How to check homework in Russian. Homework

Various types of homework checks

Romanovskaya Valentina Vladimirovna,
teacher of Russian language and literature
GBOU secondary school No. 147 of the Krasnogvardeisky district

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.

Of course, you can work without homework. But centuries-old practice and pedagogical laws prove that if the knowledge acquired in the lesson is not repeated at home, then they are forgotten. Refusal from home independent work necessarily entails a decrease in the quality of education, a drop in the level of educational motivation.

In view of the variety of forms and types of homework, the methods and ways of checking it are different. New approaches to the modern lesson put the question of organizing homework checks as one of the dominant ones in teaching methods

The main task of the teacher at the stage of a comprehensive check of homework is to take control not only of the systematic completion of homework by each student, but also the degree of independence of the student in doing it, as well as the level of assimilation of educational material in the process of doing homework. Checking homework is carried out by the teacher constantly and, as a rule, is associated with the material being studied, and this is an obligatory element of each school lesson. Just walking up to the board and telling a rule or writing down an example that has been done can seem boring to students.

That is why now teachers come to innovative verification methods. These methods include:

Asking unexpected questions . The unexpected question asked by the teacher is a question that is phrased slightly differently than the assignments after the paragraph. If the children are attentive to the home exercise, then it will not be difficult for them to answer it.

Reviewing the oral response . The students themselves listen carefully to the answer of their classmate and prepare an oral review of it, note the advantages and disadvantages of the answer, supplement and expand it.

Dictation based on home exercise . At the Russian language lessons, the teacher can prepare a selective dictation, a graphic dictation, a dictation grouped by spelling. All material is taken from a familiar home exercise. For the same purpose, cards and punched cards can be used for verification.

Brief written answer to the question . The teacher asks an extremely specific question that can be answered in a nutshell. Such tasks will help to consolidate knowledge and draw students' attention to the main points of a given paragraph. After a written answer, the learned theory will be stored in the memory of students for a longer time.

Checking with new computer technologies . The text of the given exercise, example or task is projected on the screen. In this text, accents are placed in color font over the most difficult moments. The guys check the notes in their notebooks with what they see on the screen and correct possible errors.

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, contributing to the development of inquisitiveness, curiosity, creative attitude to business.

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 - chain poll". The first student puts a short question to the second. The second - the 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. Every 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. The teacher asks to find errors in the proposed text, you can indicate 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 lights". 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 to 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 competences).

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.

It should be noted that the above methods of checking homework in a school lesson will be effective if they are applied comprehensively and systematically.

And this means that forms of homework control may be different

Ø control of written homework during independent work of students in the lesson: formally - for all, content control - for individual students;

Ø indirect control with the help of tests, dictations, independent work, the content of which includes material identical to that given at home;

Ø control of oral homework with individual students while everyone else discusses and completes the answers of classmates;

Ø extracurricular checking of notebooks by the teacher; only through checking notebooks can a teacher draw a conclusion about the ability of students to complete assignments, what mistakes are made most often, etc.;

Ø indirect control, based on observation of the work of the student in the lesson, if the prerequisite for the activity of the student was the completion of homework;

Ø mutual control students when exchanging notebooks (pair work using samples or reference books);

Ø self-control of students: verification of completed homework with what was written on the blackboard or reproduced using a computer on an interactive whiteboard;

Which form of control to choose depends, on the one hand, on the content, type of homework, and, on the other hand, on the attitude of students towards them.

How to solve the problem of monitoring and evaluating homework?

Pedagogical experience teaches us: make sure that you can check and evaluate the homework you give at home.

This rule is still not applied everywhere. The teacher does not always check whether the students have completed their homework. Even less often, the completeness, correctness and form of the task is subjected to control.

Control, assessment of homework and marking - together with other factors of the pedagogical process - are motivating and mobilizing the forces and abilities of students. If we refuse to control homework or do not take it seriously enough, we disappoint the student, because we ignore his work, his achievements. Negative consequences of this kind should be expected especially when the work is done by the student conscientiously, with full dedication, but the teacher systematically does not pay attention to the completion of homework.

