Mastering general educational skills and abilities, developing interest in independent educational work, the formation of experience in creative activity - all these are the conditions for the formation of the need for self-education. Readiness for self-education is the most necessary quality of a school graduate, which manifests itself and can be formed not only in the older, but also in the very youngest school age. The ambiguity of the role of home educational work, the significance of its functions determine its necessity as an organic part of a single educational process at school.
In school practice, the following types of home study work are used:
- · Individual;
- · Group;
- · Creative;
- · Differentiated;
- · One for the whole class;
- · Compiling homework for a deskmate.
Individual homework is usually assigned to individual students in the class. In this case, it is easy for the teacher to check the level of knowledge of a particular student. Such work can be done on cards or using printed notebooks.
In group homework, a group of students is doing an assignment that is part of a shared classroom assignment. For example, when studying the topic "Proper names", schoolchildren are invited to collect material about various names: one group finds out the names of the streets that meet on the way to school, the other finds the names of the villages that are part of the city, the third - the names of the cities in the region. Homework in this case prepares students for the work that will be carried out in the upcoming lesson. It is more expedient to set such tasks in advance.
Differentiated homework is one that can be designed for both the “strong” and the “weak” student. The basis of the differentiated approach at this stage is the organization of independent work of primary schoolchildren, which is implemented through the following typical techniques and types of differentiated tasks.
The tasks are the same for everyone in content, but different in the way they are performed;
· Tasks that include several options with the right to independently choose any of them.
One for the whole class is the most common type of homework. The constant use of such tasks does not lead to the development of students' creative abilities, however, you should not rush to exclude them from the arsenal of pedagogical tools, since in the course of their implementation, students develop various skills, skills are formed.
Making homework for a deskmate is an innovative type of homework. For example: "Make two assignments for your neighbor in the same way as those discussed in the lesson."
Creative homework should not be asked the next day, but several days in advance.
Table 1 Classification of creative homework (hereinafter - TDZ).
The main objectives of the TDZ:
- 1. Teach students to use additional literature.
- 2. To teach to highlight the main thing from the general information.
- 3. To form the ability to concisely and interestingly present the information received.
- 4. Form public speaking skills.
- 5. Education of aesthetic culture.
- 6. Receiving students a broader and deeper knowledge of the subject.
The norm of TDZ: one assignment per month per student.
Timeframe for the implementation of the TDZ: at least a week.
If the teacher does not always highlight the assignment of home lessons as a separate item in the plan, then the check homework is traditionally part of the lesson.
V last years While creatively approaching the structure of the lesson, teachers use many different forms of verification, but frontal verification of written assignments still predominates. Sometimes homework notebooks are collected for review; in other cases, the teacher looks through the notebook, calling the student to the blackboard. It is known that many students are more likely to find a mistake in someone else's work than in their own, therefore, conducting a mutual examination, firstly, is educational in nature, and, secondly, increases the responsibility of students, contributes to the formation of adequate self-esteem in them.
The question of assessing homework is very important. It is bad if the teacher is limited only to setting the grade. It is much more important that the homework check should awaken the students' thoughts. Many teachers see grades as the only incentive for student homework. An experienced teacher will never "accumulate" gradebook marks by prioritizing homework assignments, a sequence that students quickly figure out and therefore do not systematically prepare lessons.
Checking the performance of homework means to establish the fact of its completion, the correctness of its performance, quality (both in content and in form), to identify the independence of the implementation, to determine the techniques used by students in independent work at home, ultimately, to determine the readiness of students to learn new things. material. Homework check requires a certain system: the content of the check materials, its volume and sequence (what and when to check); types and methods of checking (in what ways and how to check): the order of calling students (who and when to check). The verification system must necessarily provide for the methodology for conducting the accounting of knowledge and its various forms, which make it possible to cover all students with verification and obtain enough data to judge the knowledge of each student.
