first examples from the proposed exercise of the textbook.

It is also useful to provide time for this, so that students in the lesson repeat the task and show how they will do it. Such work is required by exercises for comparing grammatical phenomena, exercises with complex tasks, exercises in which you need not only to perform work according to the model, but also to understand the essence of the model, exercises of a creative nature, etc. While tasks for exercises for copying text with an insert spelling or punctuation marks do not need such detailed comments.

When giving a task, it is imperative to advise students on how it can be completed, what is the sequence of work, what reference materials can be resorted to in case of difficulty and where to get them.

5.Organization of homework in the working hours of elementary school

Homework in elementary school is an effective means of learning and self-education. Doing homework is one of the types of independent activities that contributes to the consolidation of the material studied in the classroom, the development of responsibility and positive learning habits in children, stimulates the development of the individuality of each student, gives him the opportunity to learn how to solve problems that arise. A student who takes responsibility for doing homework manages his own time, acts independently, but taking into account the recommendations of the teacher, does the work to the best of his ability and ability. These skills help your child succeed in school and help him in life. The goals set by the teacher when assigning homework to students can be different. It depends on the type and type of lesson in which the assignment was given, on the type and type of lesson that follows the homework. It also depends on the content of the educational material of the previous and subsequent lessons. In addition, the goals set by the teacher can be "long-range", i.e. the result of the completed homework can form the basis for studying new material in the subject.

Homework Goals

You can imagine the following list of homework goals:

repetition and consolidation of the material studied in the lesson;

individual repetition and consolidation of educational material;

creation of prerequisites for the study of new material in the lesson;

development of students' creative potential;

growth of personal potential of gifted and highly motivated students;

development of skills and abilities of project activities - the formation of the qualities of self-education, including design, time management.

6. An approximate algorithm for completing homework for a 2nd grade student:

1. I am preparing a workplace for doing homework in mathematics. I take out a diary, a math textbook, a math notebook, a pencil case from my briefcase (desk, bookcase).

2. I open my diary and read what homework they gave me in mathematics.

3. I open a math textbook and find this problem number.

4. I open a math notebook and write the words "Homework", "Task".

5. I read the problem.

6. I solve the problem using a draft.

7. I write down the solution of the problem in a notebook.

8. I give the notebook for verification (to the teacher, the teacher of the extended day group, my mother, etc.). I exchange notebooks with a friend for mutual verification.

7. Pedagogical conditions for the formation of educational motivation

younger students with homework

Homework, like a lesson, is one of the forms of organizing the educational process at school. Homework is organically connected with the lesson, it either precedes it or continues it and is not conceivable outside of it.

Homework is the same learning process based on cognition, but taking place in new conditions. The student is offered the opportunity to independently perform part of the educational work with preliminary training in the ways of its implementation. Work on the task is strictly dosed, taking into account the characteristics of the subject, age, the nature of the particular material being studied, is controlled and often independently evaluated. This task is performed after school, at home, which is why it got its name.

Scientific research very little homework. It is only known that the length of time for completing homework depends not so much on its volume, but on the level of development of cognitive needs and motivation for learning. The higher these indicators, the longer the child sits at homework and vice versa - the lower the level of development of these needs and motivation, the less time the student spends on lessons. The time and quality of doing homework is also affected by the ability to regulate learning activities, the degree of mastery of teaching techniques. According to studies, it is known that almost 40% of well-performing students consider homework easy, while less than 10% of low-performing students do. Boring and unpleasant they are considered mostly by excellent students and good students, and least of all by poorly performing children. The importance of homework, although for different reasons, is recognized by all participants in the pedagogical process.

Homework can be individual, group and even collective, for example, the task of issuing a thematic bulletin on the subject, compiling an album of sayings, proverbs or riddles loved by relatives and friends, a bank of the most difficult educational tasks, describing observations of nature, etc. With such tasks, a sense of the class's viability is created even without a teacher. If there is not enough time in the lesson to conduct brigade forms of organization educational work, then extracurricular activities simply dispose to this. The class lives an interesting task without the help of a teacher.