The result of doing homework has a double function for the teacher. Firstly, he is an object of control over the activities of students, and secondly, and more importantly, his own activities in the last lesson.

And further a few tips:

Ø with the help of constant monitoring, ensure that students do not have doubts about whether homework is necessary;

Ø use various forms of control depending on the content, type and purpose of homework, as well as the attitude of your students to doing homework;

Ø determine what and how you will evaluate, whether you will put a mark for it, based on specific conditions, and also taking into account the educational impact of the assessment;

Ø if students do not do their homework, look for the reasons and then decide how to eliminate them;

Ø Ensure that work not done on time must be completed later.

Ø Remember that checking homework is an inevitable part and a necessary addition to a good lesson

Organize the test so that the students do not consider this stage the “most boring” in the lesson.

A harmonious combination of various types, forms and methods of submitting and checking homework will affect the formation of independence among schoolchildren and increase the level of learning motivation, the formation of a positive attitude towards learning in schoolchildren in the process of doing homework is the most important task of a teacher in any

In addition to educational, the educational potential of homework is extremely high. After all, the teacher gives knowledge, first of all, in order to educate a person, a creative person, not indifferent. And in this noble cause, homework is an indispensable assistant. The main thing is that this light of creativity does not go out in the teacher, so that he himself would be interested in all this.

If the students see that the teacher is also interested in how the homework is done, in what form it is presented, then they will responsibly approach the homework

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, Teacher, 2004

To conduct it, the class must be divided into groups, each of which will defend its position or view of the problem. One point of view may be stated in a textbook or reference book, and another, different from it, may belong to one of the students or the teacher. In the discussion, the reasoning and arguments of students are important, and the result of it will be a deeper knowledge of the essence of the studied phenomenon.

Question to the author (in the form of an interview)

This is an unusual and very interesting way to check homework. The teacher invites the children to come up with a few questions to the author of the discovery, invention, work, in order to better understand its meaning. The most prepared students can answer the questions, and the teacher can answer the most difficult of them. For example, when checking homework in chemistry, you can address questions of interest to Dmitry Ivanovich Mendeleev, in physics - to Isaac Newton, in geometry - to Pythagoras, in literature - to Fyodor Mikhailovich Dostoevsky.

Thematic crossword puzzle

Many guys are fond of solving crossword puzzles, while showing enviable perseverance. To make it interesting to check homework, the teacher needs to make a crossword puzzle on the relevant topic and offer it to students. Children especially love interactive crosswordsthat can be solved by the whole class .

Unexpected Questions

The task of the teacher is to formulate the question in a different way than in the textbook after the paragraph. If the student has conscientiously prepared for the lesson, he will not have any difficulties with the answer, and a certain variety will be introduced into the verification process.

Oral response review

Pupils are invited to listen to the answer of a classmate, prepare and make an oral review of it (taking into account the advantages and disadvantages, making additions and clarifications).

Mutual verification

When checking written homework in chemistry, Russian or English, mathematics, students can be invited to exchange notebooks with a classmate, check assignments, grade and talk about the mistakes made, discussing contentious issues.

Brief written responses

Instead of an oral survey, the teacher asks to answer simple questions on the topic in writing. In this case, the answer should consist of two or three words. Such a task helps students to better assimilate theoretical knowledge.

Checking with the projector

The correct version of the homework is displayed by the teacher on the projector screen. Students check with him, correct the mistakes made, receiving the necessary comments from the teacher or classmates along the way.

Checking homework by questioning students is the traditional and most popular way. It is often used to find gaps or shortcomings in knowledge, forgetting about the main task of the survey - to support the student, to help, to teach. We will show you how to put it into practice.

poll-traffic light

In our case, a long cardboard strip of red on one side and green on the other acts as a traffic light. The green side facing the teacher indicates the student’s readiness to answer the question (“I know!”), The red side indicates that the student is not ready to answer (“I don’t know!”). If the student shows the red side to the questions of the basic level, this is an alarm signal for the teacher. This is a deuce, which the student set himself. You can also ask creative questions, while the red signal means “I don’t want to answer!”, And the green signal means “I want to answer!”.

