Mareeva Yulia Nikolaevna
Job title: teacher of Russian language and literature
Educational institution: Verkhne-Kolybelsky branch of the MBOU lyceum in the village of Khlevnoye
Locality: v. Verkhnyaya Klybelka
Material name: article
Topic: Active ways to check written homework in the Russian language
Publication date: 13.08.2016
Chapter: secondary education

Verkhne-Kolybelsky branch of the MBOU lyceum in the village of Khlevnoye, Khlevensky municipal district, Lipetsk region Active methods of checking written homework in the Russian language Mareeva Yu.N., teacher of Russian language and literature
Active ways to check written homework in the Russian language. Mareeva Yu.N., teacher of the Russian language and literature of the Verkhne-Kolybelsky branch of the Lyceum s. Khlevnoe. Homework is an important part of the learning process. However, there are different approaches to this issue. There are opinions that homework is not mandatory. But studies show that the problem of improving the quality of education can be successfully solved only if the high quality of the lessons is supported by well-organized homework of students. At the lessons of the Russian language, as Kharlamov I.F. rightly notes, concentrated memorization takes place, and knowledge is transferred only into operational, short-term memory. To translate them into long-term memory, students need to carry out their subsequent repetition, which is facilitated by homework. Not always, due to various circumstances, the teacher manages to maintain the necessary pace of work in the lesson, taking into account the capabilities of all students, while the teacher has little time to consolidate the material, develop the independence of students. And homework is an addition and continuation of work in the classroom, contributes to the deepening of knowledge and teaches them to think independently and the ability to apply the knowledge gained in practice, to creatively do homework. In addition to control and teaching functions, homework has a great educational potential, contributes to the development of important personality traits and character traits: diligence, independence, initiative, accuracy, willpower. However, homework becomes expedient only when the accounting of tasks is organized. The more often and more carefully homework is supervised, the more regularly it is done. The teacher needs to organize the work in such a way that students never have a doubt: whether homework must be done.
As practice shows, 8-10 minutes should be allotted for checking homework in the Russian language. If this time is not enough, then probably the teacher either used irrational methods of checking, or gave the students too much a task, or instead of checking, he took up training. When checking written homework, the teacher sets different goals. For example, it may be important to establish the very fact that all students have completed their homework. The goal may be to test new material and, if necessary, refine it during the analysis of the completed assignment. Often, checking written homework serves the purpose of reviewing material needed to move on to a new topic. Thus, careful monitoring of homework is important for both the student and the teacher. The didactic principle of consciousness and activity is realized both in the process of doing homework and in the process of checking it. Consciousness of schoolchildren in learning is manifested in the understanding of the educational material, that is, in the logical connection of the next with the previous one, in distinguishing between the main and the secondary, in the ability to use acquired knowledge to explain new facts and apply them to solving practical problems, in the ability to rely on knowledge in their own judgments. . Achieving consciousness of students in learning is inextricably linked with activity. As a feature of a person's personality, activity is manifested in energetic, intense activity in work, study, communication, and various types of creativity. Activity education should start at an early age. Adults themselves should not satisfy all the desires and needs of the child, but create a situation that would require him to actively search for ways to satisfy them. As a personality trait, activity is also manifested when checking written homework in the Russian language. The more interesting and varied the test, the higher the activity of schoolchildren. And for this, the teacher should use new methods of verification as often as possible, create a situation that would require an active search and solution of the tasks set. Little has been written about active methods of checking written homework in Russian language lessons in the methodological and pedagogical literature. Panov B.T. covered this problem most widely in his work “Types and structure of Russian language lessons”. Much attention is paid to this problem in the article by Zheltovskaya L.Ya. "Economic methods and means of testing students' knowledge." Describes in detail the individual methods of verification Baranov M.T. in the article "Checking homework in Russian language lessons". An analysis of this methodological literature made it possible to find about 20 ways to check written homework assignments. 1. Performing in class work similar to homework. 2. Mutual verification. 3. Spot check.
4. Verification through consultation. 5. Verification with signal cards. 6. Verification by digital code. 7. Checking with a dictation. 8. Game - competition. 9. Chain check. 10. Verification with the game moment. 11. "Similar examples." 12. Checking with the help of assistants. 13. "Quick" check. 14. Independent work. 15. Drawing up tables. 16. Testing. 17. Verification using test computer programs. Today, the use of modern information technologies provides ample opportunities for actively checking written homework in the Russian language. I am sure that in the methodical piggy bank of each teacher there are different interesting ways. In my teaching practice, I have repeatedly encountered unscrupulous poor-quality performance of written homework in the Russian language. In order to solve this problem, I try to combine traditional and unusual methods of checking that activate mental activity, give rise to and maintain motivation to do homework regularly and efficiently. The student must realize that if he does his homework not independently, not completely, inaccurately, without completing additional tasks, he may be left out of something important and interesting. I want to introduce you to some forms of verification that we ourselves have come up with, which are interesting to children and like me as a teacher. I note right away that these methods are more effective in conditions with a small number of classes. The bell rang, the teacher enters the classroom, greets the students, but no one is in a hurry to sit down, because they need to get admission to the lesson. Admission is most often carried out on the material of homework. For example, “What vowel was inserted in the word was and why?”, “What vowel was written in the root of the word and why?”, “How many letters and how many sounds are beautiful in the word?”, “How to explain the supply of a comma in sentence No. 8”, “What did you find difficult about the home exercise?” etc. This form can be easily filled with any content, depending on the topic and tasks of the check. Admission can be obtained by answering one or 3 questions, showing a notebook with homework, etc. Once again, such a check would not be carried out, it is important for each student to hear the words: “Vanya, you get admission to the lesson, sit down.” And it’s not very pleasant to stand alone, making another attempt to get admission when all the other classmates are already sitting at their desks and ready to work on. And to prevent this from happening, you must conscientiously do your homework, and that's it. This method
allows you to check not only written, but oral assignments, sets a high pace of work in the lesson, creates the ground for creativity: we have several options for the development of events for those who do not receive admission on the third attempt. Of particular interest to my students is such a method of checking homework as "Poll - ruler". The small number of classes and spacious classrooms allow the use of this form. All students line up, taking notebooks with them, and take turns answering questions on home exercise. If the answer is correct, the student takes a step forward, the wrong one remains in place, the right to answer goes to the next one. Everyone who diligently and independently did their homework is confidently moving forward towards an excellent grade, leaving unscrupulous classmates behind. Such visual promotion activates and motivates schoolchildren, creates a situation of success. The winners know that before giving an excellent mark, the teacher will definitely check the accuracy and correctness of the homework, the presence of additional analyzes. Estimates can be put both for all participants and for individual students: ahead of walking or lagging behind. To support the motivation of underachieving students, I conduct an individual survey "Pyaterochka". To get an excellent mark, you just need to answer 5 questions on the home exercise. One mistake - minus a point. My students are often interested in: “When will we have a homework action?”. If the lesson begins with the action "All for five", this means that each student can choose one of the proposed tasks, similar to homework, and get a "five". "Guys, we have a promotion, everyone who correctly did the phonetic analysis in the home exercise will receive five points." It also happens like this: “Let's start the lesson with an action, everyone who has not completed the creative additional task will receive grades.” If the guys have open notebooks with homework on the table, and they themselves slowly move around the class, considering how their classmates did the work, then they have an important responsible job - to fill in the received forms, where students who independently write their names and surnames completed their homework, correctly completed the work, did additional analysis, did not make spelling and punctuation errors, did not forget to underline the spelling, they know how to explain them, who found it difficult, who thinks that he did the work for the “five”, who has the most beautiful handwriting, who thinks that he needs to rewrite the work, etc. The role of homework in the process of schooling is difficult to overestimate. Whether the student will regularly and efficiently perform it depends largely on the methods and forms of verification that the teacher chooses.

