Ways to check homework. Homework control (checking and grading). Verification methods

Checking students' homework is an important and integral part of any lesson. If the verification system is not established, the role of the student's independent homework is practically devalued.

Check homework possible in the following ways:

• call one or more students to the board and question them on the topic;
• conduct a frontal survey in the classroom (survey from the seat);
• perform a similar task;
• use individual cards;
• conduct a random check of the written assignment;
• Conduct a self-test or peer-check of a written assignment.

Going to the blackboard and telling the learned rule or rewriting the solved example from the notebook - for many students, such a check seems to be a very boring task. Often, for this reason, the student loses all desire to independently prepare at home.

How to check your homework? The secret lies in the teacher's harmonious combination of traditional and unusual, original, interesting forms and methods of verification, which activate the mental activity of students, increase independence, give birth and maintain motivation to do homework regularly and efficiently. We bring to the attention of teachers several interesting ideas.

Original ways to check homework

• Discussion

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.

• Themed crossword

Many guys are fond of solving crossword puzzles, while showing enviable perseverance. To make it interesting to check homework, the teacher needs on the relevant topic and offer it to students. Especially children love, which 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.

• Review of oral response

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 answers

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. Often it is 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.

• Traffic light survey

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 posed (“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 do not want to answer!", And the green signal means "I want to answer!".

• Solidarity poll

If a student at the blackboard cannot complete a task, he must ask the class for help. Who wants to help? From among those who want to help, the teacher chooses the strongest student and invites him to whisper a hint to a friend. Alternatively, the student himself chooses the one whose help he needs, and the teacher gives the coach 10-15 minutes to prepare.

• Mutual survey

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 is rarely used during oral questioning. And completely in vain. After all, 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.

• Survey 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 teacher's task is to keep the situation under control.

An 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.

• Game "Clap and 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 relieve stress in class.

• Team game “What and why?”

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

• Game "Seven Flowers"

The teacher needs to prepare in advance paper flowers with seven colored petals according to the number of commands. 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.

Let's sum it up

The degree of effectiveness of students’ homework completion largely depends on how interesting and varied in form and content the test will be. The methods proposed in this article for checking students’ independent homework to achieve results should be used systematically and comprehensively by the teacher.

Ways to differentiate homework

As one of the forms of organizing education at school, homework has a controlling and educational significance. While working at home, students not only consolidate the knowledge acquired in class, improve skills and abilities, but also acquire independent work skills, cultivate organization, hard work, accuracy, and responsibility for the assigned work.

In school practice, the following types of homework are used:

1. Individual;
2. Group;
3. Creative;
4. Differentiated;
5. One for the whole class;
6. Doing homework for a roommate.

Differentiated homework is one that can be designed for both “strong” and “weak” students. The basis of the differentiated approach at this stage is the organization of independent work of younger schoolchildren, which is implemented through the following typical techniques and types of differentiated tasks.

Homework that prepares students for work in the next lesson.

This can be the comprehension of the new knowledge communicated by the teacher, and solving problems, and carrying out practical work, etc. Tasks of this nature are given in the form of instructions: to select proverbs and sayings, catchphrases, drawings on a specific topic; watch a television program or listen to a radio program and prepare to answer questions about the work; select facts, make observations; collect digital material (excursion to a store to determine the price of a particular product; conversation with parents about speed, time and distance), which can be used to compose and solve problems in the lesson. Read the material that will be discussed in class, find answers to questions that will be discussed, 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 discussing it, forming the ability to give answers to questions that arise and formulate them on one's own. When completing this type of homework, the following UUDs are formed:

1. Cognitive – search for the necessary information to complete educational tasks, use sign-symbolic means, make comparisons, establish cause-and-effect relationships, and generalize.
2. Communication– formulate your own opinion and position, ask questions, use speech to regulate your actions.
3. Regulatory – accept and save a learning task, plan your actions in accordance with the task, carry out final and step-by-step control of the result.
4. Personal – ability to self-esteem.

Such assignments are given after studying the lesson material or after finishing the topic. It is very useful to summarize the material studied by students into diagrams, tables, compiling tests, crosswords, and puzzles. Primary school teachers use writing a letter to the main character of a work or its author. This helps to visualize the studied material in a system consisting of components connected in a certain way to each other. The studied material appears to students from a different angle, and new connections are revealed.

This type of assignment involves drawing up plans, preparing answers to questions posed by the teacher, asking questions independently (make up a question for your desk neighbor), and inventing problems. When completing this type of homework, the following UUDs are formed:

1. Cognitive – use sign-symbolic means, including models and diagrams to solve problems, carry out analysis, synthesis and comparison, build reasoning in the form of connecting simple judgments about an object.
2. Communication– formulate your own opinion and position, ask questions, allow for the possibility of the existence of different points of view.
3. Regulatory – distinguish between the method and result of an action, accept and save a learning task, plan your actions in accordance with the task.
4. Personal – ability for mutual assessment.

This is an offer to memorize poems, parts of texts that enrich the student’s language, formulas, rules necessary for solving problems, etc. However, their main type is exercises, by performing which the student simultaneously consolidates knowledge and masters methods of educational work. At this stage, dramatization of the work and role-based reading are used.

When performing this type of task, the student uses various memorization techniques: repeated repetitions, making connections, dividing educational material into parts, highlighting any features, etc.

Assignments are given after studying the educational material in class. These are simple experiments (seed germination; properties of water) related to the use of acquired knowledge in the home (care for indoor plants, pets), in training and production workshops, and while the student is working on the farm. Such tasks connect learning with life, increase the cognitive interests of students, and form the practical orientation of their thinking. When completing this type of homework, the following UUDs are formed:

1. Cognitive – carry out analysis of objects, highlighting essential and non-essential features, and generalize.
2. Communication– adequately use speech means to solve various communicative tasks.
3. Regulatory – distinguish between the method and result of an action, accept and save a learning task, plan your actions in accordance with the task, evaluate the correctness of the actions.
4. Personal – educational and cognitive interest in educational material and methods

Solutions to a particular problem.

Forms of homework control.

1. Teacher checking notebooks.
2. Monitoring homework on similar material in class.
3. Control of written and oral assignments of individual students at the board.
4. Review of homework notebooks before class by teaching assistants.
5. Control of independent work using individual cards.
6. Indirect control based on observation of the student’s work in class, if his activity is caused by his home preparation.
7. Mutual control by students when exchanging notebooks (pair work using reference books, textbooks, dictionaries).
8. Self-control: comparison of the completed work with the original, reproduced through the projector.
9. Checking homework must certainly be accompanied by a mark or grade.

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An effective form for checking homework

The type of home study work a student does depends largely on the nature of the task. Based on certain characteristics, many types of homework can be distinguished. Let's look at some of them.

According to the method of execution that are used, they distinguishoral, written and subject-practical tasks. Thus, many actions can be performed orally, in writing, and demonstrated in practice. However, there are tasks that are performed primarily orally (for example, learn a poem, read an article, an exercise, select examples based on the rules), in writing (solve a problem, write an essay, translate) and practically (conduct some kind of experiment, study the terrain, natural phenomena ).

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

Based on the nature of the learning activities that the 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 learning of 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 intogeneral, differentiated (individualized), individual. The main purpose of differentiated tasks is to ensure for each student the optimal nature of cognitive activity in the process of educational work, and the organization of work in the lesson allows the teacher to work with all students simultaneously. Strong students deepen their knowledge, help weak ones, and weak students firmly grasp the program material. The tasks are selected so that the weak feel that they can independently obtain knowledge.

Ways to differentiate homework.

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

This can be the comprehension of the new knowledge communicated by the teacher, and solving problems, and carrying out practical work, etc. Tasks of this nature are given in the form of instructions: to select proverbs and sayings, catchphrases, drawings on a specific topic; watch a television program or listen to a radio program and prepare to answer questions about writing a work; select facts, make observations; collect digital material that can be used to compose and solve problems in class, read material that will be discussed in class, find answers to questions that will be discussed, 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 discussing it, forming the ability to give answers to questions that arise and formulate them on one's own.

Homework that contributes to the systematization and generalization of acquired knowledge and its in-depth understanding.

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

This type of assignment involves drawing up plans, preparing answers to questions posed by the teacher, asking questions independently, and inventing problems.