The question is when is it better to do homework: immediately on the day when it is given and the information received in the lesson is still fresh in your memory, or by the day when this subject is delivered again according to the schedule? The eternal debate on this topic is never over. Schoolchildren have long "voted" for the second option, although science more defends the first. So be it. This also makes sense. If all this is the case, then the only true and inevitable way is to teach before the lesson itself. So it's useless to fight it for now.

We should also dwell on the role of the school diary in doing homework and, ultimately, in improving the quality of the lesson. The students saw in him a "scammer" to their parents about their misdeeds, omissions and failures. The elimination of diaries quickly affected the development of students' memory in the most bad way: they began to forget the assignment more often, disagreements arose among them about the volume and timing of completion, notebooks with homework records began to be lost or changed more often. Decreased organization, the level of moral attitude to homework.

The development of learning motivation is a long, painstaking and purposeful process. A steady interest in learning activities among younger students is formed through the use of travel assignments, game assignments, quiz assignments, research assignments, meeting assignments, plot assignments, creative assignments, involving fairy-tale characters, game activities and the use of various techniques. Timely alternation and application at different stages of the lesson of various forms and methods of motivation formation strengthens the desire of children to acquire knowledge.

Considering the techniques for doing homework, I wanted to show how these techniques work in reality, as well as what their effectiveness is. For me, as a future teacher, it is very important to consider this issue, because. I consider homework to be one of the central and main components of learning activities. Any teacher, in my opinion, should strive to ensure that his pupils are able, and most importantly, they want to do their homework on their own. To do this, you need to know the methods of selecting tasks and exercises that are interesting to children, develop their mind and ingenuity, and teach them to work independently.

8. Norms underlying the organization of homework

The Convention on the Rights of the Child secures the right to rest and leisure activities. It is necessary to take this fact into account when setting homework. It is recommended to carefully monitor the volume of homework, take into account weekends and vacation days, as well as acute periods of illness in children. The main document regulating the volume (dosage) of homework is SanPiN 2.4.2.2821-10, approved. Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 “On approval of SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in general education institutions” (hereinafter - SanPiN 2.4.2.2821-10). SanPiN 2.4.2.2821 -10 set homework norms depending on the class:

1st grade - no homework throughout the school year;

2nd grade - no more than 1.5 hours each school day;

3rd grade - no more than 1.5 hours each school day;

4th grade - no more than 2 hours each school day.

Temporary norms (1.5-2 hours) include the possibility of performing both written and oral assignments in all academic subjects, including foreign language. Also, these norms are designed for all students, i.e. for students with different personal potentials.

Self-training is carried out in a fixed classroom, equipped with educational furniture according to the growth of students. Homework should begin at 3-4 pm, which corresponds to the rise in the working capacity of younger students. During self-training, it is recommended to hold physical culture breaks that stimulate the intellectual and emotional activity of students. It is not recommended to detain students who have completed their homework earlier than others at their workplaces. For children, a room should be prepared for games and communication.

In addition to state documents that underlie the organization of homework in elementary school, each educational organization(hereinafter OO) has the right to create local acts, make decisions on specific issues related to the implementation of homework by students.

9. Managing the activities of the teacher in organizing homework

Parents support their child with homework and provide the necessary assistance, and this is an extremely important factor in developing positive study habits. In order for a student to cope with their homework responsibilities, parents should follow a number of rules. Appendix 3 provides a memo for parents of students "Rules for organizing the child's homework."

The management of the teacher's activities in organizing homework is carried out by the deputy head of the OO on the basis of the homework regulations. The regulation is developed and approved in the OO in accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education in Russian Federation”(Article 28 “Competence, rights, duties and responsibilities of an educational organization”, article 41 “Health protection of students”), in accordance with SanPiN 2.4.2.2821-10 (p. 10.30.), the charter of the OO.

The homework regulations are brought to the attention of teachers at a workshop with the deputy director and posted on the 00 web page.

