the form is independent. the work of students is organized by the teacher in order to consolidate and deepen the knowledge gained in the lesson, as well as to prepare for the perception of a new teacher. material, and sometimes for themselves. solutions feasible to know. tasks; an integral part of the learning process.

Already in the 16th century. D. h. become an obligatory component. work. But being a part of process, D. h. in the practice of the school along with the positive. effect caused such negative phenomena as overloading students, mechanical. memorization, etc. D. h. throughout the 19th and 20th centuries. were the subject of ped. discussions. L. N. Tolstoy, believing that D. h. - this is a ruined evening of a student, he canceled them at his Yasnaya Polyana school. K. D. Ushinsky proved the expediency of using D. z. only after special preparing students for their implementation. In some uch. institutions, in particular in the gymnasium of K. I. May, work was carried out to improve the D. h., to overcome the overload of the student.

After 1917, under the conditions of a unified school, there was no obligation. D. z., they began to be considered as a necessary component of the work of the school only from the beginning. 30s In the 60s. in connection with the criticism traditional learning”, aimed only at the formation of knowledge, skills, and focusing on the development of the creative capabilities of the individual, the skills of being independent. knowledge developed in the 1930s. D.'s technique h. has been revised. D. h. are considered as a means of preparing for self-education, stimulating the development of independent, creative forms of cognition.

D.'s performance h. without direct the teacher's observations are a kind of ICP independent. students' activities. The work of a student at home depends entirely on his internal. will induce, forces, attitudes to uch. labor. Systematic and high quality D.'s performance h. are provided, as a rule, cognizant. interest in teaching subject, a sense of duty and responsibility for work to the school, parents, society. Forming a stable posit. The teacher provides motivation for the implementation of D. z., and the upbringing in students of the desire to independently improve their knowledge, including for self-education.

Homework of students differs from the class and content side of the activity. At home, students are faced with the need to be independent. knowledge using a variety of sources; at the same time, they should be able to select the necessary information, highlight and write down the main thing, choose the most. rational methods of consolidating the material, independently determine the degree of their readiness for the lesson; be able to rationally plan work, since they have to work on 3-4 academic hours daily. items.

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.

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 schoolchild, for the student to know 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.

Of particular importance are the so-called. leading tasks, to-rye prepare students for the perception of a new account. material arouse interest. Material D. h. in this case it is organically included in the teacher's explanation. The types of anticipatory tasks are varied: collecting facts for their analysis in the classroom, conducting observations, searching for answers to questions posed by the teacher, etc. Anticipatory tasks given by the teacher for a long time have special opportunities. term and, as a rule, designed for the free choice of students. Work on them develops into a systematic. independent. student's activity on in-depth study of the chosen topic.

Tasks for mastering and consolidating new material may include answering textbook questions, compiling a story according to this plan, etc. Their goal is to include the student in a deeper understanding of what has been learned. Among the tasks for the application of knowledge, a special role is played by complex, orienting students to use material from different accounts. subjects and being one of the means of implementing interdisciplinary connections in teaching.

In all types of D. h. along with the reproductive work, the creative work of the schoolchild occupies a large place. D. z., formulated by the teacher as cognizant, are especially effective. tasks (see Cognitive task). Mn. teachers are building a system of D. h. on tasks-minimum and tasks-maximum. At the same time, the first of them are mandatory for everyone, the second - voluntary. On modern stage of development of the school, collective forms of D. z are common.

In conditions of greater freedom and greater independence for students in the performance of D. h. the problems associated with the overload of the student are especially actualized.

Character, volume, complexity D. h. must be scientifically proven. It is also necessary to develop special skills in students independent work, to acquaint them with the scientific organization of labor, to provide for a change of activity (see also Hygiene of training sessions).

In grades 4-8 detailed briefing is provided for each type of tasks. At the first stages, during reproductive tasks, the teacher in the lesson draws the attention of students to the methods of doing work, analyzes them, corrects them and recommends using them at home. If D. h. differ from the work performed in the classroom, the teacher at the department. example analyzes how to implement it; expedient analysis and naib. complex elements otd. D. h. Parents control the regularity and thoroughness of the implementation of D. z., create favorable conditions for children to prepare for lessons, and provide the necessary assistance.