Homework that helps consolidate knowledge and practical mastery of educational methods.

This is an offer 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 methods of educational work.

When performing this type of task, the student uses various memorization techniques: multiple repetitions, establishing associative connections, dividing educational material into parts, highlighting any features, etc.

Homework to apply the acquired knowledge in practice.

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

Also distinguished reproductive, constructive and creative homework.

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

More complex are constructive (or reconstructive) tasks, for example, highlighting the main thing, drawing up a plan, table, diagram, comparing individual provisions, systematizing the material. Such tasks can be given to students only after proper preparation in the classroom, when they master the basic techniques of mental activity. It is not recommended to give tasks to copy 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 the whole class, they contribute to the development of cognitive needs and creative thinking of schoolchildren. Creative tasks can be given both before studying certain material in the lesson, and after studying it. Discussion of creative works, proposals, developments always causes an intellectual and emotional upsurge, creates a fertile ground for studying educational material that meets the interests of students. Such tasks require, as a rule, answers to the following questions: “How to do so that ...?” And why?" Creative tasks are given to students who have sufficient knowledge and mental operations, have the necessary experience in creative activity, and the time to complete them. Creative work includes writing essays, conducting independent experiments, composing problems, finding new methods for solving them, etc.

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

Checking homeworkcan be carried out by the teacher in different ways: by oral questioning or by passing through written work during the lesson or by looking at notebooks after the lesson. Testing of assignments is mainly carried out at the beginning of the lesson, but can be carried out both at the end and during it in combination with work on new material. Some teachers, instead of checking homework, give students exercises similar to tasks and, based on their performance, draw conclusions about the quality of homework.

Most commonfrontal check of the assignment in the lesson. The teacher checks the completion of homework, asks the whole class a question regarding its content, students give short answers, and note the difficulties they encountered. The teacher identifies and eliminates errors, makes a generalization. A more in-depth individual check involves interviewing one to three students, during which other students monitor the answers, supplement them, and correct mistakes.

If a student does not complete the assignment, the teacher must find out the reasons for this. They can be very different - from unfavorable conditions for studying at home, to reluctance to work systematically. In cases where it turns out that the task is difficult for the student, you should find out what the difficulty is and help overcome it. If a student is lazy, then it is necessary to strengthen control over his work, demanding that he fulfill his student duties, and teach him to complete the work he has begun. If a student does not have time to complete his homework, help him master the techniques of rational organization of work.

An important form of control ismutual checking of completed work by studentsidentifying errors, correcting them and assigning a grade, and then, in some cases, justifying the grade to the whole class. Involving all students in the class in checking homework to discuss mistakes and 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 check in this way: the teacher calls one of the students, who demonstrates the completed task (by writing on the board, reading, etc.), and the rest compare it with their work. If the teacher discovers a mistake in a called student, he asks who did it differently, and with the help of the class finds out how it should be done correctly.

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

Program

formation of universal educational actions

for students at the level of primary general education

1. General Provisions

The program for the formation of universal educational activities at the level of primary general education (hereinafter - the program for the formation of UUD) specifies the requirements of the Federal State Educational Standard for the personal and meta-subject results of mastering the main educational program of primary general education (hereinafter - OPPNOO) of the Municipal Educational Institution "Secondary School No. 1", complements the traditional content of educational and upbringing programs and serves as the basis for the development of exemplary programs of academic subjects, courses, and disciplines.

The program for the formation of UUD is aimed at ensuring a system-activity approach, which forms the basis of the Federal State Educational Standard, and is designed to contribute to the realization of the developmental potential of general education, the development of a system of universal educational activities, which acts as an invariant basis of the educational process and provides schoolchildren with the ability to learn, the ability for self-development and self-improvement. All this is achieved through both the students’ mastery of specific subject knowledge and skills within individual disciplines, and their conscious, active appropriation of new social experience. At the same time, knowledge, abilities and skills are considered as derivatives of the corresponding types of purposeful actions if they are formed, applied and maintained in close connection with the active actions of the students themselves. The quality of knowledge acquisition is determined by the diversity and nature of the types of universal actions.

Purpose of the program formation of UUD - providing a systematic approach to the formation of universal educational actions by means of teaching materials used in the municipal educational institution "Secondary School No. 1".

The UUD formation program for primary general education solves the following tasks:

1. establishes value guidelines for primary general education;
2. defines the concept, functions, composition and characteristics of universal educational activities at primary school age;
3. reveals the connection between universal educational activities and the content of educational subjects;
4. determines the conditions that ensure the continuity of the program for the formation of universal learning activities in students during the transition from preschool to primary and basic general education.

2. Value guidelines for primary general education

At the present stage of development of society, training is considered as a process of preparing students for real life, readiness to take an active position, successfully solve life problems, be able to cooperate and work in a group, be ready to quickly retrain in response to updated knowledge and labor market requirements .

In this regard, a transition occurs:

1. from teaching as a teacher presenting a knowledge system to students to active problem solving in order to develop specific solutions;
2. from mastering individual academic subjects to multidisciplinary (interdisciplinary) study of complex life situations;
3. to the cooperation of the teacher and students in the course of mastering knowledge, to the active participation of the latter in the selection of content and teaching methods.

This transition is due to a change in the value orientations of education.

The value guidelines of primary education specify the personal, social and state order of the education system, expressed in the Requirements for the results of mastering the basic educational program, and reflect the following target settings of the primary general education system:

1. formation of the foundations of a person’s civil identitybased on a sense of belonging and pride in one’s homeland, the Vologda region, people and history, awareness of a person’s responsibility for the well-being of society; perception of the world as one and holistic with a diversity of cultures, nationalities, religions; respect for the history and culture of each people;
2. formation of psychological conditions for the development of communication and cooperationbased on goodwill, trust and attention to people, readiness for cooperation and friendship, providing assistance to those who need it; respect for others; the ability to listen and hear a partner, recognize everyone’s right to their own opinion and make decisions taking into account the positions of all participants;
3. development of the value-semantic sphere of personalitybased on universal principles of morality and humanism, acceptance and respect for the values ​​of the family and educational institution, team and society and the desire to follow them; orientation in the moral content and meaning of both one’s own actions and the actions of those around them, the development of ethical feelings (shame, guilt, conscience) as regulators of moral behavior; formation of aesthetic feelings and a sense of beauty through acquaintance with national, domestic and world artistic culture. culture of the Vologda region;
4. development of learning skillsas the first step towards self-education and self-education, namely the development of broad cognitive interests, initiative and curiosity, motives for knowledge and creativity; developing the ability to learn and the ability to organize one’s activities (planning, control, evaluation);
5. development of independence, initiative and responsibility of the individualas conditions for her self-actualization, the formation of self-respect and an emotionally positive attitude towards herself, the willingness to openly express and defend her position, criticality of her actions and the ability to adequately evaluate them; development of readiness for independent actions and actions, responsibility for their results; formation of determination and perseverance in achieving goals, readiness to overcome difficulties and optimism in life; developing the ability to resist actions and influences that pose a threat to life, health, safety of the individual and society, within one’s capabilities, in particular, to be selective about information, respect the privacy and results of the work of other people.

The implementation of value guidelines of general education in the unity of the processes of training and education, cognitive and personal development of students based on the formation of general educational skills, generalized methods of action ensures high efficiency in solving life problems and the possibility of self-development of students.

3. The concept, functions, composition and characteristics of universal educational activities at the level of primary general education.

3.1. The concept of “universal learning activities”

In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.

3.2. Functions of universal educational actions:

1. ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
2. creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

The universal nature of educational activities is manifested in the fact that they are of a supra-subject, meta-subject nature; ensure the integrity of general cultural, personal and cognitive development and self-development of the individual; ensure continuity at all stages of the educational process; are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content.

Universal educational activities provide the stages of mastering educational content and the formation of the student’s psychological abilities.

3.3. Types of universal educational actions.

In accordance with the Federal State Educational Standard, the program presentsfour types of UUD: personal, regulatory, cognitive, communicative.

Personal UUD reflect the system of value orientations of a junior schoolchild, his attitude towards various aspects of the world around him.

