Organizing students' homework. Differentiated homework in elementary school.

About homework for schoolchildren

We should take homework for schoolchildren and cancel it. For example, in Finland, children spend about 3 hours a week on homework. The academic workload of Russian schoolchildren includes lessons, electives, classes with tutors, clubs, sports sections, as well as homeroom hours, school and extracurricular activities, etc. Many children are so tired that they can hardly do homework on their own, which teachers sometimes do not skimp on.

In some cases, this leads to children simply ignoring the teacher’s assignments or completing them partially, and, as a result, the child gets bad grades, begins to lag behind in school, and parents have conflicts with teachers. Meanwhile, there are regulatory documents that regulate the student’s workload. This is the Federal Law “On Education in the Russian Federation” dated December 29, 2012 N 273-FZ, SanPiN 2.4.2.2821-10, Order of the Ministry of Education and Science of Russia dated August 30, 2013 N 1015 “On approval of the Procedure for organizing and implementing educational activities in basic general educational programs - educational programs of primary general, basic general and secondary general education.” Thus, in accordance with SanPin 2.4.2.2821-10 and order of the Ministry of Education and Science of Russia dated August 30, 2013 N 1015, the maximum permissible weekly classroom load (in academic hours) depends on the length of the school week and for 6 days for grades 2-4 is -26 hour, with a 5-day period -23 hours; for 5 classes, 32 and 29 hours, respectively; for 6 grades - 33 and 30 hours; for 7 grades – 35 and 32 hours; for grades 8-9 – 36 and 33 hours; for grades 10-11 - 37 and 34 hours. The first classes study only for 5 days, no more than 21 hours a week. The volume of extracurricular activities does not depend on the length of the school week and is no more than 10 hours per week. At the same time, hours of extracurricular activities can be implemented both during the school week and during the holidays, on weekends and non-working holidays. The educational weekly load should be evenly distributed throughout the school week and not exceed per day: • for first grade students - 4 lessons every 4 days, and 5 lessons - 1 day (due to a physical education lesson); • for students in grades 2-4 – 5 lessons every 4 days, and 6 lessons – 1 day (at the expense of a physical education lesson); • for students in grades 5-7 – no more than 7 lessons daily; • for students in grades 8-11 – no more than 8 lessons daily. It is allowed to conduct double lessons in physical education. In primary grades, double lessons are not conducted. Optional classes should be scheduled on days with the fewest required classes. To prevent overwork and maintain an optimal level of performance, the lesson schedule should include a lighter school day - Thursday or Friday. It is prohibited to conduct zero lessons before 8 o'clock. morning. Please note that in accordance with Art. 34 of the Federal Law on Education, students are given the right to: - choose optional (optional for a given level of education) and elective (mandatory) academic subjects, courses, disciplines (modules) from the list offered by the school (after receiving basic general education); — credit by the school, in the manner established by it, of the results of students’ mastery of academic subjects, courses, disciplines (modules), practice, additional educational programs in other organizations carrying out educational activities; - attendance at your choice of events that are held at school and are not provided for by the curriculum, in the manner established by local regulations. If you use the rights granted to schoolchildren by law, you can free up some additional time for rest. Regulatory documents also limit the amount of homework. It should be such that the time spent on its implementation does not exceed (in astronomical hours): in grades 2 - 3 - 1.5 hours, in grades 4 - 5 - 2 hours, in grades 6 - 8 - 2.5 hours, in grades 9 - 11 - up to 3.5 hours. In grade 1, homework is not assigned and marks are not given. Unfortunately, despite the established standards, there are cases of exceeding the amount of homework.