The type of homework a student does depends to a large extent on the nature of the task. Based on certain characteristics, many types of homework can be distinguished. Let's consider some of them.

According to the method of execution that are used, they distinguish oral, written and subject-practical tasks. So, many actions can be performed both orally and in writing, and shown in practice. However, there are tasks that are performed mainly orally (for example, learn a poem, read an article, exercise, pick up examples for the rules), in writing (solve a problem, write an essay, translate) and practically (conduct some kind of experiment, study the terrain, natural phenomena ).

According to the stages of the assimilation process, tasks can be drawn up for the perception of new material (acquaintance with the text, figures, tables, etc.), for understanding the learned material (systematization, generalization, explanation, etc.), for its strengthening (memorization, exercises for memorizing the material) and applying the acquired knowledge (solving problems, performing experiments, etc.). The type of task is selected depending on the methodological goal set by the teacher.

Based on the nature of the learning activities that a student can perform, tasks are divided into executive (repetition, reproduction of material, exercises) and creative (writing essays, conducting experiments, etc.). Both types of tasks play an extremely important role in the successful acquisition of knowledge by students.

Tasks can be mandatory for all students or chosen by them at will (using additional literature or other sources of information).

According to the degree of individualization, tasks can be divided into general, differentiated (individualized), individual. The main purpose of differentiated tasks is to ensure for each student the optimal nature of cognitive activity in the process of educational work, and the organization of work in the lesson allows the teacher to work simultaneously with all students. Strong students deepen their knowledge, help the weak, and the weak learn the program material firmly. The task is chosen such that even the weak feel that they can independently acquire knowledge.

Ways to differentiate homework.

According to the content and the main function that the tasks perform in the learning process, we distinguish the following types:

Homework that prepares students for the work that will be done in the next lesson.

This may be the understanding of the reported new knowledge by the teacher, and the solution of problems, and the conduct of practical work, etc. Tasks of this nature are given in the form of instructions: pick up proverbs and sayings, catchwords, drawings on a specific topic; watch a TV show or listen to a radio show and prepare to answer writing questions; select facts, make observations; collect digital material that can be used to create and solve problems in the lesson read the material that will be discussed in the lesson, find answers to questions that will be considered, etc.

Such tasks provide a connection between learning and life, arouse cognitive interest in students, and most importantly, prepare them not only for the conscious and active perception of new material in the classroom, but also for its discussion, form the ability to give answers to questions that arise and formulate them. on one's own.

Homework, which contribute to the systematization and generalization of the acquired knowledge, their in-depth understanding.

Such assignments are given after studying the material of the lesson or after the end of the topic. It is very useful to reduce the material studied by students into diagrams, tables, lists, etc. This helps to visualize the studied material in a system consisting of components that are connected in a certain way with each other. What has been studied appears before students from a different angle, new connections are revealed.

This type of assignment involves drawing up plans, preparing answers to questions posed by the teacher, posing questions on their own, and inventing tasks.

Homework, contributing to the consolidation of knowledge and practical mastery of the methods of educational work.

This is a proposal to memorize verses, parts of texts that enrich the student's language, formulas necessary for solving problems, etc. However, their main type is exercises, performing which the student simultaneously consolidates knowledge and masters the methods of educational work.

During the performance of this type of task, the student uses different memorization techniques: multiple repetitions, establishing associative links, dividing the educational material into parts, highlighting any signs, etc.

Homework to apply the acquired knowledge in practice.

Assignments are given after studying the educational material in the classroom. These are simple experiments related to the use of the acquired knowledge in the household, in training and production workshops, while the student is working on the farm. Such tasks connect learning with life, increase the cognitive interests of students, form the practical orientation of their thinking.

Allocate also reproductive, constructive and creative homework.

Some students, after the teacher's explanation, can only complete a similar task that was solved in the lesson. Such schoolchildren are offered reproductive tasks for a while, for example, to read and translate an article from a textbook; insert missing letters; solve the problem using the formula, conduct research according to the instructions.

More complex are constructive (or reconstructive) tasks, for example, highlight the main thing, draw up a plan, table, diagram, compare individual provisions, systematize the material. It is possible to give students such tasks only after proper preparation in the class, when they master the basic techniques of mental activity. It is not recommended to give assignments for copying diagrams, drawings, maps: each work should require new efforts, be at least a small, but a step forward in mental development.

Creative tasks are performed both by individual students and the whole class, they contribute to the development of cognitive needs and creative thinking of schoolchildren. Creative tasks can be given both before studying certain material in the lesson, and after studying it. Discussion of creative works, proposals, developments always causes an intellectual and emotional upsurge, creates a fertile ground for studying educational material that meets the interests of students. Such tasks require, as a rule, answers to the following questions: “How to do so that ...?” And why?" Creative tasks are given to students who have sufficient knowledge and mental operations, have the necessary experience in creative activity, and the time to complete them. Creative work includes writing essays, conducting independent experiments, composing problems, finding new methods for solving them, etc.