To control the activities of a teacher in organizing homework, it is advisable to use the method of studying documentation, questioning younger students and their parents, and talking with all participants in the educational process.

The object of study of the documentation are cool magazines, electronic journals, diaries and notebooks of students.

Overloading students when doing homework not only has negative pedagogical consequences, but can also be detrimental to the health of younger students.

In order to avoid overload, the teacher should control the amount of homework that can be carried out selectively, based on the results of one of the school days. A total count of homework for all subjects for a given day is made. Given the fact that the personal potential of students is different, it makes sense to control the amount of homework for a particular student, for example, for a student with a low level of potential. The results of the control count must strictly comply with the standards and not allow the child to be overloaded.

10. Monitoring the implementation of homework norms

Control of the degree of complexity of homework is carried out in accordance with the level of preparedness of younger students. The deputy head should pay attention to the differentiation of homework assignments. Individual homework will allow you to experience a sense of success, fill gaps in knowledge for low-performing students, and purposefully develop your abilities for motivated students.

To obtain more objective data on the amount of homework received by students, you can use the questionnaire method. Appendix 4 contains a questionnaire for students "Doing homework", in Appendix 5 - a similar questionnaire for parents of students.

The results of the questionnaires will allow us to analyze the time that students spend on homework, the volume, complexity, independence, nature of homework, its significance for students, and the participation of parents. All these areas are closely related, low performance in one area often leads to low performance in others. Among them, one can single out general indicators - time and volume - which are influenced by all the others.

In order to more accurately determine the possible causes of the identified problems, it is necessary to compare the results of the survey of students and their parents. The results of the survey can be summarized in the form of tables and diagrams.

A successful solution to the issue of dosing homework allows you to optimize the student's daily routine, determine free time for sports, art, and technical activities.

In the classroom, electronic journal in the column "Homework" the teacher records the content of the task and the nature of its implementation (reading, retelling, memorization, observation), pages, numbers of tasks and exercises.

Homework example:

Problem 68, make a plan for solving the problem, equation 72.

Ex. 83, make a related row to the word "snow".

The nature of the native land. Compose a message according to the individual question.

Homework entries in diaries should be complete, clear and error-free. The abbreviation of words when writing in diaries must comply with program requirements.

The teacher is obliged to check the availability of homework records and their correctness in the students' diaries.

Based on the results of the control by the deputy director of the school of the teacher's activities on the organization of homework, an analytical report is drawn up, in which comments and positive points are written. The results of the control are brought to the attention of the teacher, objections are heard, corrections are made. The results of this control are discussed at a meeting of the school methodological association, at a meeting with the director or deputy director.

11. The main disadvantages of homework for schoolchildren.

School practice shows that there are significant shortcomings in the homework of students.Firstly , many students, when preparing homework from a textbook, stray into semi-mechanical reading of the material being studied, do not know how to divide it into separate semantic parts and do not exercise self-control over the assimilation of knowledge.Secondly , the disadvantage of homework for many students is the inability to organize their working time, the lack of a firmly established regime associated with doing homework. This leads to haste in work and superficial assimilation of the studied material.Thirdly , the performance of written assignments by many schoolchildren is carried out without prior assimilation of the theoretical material on which these assignments are based. As a result, students not only make significant shortcomings and errors in the tasks performed, but also do not comprehend the connection that exists between theoretical material and practical exercises. Overloading students with homework also has a negative effect. Some teachers, in an effort to ensure that students work more in their subject, give too voluminous or overly complicated assignments. But overload is often caused not only by a large amount of homework, but also by poor preparation of students in the classroom for its implementation. These shortcomings allow us to conclude that it is necessary to improve the quality of lesson classes, rationalize the amount of homework for students and pay more attention to teachers teaching them the technique of home learning. What are the challenges facing schools in this regard?First is that both teachers and students have a good understanding of the system of those rules and requirements that apply to homework.Second refers to the implementation of these rules in the practice of doing homework by schoolchildren. Let's take a look at these issues.