Who is to blame and what to do? 1. Overloading of school educational programs with educational material, their non-compliance with modern goals and objectives of education. How is it solved? An educational space is being created in Russia, which presupposes a common basic content for all subjects. Its goal is to provide quality education equally accessible to all children, regardless of whether they study in a Moscow school or in a small village. One of the important elements of this system should be the Russian electronic school. The federal project “Modern School” includes updating the material and technical base, building new schools, completely eliminating the third shift, introducing new teaching methods, and updating educational programs. Currently, a unified historical and cultural standard, a subject concept for the Russian language and literature have been adopted, and unified concepts for physical education and life safety have been developed. In October, seven more concepts will be adopted, including in geography, social studies, and later in subjects. natural science cycle, as well as technology. The task has been set: the content of the academic subject must correspond to modern realities. In parallel with the development of subject concepts, the Federal State Educational Standard is being updated. For primary schools they have already been approved, and for secondary schools new standards may be adopted by the end of this year. The updated standards for the first time spell out the specific content of subjects, for example, how many works to read and in what grade, when to study decimal fractions and when to study ordinary fractions, etc. 2. A large number of textbooks, sometimes not coordinated with the Federal State Educational Standard and among themselves. For example, in mathematics there are 16 textbooks in the federal list, and they all differ from each other: one mathematics textbook for grade 5 gives decimal fractions, and for grade 6 - ordinary fractions; in another textbook it’s the other way around. In addition, as experts note, some textbooks are overloaded with details, are not methodologically verified, contain concepts that are not defined in dictionaries, and even gross mistakes are made. According to the Ministry of Education of the Russian Federation, 30 percent of textbooks did not pass additional examination. 3. Teacher training does not meet the requirements of the time, as a result of which the effectiveness of teaching directly in the classroom decreases, and most of the mastery of educational material is transferred to independent homework; parents have to resort to tutors. During the teaching process, teachers do not sufficiently take into account the psychophysiological characteristics of schoolchildren, as a result of which the pace of the lesson and the amount of material studied and homework are the same for all children. Therefore, some children are bored in class, while others simply do not have time to understand the material being studied; some have difficulty concentrating on completing assignments for 30-40 minutes. The use of ineffective methods of monitoring the level of students' mastery of the material being studied, the lack of transparency and validity of assessment also do not contribute to their motivation, and sometimes lead to teacher-student, teacher-parent conflicts. How is it solved? According to the Federal Project “Teacher of the Future”, at least half of teachers must undergo retraining; a national system of teacher growth will appear: career-teacher-director-head teacher, new positions of teaching staff - teacher-master, teacher-mentor; Centers for continuous training of teachers and their accreditation will be created in each region, accessible to any teacher and school principal. The Ministry of Education plans to commission a large-scale study on the impact of new technologies on the health and perception of Russian children, including as part of the educational process, in order to establish how much time in each class can be spent directly working with new gadgets and generally immersing children in new technologies . It is expected that modern technologies will be introduced into the educational process “gradually and consistently.” What should homework be? Homework is given to students to reinforce the material they have learned. At the same time, in order to stimulate the child’s creative and investigative activity, the teacher can assign some material for independent study and subsequent discussion in class. Homework should be understandable to every student. Students must know exactly what to do and how to do it, so it is recommended that the teacher explain this to the students in class. Does a first-grade teacher have the right to assign homework? In accordance with SanPin, this is unacceptable, although some parents even insist that the teacher assign homework to first-graders. A teacher can recommend children to do an exercise, but they have no right to oblige them to do homework in 1st grade. Many children are happy to complete the simple tasks of the teacher, but they should do this solely at will. Is it legal to assign homework during vacations or weekends? In modern regulatory documents, there is no direct indication that a teacher is prohibited from assigning homework during vacations or weekends. In accordance with Part 2 of Art. 30 of the Federal Law on Education, such a condition may be enshrined in the internal rules of the school. In this case, one should proceed from the fact that the Federal Law on Education classifies vacations as the academic rights of students and defines them as planned breaks during education for recreation and other social purposes in accordance with the legislation on education and the academic calendar. We also note that according to Art. 31 of the Convention on the Rights of the Child of November 20, 1989, the child has the right to rest. Is homework necessary? Recently there has been a discussion on the topic “Is homework necessary or even at all?” Opinions are divided: some believe that “homework is an unnecessary thing today, because children are already at school or in some kind of class all the time”; others believe that “a heavy academic load is a guarantee that the child will not spend all his time at the computer.” For example, Deputy Chairman of the State Duma Committee on Education and Science Boris Chernyshov called for abandoning homework for schoolchildren in favor of walks in the fresh air, and Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Honored Teacher of the Russian Federation, Director of Education Center No. 109 in Moscow Yamburg called talk about abolishing homework stupid. According to the Federal Law on Education, the school independently develops and approves its educational program, including homework standards, and also has the right to determine what methods to use, whether they guarantee quality education and whether students and parents are ready for such a system, how homework should be controlled, and even resolve the issue of abolishing homework, introducing grade-free education and an assessment system. Parents can influence this through the school council, parent committee, and board of trustees.