Homework is meaningless if not checked regularly. Depending on the content and objectives of the lesson, homework can be checked both at the beginning of the lesson (if the topic of the lesson is a continuation of the previous one) and at the end (if the topic is new).
Some teachers have concerns. How can you teach children anything without homework, if we (according to the norms of SanPiN) allow first graders to write 8 minutes in a writing lesson? In a 35-minute literacy or reading lesson, how much time can we devote to each child? Responsible and motivated parents try to burden the child: they dictate dictations, solve examples - that is, they begin to invent a burden for the child instead of the teacher. An important task of the teacher is to inspire parents with the idea that this is by no means worth doing.
So, the teacher needs, on the one hand, to believe in his students and not burden them, on the other hand, to convince parents that they do not seek to come up with "special" homework for children.
The main thing for students is not to train the skills of children, but to develop the psychological functions necessary for productive learning activities. Here are some tips for parents of first graders.
- 1. Read books with the child in turn (and the adult should read much more). The main task of the parent is not to "train" the child to read quickly, but to instill in him an interest in reading. Beware that the child does not conclude for himself: it is "difficult and uninteresting." Think, will a first grader enjoy reading if he can barely read syllables?
- 2. Develop memorization of visual images of letters (this will be very useful for a first grader in writing lessons). Invite him to find different letters in the computer, in books, to make from plasticine, wire ... On the street, together with the child, look at and read signs, announcements. No need to load it with writing endless lines of letters. After all, if the child still does not know how to write a letter correctly, and the mother asks to write it repeatedly, then the result, alas, is predictable: the child's hand "remembers" the wrong movement, the wrong spelling skill is formed. Dear parents, did you want to achieve this effect?
- 3. Awaken his creative imagination: all the operations that a first grader should learn in labor and drawing lessons, he will master at school. You'd better ask your first grader: "What is your mood today? Draw it." Suggest: "Let's paint together" or "Let's glue this craft" (now on sale great amount coloring books or books with models, drawings, patterns).
You can also offer to complete tasks of a reinforcing nature. For example, the following: think about what other words with a new sound they know; learn a riddle you like or find other riddles about this subject; observe the weather during the day so that tomorrow you can return to this in the lesson; bring what they paint or paint at home, etc. The arsenal of such tasks is limitless. Of course, it depends on the experience and imagination of the teacher, but each teacher can find something that his students will do easily, with interest and benefit for themselves, doing their homework "like great".
When reviewing homework, it is important to remember that changes in the content modern education over the past decade, - the shift of emphasis from subject knowledge, skills and abilities as the main goal of training to the formation of general educational skills, to the development of independence of educational actions - entail changes in the assessment system. The concept of “mark-free learning” appeared.
Gradeless learning is the search for a new approach to assessment that would overcome the shortcomings of the existing “graded” assessment system. The peculiarity of the assessment procedure for grade-free teaching is that the student's self-assessment must precede the teacher's assessment. The discrepancy between these two assessments becomes a subject of discussion. For assessment and self-assessment, only those tasks are selected where there is an objective unambiguous assessment criterion (for example, the number of sounds in a word), and those where subjectivity of the assessment is inevitable (for example, the beauty of writing a letter) are not selected. The criteria and form of assessment for each student's work may be different and should be the subject of an agreement between teacher and students.
Thus, in a creative approach to the structure of the lesson, teachers use many different forms of verification, but frontal verification of written assignments still predominates. The success of the study as a whole often depends on how successful the homework is being prepared. But the organization of schoolchildren's homework is perhaps the most difficult link in the educational process. Many aspects of this problem require the utmost attention.
Having studied theoretical basis the formation of a positive attitude towards learning activities among younger students, we made some conclusions.
No one doubts the importance of the problem of developing a positive attitude towards school. How the work is carried out will determine its success and effectiveness.
Fostering a positive attitude towards school in primary school children is one of the urgent problems of modern pedagogy.