For students Art. age with experience of self-sufficiency. work, a general briefing is recommended before studying each topic, indicating possible work options, analyzing the difficulties of the account. material, characteristic obligatory. and additional literature, defining the boundaries of the minimum and maximum work on the topic. Involving students in planning work on the topic, the teacher stimulates the formation of scientific skills. organization of student work.

Such a system of homework management enables the student to act as an organizer of his own learning. activities (accounting and self-education, obligatory and voluntary), combining learning and self-education into a single process.

Distinguishes, a feature of control over the implementation of D. h. - organic connection of the explanation of the new with the results of checking homework, which saves time, activates the learning process. In Art. In the classrooms, new types of control are introduced - competitive lessons conducted by the teacher together with students on the basis of work on advanced tasks. Indirect control is also carried out when students are independent. assignments in the classroom are similar to homework.

For the development of methods are independent. the work of students, the teacher needs to be interested in what methods the student used when performing D. z., and discuss the most. rational ways of working. However, monitoring the student's homework involves not only checking the correctness of the implementation of D. z., but also is one of the effective means of forming a responsible attitude to learning, especially if in checking D. z. the whole class is involved. At the same time, it is important to apply forms of mutual control, instructing high school students to check the work of students Jr. classes or each other.

When performing D. h. in schools and after-school classes and boarding schools, students can use uch. offices, allowances, hold laboratory work, set up experiments, etc. Here, most are allocated for self-training. productive for themselves. work hours. The educator (teacher) can help the student: consult, determine his readiness to complete the D. z., time the time spent by the student on preparing the task, organize mutual assistance and mutual control of students. But certain difficulties also arise: students, as a rule, prepare lessons in the same room, which makes it easier to cheat and prompt; the process of preparing oral assignments becomes more complicated, since their retelling is difficult, etc. Under these conditions, it is especially important to individualize assignments, taking into account the interests and inclinations of students.

Lit .: Rabunsky E. S. Individualization of homework is a necessary condition successful learning, Kaliningrad, 1962; Vodeyko R. I., Homework high school student, Minsk, 1974; Pospelov H. H., How to prepare students for homework, M., 1979; Shabalina 3. P., Home account. work of schoolchildren, M., 1982; G p o m c s in a A. K., Domashnaya uch. work as a means of rapprochement between learning and self-education, in her book: Formation of students' readiness for self-education, M., 1983. AK Gromtseva.

Great Definition

Incomplete definition ↓

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 completion of tasks of varying complexity - this is what relates to the goals that the teacher pursues 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.

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 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 (fulfillment written exercises problem solving, essay writing).

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. - Elementary 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 lower grades/ 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 strive 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 schoolchildren in education / - M.: 2008, p. 311].

Creativity begins with inquisitiveness, curiosity, interest. AT younger age usually the teacher 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 schoolchild, for the student to know 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 new educational material, arouse 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 use 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, one should strive to devote more time to training during the lesson, taking into account individual characteristics 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, 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 for real life this is not enough. 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 of the 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 part 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 differ in the way they are performed, for example: "Cut out rectangles of the same area from checkered paper, equal to 36 cm 2, 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. Using elements of self-control when teaching written calculations - M.: 2013, pp. 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 it is necessary to ask 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.

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.

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 schoolchild, for the student to know his abilities.

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.

Importance of homework. What is homework? What is its essence? And is it really necessary? Let's try to answer these and other questions.

Psychologists have proven that the assimilation of material in the classroom goes through several stages: initial acquaintance with the material, or its perception; his comprehension; special work to consolidate it; and, finally, its application in practice. No matter how well the lesson is planned, it is not possible to complete all these stages in the allotted 45 minutes. In the course of consolidating the knowledge, skills and abilities acquired in the lesson, they are transferred into operational, short-term memory. In order to transfer them into long-term memory, it is necessary to organize educational work to comprehend and consolidate the lesson material. In addition, in order for knowledge to become the student's beliefs, they must be independently thought out and experienced by him. Therefore, homework is necessary as a continuation of the work of students in the classroom at school.