Source materials were used in the preparation : Federal Law “On Education in the Russian Federation” dated December 29, 2012 N 273-FZ SanPiN 2.4.2.2821-10 Order of the Ministry of Education and Science of Russia dated August 30, 2013 N 1015 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of primary general, basic general and secondary general education" And also: https://rg.ru/2018/09/24/uchebnikov-dlia-shkoly-stanet-na-tret-menshe.html https:// www.garant.ru/hotlaw/federal/644884/#ixzz3jE86rDRn https://Ministry of Education and Science.rf/new_feedback/questions?page=2&theme=22 https://www.newsru.com https://www.rg.ru https ://www.kp.ru/putevoditel/obrazovanie/uchebnaya-nagruzka-shkolnikov/ https://mybig.ru/obshhestvo/otmena-domashnih-zadanij-v-rossii-pravda-ili-net-svezhij-material-na -20-09-2018-g/

Original ways to check homework

• Discussion

To carry it out, 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 presented in a textbook or reference book, and another, different from it, may belong to one of the students or the teacher. Students’ reasoning and arguments are important in the discussion, and its result will be a deeper understanding of the essence of the phenomenon being studied.

• 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 several questions for the author of the discovery, invention, or work in order to better understand its meaning. The most prepared students can answer the questions, and the most difficult ones can be answered by the teacher. 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.

• Themed crossword

Many guys are fond of solving crossword puzzles, showing enviable persistence. To check homework in an interesting way, the teacher needs to create a crossword puzzle on a relevant topic and offer it to students. Children especially love interactive crossword puzzles that can be solved by the whole class. .

• Unexpected questions

The teacher’s task is to formulate the question differently than in the textbook after the paragraph. If the student has prepared for the lesson in good faith, he will not have any difficulties with the answer, and a certain variety will be introduced into the testing process.

• Review of oral response

Students are invited to listen to their classmate’s answer, prepare and give 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, or mathematics, you can invite students to exchange notebooks with a neighbor at their desk, check the completion of assignments, give a grade and talk about mistakes made, discussing controversial issues.

• Brief written answers

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

• Checking with the projector

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

Homework in the context of the implementation of the Federal State Educational Standard. (speech at the pedagogical council)

Homework in the context of the implementation of the Federal State Educational Standard: nature, forms, dosage, differentiation.

Preventing student overload.

(

speech at the pedagogical council
)
Prepared by:

History and Social Studies Teacher

Saychuk A.N.

2019

Target:

Identify the role of homework in modern education.
Objectives:
1. Analyze traditional and modern (FSES) methods of homework. 2. Specify the volume, time for completing homework and ways to check it.

“The teacher gives us problems with X’s, the candidate of sciences and he cries over the problem.” But this humorous song is not far from the truth when it asserts the priority of homework.

It's good that this began to worry us. We are talking and writing about this now. Finally, our pedagogical community is beginning to deeply understand the colossal harm, physical and moral, that the state of the pressing need to do homework brings to our children, which sometimes, due to the truly gigantic volume, the student is physically unable to do. He is simply not able to prepare in the evening everything that his teachers asked him. But the point here is not only the volume, but also the stereotypical nature of the task itself, which is not only difficult to complete, it’s not so bad, but also terribly boring. In addition, it is necessary to take into account that we often do not show the student the most important thing: why does he need this?

I don't mean evaluation here. So it turns out that from a very effective means of teaching and self-education, we, teachers, turn homework into its direct opposite. I think that it is no coincidence that some teachers advocate abolishing homework altogether. Proponents of this solution to the problem argue that homework is given because the teacher cannot cope with his responsibilities in the lesson and, in an effort to compensate for this, assigns a lot of homework for “educational” purposes. Yes, unfortunately, it is not at all uncommon when students are punished with an increased amount of homework: if they did not work well in class, here you have five or six exercises instead of one or two.

And some teachers believe that asking little means automatically recognizing the inferiority of their subject. And who doesn’t know the touching confidence of most teachers that their subject is the most important? So it turns out that, while setting good goals for themselves and their students, colleagues simply forget that what is much more important is not how much is assigned to the homework, but what and how it is assigned.