For the development of a positive attitude and interest in knowledge and the excitement of the cognitive activity of students, it is important to create a contradiction between knowledge and ignorance. To do this, it is necessary to pose the questions in such a way as to take students beyond the limits of their knowledge.
The formation of a positive attitude in educational and cognitive activities is one of the leading functions of homework.
Home educational work fulfills broad pedagogical functions. Any skill becomes solid only after a sufficient amount of exercise.
The teacher needs, on the one hand, to believe in his students and not burden them, on the other hand, to convince parents that they do not seek to come up with "special" homework for children.
The success of the study as a whole often depends on how successful the homework is being prepared. But the organization of schoolchildren's homework is perhaps the most difficult link in the educational process. Many aspects of this problem require the utmost attention.
Today, the problem of organizing homework is quite relevant. Often it is ill-conceived and accidental, preparation for its implementation is poorly conducted, and the check is formally constructed. As a result of unsatisfactory planning, preparation and organization of homework, there is an overload of homework assignments for students, which negatively affects performance, activity and interest in learning.
Pedagogical laws and centuries of practice prove that homework is necessary, since the knowledge gained in the lesson without reinforcement 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 homework:
- The didactic task of the stage involves the establishment of the correctness and awareness of all students' homework; elimination of gaps in knowledge that were revealed during the test, which leads to the improvement of knowledge, skills and abilities of students.
- The content of the stage assumes that the teacher's goal is to find out how much the students have mastered the material given to the house; determine what are the typical shortcomings in the knowledge gained, what are the reasons for their occurrence; eliminate the discovered deficiencies.
- A condition for achieving positive results is the use of a system of techniques that will allow the teacher to determine the fulfillment of the assignment given at home for all students in the class.
- An indicator that the didactic task of the lesson is completed is the ability establish 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 the identified shortcomings.
- When the requirements are optimal, the individual and age characteristics of children are taken into account when compiling them, preference is given to tasks of a problematic and exploratory nature.
- When using various methods and forms of control, the mental activity of students is activated, preference is given to individual, creative, search tasks.
- The mistakes made during the implementation (monotony of lessons, survey methods, lack of comparison of the specifics of the material being studied and the individual characteristics of students) leads to the fact that new approaches are applied to solving this issue.
Control organization methods
Different forms and types of homework also imply different 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 systematicness of its implementation by each student, but also the degree of independence of the student when completing the assignment, the level of mastering the material when doing homework.
An obligatory element of every school lesson is that the teacher must constantly check homework, link it with the material being studied. It should be borne in mind that just going to the blackboard and telling a rule or writing an example is quite boring for a student. Therefore, these days teachers have come to innovative verification methods, among which:
- Asking unexpected questions, which are questions formulated differently from the task after the paragraph. If the students have followed the home exercises carefully, they will easily answer them.
- Peer review of the oral answer - students listen to the answer of their classmate and present an oral review of it, in which they note the disadvantages and advantages of the answer, complement it.
- Homework dictation. The teacher can prepare a selective, graphic or spelling dictation in a language lesson. The material for it is taken from a home exercise.
- Brief written answer. The question asked by the teacher sounds extremely specific, so that the answer to it can be expressed in two words. 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.
- Verification using computer technology. An exercise, example or problem is projected on the screen, with the most difficult moments highlighted in colored font. Pupils check their notes against the screen image and correct errors if any.
Forms of control over the execution of the task
The listed methods of checking homework will be effective only if they are comprehensively and systematically applied. Hence it follows that forms of control homework assignments are also different:
- Control of written homework assignments when conducting independent work in the lesson: for all students - formally, for some students - control of the content.
- Indirect control with the help of tests, independent work, dictations, which are compiled on the basis of material identical to the one given at home.
- Control of oral assignments for individual students, discussion and addition of answers by other students.
- Extracurricular check of notebooks. The teacher can draw a conclusion about the ability to correctly formulate 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 the completion of homework.