Homework is usually done individually. Sometimes group tasks are practiced, which are performed by several students in parts.

Checking homework can be carried out by the teacher in different ways: an oral survey or a passing acquaintance with written work in the lesson or viewing notebooks after the lesson. Checking assignments is mainly carried out at the beginning of the lesson, but can be carried out at the end, and during it in combination with work on new material. Some teachers, instead of checking homework, give students exercises similar to tasks and, based on their performance, make a conclusion about the quality of homework.

The most commonfrontal check of the assignment in the lesson. The teacher checks homework, poses a question to the whole class regarding its content, the students give short answers, note the difficulties they encountered. The teacher identifies and eliminates errors, makes a generalization. A deeper individual check involves a survey of one or three students, during which other students monitor the answers, supplement, correct errors.

If the student did not complete the task, the teacher must find out the reasons for this. They are very different - from unfavorable conditions for studying at home, to unwillingness to work systematically. In cases where it turns out that the task is difficult for the student, you should find out what the difficulty is and help overcome it. If the student is lazy, then it is necessary to strengthen control over his work, demanding the fulfillment of student duties, to accustom him to bring the work he has begun to the end. If the student does not have time to do homework - help him master the methods of rational organization of work.

An important form of control ismutual verification of work performed by studentswith the detection of errors, their elimination and grading, and then, in some cases, justifying the assessment in front of the whole class. Involving all students in the class to check homework, to discuss mistakes, ways to overcome them is very advisable, since it gives each student additional ideas about the learning process and possible difficulties. You can also involve students in the test in this way: the teacher calls one of the students who demonstrates the completed task (writing on the board, reading, etc.), and the rest check it with their work. If the teacher discovers an error in the called student, then he asks who did it differently, with the help of the class he finds out how it should be right.

Thus, in this article we have considered various types of homework and how to check them. The most common is their division into reproductive, constructive and creative, as well as oral and written. Regarding the methods of checking homework, it was found that the main methods are frontal, individual verification and mutual verification.

Today, the problem of organizing homework is quite relevant. Often it is of an ill-conceived and random nature, preparation for its implementation is carried out poorly, the check is formally built. As a result of poor planning, preparation and organization of homework, there is an overload of homework assignments for students, which negatively affects the efficiency, activity and interest in learning.

Pedagogical laws and centuries-old practice prove that homework is necessary, because the knowledge gained in the lesson without consolidation is quickly forgotten. If independent homework is not carried out, the level of educational motivation and the quality of education decrease.

Steps for checking homework

Among the new approaches to the modern lesson, there are several stages of comprehensive verification doing homework:

1. The didactic task of the stage involves establishing the correctness and awareness of the completion of homework by all students; elimination of gaps in knowledge that were discovered during the test, which leads to the improvement of knowledge, skills and abilities of students.
2. The content of the stage suggests that the teacher's goal is to find out how much the students have mastered the material given at home; determine what are the typical shortcomings in the acquired knowledge, what are the reasons for their occurrence; eliminate the identified deficiencies.
3. A condition for achieving positive results is the use of a system of techniques that will allow the teacher to determine the completion of the assignment given at home for all students in the class.
4. An indicator that the didactic task of the lesson has been completed is the possibility set the level of knowledge most of the students in a short period (about 5-7 minutes), while identifying typical shortcomings; the opportunity, when checking homework, to correct and update the basic concepts and eliminate the causes of identified shortcomings.
5. When the requirements are optimal, the individual and age characteristics of children are taken into account in their preparation, preference is given to tasks of a problematic and search nature.
6. When using various methods and forms of control, the mental activity of students is activated, preference is given to individual, creative, search tasks.
7. Mistakes made during the implementation (uniformity of lessons, survey methods, lack of comparison of the specifics of the studied material and the individual characteristics of students) leads to the fact that new approaches are applied to solving this issue.

Control organization methods

Various forms and types of homework imply a variety of ways and methods of checking it. In the teaching methodology, new approaches raise the question of organizing its testing in one of the dominant places.

The stage of a comprehensive check of homework requires the teacher to control not only the systematic performance of each student, but also the degree of independence of the student in completing the assignment, the level of assimilation of the material when doing homework.

An obligatory element of each school lesson is that the teacher must constantly check homework, link it with the material being studied. At the same time, it should be borne in mind that just going to the blackboard and telling a rule or writing a made example for a student is a rather boring task. Therefore, today teachers have come to innovative verification methods, among which:

1. Asking unexpected questions, which are questions formulated differently than the task after the paragraph. If the students carefully performed home exercises, they will easily answer them.
2. Reviewing the oral answer - students listen to the answer of their classmate and present an oral review of it, in which they note the shortcomings and merits of the answer, supplement it.
3. Homework dictation. The teacher can prepare a selective, graphic or spelling dictation at the language lesson. The material for it is taken from the home exercise.
4. Brief written response. The question asked by the teacher sounds extremely specific, so that the answer to it can be expressed in a nutshell. Such tasks reinforce knowledge and draw students' attention to the main points in a given paragraph. A written answer contributes to the fact that the learned theory will be stored in memory for a long time.
5. Checking with the help of computer technology. An exercise, example or task is projected on the screen, with the most difficult points highlighted in color. Students compare their notes with the image on the screen and correct errors, if any.

Task execution control forms

The listed methods of checking homework will be effective only if they are applied comprehensively and systematically. Hence it follows that forms of control homework is also different:

1. Control of written homework when conducting independent work in the classroom: for all students - formally, for individual students - content control.
2. Indirect control with the help of tests, independent work, dictations, which are compiled on the basis of identical material given at home.
3. Control of oral tasks for individual students, discussion and addition of answers by other students.
4. Extracurricular checking of notebooks. The teacher can draw a conclusion about the ability to correctly draw up assignments, determine the most common mistakes, only by checking the notebooks.
5. Indirect control is based on observing the student in the lesson, if his activity in the lesson was facilitated by doing homework.
6. Mutual control of students is carried out during the pair exchange of notebooks using a reference book or samples.
7. Self-control of students when they themselves check the completed homework with the correct performance depicted on the interactive whiteboard or written on the blackboard.

Which form to give preference to depends on the purpose, type and content of homework, on the attitude of students towards it.