12. Formation of students' skills and abilities of home study.

The great diversity and complexity of the rules of home teaching necessitate special work to develop the appropriate skills and abilities in students. Schoolchildren should be helped to master the ability to work with a textbook, to correctly approach the implementation of written and practical tasks, to use the methods of active reproduction of the studied material and self-control, to develop a rational mode of work and rest, etc. We will try to reveal the methodology of this work on the basis of experimental data obtained by us. As is known, in the organization of cognitive activity, the formation of appropriate needs and motives in students that would stimulate their educational work is essential. In this case, it is important that students feel the need to acquire knowledge and show interest in the practical assimilation of the rules for the rational organization of mental work. With this in mind, we paid serious attention to the definition of the goals of the forthcoming work. Joint meetings of students and parents were held in the classrooms, and they were given the task: during the academic quarter, to ensure that each student learned to follow the rules of mental labor in the process of homework and, on this basis, improved his academic performance. This task took on a bright form. In many classes, it was held under the motto: "Study with integrity", "For solid knowledge", etc. In one of the classes, the guys planned to carry out "Operation DZ." (homework). Significant place in educational work took up meaningful explanatory conversations with students and parents on the topics: "On the duty and obligations of schoolchildren in learning", "General rules for doing homework", "On the importance of the daily routine for successful learning", "Techniques for reproducing the studied material as a condition for its assimilation" etc. To make the explanatory work more varied and interesting, teachers, class teachers, school directors and their deputies spoke to students and parents. On the topic of improving homework, stands were made out, lightning bulletins were issued, this problem was discussed more than once at class student meetings. Much attention was paid to educational work with the asset. We believed that, first of all, activists should get involved in the work of mastering the culture of mental work, improving the quality of home study work in order to create a fit in the student team itself for the implementation of the tasks set. Work with the asset involved group and individual conversations. Special meaning had meetings of school directors with activists. They helped the best students to better understand their goals in improving academic performance. We emphasize that the effect of working with activists depends on its system and specificity. You can’t immediately put forward many tasks for them - this can introduce some uncertainty. It is much better to bring up specific questions for discussion: about the role of an asset in strengthening discipline in the classroom; what activists need to do to implement the rules of the day; about overcoming prompts and cheating on homework, etc. - and determine how activists should address them. It is also useful to have weekly meetings with activists to sum up the results of their work, identify shortcomings, and analyze successes. As you can see, the explanatory work was not only diverse in its content, but also distinguished by a wide scale for a long time. She enriched students with titles, influenced their consciousness and feelings. However, one cannot overestimate its importance in the formation of home teaching skills, as well as its influence on the volitional sphere of students. Here we need a different method. The development of skills and strengthening the will of the children require the use of exercises and prolonged monitoring of their work. Psychological and pedagogical research shows that the process of mastering skills and abilities has its own specific structure: on the one hand, this assimilation is carried out through practical actions according to the image, and on the other hand, students need constant self-control of their work, comparing their actions with samples. In order to form these skills into skills in schoolchildren and teach them to follow the rules of mental labor, it is necessary to achieve such an organization of work that would encourage them to always act in a certain way. In this regard, it was extremely important to show students (give a sample) how to prepare homework and achieve success in learning. various subjects. They were led by teachers. At first, the schoolchildren were reminded of the rules of mental labor, and then they were asked to complete their homework in compliance with these rules. In order to encourage the children to work more actively and conscientiously, after completing the task, a cursory knowledge test and review of written exercises were carried out. At the same time, the students were instructed not to forget to use the methods of memorization dispersed in time and to work additionally at home on mastering the material being studied. Practical classes were held mainly in mathematics, Russian and Belarusian languages, the study of which usually causes certain difficulties for children. Schoolchildren remained on them at will. But on the second day, everyone saw that the "volunteers" confidently answered the lesson and got good grades. Therefore, the next practical classes, as a rule, were held with the full composition of the class. Properly established pedagogical control plays an important role in solving the problem. Much is being done in schools to control the educational work of students. But they don't fit right in. Control is carried out mainly over how students have learned the given material. As for the very process of assimilation and consolidation of knowledge in the system of homework, it actually remains out of control in most schools. It turns out that it is not the educational work itself that is subjected to control (namely, this should be the main goal of control), but only its results. That is why such control does not always encourage students to better prepare homework, and often causes them negative emotional experiences. In fact, often schoolchildren do not know how to study or they do not have enough volitional efforts for a solid acquisition of knowledge. They need serious and effective help from the teacher, in his tactful control. And since there is no such help, when testing knowledge, individual students, of course, get "deuces". Meanwhile, one experienced teacher wrote:A good teacher is one who is difficult to get a deuce and easy five ". But in this case, the center of the school's pedagogical efforts should be shifted to improving the quality of lessons, to improving students' homework and monitoring its progress. We sent teachers along this path. We paid serious attention to monitoring the process of homework itself in order to in order to effectively improve its quality. Teachers and class teachers visited the children at home and checked how they observe the regime of work and rest, how they prepare homework. Activists, as well as parents were involved in this work. In some cases, teachers found serious shortcomings: many children did not have a permanent workplace, many did not use methods of self-control over the assimilation of educational material, etc. Increasing attention and control over the very process of mastering knowledge made it possible to improve individual assistance to low-performing students, form their ability to work independently and provide them with effective influence.But every work needs periodic summing up and results. Class teams reported on the implementation of the task to the school principal, at parent meetings, at specially organized meetings with representatives of industrial enterprises, etc. This contributed to the formation of public opinion and made it possible for both students and teachers to analyze and identify existing shortcomings, to see the results of what has been done. As a result of such purposeful and long-term work, we managed to consolidate the skills and abilities of the children to do homework and achieve a significant increase in academic performance. This problem remained the main one in subsequent educational work, however, it no longer required such a concentration of pedagogical efforts. The skills and abilities of homework formed in students were supported and improved with the help of episodic educational activities (conversations, meetings, control, etc.), which acted as reinforcing pedagogical means. It is not possible to present the reviewed work in the form of a recipe or template suitable for use in any class. It shows only fundamental approaches to determining its content in organizational forms, allowing to achieve success in the formation of students' skills and habits of home teaching. Unfortunately, there is no such system in carrying out this work in many schools.