- Mutual control of students is carried out during the pair exchange of notebooks using a reference book or samples.
- Students' self-control as they check their homework assignment against what is shown on the interactive whiteboard or written on the blackboard.
Which form to give preference depends on the purpose, type and content of the homework, on the attitude of the students towards it.
According to pedagogical experience, the teacher, before giving homework, should be sure that he will be able to check it and appreciate. In addition to completing the task itself, attention must be paid to the completeness, form and correctness of its implementation. Monitoring and assessing and then grading homework motivates and mobilizes students. If the homework review is not taken seriously or not checked at all, the student will be frustrated that the teacher ignores the work done 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 should ensure that the students do their homework.
It is much easier to do this if the students know that you do not forget what assignment you asked for home, and then do not forget to check it. The students should have no doubts about whether your assignment can be completed or whether it can go unnoticed. Each unfulfilled task leads to an increase in the irresponsibility of students.
For teacher execution result homework has a dual function. On the one hand, he becomes an object of control over the activities of students, and on the other, his activities in the previous lesson. Homework assignments, which are correctly set and assessed, allow the teacher to discover the reserves of his lesson; find mistakes and successes in choosing a method; 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 do not have doubts whether it is imperative 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 the students are not doing their homework, look for the reasons for this and how to fix 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 to learn. The most important task of the teacher is to create a positive attitude towards learning in students when doing homework.
In addition, homework has an unusually large educational potential. The teacher gives students the knowledge to educate a person, a caring and creative person, and homework is an indispensable assistant in this matter. If schoolchildren 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.
We will help you do your homework!
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The kind of homework a student does depends to a large extent on the nature of the task. Based on certain signs, many types of homework can be distinguished. Let's take a look at some of them.
According to the method of execution, which are used, they distinguish oral, written and subject-practical tasks... So, many actions can be performed both orally and in writing, and shown in practice. However, there are tasks that are performed mainly orally (for example, learn a poem, read an article, exercise, pick up examples for rules), in writing (solve a problem, write an essay, translation) and practically (conduct some experiment, study the terrain, natural phenomena ).
According to the stages of the assimilation process, tasks can be drawn up for the perception of new material (acquaintance with the text, figures, tables, etc.), for the comprehension of the acquired material (systematization, generalization, explanation, etc.), for its strengthening (memorization, exercises for memorizing the material) and the application of the knowledge gained (solving problems, performing experiments, etc.). The type of assignment is selected depending on the methodological goal set by the teacher.
Based on the nature of educational actions that a student can perform, tasks are divided into executive (repetition, reproduction of material, exercises) and creative (writing essays, conducting experiments, etc.). Both types of tasks play an extremely important role in the successful assimilation of knowledge by students.
Tasks can be mandatory for all students or chosen by them at will (using additional literature or other sources of information).
According to the degree of individualization, tasks can be divided into general, differentiated (individualized), individual... The main purpose of the differentiated tasks is to ensure for each student the optimal nature of cognitive activity in the process of educational work, and the organization of work in the lesson allows the teacher to simultaneously work with all students. Strong students deepen their knowledge, help the weak, and the weak learn the program material firmly. The task is chosen so that the weak feel that they can independently acquire knowledge.
Ways to differentiate homework.
According to the content and the main function that the tasks perform in the learning process, we distinguish the following types of them:
Homework assignments that prepare students for the work that will be done in the next lesson.
This can be the understanding of the new knowledge communicated by the teacher, and the solution of problems, and the implementation of practical work, etc. Tasks of this nature are given in the form of an assignment: pick up proverbs and sayings, winged words, pictures on a specific topic; watch a program on television or listen to a radio program and prepare for answers to questions about writing a work; select facts, conduct observations; collect digital material that can be used to compose and solve problems in the lesson, read the material that will be discussed in the lesson, find answers to the questions that will be considered, etc.