According to pedagogical experience, the teacher, before giving homework, should be sure that he can check it and evaluate. In addition to the task itself, attention must be paid to the completeness, form and correctness of its implementation. Monitoring and evaluation, and then marking for homework, motivate students and mobilize their strength. If checking homework is taken lightly or not checked at all, the student will be disappointed that the teacher ignores his work and his achievements. This is especially true for those students who do their homework conscientiously and with full dedication, and the teacher systematically ignores this fact.

The teacher must ensure that the students complete their homework.

It's much easier to do this if the students know that you don't forget the homework assignment and then remember to check it. Students should not have any doubts about whether your task can be completed or its failure may go unnoticed. Each unfulfilled task leads to an increase in the irresponsibility of students.

For the teacher execution result homework assignments performs a dual function. On the one hand, he becomes an object of control over the activities of students, and on the other hand, his activities in the previous lesson. Homework, which is correctly set and evaluated, allows the teacher to discover the reserves of his lesson; detect errors and successes in the choice of methodology; demonstrate the rapid progress of students. Also, homework is the basis for the next lesson using the results achieved.

• With the help of constant monitoring, ensure that the students have no doubts whether it is necessary to complete the homework assigned by you;
• Use different forms of control, which will depend on the purpose, type and content of homework and the attitude of students to its implementation;
• Determine what you will evaluate, how you will evaluate, whether a mark is expected for this, based on the conditions and its educational impact;
• If students do not do their homework, look for the reasons for this and ways to eliminate them;
• If the work is not completed on time, it must be completed later;
• Checking homework is an inevitable part and a necessary addition to a good lesson.

Harmonious combination of different methods and forms submitting and checking homework affect the formation of students' independence, increasing their level of motivation for learning. The most important task of the teacher is to form in students a positive attitude towards learning when doing homework.

In addition, homework has an unusually large educational potential. The teacher gives schoolchildren knowledge in order to educate a person, a caring and creative person, and homework is an indispensable assistant in this matter. If students see that the teacher is interested in how the homework is done, how it is presented, they will love both the teacher and his subject.

Non-standard forms of checking homework

One of the most important tasks of a general education school is to increase the responsibility of the student for the quality of education, the observance of academic and labor discipline. Being one of the forms of organization of schooling, homework has a great educational and educational value. Working at home, students not only consolidate the knowledge gained in the lesson, improve their skills and abilities, but also acquire the skills of independent work, cultivate organization, hard work, accuracy, and responsibility for the task assigned. The role of homework is practically depreciated if their verification is not established. As a result of a systematic check of assignments, students receive the necessary advice and assessment of completed assignments in a timely manner, which is very important in an educational sense. The teacher, on the other hand, has the opportunity to find out how deeply the material is learned and to what extent the students are ready to acquire new knowledge. How to make sure that checking homework does not turn into a standard obligation, into a banal continuous reading by a student of words or sentences written down at home “in a chain”? How to develop the mental activity of students, introspection and self-esteem of children with the help of homework and monitoring its implementation? To achieve these goals, non-standard forms of checking homework are aimed, contributing to the development of inquisitiveness, curiosity, and a creative attitude to work.

Reception of "Active listening"lies in the fact that during the answer of one student, the rest of the students summarize what was said by filling out the friend’s answer card, putting pluses or minuses in it. Then the teacher collects "active listening" cards and sees the students' problems on the topic from them. This technique increases not only the activity of students, but also the effectiveness of checking homework.

"Blitz-poll by chain".The first student puts a short question to the second. Second to third, and so on until the last student. The response time is a few seconds. The teacher has the right to remove a question that does not correspond to the topic or is not correct enough. Each student has the right to refuse to participate in the blitz tournament, therefore, so that the procedure does not fail, the teacher finds out in advance which of the students would like to take part in this action.

As an option for checking homework or in a generalizing lesson, you can offer to arrange a competition between the rows for a while, that is, which of the groups, without interrupting the chain, will correctly and quickly answer the questions. At the same time, it is necessary to choose referees who will control the correctness of the answers and the time during which the students cope with the task.

"I believe, I do not believe" - This technique can be used at any stage of the lesson. Each question begins with the words: "Do you believe that..." Students must agree with this statement or not.

Example. The word “health” is written “z”, because “d” is voiced, and “z” itself is a prefix. This statement is incorrect, since the letter "z" is part of the root.

"Well no"- This is a versatile game that kids love a lot. The teacher says something

(subject, literary character, etc.). Students try to find the answer by asking questions. The teacher answers these questions with the words “yes”, “no”, “yes and no”. The question should be posed in such a way as to narrow the circle of the search. The advantages of the reception are that it teaches you to systematize known information, to link together individual facts into a big picture, teaches you to listen carefully and analyze questions. In high school, students are involved in the compilation of questions. The main thing in this technique is to teach how to develop a search strategy, and not bombard the teacher with countless questions.

"Dictation for the" spy ".This methodical technique allows you to develop visual memory, trains attention and responsibility for the final result. He works well in the lessons of the philological cycle, in the lessons of mathematics, geography.

The class is divided into 5-6 teams. The text of the dictation is also divided into the same number of parts. Sheets with text are attached to the walls away from the team for which they are intended. Each member of the team becomes a "spy". He approaches the text (as many times as necessary), reads it, memorizes it, returns to the team and dictates his part to them. Teams compete, the winner is the group that finishes the work earlier and does not make mistakes (or makes less than others).

"Intellectual warm-up" -these are 2-3 not very difficult questions to warm up. The main purpose of such a warm-up is to set the child up for work.

Reception "Pencil notes in the margins"(“L” - easy, “T” - difficult, “C” - doubts made by the student at home in the margins of the notebook while doing homework) helps the teacher quickly see the problems of each student before the start of the lesson, and teaches the student reflection. In the future, the content of the lesson is adjusted taking into account the identified problems.

"Find the mistake." Option 1 . If the material being checked is well known to students, then this methodological technique provokes the emergence of a situation of success in the lesson. And if the material is new, then successful searches for mistakes, flavored with the praise and admiration of the teacher, allow children to feel like researchers and experts. The teacher in his message makes mistakes that need to be found, or texts are distributed in which information is clearly distorted, definitions are confused, other people's thoughts and actions are attributed to the characters, and incorrect interpretations of events and processes are given. Teacher, I'm sorry to find errors in the proposed text, you can specify the number of errors.