Personal UUDs include: a positive attitude towards learning, towards cognitive activity, the desire to acquire new knowledge, skills, improve existing ones, be aware of one’s difficulties and strive to overcome them, master new types of activities, participate in the creative, constructive process; awareness of oneself as an individual and at the same time as a member of society, recognition of generally accepted moral and ethical standards, the ability to self-assess one’s actions and deeds; awareness of oneself as a citizen, as a representative of a certain people, a certain culture, interest and respect for other peoples; the desire for beauty, the willingness to maintain the state of the environment and one’s health.

Regulatory UUD ensure the student’s ability to organize his educational and cognitive activity, passing through its stages: from awareness of the goal - through planning of actions - to the implementation of the plan, self-control and self-assessment of the achieved result, and if necessary, then to making corrections.

Regulatory UUDs include: accepting and maintaining a learning task; plan (in collaboration with the teacher and classmates or independently) the necessary actions, operations, act according to the plan; monitor the process and results of activities, make the necessary adjustments; adequately evaluate your achievements, be aware of the difficulties that arise, look for their causes and ways to overcome them.

Cognitive UUD provide the ability to understand the surrounding world: the readiness to carry out directed search, processing and use of information.

Cognitive UUDs include: awareness of a cognitive task; read and listen, extracting the necessary information, as well as independently finding it in textbooks and workbooks; understand information presented in pictorial, schematic, model form, use sign-symbolic means to solve various educational problems; perform educational and cognitive actions in materialized and mental form; carry out operations of analysis, synthesis, comparison, classification to solve educational problems, establish cause-and-effect relationships, make generalizations, conclusions.

Communication UUD provide the ability to carry out productive communication in joint activities, showing tolerance in communication, observing the rules of verbal and non-verbal behavior, taking into account the specific situation.

Communicative learning activities include: entering into an educational dialogue with the teacher, classmates, participating in a general conversation, observing the rules of speech behavior; ask questions, listen and answer questions from others, formulate your own thoughts, express and justify your point of view; construct small monologue statements, carry out joint activities in pairs and work groups, taking into account specific educational and cognitive tasks.

5. Connection of universal educational activities with the content of educational subjects.

Academic subject “Russian language”, ensures the formation of cognitive, communicative and regulatory actions. Working with text opens up opportunities for the formation of logical actions of analysis, comparison, and establishment of cause-and-effect relationships. Orientation in the morphological and syntactic structure of the language and the assimilation of the rules of word and sentence structure, the graphic form of letters ensures the development of sign-symbolic actions - substitution (for example, a sound with a letter), modeling (for example, the composition of a word by drawing up a diagram) and model transformation (modification of a word) . Studying the Russian language creates conditions for the formation of a “linguistic sense” as a result of the child’s orientation in the grammatical and syntactic structure of the native language and ensures the successful development of age-appropriate forms and functions of speech, including generalizing and planning functions.

"Literary reading".Requirements for the results of studying an academic subject include the formation of all types of universal educational actions: personal, communicative, cognitive and regulatory (with the priority of developing the value-semantic sphere and communication).

Literary reading is a meaningful, creative spiritual activity that ensures the development of the ideological and moral content of fiction and the development of aesthetic perception. The most important function of the perception of fiction is the transmission of the spiritual and moral experience of society through the communication of a system of social personal meanings that reveal the moral significance of the actions of the heroes of literary works. At the stage of primary general education, an important means of organizing an understanding of the author’s position, the author’s attitude towards the characters of the work and the reality depicted is expressive reading.

The academic subject “Literary Reading” ensures the formation of the following UUD:

1. meaning formation through tracing the fate of the hero and the student’s orientation in the system of personal meanings;
2. self-determination and self-knowledge based on comparison of the image of “I” with the characters of literary works through emotional and effective identification;
3. the foundations of civic identity by becoming familiar with the heroic historical past of one’s people and one’s country and experiencing pride and emotional involvement in the exploits and achievements of its citizens;
4. aesthetic values ​​and aesthetic criteria based on them;
5. moral and ethical assessment through identifying the moral content and moral significance of the characters’ actions;
6. emotional and personal decentration based on identifying oneself with the characters of the work, correlating and comparing their positions, views and opinions;
7. the ability to understand contextual speech based on recreating a picture of events and characters’ actions;
8. the ability to arbitrarily and expressively construct contextual speech, taking into account the goals of communication, the characteristics of the listener, including using audiovisual means;
9. the ability to establish a logical cause-and-effect sequence of events and actions of the characters in the work;
10. ability to build a plan highlighting essential and additional information.

"Foreign language"

1. general speech development of the student based on the formation of generalized linguistic structures of grammar and syntax;
2. development of written speech;

"Mathematics". At the stage of primary general education, this academic subject is the basis for the development of students’ cognitive universal actions, primarily logical and algorithmic. In the process of becoming familiar with mathematical relationships and dependencies, schoolchildren form educational actions of planning a sequence of steps when solving problems; distinguishing the method and result of an action; choosing a way to achieve the goal; using sign-symbolic means to model a mathematical situation and present information; comparison and classification (for example, objects, numbers, geometric figures) on a significant basis. Mathematics is of particular importance for the formation of a general technique for solving problems as a universal educational activity.

The formation of modeling as a universal educational activity is carried out within the framework of almost all academic subjects at this level of education. In the learning process, the student masters the system of socially accepted signs and symbols that exist in modern culture and are necessary both for learning and for its socialization.

"The world".This subject performs an integrating function and ensures that students develop a holistic scientific picture of the natural and sociocultural world, human relations with nature, society, other people, the state, an awareness of their place in society, creating the basis for the formation of a worldview, life self-determination and the formation of a Russian civil identity.

In the sphere of personal universal actions, studying the subject “The World Around us” ensures the formation of cognitive, emotional-value and activity components of civil Russian identity:

1. the ability to distinguish between state symbols of the Russian Federation and the Vologda Territory, describe the sights of the capital and the Vologda Territory, find the Russian Federation, Moscow - the capital of Russia, the Vologda Region, Vologda, Sokol, etc. on the map; familiarization with the characteristics of some foreign countries;
2. formation of the foundations of historical memory - the ability to distinguish between the past, present, future in historical time, orientation in the main historical events of one’s people and Russia and a sense of pride in the glory and achievements of one’s people and Russia, to record elements of the history of the family and one’s region in the information environment;
3. formation of the foundations of environmental awareness, literacy and culture of students, development of elementary norms of adequate nature-conforming behavior;
4. development of moral and ethical consciousness - norms and rules of human relationships with other people, social groups and communities.

In the field of personal universal educational activities, the study of the subject promotes students’ acceptance of the rules of a healthy lifestyle, understanding of the need for a healthy lifestyle in the interests of strengthening physical, mental and psychological health.

Studying the subject “The World around us” contributes to the formation of general cognitive universal educational actions:

1. mastering the initial forms of research activity, including the skills of searching and working with information;
2. the formation of substitution and modeling actions (the use of ready-made models to explain phenomena or identify the properties of objects and create models);
3. the formation of logical actions of comparison, subsuming concepts, analogies, classification of objects of living and inanimate nature based on external signs or known characteristic properties; establishing cause-and-effect relationships in the surrounding world, including on the diverse material of the nature and culture of the native land.

"Music". This subject ensures the formation of personal, communicative, and cognitive actions. Based on students’ mastery of the world of musical art in the sphere of personal actions, aesthetic and value-semantic orientations of students will be formed, creating the basis for the formation of positive self-esteem, self-esteem, optimism in life, and the need for creative self-expression. Familiarization with the achievements of national, Russian and world musical culture and traditions, the diversity of Russian musical folklore, samples of folk and professional music will ensure the formation of Russian civic identity and tolerance as the basis of life in a multicultural society.

Communicative universal learning activities will be formed based on the development of empathy and the ability to identify moods and feelings expressed in music and convey one’s feelings and emotions based on creative self-expression.

In the field of development of general cognitive actions, the study of music will contribute to the formation of substitution and modeling.

"Art".

The modeling nature of visual activity creates conditions for the formation of general educational activities, substitution and modeling of phenomena and objects of the natural and sociocultural world in the productive activities of students. Such modeling is the basis for the development of a child’s knowledge of the world and contributes to the formation of logical operations of comparison, establishing identities and differences, analogies, cause-and-effect relationships and relationships. When creating a product of visual activity, special requirements are placed on regulatory actions - goal setting as the formation of a plan, planning and organizing actions in accordance with the goal, the ability to control the compliance of the actions performed with the method, making adjustments based on anticipation of the future result and its compliance with the plan.