Another factor that determines the need for homework is the existing differences in the speed of perception of educational material and, consequently, in the time required for the assimilation of the material by individual students. Therefore, if the primary perception and consolidation of knowledge can be frontal, then subsequent work with educational material should be individual and independent in the volume and pace that each student needs for its lasting assimilation. This can only be done at home.

In addition, homework is great importance for the development of personality traits, such as independence, responsibility, etc. For example, it requires students to be able to properly allocate their time; resolve internal conflicts (go to play football, or do homework), which temper the will; overcome the difficulties that arise in the performance of tasks. “We must not forget that a child who has not experienced the joy of learning, who has not known a sense of pride after overcoming difficulties, is an unhappy person” (V.A. Sukhomlinsky).

According to S.L. Rubinshtein, the upbringing of any personality trait must go through the following stages: arousal - motivation (reinforcement) - generalization. In the classroom, in view of the limited time, it is almost impossible to achieve the development of personality traits, character traits. As noted earlier (Chapter V), the lesson has the ability to excite the actual states of the personality qualities being formed, to stimulate and reinforce them in similar situations. Home study work, expanding the time limits inherent in the organizational structure of the lesson, continues to work in this direction.

The concept of homework. In the Russian Pedagogical Encyclopedia, homework is defined as a form of independent work of students, organized by the teacher in order to consolidate and deepen the knowledge gained in the lesson, as well as to prepare for the perception of new educational material, and sometimes to independently solve a feasible problem. cognitive task; an integral part of the learning process (A.K. Gromtseva). I.F. Kharlamov writes that 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 (18, C 301). Home study work, by definition Z.P. Shabalina, - independent fulfillment by schoolchildren of teacher's tasks after lessons (19, p. 8).

As we can see from the definitions, homework, on the one hand, study task, determined by the teacher, i.e. what the student must do, the object of his activity. On the other hand, it is a form of manifestation of the corresponding activity of memory, thinking, creative imagination during its implementation, which leads to the consolidation or deepening of knowledge gained in the lesson, or to the acquisition of new knowledge. Hence, homework is a form of independent study work, which differs from classroom work in that it takes place without the direct guidance of the teacher, although according to his instructions. Unlike independent work in the classroom, in homework, the student himself determines the time for completing the task, chooses the rhythm and pace of work that is most acceptable to him. In addition, at home, the student is deprived of the means that the teacher can use to make independent work more interesting and exciting (12, p. 290).

Next, consider essential functions which implements home study work in accordance with its purpose. First of all, this in-depth assimilation and consolidation of knowledge, skills and abilities - learning function. As you know, any skill becomes strong only after a sufficient number of exercises, the number of which depends on the characteristics of the material and on the individual characteristics of the students. Some students achieve the necessary results already in the classroom, and at home they only control the quality of the skill with exercises. Others at home need to go through all the stages of skill formation again with the help of instructions in a textbook or notebook and repeatedly perform the exercises.

In the classroom, as noted above, knowledge is not assimilated equally firmly by all students. “One quickly understands the essence of the law, theorems, rules and almost immediately remembers the main, essential; the other understands the educational material well at the first perception, but quickly forgets; the third does not know how to immediately single out and remember the essential, most importantly, he achieves this only at home, repeating once again the material from the textbook, synopsis ”(19 p. 9). For homework to be beneficial and not harmful, it should not be a copy of what was in the lesson. In this regard, V. A. Sukhomlinsky wrote: “Mental efforts should never be directed only to fixing in memory, to memorization. Comprehension stops - mental work also stops, stupefying cramming begins ... ". “Cramming has a detrimental effect on the moral character of the pupil. Doing this hard but meaningless work day after day for many years, the student gets a wrong idea about mental work in general, hates teaching. In the end, he stops working” (19, p. 10).