Option 2. The same methodical technique can be used as a team game. Each team prepares at home (or in class) a text with errors on a specific topic and offers it to the other team. To save time, you can exchange texts that were prepared in advance. The benefit is double and mutual - whose team will better hide their mistakes and who will find more and faster.

"Ping pong". Option 1 . 2 students come to the board and take turns asking each other questions on homework. In this game, you can use a small bright ball. The student says a question and throws the ball to his opponent. The teacher evaluates their answers.

Option 2. One of the students prepared homework questions. The answers to them should be monosyllabic. He goes to the board, throws the ball to any of the students in the class and at the same time asks him a question. The answer sounds and the ball returns to the first student. The teacher evaluates the quality and originality of the questions and the correct answers.

"Knight Tournament".The student goes to the blackboard and, on the topic covered, poses pre-prepared questions to the teacher, to which he would like to receive an answer. In turn, the teacher asks the student a question. The whole action lasts no more than 5 minutes. The tournament is announced in advance. Questions should be concise, answers short and to the point. The Referee may remove a non-specific question. Students applaud or raise their hands (or put marks on the sheet) evaluate the actions of the student and teacher.

"Snowball". As the snowball grows, this methodological technique attracts more and more students to active work. The algorithm of this technique can be briefly described as follows: Word-sentence-question-answer.

Option 1. The teacher points to the student and says: “Word!” He says a word that relates to the topic of the lesson. Points to another student and says, “Offer!” The second student makes a sentence with this word. The third student offers questions to this sentence, the fourth student answers it.

Option 2. Each student adds his literary "masterpiece" to the first phrase in such a way that a continuous chain of certain grammatical categories is formed.

Example. Russian language. The theme is "Communion".

Teacher. In the summer on the street I met a man dressed in a coat.

1st student. In a coat turned inside out with fur.

2nd student. Fur, protruding flaps.

3rd student. Patchwork, like a clown's hair.

"Traffic light". A very simple yet effective method. Having prepared the material once, you will reap the fruits of your diligence for a long time. A traffic light is a long strip of cardboard (9 cm long, 4 cm wide), covered with red paper on one side and green paper on the other. The traffic light “works” very simply: when conducting an oral survey, all students signal to the teacher whether they know the answer to the question (the green side is ready to answer, the red side is not ready). The positive side of this situation is that passivity is unacceptable during the interview. Whether you like it or not, you need to raise the card and say if you know this question. The teacher explains to the students that by holding up a red card and declaring ignorance, the student refuses to answer. Showed green - be kind, answer.

When conducting an oral survey, you can do this: invite two or three (not necessarily strong, but responsible) students to the board and entrust them with the role of teacher assistants. Assistants should be given sheets in advance on which the names of the students are written and a table is drawn. The role of assistants is to mark the work of a particular student on a sheet, i.e. the number of green (+) or red (-) cards raised. The intrigue is that the class does not know whose names are written on the sheets, so everyone works. After 5 minutes of conducting an oral survey, the teacher, firstly, has a clear idea of ​​what the children have learned well from what was proposed in the previous lesson, and what should be addressed again. Secondly, the assistants give the teacher tables in which the number of correct answers has already been summed up, and the teacher honestly and reasonably gives several marks for the oral survey.

"Training of memory and mindfulness."This is quite an interesting technique, it is especially effective when students are ready to work with it. Warn them ahead of time to read the home paragraph carefully. The teacher gives the students a sheet on which the text is located in the middle, part of the verse. The task is for the students to be able to write the necessary text above and below the existing phrase, or try to express it verbally - what should precede the phrase and how it should have ended.

"Know me." At a lesson in history, geography, chemistry, literature, students can be invited to speak on behalf of a famous person (scientist, literary or historical hero), while not naming her, but describing actions, discoveries, reasoning.

Reception "Educational dialogue with the author of the textbook"- an excellent tool that puts the student in the position of the subject of learning and their own development. Students are invited to independently study the explanatory text of the textbook with new material at home. After reading it independently, students write down questions that arise along the way, addressed to the author. Then, in the lesson, one group of students reads them aloud, and the other group acts as the author, trying to find the answer on the pages of the textbook, and if there is no direct answer, then the expected answers are heard. This technique allows the dialogue to become a means of learning and feedback, as a result of which learning tasks and problems are solved, the technique teaches to analyze, compare, argue or agree with the author of the textbook, and makes it possible to provide feedback.

"Chain of words" allows for a quick frontal check of the definition of concepts, the formulation of rules, theorems (reproductive level). Its essence lies in the fact that students in a chain name only one word from the verified definitions of concepts or facts, and then one of them pronounces the wording in full. This technique can be carried out in the form of competitions in rows, and 2-3 students act as a jury, who record the answers of their comrades.

"Crew"- The class is divided into 4-5 groups. Each member of the group receives a "position": captain, 1st mate, 2nd mate, boatswain, sailors. 4-5 minutes are allotted for preparation, and then a survey is conducted by lot - whoever gets the question, he answers, the assessment is given to the whole team. In addition, there is also the option “Everyone answers” ​​and students especially like it when they get “Trust”, in this case the team is exempted from answering and everyone gets positive marks.

The use of such methods of monitoring homework helps to form a number of key competencies of students:

• Motivate students to carefully study the topic;
• Develops intellectual competencies: analysis, synthesis, comparison, highlighting the main thing;
• The creative nature of the tasks allows you to develop creative thinking;
• The student learns to correctly formulate questions, offering possible answers, that is, to communicate through a reflective dialogue with the intended interlocutor;
• Helps self-expression of the student's personality (personal competencies).

And, finally, the most important thing is that students who know that the teacher at each lesson, using the arsenal of methods and techniques available to him, will definitely check the level of knowledge, skills and abilities of each student, begin to systematically prepare for lessons, gain self-confidence.

Bibliography

1. Golub B.P. Means of activating the mental activity of students. - M., Pedagogy, 1998.
2. Deikina A.V. About homework in the Russian language. - Journal "Russian language at school". 1984, No. 6.
3. Kulnevich S.V. Modern lesson. Part 1. - Rostov-n / D, Uchitel, 2005.
4. Sadkina V.I. Checking homework. Methodological techniques. - IG "Osnova", 2009
5. Tekuchev A.V. Methods of the Russian language in secondary school. - M., Education, 19980.
6. Shevchenko S.D. How to teach everyone. - M., Enlightenment, 1981.

Homework.