In the sphere of personal actions, familiarization with world and domestic culture and mastering the treasury of fine arts, folk, national traditions, and the art of other peoples ensure the formation of civil identity of the individual, tolerance, aesthetic values ​​and tastes, a new system of motives, including motives of creative self-expression, contribute to the development of positive self-esteem and self-esteem of students.

"Technology". The specificity of this subject and its significance for the formation of universal educational activities is due to:

1. the key role of subject-transformative activities as the basis for the formation of a system of universal educational actions;
2. the significance of the universal educational actions of modeling and planning, which are the direct subject of mastery during the performance of various tasks in the course (for example, in the course of solving design problems, students learn to use diagrams, maps and models that set a complete approximate basis for completing the proposed tasks and allow identifying the necessary system landmarks);
3. special organization of the process of systematically stage-by-stage development of subject-transformative activities of students in the genesis and development of psychological neoplasms of primary school age - the ability to carry out analysis, act in the internal mental plane; reflection as awareness of the content and grounds of the activity being performed;
4. widespread use of forms of group cooperation and project forms of work to implement the educational goals of the course;
5. formation of the initial elements of ICT competence of students.

The study of technology ensures the implementation of the following goals:

1. formation of a picture of the world of material and spiritual culture as a product of creative subject-transforming human activity;
2. development of sign-symbolic and spatial thinking, creative and reproductive imagination based on the development of the student’s ability to model and display an object and the process of its transformation in the form of models (drawings, plans, diagrams, drawings);
3. development of regulatory actions, including goal setting; planning (the ability to draw up an action plan and apply it to solve problems); forecasting (anticipating a future result under various conditions of action), control, correction and evaluation;
4. formation of an internal plan based on the stage-by-stage development of subject-transformative actions;
5. development of planning and regulating functions of speech;
6. development of communicative competence of students based on the organization of jointly productive activities;
7. development of aesthetic ideas and criteria based on visual and artistic constructive activities;
8. formation of motivation for success and achievements of junior schoolchildren, creative self-realization based on the effective organization of subject-transforming symbolic-modeling activities;
9. familiarizing students with the world of professions and their social significance, the history of their origin and development as the first stage in the formation of readiness for preliminary professional self-determination;
10. shaping the ICT competence of students, including familiarization with the rules of people's lives in the world of information: selectivity in information consumption, respect for the personal information of another person, the process of learning learning, the state of incomplete knowledge and other aspects.

"Physical Culture".

"Physical culture" as an academic subject contributes to:

1. in the field of communicative actions, the development of interaction, partner orientation, collaboration and cooperation (in team sports - the formation of skills to plan a common goal and ways to achieve it; agree on goals and methods of action, distribution of functions and roles in joint activities; constructively resolve conflicts; exercise mutual control; adequately assess your own behavior and the behavior of your partner and make the necessary adjustments in the interests of achieving a common result).

The educational process in the primary grades of the Municipal Educational Institution “Secondary School No. 1” is carried out on the basis of the textbooks of the educational educational complex “Harmony” and the educational educational complex RO L.V. Zankov, in which the connection between universal educational activities and the content of educational subjects is clearly expressed.

Russian language course , presented in the textbooks of UMK "Harmony" and UMK RO L.V. Zankova, is aimed at developing the child as a linguistic personality, at helping him understand himself as a native speaker of the Russian language, the language of the country where he lives. Using various methodological means, the student consistently develops an emotional and value-based attitude towards the Russian language, an interest in learning it, a desire to use it skillfully and, in general, a responsible attitude towards his speech. Thus, through instilling in a child a respectful attitude towards the Russian language and towards himself as its native speaker, the foundations of a civil personality are laid.

The formation of the entire UUD complex occurs through the implementation of the principle of a system-activity approach to the organization of the educational process. Thus, the acquisition of knowledge about language and speech, basic language and speech skills is directed by communicative, cognitive or educational motives; Most of the sections and topics of the course contain material that allows you to set a learning task with children, ensure its acceptance and active actions to solve it. At the same time, various mental operations are carried out with the means of language: analysis, synthesis, comparison, classification; inferences, conclusions, generalizations are made, which are presented in verbal, schematic, model form. All subject skills are formed on the basis of students’ awareness of the essence of the actions being performed and the sequence of necessary operations. Students are constantly developing the ability to control their actions - both after performing them and during their execution (various types of reminders are used, tasks for correcting errors, systematic work is carried out on teaching self-checking of what has been written, etc.).

In the Russian language course, the formation of cognitive learning activities - teaching primary schoolchildren to search and use information, various types of work with it - is carried out in three directions: a) learning to read educational texts, their full understanding and integration of information into the existing stock of knowledge, transformation, structuring, reproduction and application taking into account the tasks being solved; b) learning to understand information presented in the form of tables, diagrams, models, etc.; c) learning to use various dictionaries and reference books to solve various practical problems.

The formation of communicative universal educational actions in the Russian language course is ensured by the general focus of work on teaching communication in oral and written form, including understanding the thoughts of the interlocutor. Among them: training in creating texts of certain genres: notes, congratulations, letters, sketches, riddles, culinary recipes, diary entries, etc.; communication between authors and children through written text, systematic creation of situations for children to communicate with textbook characters, with each other, in the family; organizing partnerships and business cooperation between children when performing various tasks.

Requirements for the results of studying this academic subject include the formation of all types of universal educational actions.

Value-based and meaningful personal universal educational actions are formed from the 1st grade, starting from the first sections of the textbook, during the study of which positive motivation for learning and reading is developed.

Training course "Literary reading"lays the foundation for all regulatory educational activities. The greatest attention is paid to the development of the ability to predict; the ability to control, self-control and correction is developed, in particular, when performing exercises.

A significant part of cognitive learning tools is formed and improved by studying the section of cognitive literature. Particular attention in the “Literary Reading” course is paid to tasks that form such general educational universal actions as: highlighting key (support) words; highlighting the main thing; information compression; drawing up various types of plans (nominal, quotation and question, simple and complex); the ability to distribute information according to given parameters; orientation in the world of books and other databases.

The methodological apparatus of reading textbooks contains a variety of tasks, the implementation of which contributes to the formation of communicative learning skills, including teaching planning educational cooperation and coordinating actions with a partner.

The formation of the ability to manage a partner’s behavior (control, correction, evaluation of a partner’s actions) is facilitated by the joint activities of students, as well as special textbook tasks aimed at mutual analysis by students of the results of educational actions.

Well "Foreign language"First of all, it ensures the development of communicative actions, forming the communicative culture of the student. Learning a foreign language contributes to:

1. general speech development of the student based on the formation of generalized linguistic structures of grammar and syntax;
2. development of arbitrariness and awareness of monologue and dialogic speech;
3. development of written speech;
4. formation of orientation towards the partner, his statements, behavior, emotional state and experiences; respect for the interests of the partner; the ability to listen and hear the interlocutor; conduct a dialogue, express and justify your opinion in a form understandable to the interlocutor.

Acquaintance of students with the culture, history and traditions of other peoples and world culture, the discovery of the universality of children's subculture creates the necessary conditions for the formation of personal universal actions - the formation of a person's civil identity, mainly in its general cultural component, and a friendly attitude, respect and tolerance towards other countries and peoples , competence in intercultural dialogue.

Studying a foreign language contributes to the development of general educational cognitive activities, primarily semantic reading (identifying the subject and predicate of a text; understanding the meaning of the text and the ability to predict the development of its plot; the ability to ask questions based on the meaning of the text read; composing an original text based on a plan).

Academic subject "Mathematics" has great potential for the formation of all types of UUD: personal, cognitive, communicative and regulatory. The implementation of these opportunities at the stage of primary mathematical education depends on the ways of organizing the educational activities of primary schoolchildren, which take into account the needs of children in understanding the world around them and scientific data on the central psychological formations of primary school age, formed at this stage (6.5 - 11 years old): verbal -logical thinking, voluntary semantic memory, voluntary attention, planning and the ability to act internally, sign-symbolic thinking, based on visual-figurative and objective-effective thinking.

In the “Mathematics” course of the educational complex “Harmony” and the educational complex RO L. V. Zankov, the implementation of these opportunities is ensured by a system-activity approach and a methodological concept of the course, which expresses the need for systematic work on the development of thinking of all students in the process of mastering subject content.