Such tasks provide a connection between learning and life, arouse cognitive interest in students, and most importantly, prepare them not only for the conscious and active perception of new material in the lesson, but also for its discussion, form the ability to give answers to questions that arise and formulate them. on one's own.
Homework assignments that contribute to the systematization and generalization of the knowledge gained, their in-depth comprehension.
Such tasks are given after studying the material of the lesson or after the end of the consideration of the topic. It is very useful to summarize the material studied by students in diagrams, tables, making lists, etc. This helps to visualize the studied material in a system consisting of components that are related to each other in a certain way. The studied appears to students from a different angle, new connections are revealed.
This type of assignment involves drawing up plans, preparing answers to the questions posed by the teacher, asking questions independently, and coming up with problems.
Homework assignments, contributing to the consolidation of knowledge and practical mastery of the methods of educational work.
This is a proposal to memorize poems, parts of texts that enrich the student's language, formulas necessary for solving problems, etc. However, their main type is exercises, by performing which the student simultaneously consolidates knowledge and masters the methods of educational work.
While performing this type of tasks, the student uses different memorization techniques: multiple repetitions, establishing associative links, dividing the educational material into parts, highlighting any signs, etc.
Homework on the application of the knowledge gained in practice.
Tasks are given after studying the educational material in the classroom. These are simple experiments related to the use of the knowledge gained in the household, in training and production workshops, while a student is working on the farm. Such tasks connect learning with life, increase the cognitive interests of students, and shape the practical orientation of their thinking.
There are also reproductive, constructive and creative homework.
Some students, after the teacher has explained, can only perform a similar task that was solved in the lesson. Such students are offered for a while reproductive tasks, for example, to read and translate an article from a textbook; insert missing letters; solve the problem using a formula, conduct a study according to the instructions.
More complex are constructive (or reconstructive) tasks, for example, highlight the main thing, draw up a plan, table, diagram, compare individual provisions, systematize material. Students can be given such tasks only after proper preparation in the classroom, when they master the basic techniques of mental activity. It is not recommended to give assignments for copying diagrams, drawings, maps: each work should require new efforts, be at least a small step forward in mental development.
Creative tasks are performed both by individual students and by the whole class, they contribute to the development of the cognitive needs and creative thinking of schoolchildren. Creative tasks can be given both before studying a certain material in the lesson, and after studying it. Discussion of creative works, proposals, developments always causes an intellectual and emotional upsurge, creates a fertile ground for studying educational material that meets the interests of students. Such tasks require, as a rule, answers to the following questions: "How to do to ...?" And why?" Creative tasks are given to students who have sufficient knowledge and mental operations, have the necessary experience in creative activity, time to complete them. Creative work includes writing essays, conducting independent experiments, composing problems, finding new methods for solving them, etc.
Homework is usually done individually. Sometimes group assignments are practiced, which are performed by several students in parts.
Homework check can be carried out by the teacher in different ways: by oral questioning or passing familiarization with written works in the lesson or viewing notebooks after the lesson. Testing of assignments is mainly carried out at the beginning of the lesson, however, it can be carried out at the end and during it in combination with work on new material. Some teachers, instead of checking homework, give students exercises similar to tasks, and based on their completion, they draw conclusions about the quality of homework.
Most commonfrontal check of the assignment in the lesson... The teacher checks the completion of the homework, asks the whole class a question about its content, the students give short answers, note the difficulties they encountered. The teacher identifies and eliminates errors, makes generalizations. A deeper individual check involves a survey of one or three students, during which other students follow the answers, complement, and correct mistakes.
If the student did not complete the assignment, then the teacher must find out the reasons for this. They are very different - from unfavorable conditions for studying at home, to unwillingness to work systematically. In cases where it turns out that the task is difficult for the student, you should find out what the difficulty is and help to overcome it. If a student is lazy, then it is necessary to strengthen control over his work, demanding the fulfillment of student duties, to teach him to bring the work started to the end. If the student does not have time to complete his homework, help him master the methods of rational organization of work.