Solidarity Poll

If the student at the blackboard cannot cope with the task, it is necessary to ask the class for help. Who wants to help? Of those who wish to help, the teacher chooses the strongest student and invites him to give a hint to a friend in a whisper. Alternatively, the student himself chooses the one whose help he needs, and the teacher gives the coach 10-15 minutes to prepare.

Mutual interrogation

The teacher instructs the three most prepared students to conduct a survey of those who prepared for "5", "4" or "3". A student who enrolled in the third group and successfully answered the questions in it can try his hand again.

Programmable Polling

In this case, the student must choose the correct answer from those offered by the teacher. This form of work in oral questioning is rarely used. And absolutely in vain. Indeed, in the clash of different opinions of students, misunderstanding “melts”. The teacher can defend the wrong answer to give the children an opportunity to argue.

Silent Polling

The teacher is talking quietly to one or more students, and the whole class is doing another task.

Poll chain

"Protection" sheet

Created for unprepared students and is always in the same place. A student who is not ready for the lesson writes his name on the protective sheet and can be sure that he will not be asked today. The task of the teacher is to keep the situation under control.

Interesting homework check in elementary school

For many teachers, the question of how to avoid monotony when checking homework in primary school is relevant. For younger students, the game form of testing acquired knowledge is especially relevant and effective. We offer several practical ideas that will not only allow you to perform an interesting homework check, but also help to activate the mental activity of students.

Game "Draw the answer"

The teacher needs to prepare questions on the topic covered, the answers to which the children can quickly and easily draw. Children should be warned that the answers should not be voiced, but depicted on paper.

The game "Slap-stomp"

Checking homework, the teacher asks questions and offers answers to them. If the answer is correct, the task of the children is to clap their hands, but if the answer is incorrect, to stomp their feet. This game is a great warm-up and a good way to de-stress in the classroom.

Team game "What and why?"

In the created teams, the captain is appointed as a teacher. The task for each of the teams is to come up with questions on the topic studied and answer them in turn. The right to answer is provided by the captain. It is important that all team members participate in the discussion.

Game "Semitsvetik"

The teacher needs to prepare in advance paper flowers with seven colored petals according to the number of teams. For the correct answer on the topic covered, the team receives one petal. They play until one of the teams collects the flower completely.

Game "Catch the ball"

The game is played in a circle. The teacher asks a question and tosses the ball. The student who caught him gives the answer.

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:

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.
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.
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.
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.
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.
When using various methods and forms of control, the mental activity of students is activated, preference is given to individual, creative, search tasks.
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:

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.
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.
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.
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.
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:

Control of written homework when conducting independent work in the classroom: for all students - formally, for individual students - content control.
Indirect control with the help of tests, independent work, dictations, which are compiled on the basis of identical material given at home.
Control of oral tasks for individual students, discussion and addition of answers by other students.
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.
Indirect control is based on observing the student in the lesson, if his activity in the lesson was facilitated by doing homework.
Mutual control of students is carried out during the pair exchange of notebooks using a reference book or samples.
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.

Mareeva Yulia Nikolaevna
Position: 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
Subject: 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 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 the 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 various 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 would like 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, for each student it is important 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.

Steps for checking homework

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

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.
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.
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.
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.
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.
When using various methods and forms of control, the mental activity of students is activated, preference is given to individual, creative, search tasks.
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

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.
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.
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.
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.
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:

Control of written homework when conducting independent work in the classroom: for all students - formally, for individual students - content control.
Indirect control with the help of tests, independent work, dictations, which are compiled on the basis of identical material given at home.
Control of oral tasks for individual students, discussion and addition of answers by other students.
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.
Indirect control is based on observing the student in the lesson, if his activity in the lesson was facilitated by doing homework.
Mutual control of students is carried out during the pair exchange of notebooks using a reference book or samples.
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.

The teacher must ensure that the students complete their homework.

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.

Portal for the student. Self-training

Steps for checking homework

Control organization methods

Task execution control forms

Steps for checking homework

Control organization methods

Task execution control forms

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