The main means of forming learning skills in a mathematics course are educational tasks that vary in wording (explain, check, evaluate, choose, compare, find a pattern, is the statement true,

guess, observe, draw a conclusion, etc.), which guide students to perform various types of activities, thereby developing the ability to act in accordance with the set goal. Educational tasks encourage children to analyze objects in order to identify their essential and non-essential features; identify their similarities and differences; carry out comparison and classification according to specified or independently identified characteristics (bases); establish cause-and-effect relationships; build reasoning in the form of connecting simple judgments about an object, its structure, properties; generalize, i.e. carry out generalization for a number of individual objects based on the identification of essential connections.

The variability of educational tasks, reliance on the child’s experience, the inclusion of meaningful game situations in the process of teaching mathematics for students to master universal and subject-specific methods of action, collective discussion of the results of tasks independently completed by students has a positive impact on the development of students’ cognitive interests and contributes to the formation of students’ positive attitude towards school (to the process of cognition).

Variable educational tasks presented in each topic of textbooks purposefully form in children the entire complex of learning activities, which should be considered as an integral system, since the origin and development of each action is determined by its relationship with other types of educational actions, which is the essence of the concept of “ability to learn.”

Academic subject "The world"ensures that younger schoolchildren develop a holistic picture of the world around them in its diversity and interconnections; environmental and cultural literacy, moral, ethical and safe standards of interaction with nature and people; education of a harmoniously developed, spiritual and moral personality, a citizen who loves his Fatherland, respecting the way of life, customs and traditions of the peoples inhabiting it; individuals seeking to actively participate in environmental, health-preserving and creative activities.

By studying this subject, students become familiar with methods of understanding the world around them (observation, experiment, measurement, modeling, classification, etc.); acquire subject knowledge and skills, as well as a complex of personal, regulatory, cognitive, communicative learning activities for the successful continuation of education in primary school.

In the sphere of personal universal learning activities, the following is formed: the ability to behave culturally, environmentally competently, safely in the social (with peers, adults, in public places) and natural environment; awareness of personal responsibility for the health of oneself and others, respectful and caring attitude towards people with health problems; the ability to distinguish between state symbols of the Russian Federation and the Vologda Territory; find on maps (geographical, political-administrative, historical) the territory of Russia, its capital - the city of Moscow, the territory of the Vologda Territory, Vologda, Sokol, etc.; describe the sights of the capital and the Vologda region, features of some foreign countries.

Studying a subject also contributes to the formation of regulatory universal educational actions: to understand the boundaries of one’s own knowledge and skills about nature, man and society, to understand the prospects for further educational work, to determine the goals and objectives of mastering new knowledge, to evaluate the correctness of one’s actions, to make the necessary adjustments, to sum up one’s cognitive, educational, practical activities. Particular attention is paid to developing the student’s ability to formulate (accept) educational-cognitive and educational-practical tasks, which are determined before studying a section, topic, reading a semantic block of text, completing assignments, and before testing

knowledge and skills in the workbook and test book. The student masters planning educational (research) activities by observing natural and social objects, preparing reports about them, performing experiments in the classroom or at home, and participating in project work.

When studying the course, the following cognitive learning activities are developed: the ability to extract information presented in different forms (verbal, illustrative, schematic, tabular, symbolic, etc.), in different sources (textbook, map atlas, reference books, dictionary, Internet and etc.); describe, compare, classify natural and social objects based on their external features (known characteristic properties); establish cause-and-effect relationships and dependencies between living and inanimate nature, between living beings in natural communities, past and present events, etc.; use ready-made models to study the structure of natural objects, explain the causes of natural phenomena, the sequence of their occurrence, model objects and phenomena of the surrounding world; carry out simple observations and experiments to study natural objects (their properties) and phenomena, setting a task, selecting laboratory equipment and materials, talking through the progress of work, describing observations during the experiment, drawing conclusions based on the results, recording them in tables, drawings, in speech oral and written. Students acquire skills in working with information: they learn to generalize, systematize, transform information from one type to another (from pictorial, schematic, model, symbolic to verbal and vice versa); encode and decode information (weather conditions, map legend, road signs, etc.).

Students’ communicative abilities also develop: their experience of cultural communication with classmates, in the family, and with other people is enriched; experience of educational cooperation with the teacher and classmates is gained, joint cognitive, labor, and creative activities are carried out in pairs and in a group, various methods of mutual assistance to communication partners are mastered, and the need for a kind, respectful relationship between partners is realized.

The realization of opportunities for the development of learning skills in younger schoolchildren is ensured by: the logic of content development and its structure, presented in textbooks; a system-activity approach to the organization of students’ cognitive activity (it is presented in textbooks using various methodological techniques); a system of educational situations, educational-cognitive and educational-practical tasks proposed in textbooks, workbooks, and notebooks for test tasks; methodological recommendations for the teacher, which provide advice on the formation of subject-specific and universal educational skills when organizing the cognitive activity of students.

Contents and methodological concept of the subject"Music" allow the formation of all types of universal educational actions in the process of developing musical and creative activities of schoolchildren. At the same time, awareness of musical art as a special area of ​​culture that reveals and preserves the main human values ​​allows us to focus on the development of students’ personal competencies.

Textbooks on music provide a variety of tasks for the formation of universal cognitive actions in schoolchildren: comparison and classification of musical phenomena based on selected criteria, analysis of musical phenomena in order to highlight essential features, synthesis, composing a whole from parts, searching for the foundations of the integrity of a musical work, determining causality. investigative connections of various stages of the “musical history” of a work, building a logical chain of reasoning, deducing evidence; hypotheses and their justification. Freedom of orientation for students in a musical work is achieved through the use of different types of closely interconnected models: plastic, graphic, verbal, sign-symbolic. These models allow schoolchildren to identify the essential characteristics of the music being studied, compare various fragments of the sound of a work, identify the uniqueness of the stages of development of musical drama, freely operate with different variants of the sound of themes and images, developing in schoolchildren the ability to convey the content of music in detail, thesis, and selectively in different types of musical activities.

The formation of communicative universal educational actions in schoolchildren is ensured by the content of educational material and a system of methods for organizing schoolchildren’s educational activities. The creation of an atmosphere of cooperation and mutual assistance is facilitated by the study of musical works in which people jointly defend the main values ​​of life: the freedom and independence of their people, their native land, the happiness of their relatives and friends. The method of work involves interaction between students: in a preliminary discussion of a particular issue before making a decision with the whole class; in combining efforts when performing a creative task (“play a role play with the guys in class...”, “staging a fragment of an opera action”, “perform a fragment of a symphony”, etc.); in a joint search for an answer that requires a guess; in collective-distributive activity when working in groups; conducting experiments, tasks aimed at developing the habit of listening to the opinions of classmates (“sing the melody you composed to the guys in the class, will they understand you?”, “compare your versions of the melody with the composer’s”, “find suitable movements with the guys in the class”) and etc.

Regulatory universal learning activities are formed in the course of performing tasks in which schoolchildren learn: by heading icons and tasks (in verbal and graphic form) to understand and accept

learning task; monitor and evaluate their academic work and progress in various activities; to form an idea and implement it in performance: dramatization, plastic intonation, instrumental music-making.

The developing potential of this subject is associated with the formation of personal, cognitive, regulatory actions.

Well visual artsis aimed at developing an emotional-figurative, artistic type of thinking, which is a condition for the formation of the intellectual activity of a growing personality, enrichment of its spiritual sphere and artistic culture, the formation of tolerance, which implies respect for the cultural heritage and art of the peoples of multinational Russia and other countries of the world.

The formation of universal educational activities is carried out as a result of the implementation of the principles of a systematic and effective approach to the organization of the educational process.

Acquiring knowledge and expanding the ideas of primary school students about the types and genres of fine art is carried out as a result of solving problem situations. Knowledge is not given in a ready-made form, but is discovered by children independently or with the help of a teacher in two directions: in the process of aesthetic perception of nature and works of art, as a result of productive creative activity.