13. Types of homework in mathematics in primary school

There are many types of homework. Homework can be general, individual and group, when a group of students perform some task that is part of a common class assignment. For example, group homework, when collecting numerical material, one group will find out the prices of educational supplies, the other - the prices of products, the third - the prices of toys, etc. Group homework contributes to the education of students in the spirit of teamwork, the formation in children of a sense of responsibility for the task assigned.

Individual homework, for example: there were 5 pigeons on the feeder. 4 sparrows and 2 tits flew up to them. How many birds were on the feeder?

General homework. Come up from geometric shapes"Country of Mathematicians". And there are also such types of homework as:

Homework: geometric content.

Homework for solving equations.

Creative homework

Oral homework.

Research homework.

Teachers often assign homework not on a topic covered, but on a topic that has already been covered. When assigning homework, teachers should take into account that they are similar to those tasks that were solved in the lesson, since if you ask examples that are not appropriate in complexity, children will find it difficult to solve them. And you need to pay attention to the fact that the class is divided into three groups: strong, average and weak students. Therefore, the teacher needs to prepare in advance examples that are appropriate in terms of their level of development. If a weak student is given difficult problems, then it is not realistic for him to solve them, and a strong student will simply not be interested in solving easy problems.

What is the length of one side of a square sandbox if its perimeter is 800 cm?

14. Features of homework in elementary school

Homework is a typical example of independent work of students, without which it is impossible to ensure the unity of teaching and independent learning of schoolchildren. Without homework, it is impossible to fully assimilate and memorize the material presented in the lesson. These tasks are also of no less importance for the education of students, since they contribute to the formation of diligence, independence and organization of their extracurricular time.