Another function of home self-study is formation of independence in educational and cognitive activities (developmental function). In order to successfully cope with homework, a student must possess general educational skills and abilities, primarily the ability to plan his work, distribute it in time, work with a book, control himself, etc. On the other hand, these skills and abilities are formed in the process of independent educational work. It is especially important that independence in educational and cognitive activity is a condition for the formation of independence as a personality trait.

Education of moral and volitional qualities is also one of the most important functions of home study work (educational function). So, the systematic fulfillment of tasks on time teaches responsibility, diligence, accuracy, and instills industriousness. However, as practice shows, the implementation of this function is the most difficult task, because already in the fifth grade, some students stop doing homework. Meanwhile, it is known that the educational possibilities of any activity are realized if students actively participate in it, perform it with desire. In order for the attitude to homework to be active, it is necessary that it be pedagogically thought out and include elements of creativity.

As you can see, the developing function of homework is closely related to its educational function. Generally allocate various functions home study work is possible only conditionally. In practice, they are closely related, interpenetrate and mutually condition each other. It should also be noted that the functions of home study work are specifically manifested in different age groups, for example, the education of the moral and volitional qualities of a person. In the primary and secondary grades, the content, nature and form of homework, the methodology for setting it, and especially checking (daily checking written works in the first-fifth grades, weekly - in the sixth-seventh) contain elements primarily aimed at educating diligence, accuracy, diligence, responsibility of children and adolescents. In the eighth-tenth grades, the tasks of educating initiative, activity, etc. prevail.

The functionality of home study work is successfully implemented only when certain conditions: providing a variety of types of homework in order to form students cognitive interest to the tasks performed and the actualization of the motives of the teaching; correct pedagogical guidance and control by teachers and parents; compliance with the requirements of didactic principles (11, pp. 438-439).

In the USA, mandatory meetings with teachers are held: parents come to school, get acquainted with teachers, see what and how. At one of these meetings, Brandy, who teaches second graders, handed out notes to her parents with killer information: there will be no homework until the end of the year. At home, you only need to finish what the student did not have time to finish in class. The teacher suggested that parents use the free time to good use: hold family dinners, read books with the whole family, walk more outside and go to bed earlier.

The mother of one of the students photographed the note.

Many liked the idea, judging by a huge number likes and shares.

In fact, no homework is required. That's why.

1. Homework is bad for your health

All parents talk about this: the ever-increasing academic workload and stress testing hit the health of children.

• Due to the high load, children sleep less. They stay up late on their books and worry about their grades, which leads to sleep problems. The relation among sleep duration, homework burden, and sleep hygiene in chinese school-aged children ..
• We have healthy schoolchildren. myopia, gastritis, chronic fatigue, violations of posture - the child probably has some of this.

So, maybe spit on this homework and grades and do something more useful?

2. Homework takes time

Today, children are busier than ever, says Peter Gray, professor at Boston College. They spend too much time at school, then run to the tutors, turn into the section on the way back. The schedule is strictly regulated, every hour is taken into account.

Children learn languages, mathematics, programming. But they have no time to learn life.

Psychologist Harris Cooper conducted research that proved that homework assignments are not very effective: a child will not learn too much information. Toddlers need no more than 20 minutes of extra classes, older ones - an hour and a half Homework in Elementary School..

For comparison: according to our sanitary rules, an hour and a half is the volume for the second class. Graduates can spend three and a half hours on lessons. Almost half a day, and that's after school. And when to live?

3. Homework does not affect academic performance

Alfie Kohn, one of the leading critics of education, wrote the book Myths about Homework in 2006. In it, he said that younger students there is no relationship between the amount of homework and academic achievement. In high school, the connection is so weak that it almost disappears if more accurate measurement methods are used in the study. Rethinking Homework..

Not everyone agrees with this. Tom Sherrington, teacher and advocate for the practice of homework, has come to the conclusion that in primary school there is really little benefit from homework, but when students are over 11 years old, lessons help to achieve brilliant results Homework Matters..

The long-term benefit of canceling homework is not really measurable. The TMISS Research Center found out how much time students spend on homework in different countries. So, in the fourth grade, only 7% of students do not do their homework. How Much of Their Out-of-School Time Do Students Spend on Homework During the School Week .. A small number for analysis.