An important form of control ismutual check of completed works by studentswith the detection of errors, their elimination and assignment of marks, and then, in some cases, justification of the assessment in front of the whole class. Involving all students in the class to check homework, to discuss mistakes, ways to overcome them is very advisable, since it gives each student additional ideas about the learning process and possible difficulties. You can also attract students to participate in the test in this way: the teacher calls one of the students, who demonstrates the completed assignment (writing on the board, reading, etc.), and the rest check it against their work. If the teacher discovers an error in the called student, he asks who has done it differently, with the help of the class finds out how it should be correct.
Thus, in this article, we looked at various types of homework and how to check them... The most common is their division into reproductive, constructive and creative, as well as oral and written. Regarding the methods of checking homework, it was established that the main methods are frontal, individual checking and mutual checking.
Non-standard forms of homework checking
One of the most important tasks of a general education school is to increase the responsibility of a student for the quality of studies, adherence to academic and labor discipline. As one of the forms of organizing schooling, homework is of 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, bring up organization, diligence, accuracy, responsibility for the assigned work. The role of homework is practically depreciated if they are not checked. As a result of a systematic check of assignments, students receive the necessary advice and an assessment of the completed assignments in a timely manner, which is very important in the educational sense. The teacher, on the other hand, has the opportunity to find out how deeply the material is assimilated and to what extent the students are ready to acquire new knowledge. How to make sure that checking homework does not turn into a standard obligation, into a banal continuous reading by a student of words or sentences written down at home "in a chain"? How to develop students' mental activity, self-analysis and self-esteem of children with the help of homework and control over its implementation? Non-standard forms of homework checking are aimed at achieving these goals, contributing to the development of inquisitiveness, curiosity, and a creative attitude to work.
Reception of "Active listening"lies in the fact that during the answer of one student, the rest of the students generalize what has been said, filling out a friend's answer card, displaying pros or cons in it. Then the teacher collects cards of "active listening" and sees from them the problems of the students on the topic. This technique increases not only the activity of students, but also the effectiveness of checking homework.
"Blitz poll along the chain."The first student poses a short question to the second. The second to 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. Each student has the right to refuse to participate in the blitz tournament, therefore, so that the procedure does not break down, 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 at a generalizing lesson, you can offer to arrange a competition between the rows for a while, that is, which group, without interrupting the chain, will answer the questions correctly and faster than others. In this case, it is necessary to choose a referee who will control the correctness of the answers and the time during which the students cope with the task.
"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. In 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. The teacher makes any predictions
(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 range of search. The advantages of the reception are that it teaches you to organize the 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 composing questions. The main thing in this technique is to teach you how to develop a search strategy, and not throw a countless number of questions on the teacher.
"Dictation for a" spy ".This methodological 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. The text sheets are attached to walls away from the team for which they are intended. Each of the team members becomes a "spy". He approaches the text (as many times as necessary), reads it, memorizes it, returns to the command and dictates his part to them. Teams compete, the winner is the group that finishes the work earlier and does not make mistakes (or does less than others).
"Intellectual warm-up" -these are 2-3 not very difficult warm-up questions. The main purpose of this warm-up is to set up the child to work.
Reception "Pencil marks in the margins"("L" - easy, "T" - hard, "S" - doubt made by the student at home in the margin of the notebook during homework) helps the teacher to quickly see the problems of each student before the lesson, and the student teaches 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 tested is well known to the students, then this methodological technique provokes the emergence of a situation of success in the lesson. And if the material is new, then a successful search for error, flavored with the praise and admiration of the teacher, allows 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, the heroes are attributed to other people's thoughts and actions, and incorrect interpretations of events and processes are given. Forgive the teacher to find errors in the proposed text, you can indicate the number of errors.