Ways to check homework

(from work experience)

prepared by: Glushchenko N.V.

At the beginning of the year, the teacher introduces students to the requirements for completing written and oral homework:

systematic implementation of d / z

d / z entry in the diary

d / z is an independent work for which the teacher can put a mark in the journal

warning about the implementation of d / z "for evaluation"

work on calligraphy

adherence to spelling

entry in the diary about non-fulfillment of d / z

revision, working out outstanding d / z

Ukrainian language. Checking d / z:

diary-textbook-notebook,

reading the instructions for the exercise and comparing it with the task completed in the notebook

"Text. Types of texts. Parts of the text»

d / z cheating and reading, work on the content.

"Sentence. Types of offers. The main and secondary members of the proposal "

read only narrative (interrogative, incentive) sentences;

read uncommon sentences;

Read the sentence in which the subject answers the question Who? (what?)

read the sentence in which the subject means ... (the lexical meaning is called)

explanation of the meanings of words that met during the performance of d / z

student testing

“Phrases. Types of phrases” “The main members of the sentence. Types of predicate »

compiling a reference note on the questions proposed by the teacher. In the next lesson, when performing independent work on the topic, the student can use only his notes, and not the textbook.

for children, tasks with self-examination are offered “if you write down words, phrases correctly, then from the first (second, etc.) letters you will read the statement ...” (8.5 cells)

use of homework material in assignments for independent work (of which students are informed in advance)

student testing

written survey (yes/no)

personalized card

continue the sentence (work on the learned rule) The phrase is ..., the Appeal is ...

performing a written d / z based on a home text in literature (reading), when it is necessary to write out ... noun, adj, v, etc. and ask the question "how much?". The number is the key to the correct answer.

The problem of organizing homework is very relevant. As noted in the textbook of pedagogy, the need for homework of students is due not so much to the solution of purely didactic tasks (consolidating knowledge, improving skills and abilities, etc.), but to the tasks of developing skills for independent work and preparing for self-education. Homework as a structural element of the lesson contains ample opportunities for enhancing the cognitive activity of students.

Homework is considered as one of the additional organizational forms of learning. Noting that home training of students is an integral part of traditional education, V.I. Zagvyazinsky refers it to additional extracurricular forms of organization of learning, which should organically complement the lesson and make up a system of work provided for by thematic and calendar plans. Some experts consider students' homework as a kind of independent work.

Homework of students is the independent completion of educational tasks outside the existing lesson schedule

Home study work of students is fundamentally different from classroom work, primarily in that it proceeds according to the instructions of the teacher, but without his direct guidance. The student himself determines the time for completing the task, chooses the rhythm and pace of work that is most acceptable to him.

In the 1960s, the experience of organizing learning without homework was promoted, when all work on the material was completed in the classroom. However, this experience did not justify itself. Home preparation of students should not replace, but complete the work done in the classroom under the guidance of a teacher: the introduction and analysis of basic concepts and ideas, acquaintance with new ways of activity.

Types of homework

Since the theoretical aspects of students' homework have not been sufficiently studied, various bases for classifying homework are offered in the pedagogical and methodological literature.

For didactic purposes There are the following types of homework:

Preparing for the perception of new material, the study of a new topic;

Aimed at consolidating and applying the knowledge gained in the classroom, developing skills and abilities;

Contributing to the expansion and deepening of the educational material studied in the classroom;

Aimed at the formation and development of skills for independent exercise;

Contributing to the development of independent thinking by performing individual tasks in a volume that goes beyond the scope of the program material, but meets the abilities of students.

A special type are tasks of a creative nature (writing presentations, essays, making drawings, making handicrafts, visual aids, etc.).

By type of learning activity Students are given the following types of homework:

Work on the text of the textbook and various additional sources of information (dictionaries, periodicals, the Internet, etc.);

Performing exercises and solving problems;

Completion of written work;

Filling out workbooks on a printed basis;

Writing essays and reports;

Production of visual aids, layouts, etc.

In the experience of advanced teachers, reading and analysis of additional literary sources are also used; independent work with periodicals; annotating movies and videos, etc.

Classification depending on the type of upcoming lesson:

To the lessons of learning new material:

1) study of the textbook material and its retelling;

2) revision of the material studied in the lesson;

3) grouping of material according to some attribute;

4) collection of materials from additional sources and the surrounding reality.

To the lessons of studying the application of knowledge:

1) practical work (production of manuals, cards, tables);

2) solving problems similar to those solved in the classroom, or according to the model;

3) solving non-standard tasks;

4) solving problems with interdisciplinary connections;

5) independent compilation of tasks;

6) independent study of the material;

7) comparison of facts, observed phenomena and explanation of their similarities and differences;

8) work on the bugs.

To the lessons of generalization:

1) answers to specially posed questions of the teacher;

2) preparation for the answer on the assignment and plan given by the teacher;

3) independent preparation of a response plan on a topic or preparation according to this plan;

4) highlighting the main and secondary material in the text;

5) independent proof of one or another position or conclusion, similar to that given in the class;

6) selection of additional material on the topic;

7) independent compilation of tasks on the studied topic (individual, pair or group);

8) formulation of conclusions based on factual material (observations, experiments, experiments, excursions);

9) preparation of tables, diagrams, supporting notes;

10) non-traditional generalizing tasks: compiling a crossword puzzle, test, training program, etc. on the material studied.

To the lessons of control and knowledge testing:

1) written answers to questions;

2) individual home control work;

3) solving non-standard problems.

The article discusses the following types of homework: individual, group, creative, differentiated, one for the whole class, homework for a roommate (in pairs of permanent composition).

Individual homework usually assigned to individual students in the class. The teacher can check the level of knowledge of a particular student. Such work is done on cards or using notebooks on a printed basis. Its purpose may also be the correction of existing knowledge on a particular topic, filling in existing gaps, etc. It can also be optional tasks, for example, for extracurricular activities.

While doing group study homework A group of students completes an assignment that is part of a shared class assignment. It is better to set such tasks in advance.

creative work as a separate type of homework is not singled out, but it should unite all types of homework. For example, compiling tasks with a fairy tale plot, messages and reports. This type of homework can be called "delayed".

Differentiated homework can be designed for both "strong" and "weak" students. The basis of a differentiated approach at this stage is the organization of an independent one, which is implemented through the following typical methods and types of differentiated tasks.