4. Homework doesn't teach you anything.

School education is completely out of touch with life. After many years of studying English, graduates cannot connect two words, they have no idea in which hemisphere they rest, they firmly believe in strength. Homework continues the trend of stuffing their heads with facts that kids can't apply.

As a student, I worked as a tutor, helping schoolchildren to improve the Russian language. Initially, children could not decline the simplest noun "door". There was only fear in his eyes: now they will give an assessment. I had to devote half of each lesson to the topic “Russian in everyday life”, to prove that we speak like that. For each case, I came up with a sentence. Not like in a textbook, but like in life: “Quiet, you’ll pinch the cat’s tail with the door!” When the children realized that everything school knowledge- this is our world, grades improved dramatically and my help was no longer needed.

Remember how you learned and compare the process with the lessons in . If homework helped bridge the gap between class and life, it would be useful. But it's not.

5. Homework kills the desire to study.

"Do the lessons" still means either to solve school examples or read a few paragraphs. In fact, teachers push home what they did not have time to tell from bell to bell. It is so dreary that homework turns into a heavy duty.

Worse than this boredom are only "creative" tasks, which boil down to drawings and PowerPoint presentations. Fresh story from work:

A post shared by Kess (@chilligo) on Oct 17, 2016 at 10:11am PDT

In the task about the starling, it was also necessary to explain the reasons for his sadness. I doubt that the starlings are really worried to tears about the upcoming vacation and will miss the birch trees, but that’s exactly how it should have been answered.

That is, at home, the child should be bored or do stupid things instead of talking with friends, walking and playing sports. And who will love to study after that?

6. Homework ruins relationships with parents

Many parents do homework with and for the children. It turns out so-so.

• The school curriculum has changed, the knowledge of parents is outdated.
• Many parents don't remember simple examples from school curriculum and try to complete tasks from the point of view of an adult. Children don't know how.
• Parents are not teachers. They did not learn how to explain the material, present it correctly and check it. Often such training is worse than none.
• Homework is constant conflict. Children do not want to do it, parents do not know how to motivate, joint activities lead to a dead end, and all this results in quarrels.

What's good about homework

The problem is not in the homework and not in its quantity. And in the fact that in the finished form, as it is now, it is absolutely useless, it only destroys time and health. You can get results from homework if you reconsider the approach to it.

Homework is done in a comfortable environment, so at home you can find the answer to a difficult question and understand the material. Unless, of course, there is time and energy for this.

If an individual homework is developed for each student, then the student will be able to pull up topics that are not given to him, and develop strengths Homework as an important component of continuing education..

Brandi Young says:

Students work all day. At home, there are more important things to learn, too. Need to develop in different areas, what's the point of coming home and poking around in notebooks?

Do you think homework is necessary?

Student homework - special kind individual independent work, which takes place without the guidance of a teacher. Homework teaches children to be independent, to overcome difficulties, teaches them to plan time, instills a sense of responsibility, initiative and activity of the student, creates favorable conditions for deepening knowledge, developing abilities and interests.

There are a number of requirements for organizing homework

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Report on the topic "Organization of homework"

I. Requirements for the organization of homework.

Student homework is a special kind of individual independent work that takes place without the guidance of a teacher. Homework teaches children to be independent, to overcome difficulties, teaches them to plan time, instills a sense of responsibility, initiative and activity of the student, creates favorable conditions for deepening knowledge, developing abilities and interests.

There are a number of requirements for organizing homework:

Systematic. If a task is given on a case-by-case basis, if it is not written down in a diary, then there is no certainty that one of the students will not forget to complete it.

Obligation to complete and check homework.

The feasibility of homework - in terms of difficulty, it should be equal to or slightly easier than those that were performed in the lesson.

A variety of tasks, providing tasks of a creative nature. Differentiation of homework.

Gradual and progressive complication of tasks.

The relationship between classroom and homework is carried out in the following areas:

Preparation for homework is carried out in the classroom - the goal, the learning task, ways of completing and monitoring the task are explained.

Systematic control and self-control of students over the progress and results of homework is provided.