Let's imagine a situation corresponding to a normal school day in the 7th grade. In the process of home preparation, a student needs to read 10-15 pages of literature, 5-6 pages of physics, 5-10 pages of history and 1-1.5 pages of mathematics. On average – 35-40 pages of scientific text. If the child’s rate of meaningful reading is 60-70 words per minute (which happens quite often), then just reading everything given once will take 2-3 hours. And just read this! Obviously, such overloads will inevitably lead to the child simply not reading and comprehending the material. At best, he will scan it to have a certain level of awareness

Today it is difficult to imagine that a traditional lesson does not end with homework. What exactly is homework? Let's remember. According to psychologists, a child uses short-term memory to remember information; in order for knowledge to transfer to long-term memory, it is necessary to repeat the information received in class in a calm home environment, in other words, to complete homework. Therefore, regular reinforcement of material at home is an important part of the learning process. In a traditional school, the basic requirements included the following:

— The task should be understandable to every student.
— The task must be explained in advance by the teacher, and must be checked after completion. If problems arise, the way to resolve them is explained. — The task can be individual, differentiated or advanced, depending on the preparedness of the class and individual students. — Homework should flow organically from the material studied in class; the student repeats what he has learned from sections of the program. And as part of the implementation of the Federal State Educational Standard, these requirements were modernized:
-
Homework must be differentiated.
- It can be either individual or at the choice of the student himself, as well as group or creative. From personal experience, teachers know that the elective task arouses the genuine interest of the children - fifth and sixth graders, due to their age, try to do even extra things, the teacher’s praise is so important to them. — A group task can be advanced when students prepare a joint project on the biography of the writer (correspondence excursion “Visiting A.S. Pushkin in Mikhailovskoye”). This form of work develops the child’s communication skills. — Creative homework can be offered not only to children with abilities in this area, but also to those who are still trying to find themselves. (Write a review about the work you read, compose a stylization in the spirit of I.A. Krylov, draw the title page of your future book). — Creative tasks include non-standard problem situations from which you need to find a way out using the studied material, business games, writing linguistic fairy tales, holding competitions, games and contests. The implementation of the Federal State Educational Standard presupposes the mastery of universal methods of activity, in which the student will be successful in any subject area. Consequently, when doing homework, the child will be faced with the need to search for information in various sources, process and evaluate documents, and rationally plan his time to complete the work.

So why do we need such a part as homework in the educational process?

The answer to this question should be sought in determining the place of homework in the child’s education system and the goals of such work. The choice of content, nature and form of activity, types of assignment, time interval, degree of independence of the student’s homework depends, first of all, on the goals and objectives set.

Teachers who adhere to traditional views on the learning process believe that “home education is an essential precondition for educational activities; the actual acquisition of educational material and information falls on the share of classroom teaching, but the ability to firmly assimilate and correctly apply the communicated material cannot be achieved by classroom activities alone; memorizing scientific data and training in using what has been learned will always be the subject of homework for students...” Proponents of this position argue that homework is needed for two reasons:

- firstly, without them it is impossible to consolidate the educational material,

- secondly, the lack of class time to present the entire course.

With this approach, the purpose of homework becomes obvious - consolidating knowledge acquired in class, and their role in the education system - a necessary part of the educational process, in the absence of which it is impossible to fully study the school course.

The traditional approach to homework over the centuries has shaped the traditional goals of homework. Most often, they are aimed at achieving student results in the subject, at acquiring, consolidating and developing knowledge, skills and abilities. The main ones:

Proponents of new views on “after-school lessons” have expressed doubts about the advisability of such homework. Calling for the establishment of a “humane pedagogical process” in schools, they argue that a child from birth is striving for knowledge and does not wait for someone to force him to do so. There is no need to force a child to study; he himself wants to learn and experience.

Forcing a student to do homework “in which he sees no meaning in life” is inhumane

. The teacher is obliged, having made the child a voluntary and interested colleague, an equal participant in the pedagogical process, responsible for its process and results, to give the child the right to choose the activity that he will do at home.

The purpose of such homework is the personal development of the child, stimulating interest in learning, and the formation of creative thinking. . Their homework differs from the work of other children in its personal significance, and therefore value. For example, students of the Amonashvili school solve and compose problems at home, learn poetry and write essays, publish newspapers and make books, write textbooks - do non-standard homework. This concept is very broad. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones.

The main distinguishing feature of non-standard tasks is their connection “with activity, which in psychology is called productive,” creative.

There are other signs: - students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);
— unusual working conditions; - active reproduction of previously acquired knowledge in unfamiliar conditions. Non-standard tasks can be presented in the form of problem situations
(difficult situations from which you need to find a way out using acquired knowledge),
role-playing and business games, contests and competitions
(based on the principle “who is faster? Bigger? Better?”) and other tasks with elements entertainment (everyday and fantastic situations, dramatizations, linguistic tales, riddles, “investigations”). In connection with the introduction of the new generation Federal State Educational Standards, where, along with the subject and personal results of educational activities, the so-called meta-subject results, mastery of universal methods of educational activity that will allow the child to be successful in any subject area, are becoming increasingly important. In these conditions, it is homework, in the process of which children are faced with the need to search, process and evaluate information using a variety of sources, structuring acquired information, choosing the most rational methods of consolidating material, rationally planning work, implementing step-by-step and final control over their own actions, become a real tool for the formation of UUD.