1. Tasks are the same for everyone in content, but different in how they are performed, for example, a different number of tasks.

2. Tasks that include several options with the right to choose any of them: “At home, complete one of the numbers of your choice: No. ... or No. ... on p. ...". The free choice of a task does not mean that the teacher cannot advise certain students to start with an easier solution, and then move on to more complex exercises.

For "weak" students, cards can be given: with gaps to be filled in; with errors that need to be corrected; with unfinished solutions.

One for the whole class is the most common type of homework. Compilation of homework for a neighbor in the desk (pairs of a permanent composition). For example: “Make two tasks for your neighbor similar to those discussed in the lesson.”

Note that in real practice, more than 80% of teachers give one homework for the whole class, and only from time to time give differentiated tasks.

Three levels of homework

First level is the required minimum. The task should be clear and feasible for all students.

Second level homework - training. It is performed by students who want to know the subject well and master the program without much difficulty. At the same time, they can be released from the task of the first level.

Third level- creative task - is used depending on the topic of the lesson, the preparedness of the class, etc. It is performed by students, as a rule, on a voluntary basis and is stimulated by high evaluation and praise. As part of creative tasks, students are invited to develop: ditties, fables, fairy tales, fantastic stories, etc. (on this topic); chainwords, crosswords, etc.; thematic collections of interesting facts, examples, tasks; collections of abstracts for articles on the chosen topic; educational comics; posters - reference signals, diagrams, visual aids, etc.; mnemonic formulations, verses, etc.

Methodology for organizing homework

The method of organizing homework is one of the weak links in the activities of the school. Often homework assignments are not singled out as an independent stage of the lesson at all. Meanwhile, it should prepare students for independent and conscious performance of the task.

Up to 80% of teachers give homework at the end of the lesson, although other options are possible: at the beginning of the lesson, in the middle, during the lesson.

In connection with the peculiarities of the subject (interactive work at the computer), homework should be given taking into account the availability of it for students. Suitable tasks that do not require a computer.

Homework takes place without the direct guidance of the teacher, therefore, it needs to create the necessary conditions for its successful implementation. One of these conditions is its availability.

S.A. Puyman formulates the basic rules of homework as follows:

For homework, you need to set aside special time;

Assignments should be given with the full attention of the entire class;

Homework must be understood by everyone without exception;

Students should know not only what to do, but also how to do it: how to read a textbook, how to start solving a problem, etc.

Homework should be differentiated. High performing students may be given an assignment of increased difficulty.

In the practice of the school, the following types of instruction have developed when assigning homework lessons: a proposal to perform in the same way that similar work was done in the classroom; explanation of how to complete the task using two or three examples; analysis of the most difficult elements of homework.

A.A. Gin offers a number of techniques for submitting homework:

Array assignment. For example, the teacher gives 10 tasks, from which the student must choose and do at least a predetermined volume of the task. Within the framework of a large topic being studied or repeated, a large array of tasks can be set immediately (not by the next lesson, but for a longer period). The performance of a large number of tasks from the array is stimulated by relay control work.

Special assignment. Advanced students get the right to perform a particularly difficult task (the teacher strongly emphasizes his respect for the student's decision to use this right).

Creation works for the future: students do creative homework to develop didactic materials that are used in the same or next grades.

Uncommon Ordinary: The teacher assigns homework in an unusual way. For example, by encrypting it.

Ideal Job: The teacher invites students to do homework of their own choice and understanding. It can be any of the known types of tasks.

Report, preparation for which is carried out in several stages:

1. Map of the message (the first and last phrase of the report, which must be memorized, and the summary of the report) (4 min).

2. Working out the regulations on a short message (3 min)

3. Report (5-7 min)

4. Report with difficulties (working out a way out of a predicament)

Homework should be dosed in time (from 1 hour in elementary grades to 3-4 hours in graduation classes), avoiding overloading students; it should be well explained and usually does not require adult assistance.

In order not to overload students with homework, it is advisable to build them according to the “minimum-maximum” principle - mandatory for everyone and designed for students who are interested in the subject, who have a penchant for it.

Students should know that it is easier and faster to complete homework on the same day it was assigned. It is good to do homework early in the morning. Some people find it helpful to read a paragraph of a textbook before the teacher explains it. With the help of parents, it is necessary to organize a certain regime; eliminate irrational ways of performing a given material; make sure the workplace is in order.

For a strong-willed, persistent student, it can be advised to start preparing homework from a more difficult subject. If the student does not have such qualities as determination, perseverance, it is better to start training with an easier subject.

Systematic organization of homework

It makes sense to organize a system of homework that involves learning the techniques of independent learning activities, the development of cognitive activity.

Important functions of education, upbringing and development are assigned to the homework of students. But, unfortunately, in practice, these functions are not always implemented, since the teacher focuses on the problems of the lesson. Very often, homework assignments are of a random, ill-conceived nature, preparations for their implementation are poorly conducted, and checks are formally built. The consequence of these shortcomings in the planning, preparation and organization of homework is the overload of students with homework, which negatively affects the activity, efficiency and interest in learning.

As practice and numerous studies show, the majority of low-performing and even average-performing students are not conscientious about doing homework. One of the reasons for this situation is the non-differentiation of homework (most often it is common to all students in the class). A situation arises when it is easier for a student to rewrite homework from his comrades, and often this is done hastily, without delving into the essence of the task and how to perform it.

Therefore, a differentiated approach is needed, which involves a combination of individual, group and frontal work. It is necessary at all stages of learning, not only in the classroom, but also when doing homework.

It is especially advisable to give differentiated tasks:

When passing through a topic in which complex concepts are encountered;

When summarizing the topic covered and preparing for the final work;

When working on errors in control work.

Differentiated homework is especially important to use at the stage of consolidating educational material. If strong students at this stage basically comprehended and mastered the material being studied, then weak students still experience uncertainty, therefore, homework using differentiated tasks to consolidate the material covered in the lesson is built so that each student has the opportunity to independently complete the task of the appropriate level of difficulty .

When offering differentiated homework assignments, it is necessary to consider:

The child's ability for learning activities (quick mastering of educational material, the depth of its comprehension);

Ability to Express Your Thoughts:

Cognitive activity (showing interest in knowledge);

Organization in work (the ability to bring the work started to the end).