II. Factors affecting the quality of independent homework of students.

For homework to be effective, it is necessary to create favorable conditions for this. Consider the factors that affect the success of homework. They can be divided into two groups: external and internal. External factors include: the correct mode of operation; equipment of a place for classes; determination of the optimal order of preparation of lessons. Internal factors include: the ability to regulate one's own behavior; ability to get to work quickly.

III. How to seat a child for lessons.

You need to regulate your behavior. Parents are not always able to cope with the education of the child's arbitrariness of behavior, and that in many cases the difficulties that he encounters in the process of learning are caused precisely by this circumstance. At school, everything is very simple. The teacher fully controls the educational process, the activities of the student. Another thing at home. All the necessary "commands" the student must give himself. And he often either does not know these "commands", or does not know how to give them to himself, or does not know how to carry them out. Therefore, to teach children to learn means to teach them to organize their external behavior. It is important to develop in a child the ability to focus on the work being done, to quickly switch from one task to another; separate free time from the time when he is busy with something serious; do not allow the child to ignore instructions; teach to do everything you need at the first reminder. After that, we give the child independent assignments, and later we transfer them into permanent duties. The child should have these responsibilities not only at school, but also at home. A child who has responsibilities learns to value time, plan his activities, get down to business without delay and achieve good results.

IV. Mode.

The mode of the day plays an important role in organizing the educational work of the student. It would seem that it does not matter at what time the child prepares lessons. However, this is not the case. Special studies have shown that, as a rule, excellent and good students have a fixed time for classes. The cultivation of the habit of systematic work begins with the establishment of a firm regime of study, without which serious progress in study cannot be achieved. That is why you should always sit down for lessons at the same time. At first, this requires some effort on the part of the student, but gradually a habit is developed. It is well known that a schoolchild who is accustomed to studying at the same time not only feels the approach of this time, but moreover, by this time he has a conscious or unconscious predisposition to mental work. Which, of course, affects the quality of the work performed.

V. Getting involved in work.

One of important rules preparing lessons is to start work immediately. The longer a person delays the start of work, the longer the period of “pulling in” or “entering” will be. Therefore, teaching children how to learn, we teach them to get down to business immediately, without delay from the first days of being at school.

If this is not done, then with deep neglect, classes become difficult and unpleasant, study turns into serving a heavy duty, and interest in learning is lost.

VI. Place for classes.

Consider another important point that parents do not attach importance to. It is about the fact that the student should have a place to study. A well-organized workplace sets the student up for serious work. Reduces the period of retraction into it. By teaching children to work correctly, in the classroom we ensure that they work intensively, with full internal concentration on the task being performed. In a person who is accustomed to work sluggishly, the pace of mental activity is much slower than in someone who is used to working intensively. Pauses should be 10-15 minutes, every 30 minutes of work.

VII. In what order to teach the lessons.

A lot of controversy raises questions: “In what order should I do the lessons?” Where should I start: with oral or written, difficult or easy, interesting or boring? It is not easy to answer these questions, first of all, because there is not, and cannot be, a single procedure for preparing lessons that is rational for all schoolchildren. Usually, the teacher recommends starting the preparation of lessons with written assignments, and then moving on to oral assignments. How to teach a child to independently assess the difficulties of the work performed? To begin with, let the student himself try to arrange the lessons given for today according to the degree of difficulty, and after they have been learned, see if he himself agrees with his preliminary assessment of the difficulty. When he learns to do this more or less accurately, he must determine which of the subjects studied at school are easier for him to complete and which are more difficult. Having learned to compare the difficulty of various school subjects, the student will already be able to imagine the complexity of the lessons given today.

VIII. Formation of control.

It is necessary to bring to the consciousness of the child one simple truth: only by repeating the lesson to yourself, friends, parents, you can be sure whether you have learned the lesson or not. In other words, show the control function of repetition. We teach children all the time to compare their work with the model. The sooner the student understands the need for constant self-control, the better. Parents often make the mistake of taking on most of the control over homework. No words, at first such help is needed. But, while providing it, adults should always remember that the main goal is to gradually teach the child himself all this. Otherwise, the child does not feel responsible for a poorly completed task, does not show independence. So that students can plan their actions, determine learning task assignments, we teach them how to use the memos.