There are six main goals for homework:

Assimilation of factual material. First of all, it is proposed to consolidate the knowledge and skills acquired in the lesson. This is achieved by various written exercises, problem solving, work on the text of the textbook, observations of the surrounding phenomena.

Assimilation of knowledge in the system. This refers to tasks that require the establishment of causal and other relationships and relationships between the studied phenomena or processes. Students must identify the most significant concepts or patterns in the material being studied, determine the sequence of events, classify the actual data.

Formation of a generalization. Here we are talking about complex mental work, involving fairly strong skills and abilities associated with the use of mental operations, especially comparison, analysis, synthesis, generalization. The student must independently study the material, highlight the essential from it, establish the existing connections between the phenomena under consideration and draw generalizing conclusions.

Application of knowledge. Here we are talking about various practical works that make it possible to establish a close connection between theory and practice. Typically, such tasks complete the study of theoretical material and require students to have a number of practical skills that are developed both in class and in extracurricular work.

Control of students' knowledge. It assumes such tasks that are specifically designed to test knowledge, skills and abilities. Students are required not only to know facts and concepts, but also to have a sufficiently deep awareness of them, the ability to apply knowledge in various conditions, establish the necessary connections, etc.

Moral education of students. It's about assignments; specially aimed at the formation of the scientific worldview of students and their moral education. Undoubtedly, almost all types of tasks contribute to the solution of this problem, but in this case the teacher emphasizes a special goal and, when checking the task, focuses the attention of students on it.

There are the following types of homework:

1) Underlying the development of knowledge, skills and abilities:

memorization of the textbook material and its retelling;

grouping the material according to some attribute and preparing for its presentation

awareness of the sequence of individual facts and provisions;

answers to specially posed questions of the teacher;

preparation for the answer according to the assignment and plan given by the teacher;

highlighting the main and secondary material in the text,

setting up experiments (home experiments in physics, chemistry, biology, mathematics);

practical work, solving qualitative problems;

solving problems related to the material of the previous lesson;

work on fixing bugs

written answers to questions;

2) Aimed at the development of creative abilities and taking into account the individual characteristics of students:

Composition

When writing an essay, students do useful work - they study educational and popular science literature on the topic, select the necessary minimum from a large material. The subject matter of the essays is varied.

The history of some issue ("History ordinary fractions”, “History of the origin of interest”, “History of the development of letter symbols”, etc.),

The application of a subject in some field of knowledge (“Application of mathematics in agriculture”, “Geometry around us”, etc.).

Self-compilation of tasks.

A positive impact on the mental development of students is provided by homework assignments. To perform such work, one must have knowledge about certain phenomena, about the ratio of various quantities involved in the process, and be able to select data in accordance with reality.

You can create tasks:

1) on the application of mathematics in any industry National economy(such tasks are appropriate after a tour of the production);

2) in compiling logical problems, numerical puzzles, chainwords, etc.

In school practice, this type of homework is not widely used. Many teachers underestimate the work of self-compilation of tasks by students. Meanwhile, by independently compiling tasks, students assimilate the material being studied more deeply, learn to choose life data from the life around them for formulation, and evaluate the results obtained.

Students develop the skill of creative work when composing tasks. By giving students the opportunity to contribute to finding a rational condition for the problem, you not only encourage them to work harder, but you develop a desirable mindset in them.

Conclusion

The problem of homework today remains very important and relevant in literally all school subjects.

Let us turn to the concept of “homework” or “homework”, which has a number of definitions:

this is an integral part of the learning process, which consists in the implementation by students, on the instructions of the teacher, of independent educational and practical work after class;

this is a form of organization of independent, individual study of educational material by schoolchildren during extracurricular time;

this is a form of organization of the educational process, independent performance by students of tasks outside the classroom without the direct guidance of the teacher, but under his indirect influence.

From these definitions, it can be seen that homework is an important and integral part of the entire educational process. It activates mental activity, promotes the education of independence, responsibility and conscientiousness. Its purpose is not only to expand and deepen the knowledge and skills acquired in the process various types music lessons, but also the development of individual inclinations, students' abilities in different subject areas, and most importantly, cognitive interests and positive motives for a particular discipline or subject, in this case, music.