The expansion of the cognitive sphere of schoolchildren in the field of fine arts occurs gradually in the process of solving heuristic tasks aimed at independent search and solution of artistic and creative problems, for example, understanding the meaning of art in human life and society; comparison of masterpieces of world art stored in Russian museums (Tretyakov Gallery, Hermitage, Russian Museum) and art museums of the Vologda region and other countries of the world; the ability to distinguish between the main types and genres of plastic arts, etc. At the same time, various mental operations are carried out: analysis, synthesis, comparison, classification; inferences, conclusions, generalizations are made, which are presented in verbal, schematic or conventionally figurative form (sign, code, symbol).

The formation of regulatory universal educational actions is carried out as a result of productive types of artistic and creative activity. At each lesson, the student creates a unique drawing or craft (creative product, work), using the expressive properties of art materials. At the same time, he independently sets the goal of the upcoming creative work, thinks over the idea, finds the necessary artistic material (painting, graphic, sculpture, etc.), performs the work in the material, comes up with a name for the drawing (craft), expressing in verbal or written form a figurative meaning or intention work, evaluates the result of his work, and, if necessary, makes the necessary correction, for example, clarifies the name of his drawing.

Personal results are manifested in the author’s style of the young artist, in the ability to use the figurative language of fine art: color, line, rhythm, composition, volume, texture to achieve his creative ideas, in the ability to model new images by transforming known ones (using the means of figurative language). The student’s unique achievement is his creative folder, in which he collects and stores the products of his creative activity.

The formation of communicative universal educational actions in the course of fine arts is ensured as a result of dialogue between subjects of the educational process. The expansion of communication skills occurs in the process of gaming situations, business games, which involve multi-positional roles: artist, viewer, critic, art connoisseur, etc. Communicative experience develops in the process of the student’s reasoning about the artistic features of works depicting nature, animals and humans; in the ability to discuss individual results of artistic and creative activity, in the process of cooperation and creation of collective creative projects, using the capabilities of ICT and reference literature.

Academic subject "Technology" makes a significant contribution to the formation of all universal educational actions: personal, regulatory, cognitive, communicative.

First of all, this course is aimed at developing the child’s self-awareness as a creative person, individuality, and developing a sustainable desire for creative self-realization. Using various methodological means, the student consistently develops an emotional and value-based attitude towards conscientious creative work as one of the main advantages of a person; awareness of the harmonious connection between the world of things and the natural world and human responsibility for maintaining this harmony; understanding of the value of cultural traditions reflected in objects of the material world, their commonality and diversity, interest in their study. Thus, through involvement in creative creative activity, the child develops an awareness of his work as part of universal human culture, and the foundations of moral self-awareness are laid.

The formation of cognitive learning activities in a technology course is carried out on the basis of the integration of intellectual and subject-related practical activities, which allows the child to most consciously assimilate complex information of an abstract nature and use it to solve a variety of educational and search-creative tasks. Schoolchildren learn to find the information necessary to complete work in textbooks and workbooks; analyze the information offered (samples of products, simple drawings, sketches, drawings, diagrams, models), compare, characterize and evaluate the possibility of using it in one’s own activities; analyze the structure of the product: identify and name the parts and parts of the product, their shape, relative position, determine methods of connecting parts; perform educational and cognitive actions in a materialized and mental form, find an appropriate speech form to explain them; use sign-symbolic means to solve problems in mental or materialized form; perform symbolic modeling and model transformation actions, work with models.

For the formation of regulatory universal educational actions in a technology course, favorable conditions are created due to the fact that completing tasks requires children to plan upcoming practical work, correlate their actions with the goal, establish cause-and-effect relationships between the actions performed and their results, and predict the actions required to obtain the planned results. Materialization of the results of activity in a specific product allows students to most productively exercise self-control of the practical actions performed and adjust the progress of practical work. Tasks that require students to follow the teacher’s instructions when performing work or those presented in other information sources of various types (textbook, didactic material, etc.), to be guided by the rules when performing work, also allow them to form the necessary regulatory actions. Considerable attention is also paid to teaching children to independently organize their workplace, depending on the nature of the work performed, and maintaining order in the workplace.

The formation of communicative universal educational actions in a technology course is ensured by a targeted system of methodological techniques proposed by the authors of the textbooks UMK "Harmony" and UMK RO L.V. Zankova. In particular, performing a number of tasks presupposes the need to organize joint work in pairs or groups: distribute roles, carry out business cooperation and mutual assistance (first under the guidance of a teacher, then independently). The vast majority of types of work are aimed at developing in children the ability to formulate their own opinions and solutions, present them with reasoning, listen to the opinions and ideas of their comrades, and take them into account when organizing their own activities and teamwork. All this gradually teaches children to comment and evaluate the achievements of their comrades in a friendly manner, express their suggestions and wishes to them, and also show an interested attitude towards the activities of their comrades and the results of their work.

This subject ensures the formation of personal universal actions:

1. the foundations of general cultural and Russian civic identity as a sense of pride in achievements in world and domestic sports;
2. mastering the moral standards of helping those who need it, the willingness to take responsibility;
3. development of achievement motivation and readiness to overcome difficulties based on constructive coping strategies and the ability to mobilize one’s personal and physical resources, resistance to stress;
4. mastering the rules of a healthy and safe lifestyle.

"Physical Culture"How does the subject contribute to:

1. in the field of regulatory actions, developing the skills to plan, regulate, control and evaluate their actions;
2. in the field of communicative actions, the development of interaction, partner orientation, collaboration and cooperation (in team sports - the formation of skills to plan a common goal and ways to achieve it; agree on goals and methods of action, distribution of functions and roles in joint activities; constructively resolve conflicts; exercise mutual control; adequately assess your own behavior and the behavior of your partner and make the necessary adjustments in the interests of achieving a common result)

Table 1

Levels of assessment development

Table 7

Characteristics of the results of the formation of universal educational actions at different stages of training

Table 10

Today, the problem of organizing homework is quite relevant. Often it is ill-conceived and random, preparation for its implementation is poorly carried out, and the inspection is built formally. As a result of unsatisfactory planning, preparation and organization of homework, students are overloaded with homework tasks, which negatively affects their performance, activity and interest in learning.

Pedagogical laws and centuries-old practice prove that homework is necessary, since knowledge acquired in class is quickly forgotten without consolidation. If independent homework is not done, the level of educational motivation and the quality of learning decreases.

Stages of checking homework completion

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

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

Methods of organizing control

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 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, nowadays teachers have come to innovative verification methods, among which:

1. Asking unexpected questions, which are questions formulated differently than the task after the paragraph. If the students carefully performed home exercises, they will easily answer them.
2. Reviewing the oral answer - students listen to the answer of their classmate and present an oral review of it, in which they note the shortcomings and merits of the answer, supplement it.
3. Dictation for homework. The teacher can prepare a selective, graphic or spelling dictation at the language lesson. The material for it is taken from a home exercise.
4. Brief written response. The question asked by the teacher sounds extremely specific, so that the answer to it can be expressed in a nutshell. Such tasks reinforce knowledge and draw students' attention to the main points in a given paragraph. A written answer contributes to the fact that the learned theory will be stored in memory for a long time.
5. Verification using 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.

Forms of control over task completion

The listed methods of checking homework will be effective only if they are applied comprehensively and systematically. It follows from this that forms of control Homework assignments are also different:

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

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

According to pedagogical experience, the teacher, before assigning homework, should be sure that he will be able to check it and evaluate. In addition to completing the task itself, you need to pay attention to the completeness, form and correctness of its implementation. Control and evaluation, and then marking homework, motivate students and mobilize their strength. If you do not check homework seriously or do not check it at all, the student will be disappointed that the teacher ignores the work he has 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 must ensure that students complete homework.

It's much easier to do this if students know that you remember what homework assignment was assigned and then remember to check it. Students should have no doubt about whether your assignment can be completed or whether failure to complete it may go unnoticed. Each task not completed leads to an increase in student irresponsibility.

For the teacher execution result The assigned home task performs a double function. On the one hand, he becomes the object of control of the students’ activities, and on the other, of his own activities in the previous lesson. Homework that is correctly assigned and graded allows the teacher to discover the reserves of his lesson; detect errors and successes in choosing a technique; 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 students have no doubts whether they must 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 towards its completion;
• Determine what you will evaluate, how you will evaluate it, whether a mark is expected for it, based on the conditions and its educational impact;
• If students do not complete 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 necessary addition to a good lesson.