The method of organizing homework is one of the weak links in school activities
. Often, homework assignments are not identified as an independent stage of the lesson at all. Meanwhile, it should prepare students to independently and consciously complete 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. Scientists formulate the basic rules for homework assignments as follows: - special time must be allocated for homework assignments; - assignments should be given with the full attention of the whole 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. - it must be well explained.

It must be remembered that each stage of educational activity solves a problem. As part of the implementation of the Federal State Educational Standard, this type of student activity provides for the achievement of not only subject-specific results, but also personal ones. When thinking through homework, the teacher sets a specific goal and objectives for the children. Homework should not cause negative emotions in children. The purpose of homework is to consolidate the knowledge acquired in class and to develop interest in the subject. It must be accessible to the child.

To do this, it is necessary to allocate time in each lesson to explain homework.

1. The task is written out on the board, in the electronic journal, or in a paper diary.

2. The textbook page opens, where students find the required task.

3. The text of the exercise, task... is read aloud (by the teacher or the children).

4. The teacher asks the children how to complete the task and identifies any difficulties. (This work is best done with weak students)

Students need to form clear algorithms for performing tasks.

The textbooks contain reminders that are convenient to use when doing homework. But in order for a child to learn to use algorithms, it is necessary to conduct clear, thoughtful work in the lesson and one should not waste time on this.

At the moment, the issue of differentiation

in the educational process.
Likewise, homework should have a differentiated focus
. It could be:

— One

for all students.

— Group.

This form of work not only develops knowledge, skills and abilities, but also develops communication skills.
- Steam room.
Compiling homework for your desk neighbor. — Creative:

-find information about the writer,

- write a review about the work you like,

-make a crossword puzzle on a topic,

-make a drawing, bookmark, stamp,

- make up smart questions for the work...

Three levels of homework.

— The first level is a mandatory minimum. The task should be understandable and feasible for all students. — The second level of homework is 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 first level task. - The 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 marks and praise. Children themselves choose which task they can complete and want to do. And writing a review is mandatory for everyone. But the teacher teaches you to do this task in class. A detailed structural plan for writing a review is drawn up. Students write it down in their notebooks. This contributes to the formation of project activity skills, as well as personal skills and abilities. It should be noted that such tasks help to unite the family, because Parents often become active helpers for their children. At home, children write their reviews and design their work.

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 and have an inclination towards it. It is these conditions that will contribute to the fact that homework will cause surprise in schoolchildren at the beginning of their completion, joy in the process of work, pleasure at the sight of its results, awakening interest in educational activities, regardless of its subject content. Only then will students’ homework become an effective tool for developing their cognitive independence.

Control over the total number of homework assignments assigned daily (their sum) is exercised by the Deputy Director for Water Resources Management. Independent study sessions and lesson preparation must be strictly regulated. It is strictly forbidden to assign homework material that was not learned and completed in class, as well as meaningless drafting and rewriting of class and homework. To ensure students have adequate rest during the working week, it is unacceptable to assign homework for Monday. You also cannot assign homework during the holidays, as this violates the children’s right to rest. The teacher may recommend that children, for example, repeat the multiplication tables or large volumes of literary texts, etc.
The requirements for the volume and time of homework have not undergone significant changes.
Thus, according to SanPin standards, the amount of homework (in all subjects) should be such that the time required to complete it does not exceed (in astronomical hours): In the first grade, homework is not assigned. in grades 2 - 3 - 1.5 hours, in grades 4 - 5 - 2 hours, in grades 6 - 8 - 2.5 hours, in grades 9 - 11 - up to 3.5 hours. The student should begin self-preparation with subjects of average difficulty after 15 hours; it is at this time, according to scientists, that an increase in performance is observed. While studying, the child takes short (up to 5 minutes) arbitrary breaks after completing a certain stage of work or does physical exercises (2 - 3 minutes). It is imperative to take into account individual characteristics so as not to overload children with excessive tasks. The increase in load does not go unnoticed: in children there is a greater prevalence and severity of neuropsychic disorders, greater fatigue, accompanied by immune and hormonal dysfunctions, lower resistance to disease and other disorders. According to the Institute of Developmental Physiology, during the period of schooling in children, the frequency of visual impairments and posture disorders increases 5 times, psychoneurological abnormalities increase 4 times, and pathology of the digestive organs increases 3 times, that is, existing deviations in health become chronic.