Based on the individual characteristics of children, tasks are selected in such a way that, when subordinated to a single cognitive goal and one topic, they differ in the degree of difficulty. Moreover, along with individual task cards, as a rule, in three versions (students themselves choose an option, or each option is assigned by the teacher to a certain group of students in advance), it is possible to prepare a work containing tasks of several levels, when performing such a task, students become the subject of cognitive activity, which fosters initiative (in this case, the choice of level), independence in the assimilation of knowledge, skills and abilities, in the development of thinking, memory and creative imagination.

It is useful to use in homework such techniques as:

Completing tasks involving errors in reasoning or writing;

Performing tasks to identify patterns;

Consideration of tasks with extra or missing data;

Various methods of self-control.

Students each time exercise the ability to bring the work to its logical conclusion, constantly improve the level of their knowledge. Performing a more complex option becomes the goal of everyone. Such work has an important educational value, accustoms to the careful performance of any task, maintains activity at the proper level, forms a sense of independence and responsibility.

At the first stage, independent study of the theory is supposed. In this case, the following methods of work can be used: carefully read the text; determine how many parts it has; come up with questions for each part of the text and answer them using the textbook; supplement questions if unclaimed information remains in the text; highlight the key words of the text; find the meanings of unfamiliar words in the dictionary, relying only on keywords; retell the text, checking yourself in the textbook; build a plan-scheme or develop an algorithm based on keywords.

Non-traditional homework assignments may be offered:

1) self-compilation of a dictionary of terms, their arrangement by topic;

2) clarifying the definitions of a school textbook;

3) study of the text of the textbook;

4) independent compilation of tasks.

With such an organization of homework, the ability to independently use dictionaries, additional and reference literature is developed.

At the second stage, training is carried out in non-standard ways of solving problems, searching for and using missing information, forming interest not only in the result, but also in the process of educational activities.

The following tasks can be used:

1) development of visual aids, tables, diagrams, algorithms, reference notes;

2) development of new variants of rules, wordings, etc.;

3) preparation of tests, tasks, cards for control and self-control;

4) editing of educational and scientific text;

5) correction of the mistakes made;

6) preparation for thematic lessons: search for information, quotes, articles from the dictionary.

At this stage, a group form of work is advisable (on the principle of combining students of approximately the same level of education), which allows for a differentiated approach.

An effective means of developing the skills of self- and mutual control is mutual verification.

At the third stage, conditions are created for the disclosure of students' own creative potential. Methods of research, heuristic nature, creative tasks are used, implying long-term independent work (training programs, projects, essays, other creative works), which contributes to the development of students' need for independent work, self-expression, self-actualization through various activities:

1) creation of pedagogical software in informatics and other school subjects (tutorials, computer tests, presentations, Web sites, etc.);

2) writing poems, stories, fairy tales, essays on the topic under study;

3) tasks based on mass media materials;

4) development of materials for the school press (including, for example, the creation and support of an electronic newspaper);

Ways to check homework

A great influence on the quality of homework is its verification. At the same time, the effectiveness of independent work of students at home depends not only on the requirements set by the teacher for doing homework, but also on the methods of checking it, which should be diverse not only in form, but also in content. If checking homework is carried out constantly and, as a rule, is associated with the content of the work in the lesson, then students are more responsible for their implementation and try to work at home on their own in order to be ready for the upcoming lesson. This raises the question of effective verification of homework.

One of the possible ways to check homework is as follows: each student has a notebook for individual homework. "Weak" and "average" students divide each sheet of notebook into two columns (vertically or horizontally, depending on the type of work). When doing work, the student writes only in the first column, leaving the second blank. The teacher, checking the work, marks with a plus sign to the line where an error is found, which he underlines, and puts a minus sign next to it. This means that this is where the error came from. Regardless of what grade the student receives, he must do the work on the mistakes in the second column of the notebook sheet. At the same time, the student does not rewrite the condition of the problem and the part of its solution that is correctly written in the first column. This removes the issue of overloading the student and doing unnecessary work.

In addition, the student, working on a mistake, should think about what the mistake is, find it, compare his original solution with the newly solved one. It may turn out that this time the student makes a mistake, then the work will continue further, until the student corrects all the mistakes.

The individual approach here is manifested in the fact that each student works at his own pace, in accordance with his abilities and moves forward in relation to himself. The main requirement for the student is to achieve the closest level for him (basic, advanced or advanced). The correct performance of homework at the basic level is assessed with a mark of "three", if independent or control individual work was performed in the class - no higher than "four". In this case, the student also works on mistakes at home.

The described method of checking individual independent homework is carried out along with traditional methods.

A student's completely written individual notebook is not thrown away, but is kept by the teacher. Looking through them, the teacher periodically writes out the gaps found, the nature of the errors in the student's individual card. All this allows him to prepare individual tasks for the student in the future (not only classroom or homework, but also for the holidays).

The foregoing does not mean that students do not perform general independent work at all. At the stage of familiarization with a new topic and the stage of primary consolidation of the material, all students work on common tasks in the frontal form of activity.

There are different ways to check homework: the teacher checks, the student himself (self-check), and other students (mutual check). In this case, the role of teacher assistants also increases. During the academic year, didactic material is accumulated, which is used by the students themselves in preparing for the test, dictation, exam, and in work in pairs and groups.

Up to 90% of teachers use such forms of checking homework as oral and written, work on cards.

Checking homework must certainly be accompanied by a mark or assessment. You can not put an unsatisfactory mark, you need to offer to redo the homework, correcting the mistakes made, or give a new homework similar to the first one. This method of verification is especially useful for creative work.

The following ways of checking homework are possible:

1. Solution of home examples

a) the student at the blackboard solves a home example, in parallel, a frontal survey is conducted on the stages of the solution;

Students take turns (step by step) to solve the problem. The order of task execution is frontally interrogated.

2. It was found that the task was not completed or completed incorrectly for many students:

a) the example is performed at the blackboard by the teacher with the help of students, to whom the teacher addresses his leading questions;

b) a similar example is performed at the blackboard by a called student, the decision, at the request of the teacher, is commented on by the students.

3. At the blackboard, the student writes down the solution to the problem or example. At any stage, the teacher stops him and asks another student to continue the solution, etc.

4. In the classroom, with the help of consultants, the presence of homework and the correctness of its implementation are checked.

Without carefully thought out, regularly and systematically performed homework, it is impossible to achieve a high quality of education. Homework allows students to develop both the ability to work independently and cognitive interest.