IX. The relationship of individual characteristics of students with the level of homework.

For homework to be effective, it is necessary to know the individual characteristics of students.

Students in whom the process of inhibition prevails over the process of excitation should be given tasks for the development of speech (memorization, expressive reading, work with additional literature). For them, tasks of a leading nature are possible (read texts and articles that will be studied tomorrow), tasks using a plan.

Students in whom the process of excitation prevails over the process of inhibition are given tasks that are small in volume, varied in content, aimed at developing memory, speech and repeatedly reproducing what they have learned previously. These children in in large numbers tasks are needed that require analysis, isolation of parts, signs, analysis using memos. They are recommended cheating, writing from memory, memorization.

The largest group of students with balanced nervous processes of excitation and inhibition. The basis for them are the tasks of the textbook. For these students, tasks that develop and deepen inclinations and interests, tasks of a creative nature are useful.

In the homework of all students, regardless of belonging to a particular group, it is necessary to include tasks that correct problems in knowledge. These can be exercises on a certain rule, solving problems and examples of a certain type, memorizing dictionary words. In all cases, it is useful to include work on mistakes in homework. It is advisable, when compiling corrective tasks, to take into account the causes of errors in the student: an unlearned rule, inability to accept it in practice, confusion of concepts, phenomena, poor command of the mode of action.

This approach justifies itself, as it allows not only to correct the error, but also to prevent the occurrence of similar errors.

X. Types and levels of homework.

There are several types of homework.

Individual. They include training and creative tasks of increased difficulty for gifted students.

Differentiated. Tasks of the reproductive, constructive and creative level.

Creative. Drawing up schemes, models, crosswords, rebuses, writing fairy tales, defending projects.

Array assignments. Retelling texts, reading poems by heart, solving problems to choose from the proposed material at the request of the student.

There are three levels of homework.

Level 1 is a mandatory minimum. Its purpose is to consolidate knowledge. The main property of this assignment is that it should be absolutely understandable and feasible for any student.

Level 2 - training. They are aimed at developing skills and bringing them to automatism. This homework is done by students who want to know the subject well and master the program without much difficulty.

Level 3 - creative. Their goal is the acquisition of new knowledge, preparation for their perception; development of creative abilities. These tasks are performed by students on a voluntary basis.

There are various forms of control on homework:

Arithmetic and mathematical dictations.

Selection of schemes and drawings for tasks.

Contests, quizzes.

Presentations of new ideas.

Vocabulary and selective dictations.

Construction of schemes and models.

Drawing up a plan, table, algorithm.

Project protection.

XI. Reasons for the decline in the quality of homework.

In each class there are 3-4 students whose homework quality is at a low level. It has been established that most often students do not cope well with homework, either they do not know the methods of educational work, or they have not mastered the program material, or they have developmental deficiencies: unstable attention, slow pace of work, inertia of thinking, poor reading skills, low level speech culture, negative attitude to learning. The reasons can be divided into three groups.

1. Lack of general learning skills:

They do not know the methods of educational work;

They do not master the program material;

They do not know how to single out the educational task and the subject of development in the studied material.

2. Deficiencies in development:

Unsteady attention;

Slow pace of work;

Inertia of thinking;

Weak reading skills;

Low level of speech culture;

Negative attitude towards teaching.

3. Relationship with participants in the educational process:

Difficulties in communicating with the teacher;

Difficulties in communicating with parents;

Difficulties in communicating with peers.

XII. Outcome. The formula of "three U"

Confidence=Success=Pleasure

The child is ready to engage in any educational subject:

If he understands the essence of the work;

If he sees a positive result, which is positively evaluated by others;

If, having coped with a difficult task, he feels satisfaction.

1. Homework is easier and faster to complete on the day it is given.
2. It is useful to try to do homework early in the morning, even if the children study on the first shift.
3. Many students benefit from reading textbook material before the teacher explains it.