Homework is called homework, because it really continues the atmosphere of the lesson, but already in specific home conditions. In connection with how successfully and effectively the lesson went, this will be its continuation in homework.

Practice has shown that a well-developed system of organizing homework allows you to create favorable conditions for communicating with art, and also increases motivation for the subject and develops cognitive interest. Homework must be given systematically, while observing certain “doses” and time limits for its implementation, in accordance with the age characteristics of primary and secondary school students.

Important criteria for homework that increase interest in music in a school subject are the elements of entertainment, ingenuity, play and creativity, which are manifested at all stages of doing homework. In this case, it is necessary to include children in active life activities associated with observations of various life phenomena and events of the surrounding reality, as well as everything that sounds around. One of the active means of children's interest is the connection of homework with life experience child, his observations. This approach is important when working with elementary school students, especially grades 1-2.

Experience shows that when doing homework, it is advisable to use the community and co-creation of the student, his parents, family members, friends, classmates, which contributes to a creative environment, enthusiasm for cooperation, and most importantly, increasing motivation and developing interest in learning..

Often students do not cope with homework due to poor reading skills, due to a superficial approach to reading and understanding the content of the task. The development of reading skills should be given attention in all lessons.

Independent work in the classroom and at home should have much in common, not only in the method of organization, but also in content. Before including exercises on new material in homework, it is necessary to give them in independent work in the lesson. Observing the performance of such a task and checking it will allow you to see the true readiness of both the class as a whole and individual students to do homework, and therefore, if necessary, correct the content of the homework or instructions for it.

Homework should be a means of bringing learning and self-education closer together. Indeed, the mastery of general educational skills and abilities, the development of interest in independent study work, the formation of experience in creative activity - all these are the conditions for the formation of the need for self-education. Readiness for self-education is the most necessary quality of a school graduate, which manifests itself and can be formed not only in the elders, but also in the youngest school age. The ambiguity of the role of homework, the significance of its functions determine its necessity as an organic part of a single educational process at school.

Currently, curricula are impossible without homework, but without sufficient effectiveness of the lesson itself, homework has no educational value. The habit of regular independent work, the performance of tasks of varying complexity - this is what relates to the goals that we pursue when giving homework. It is impossible to approach the problem of homework without taking into account the accumulated positive experience. This includes, for example, the principle of the unity of teaching in the classroom and homework of students. Our curricula are aimed at the comprehensive development of the student's personality. Man develops in activity and with the help of activity. Hence the conclusion:homework, involving students in independent activities, stimulates their personal development.

Bibliography

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Bukharkina K.L., Polat E.S. New pedagogical and Information Technology in the education system. – M.: Academy, 2001.-582s.

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The term homework often used to refer to independent work of schoolchildren when doing homework ( homework assignments).

With the advent of the Internet homework concept took on a new meaning as a synonym telework when, thanks to the means of communication, the work at the place of residence of the employee is similar in quality and quantity to his work in the building of an office or enterprise. homework in the sense home work is a promising type of work in many areas, especially among scientists, workers in other high-tech industries who can work on the same project, living (being) in different places on the globe. The concept of remote work in the sense of "at a distance from the central office" gave rise to the concept home office work.

In the Internet homework concept used to indicate the type of activity of web studio workers or freelancers (freelancer) working at home with a digital electronic product. To pay homework performers, they use different, but most often.

On request homework Wikipedia produces the following definition:

Homework- a task assigned by the teacher (teacher) to the student (student) for independent completion after lessons (pairs). Role of homework- to prevent forgetting the new material studied in the lesson, the assimilation of which is concentrated.

Importance of homework

Doing homework by students is a form of learning. Under home study work one should understand the independent fulfillment by students of the teacher's educational tasks for repeating and deeper assimilation of the material studied in the lesson and its application in practice, the development of creative abilities and talents, as well as the improvement of skills and abilities to independently replenish, expand and strengthen knowledge.

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