Option 2. The same methodical technique can be applied as a team game. Each team prepares a misspelled text on a specific topic at home (or in class) 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 blackboard and take turns asking each other questions about their homework. In this game, you can use a small bright ball. The student says the 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, asks the teacher in advance prepared questions 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 evaluate the actions of the student and teacher with applause or a show of hands (or by putting marks on the sheet).
"Snowball". As the snowball grows, this methodological technique attracts an increasing number of 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 asks questions for this proposal, the fourth student answers it.
Option 2. Each student adds his own literary "masterpiece" to the first phrase in such a way that a continuous chain of certain grammatical categories is formed.
Example. Russian language. The topic is "participle".
Teacher. In the summer, on the street, I met a man wearing a coat.
1st student. In a coat turned inside out with fur.
2nd student. Fur, sticking out patches.
3rd student. In patches that look like a clown's hair.
"Traffic lights". A very simple but effective methodological technique. Having prepared the material once, you will reap the fruits of your hard work for a long time. A traffic light is a long strip of cardboard (9 cm long, 4 cm wide), pasted over with red paper on one side, and green paper on the other. The traffic light “works” is very simple: when conducting an oral questioning, all students signal to the teacher whether they know the answer to the question (green side - ready to answer, red - not ready). The positive thing about this situation is that passivity is unacceptable during the survey. Whether you want or not, you have to pick up 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, please answer.
When conducting an oral survey, you can do this: invite two or three (not necessarily strong, but responsible) students to the blackboard and assign them 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 the assistants is to mark the work of a particular student on the 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, this is how everyone works. After 5 minutes of conducting an oral questioning, the teacher, firstly, has a clear idea of what the children learned well from what was proposed in the previous lesson, and what should be addressed again. Secondly, the assistants hand over the tables to the teacher, in which the number of correct answers has already been summarized, and the teacher honestly and reasonably gives several marks for the oral questioning.
"Memory and Care Training".This is quite an interesting technique, it is especially effective when students are ready to work with it. Warn them ahead of time so they read the home paragraph carefully. The teacher gives the students a sheet on which the text is located in the middle, a 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 orally - what should precede the phrase and how it should end.
"Get to know me." In the lesson of 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 his own development. Students are encouraged to independently study the explanatory text of the textbook with new material at home. Students, after reading it on their own, write down the questions that arise along the way, addressed to the author. Then, in the lesson, one group of students read them aloud, and another 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 sound. This technique allows the dialogue to become a means of teaching and feedback, as a result of which educational tasks and problems are solved, the technique teaches to analyze, compare, argue or agree with the author of the textbook, makes it possible to carry out 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 formulation in full. This technique can be carried out in the form of competitions in rows, and 2-3 pupils act as the 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 - who gets the question, he answers, the assessment is given to the whole team. In addition, there is also a choice “Everyone answers” and students especially like it when they get “Trust”, in this case the team is released from the answer and everyone gets a positive assessment.
The use of such homework control methods 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 creativity in thinking;
- The student learns to correctly formulate questions, offering possible answers, that is, to communicate through reflective dialogue with the prospective interlocutor;
- Helps self-expression of the student's personality (personal competence).
And, finally, the most important thing is that the students who know that the teacher at each lesson with the help of his available arsenal of methods and techniques will surely check the level of knowledge, skills and abilities of each student, begin to systematically prepare for lessons, gain self-confidence.
Bibliography
- B.P. Golub Means of enhancing the mental activity of students. - M., Pedagogy, 1998.
- Deykina A.V. On homework in the Russian language. - The magazine "Russian language at school." 1984, no. 6.
- Kulnevich S.V. A modern lesson. Part 1.- Rostov-n / D, Teacher, 2005.
- Sadkina V.I. Homework check. Methodological techniques. - IG "Osnova", 2009
- Tekuchev A.V. Methodology of the Russian language in secondary school. - M., Education, 19980.
- Shevchenko S.D. How to teach everyone. - M., Enlightenment, 1981.