A harmonious combination of different methods and forms submission and checking of homework influence the formation of students’ independence and increase their level of motivation to learn. The most important task of the teacher is to develop a positive attitude towards learning in students when doing homework.

In addition, homework also has an unusually large educational potential. The teacher gives schoolchildren knowledge in order to raise 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 homework is done and how it is presented, they will love both the teacher and his subject.

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.

• Themed crossword

Many guys are fond of solving crossword puzzles, while showing enviable perseverance. 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 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.

• Review of oral response

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 answers

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. Often it is 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.

• Traffic light survey

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 posed (“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 do not want to answer!", And the green signal means "I want to answer!".

• Solidarity poll

If a student at the blackboard cannot complete a task, he must ask the class for help. Who wants to help? From among those who want to help, the teacher chooses the strongest student and invites him to whisper a hint to a friend. Alternatively, the student himself chooses the one whose help he needs, and the teacher gives the coach 10-15 minutes to prepare.

• Mutual survey

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 is rarely used during oral questioning. And completely in vain. After all, 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.

• Survey 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 teacher's task is to keep the situation under control.

An 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.

• Game "Clap and 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 relieve stress in class.

• Team game “What and why?”

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

• Game "Seven Flowers"

The teacher needs to prepare in advance paper flowers with seven colored petals according to the number of commands. 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.

Russian homework

(from work experience)

Klocheva Svetlana Nikolaevna, teacher of Russian language and literature

Nowadays, the most important component of the pedagogical process is the personality-oriented interaction of the teacher with students, which in psychological and pedagogical terms is associated with the transition from focusing on the average student to differentiated and individualized training programs. The purpose of such training is to develop the cognitive abilities of each child, to maximize the identification of the child’s individual (subjective) experience, to help the individual in self-knowledge, self-determination, and self-realization. The educational material should be organized in such a way that the student has the opportunity to choose when completing tasks; it is necessary to ensure control and evaluation not only of the result, but mainly of the learning process; The nature of the presentation of educational material should ensure the identification of the content of the student’s subjective experience.

Of particular importance when organizing the educational process in the system of developmental education, which involves “...the formation of a subject of learning, i.e. a student who wants and knows how to learn...” (V.V. Davydov), has homework. Homework as a structural element of the educational process, purposefully used in its typological diversity, contains ample opportunities for intensifying the analytical activity of students, developing their cognitive independence and is a reserve that has not yet been fully used for increasing the efficiency of studying a subject at school.

The above was the reason for my turning to the problem of homework in the Russian language. Next, I offer a description of some types of homework.

APPENDIX (from work experience).

I. When studying theoretical material, I give the children a task: to prepare a card with examples of the rule they have learned. You can come up with examples yourself, or you can use additional literature, reference books, dictionaries, etc. Students have different levels of knowledge of the Russian language, therefore, when performing such a task, both differentiation and individualization are manifested.

I will show this with a specific example.

After studying § 19 “Main types of circumstances” (8th grade) in class, I give you the task: prepare a card at home with examples for this paragraph. Low-performing students do this: they read examples in the textbook and create their own by analogy, according to this model, based on their own experience. For example:

Main types of circumstances.

Circumstances of action.

In the morning the rooster crowed loudly. (Compare textbook: The cuckoo cuckooed loudly in the distance.)

Circumstances of the place.

We drove into a ditch. (Wed: We drove into the bushes.)

Students of average and high levels of development come up with examples themselves or copy them from fiction, popular science and other texts. For example:

I. 1. Large flakes of snow slid lazily past the window.

2. Korablev looked at me seriously. (modus operandi)

II. 1. Below, at the foot of the ridge, a mixed forest grows.

2. Our basketball team left for Bor at two o’clock.

This type of homework, carried out in the system, promotes increased independence, responsibility, a sense of duty, and an increase in the level of knowledge in the subject. If not everyone completed the first such homework, some children forgot the cards at home, others explained the absence of such homework by not understanding how to do it, then after 3-4 times there is even a kind of competition in the class: who found more examples, who passed first card (even if assigned for the next lesson), who has more interesting examples, etc. The methods for checking such homework are also different: both the teacher and the student himself check (self-check), and other children (mutual check). In this case, the role of teaching assistants also increases. Thus, during the study of the Russian language course during the academic year, didactic material is accumulated, which is used by the students themselves in preparation for tests, dictations, exams, and in working in pairs and groups.

II. In preparation for the lessons of general repetition, consolidation of what has been learned on a certain topic, I offer a choice of several tasks, among which, along with non-traditional ones, there is also the usual one (from the textbook). There are always students in the class who choose this particular task: it is more accessible, easier, and takes less time. Fortunately, there are more supporters of non-traditional types of homework; some students are happy to complete two or even three tasks at will.

Here's an example. For a general lesson on the topic “Two-part sentences” I ask (optional):

make a crossword puzzle on a topic,

make a test,

compose a text with a grammar task,

do the exercise from the textbook

Most students choose a crossword puzzle (they write the answers separately on a piece of paper). Several people prepared tests and texts, 3 people (weak in the subject) completed an exercise from the textbook. Depending on the level of development of students, tests and crossword puzzles are different in volume, level of complexity, and also in design (individual inclinations, tastes, etc. affect)

A secondary member of a sentence that denotes an object and depends on the predicate or another member of the sentence:

1. definition,

   addition,

   circumstance.

In which case is a hyphen used in an application?

1. Tsar Cannon),

   newspaper (Vesti),

   Amur river).

Which of the circumstances makes a concession:

1. Birds were singing all around.

   The sun shone brightly.

   Despite the bad weather, the excursion took place.

A compound nominal predicate consists of:

1. verb,

   linking verb and nominal part,

   auxiliary verb and indefinite form of the verb.

Which part of the sentence is the infinitive form of the verb in the sentence: The girl was asked to draw a picture.

1. circumstance,

   definition,

   addition.

A secondary member of a sentence, which denotes the attribute of the subject and explains the subject, complement and other members of the sentence expressed by a noun:

1. application,

   circumstance,

   definition.

ANSWERS: 1b.2a.3c.4b.5c.6c.

This kind of homework is useful because forces students to once again turn to theory, show independence in completing a task, imagination and ingenuity, and feel responsibility.

III. Crossword puzzles also show different levels of development among students, which provides a clear illustration of differentiation when doing homework. Such works help to “revive” the lesson and once again turn to theory; the authors of tests and crossword puzzles act as a “teacher”, self- and mutual control is used, and didactic material is replenished.

IV. Another type of homework is composing a text on a given topic using the studied spellings. For example, in 7th grade, after studying the topic “Communion,” the children receive a homework assignment: to compose a text about winter, using as many participles, participial phrases, etc. in it as possible. Weak students receive examples of words and phrases that can be included in the text as help.

Here is a fragment of the text “Zimushka-winter”.

Snow flying from the sky fell on the roofs of houses, on trees, on roads. The trees swayed in the wind and made plaintive sounds. But the kids returning from school are not afraid of bad weather. Cheerful mischief-makers are making a fortress out of wet snow. By evening the fortress is built, and mothers who come home from work have no way of driving their naughty children home.. (Siner Natasha)

Such tasks are aimed at developing coherent speech, the ability, while following the plot, not to forget about the second task, at developing memory and attention. Texts can be used in a consolidation lesson as dictations and mutual dictations.

V. When repeating what has been learned on any topic or at the end of the year, I give the following task: compose a vocabulary dictation for one of the spellings presented in the list. Children can work in pairs, in groups, or individually. After a short discussion (who is “closer” to what, who has what additional material, etc.), we distribute the spellings during the lesson so that all topics are covered. The works are of different levels of complexity, of different volumes, the main thing is that everyone takes part (because everyone wants to be in the role of a teacher), repeats the material, and independently attracts additional literature. We use such dictations in revision lessons, tests, and in consultations for those who are behind.

EXAMPLE 1. “Consolid and separate spelling NOT with adverbs ending in –о, –е.”

(Not) stupid, (not) neat, (not) polite, (not) difficult, but easy; (not) affectionately, but rudely; not at all (not) interesting; to do (carelessly); I live (not) far away; changed (subtly); did not do well at all.

EXAMPLE 2. “N and NN in participles and verbal adjectives.”