The main reason for overload is inconsistency with assignments in other subjects. Every teacher tries to assign extensive material, especially in subjects where children take the OGE. To identify the time spent by students on preparing homework, a survey was conducted in secondary schools, which showed that only primary grades (57%) approach homework responsibly, but the majority (43%) of them are helped by their parents. Middle grades spend between an hour and an hour and a half on homework, as opposed to the recommended two to two and a half hours (67%). High school students devote from an hour to two and a half hours to independent homework, instead of the normative up to three and a half (84%). The most labor-intensive discipline studied for students is mathematics, as stated by 72% of students. Thus, the study revealed that disproportions remain between the normative and actual time for preparing homework, as well as the weak participation of parents in monitoring. Methods for checking homework are traditional.

It is necessary to check homework regularly, and the teacher will not only establish the fact that it was completed, but will also reveal how independently the work was completed, how well the learned was learned, and what difficulties arose.
Possible forms of verification: frontal, selective, mutual examination, self-examination, questioning with a call to the board, cross-sectional work, testing. Frontal inspection is the most common method. These could be tests or written surveys. Random check - the teacher checks the work at his own discretion. This is the use of cards, tasks similar to homework, short tests, all stages are assessed. Self-checking and mutual checking, work in pairs can often be used in Russian language lessons, techniques from the technology of critical thinking help: writing in a circle, clusters and syncwines. Experts do not recommend using the same methods of testing self-preparation, but rather varying them. Teachers and parents often have questions about the need to use solution books when doing homework.
The solution book exists as a given. Students use it, teachers reduce grades for answers, argue with arguments that there are errors in such literature, but children continue to resort to quickly completing their homework. The solution seems to be one: to use non-standard forms of homework.

So, whether working according to new standards or being an adherent of a traditional school, a teacher cannot do without homework for his students.

Homework is an important component of any lesson; it is also an individual, sometimes original, work of the student. Therefore, the formation of independence is the leading function of homework. Only at home can a student choose and try some type of self-control, can use cheat sheets, cards, diagrams, so that later he can present his work at school in class in front of the teacher and friends in a more advantageous light.

New standards require the cultivation of initiative, qualities without which creative work is impossible. Promoting the development of creative abilities is the task of educational homework. A child should have a need for self-education not only in high school on the threshold of adulthood, but also at a young age. The role of homework is multi-valued; it is an important part of the educational process at school.

Today, the priority goal of school education is to develop the student’s ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, the formation of the ability to learn. The student himself must become the “architect and builder” of the educational process.

What is new about the approach to teaching according to the new standards?

The Standard is based on a system-activity approach

, which assumes:

— orientation to the results of education as a system-forming component of the Standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education;

— recognition of the decisive role of the content of education, methods of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students (transition from the classroom-lesson system to practical, laboratory, research and project forms of work);

— taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;

— ensuring continuity of preschool, primary general, basic and secondary (complete) general education;

— a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity through the development of educational learning.

From all of the above, teachers must clearly understand the following rules:

1. Homework cannot be the same for everyone; students should have the right to choose.

2. Homework in September and May should be significantly different.

3. Assignments in different subjects must be agreed upon by subject teachers.

4. Homework should be creative.

, lead children to search: make a plan, fill out a comparative table, make drawings, mark on a contour map, write an essay, etc.

5. The school should develop a mechanism for dividing time for homework; each teacher assigns as many tasks as he considers necessary for his subject.

6. Homework should be feasible and doable!

Thus, the concept of forming a system of homework in the modern educational process acts as a personal educational resource of the student, the use of which should reflect the needs and capabilities of the school, the student and his family.

Draft decision of the pedagogical council:

1. All subject teachers should exclude from practice the same assignments for all students and use differentiated assignments that differ in degree of complexity and assessment.
2. We recommend that teachers use lighter and smaller homework assignments at the beginning and end of the school year.
3. Assignments in different subjects should be coordinated between subject teachers.
4. Use creative homework more often, leading children to a search: make a plan, a story, a description, fill out a comparative table, make drawings, mark on a contour map, write an essay, etc.
5. Comply with SanPin standards for the amount of homework.

7