A dropped weight, painted tables, an item hidden, a garden strewn with leaves, shot cartridges, drawings drawn, sown oats, an offended child, darned socks, uncut grass, a loaded barge, sown flour, alarmed by the news, a building built, a wounded soldier, scattered rays.

VI. This type of homework arose like this: at school there was an election for the school president, each class nominated its own candidate, and in Russian language lessons in the 7th grade they studied the journalistic style of speech, the children received homework - to compose a text in a journalistic style - a leaflet dedicated to their candidate. The students were fascinated by the events taking place in the school, the idea was accepted. Propaganda influence on voters, appeal, expressiveness and emotionality, at the same time simplicity and accessibility of appeal - all these stylistic features were used by agitators to a greater or lesser extent depending on character, temperament, interest in what is happening, level of vocabulary, etc. d. The effect was both educational and educational.

Here are EXAMPLES of such texts-leaflets.

“Dear teachers and students! I, Elena Smirnova, urge you to vote for Stanislav Chekman.

He is a man who deserves this post. He can create a city in which there will be order, comfort and, most importantly, people who will help him in this, support him in difficult times.

Stanislav is an honest, smart, decent person! I once again urge you to cast your votes for Chekman Stanislav.

All the best!"

“Dear schoolchildren! I, Anna Sergeevna Kulebyakina, urge you to vote for the candidate for the position of president of the Chekman Stanislav school! I know him personally and I can safely say that he is a very responsible and serious person. I like the program presented by Stanislav Pavlovich. It clearly and intelligently outlines ways to achieve the best results in all areas of our school life. And Stanislav Pavlovich himself seems to me to be a skillful, tactful leader, capable of finding a common language with all residents of our state.

“Dear schoolchildren!

I, Anton Sergeevich Smirnov, urge you to vote for Sergei Gondyukhin. He is a smart student, a good person, an athlete, he always thinks what he is asked to do - he does everything. This man deserves to be in the president's chair.

Make the right choice. Otherwise you will regret it.”

This task teaches you to defend your point of view, give arguments, and convince others that you are right. The best texts were heard on the school radio and hung on the stand.

VII. The next type of homework is based on interdisciplinary connections between the Russian language and literature. So in the 8th grade, when studying the topics “Sentence”, “Two-part and one-part sentences”, we turn to the story “The Captain's Daughter” by A.S. Pushkin. The task is to write out two-part sentences; then single-component ones, observe their functions in speech. The story contains many examples to illustrate the topic “Simple and compound predicates.” While studying the poem “Mtsyri” by M.Yu. Lermontov, we write out sentences with comparative phrases, which are studied in the Russian language lesson. I.S. Turgenev’s story “Asya” is full of illustrations for the topics “Appeal”, “Introductory words and sentences”, etc.

In addition to those mentioned, I use such types of homework as miniature essays of various genres, requiring reference to the student’s personal experience; preparation of tables, diagrams, supporting notes of a general nature; development of visual aids; working with various dictionaries, collections of proverbs and sayings, which is of great developmental and educational importance.

I hope that the work experience I have proposed will resonate with my colleagues and that they will share their findings and ideas on this topic.

Homework is a form of organizing students to independently complete teacher assignments at home related to the topic being studied..

The process of assimilation of knowledge in the lesson occurs individually for each student. Meanwhile, it is not always possible to resolve the issue of individualizing learning in the classroom given the current class sizes. Homework allows each student to work at his own pace, use methods and techniques that are most convenient for him, and demonstrate a high degree of independence. No matter how effective the lesson is, working at home with a book and other sources of information remains an essential form of teaching the Russian language. It has great developmental and educational significance. In the process of its implementation, students develop such important qualities as responsibility, hard work, perseverance, and the desire to complete the work they have begun. All the variety of homework is aimed at this:

Working with a textbook (answering questions, mastering study skills, completing assignments);

Reading popular science literature, magazines and reference books about nature;

Use of encyclopedias, dictionaries, reference books;

Preparation of abstracts and illustrations on given topics;

Modeling of language processes and phenomena;

Production of visual aids (diagrams, models, drawings, photographs, videos, etc.) for the lesson on the instructions of the teacher and on one’s own initiative.

The educational and educational value of homework largely depends on content And nature of tasks. They must be distinguished. The content of the task determines what the student needs to learn, and the nature of the task indicates the requirements for methods of completing the task and mental operations (memorization, comparison, searching for the main thing, etc.). These two aspects are very important, since they focus on the selection of material and design the development of certain methods of mental and labor activity in mastering this content.

Homework must meet a number of requirements:

Be specific and focused;

Provide a differentiated approach to the student’s content;

Arouse cognitive interest and activity of the student;

Develop student independence and creativity;

Contribute to consolidation, generalization and systematization of knowledge acquired in the lesson.

A competent approach to the volume and dosage of homework can to some extent preserve the health of students. When organizing homework, the following requirements should be met: the task must be understandable to every student, i.e. all students must know exactly what to do and how to do it (task clarity); the task should be in the nature of a question that can be solved independently. Tasks do not achieve the goal if appropriate instructions are not given to them or, conversely, they are extremely “chewed” (must be of a problematic nature); the task must predetermine its verification. With the help of control, the teacher instills in students diligence, diligence and accuracy in work (control mindset); homework assignments can be frontal, differentiated and individual, but always taking into account the characteristics of the class (setting up the individualization of assignments); assignments in a subject must be strictly regulated and coordinated with assignments in other subjects (taking into account the volume of assignments); the task should not be monotonous and of the same type. The tasks should contain non-standard questions, questions for preliminary thinking, observations (variety of tasks); the task should orient students to independently search for solutions, to use previously acquired knowledge and skills in new conditions (development of independence); assignments should include questions to review the main sections of the program (the intention is to repeat what has been covered); Each task should have difficulty, but be feasible for students. They can overcome this difficulty by making maximum use of all their abilities and skills (an attitude toward overcoming learning difficulties); assignments should include questions that require the student to be able to compare, analyze, generalize, classify, establish cause-and-effect relationships, formulate conclusions, apply acquired knowledge in new situations, etc. (setting for the development of thinking); It is better to give an assignment aimed at mastering the lesson material at the end of the lesson. It is better to give a task aimed at consolidating a skill immediately after exercises that develop this skill. It is more useful to give a task that monitors students' knowledge at the beginning of the lesson. Home educational work is closely related to the work in the lesson, organically follows from the previous lesson, is its continuation and prepares the subsequent lesson. Unacceptable, when a poorly prepared lesson ends with homework, including working through new material and exercises for it that were not completed in the lesson. The overwhelming scope of the task creates chronic misunderstandings. It should be remembered that homework is explained and assigned before the bell rings from class and is made very clear to students. Even during the lesson, the teacher must be sure that students know what, why and how to do at home. The task should be feasible for most, not very simple for strong students. It is necessary to prevent excessive enthusiasm for homework, which can lead to overload of students: eliminate tasks designed only for mechanical work, too cumbersome tasks that take a lot of time, but do not give the desired positive effect. The reason for overload may also be the teacher’s incorrect calculation of students’ skills, which they actually do not have. Overload is also caused by tasks that students do not have clear ideas about the order and methods of completing them, as well as tasks that are not coordinated by the teacher in other subjects. Setting a clear goal for each homework assignment, selecting the types of homework assignments, and realistically assessing all of the students' capabilities will prevent the danger of overload. Parents and children should clearly know the basic hygienic requirements regarding homework: organization of the workplace, rhythm and duration of the lesson, concentration when doing it. Checking homework To check the completion of homework means to establish the fact of its completion, correctness of completion, quality (both in content and form), to identify independence in completion, to determine the techniques used by students when working independently at home, and ultimately to determine the readiness of students to master new material . Checking homework 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 testing system must necessarily provide for a methodology for recording knowledge and its various forms, which make it possible to cover all students with testing and obtain enough data to judge the knowledge of each student. Homework becomes meaningless if it is 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). Homework in Russian Exercises that are given as homework can be performed not only in written form, but in some cases also orally. The amount of written homework should not exceed one-third of the amount of work completed in class. The time spent on performing an oral exercise should not exceed the established norm. Exercises can be complicated by a number of different tasks, which increases the amount of work. This also needs to be taken into account, given that rewriting an exercise usually takes between 8 and 15 minutes. The most time-consuming tasks, such as selecting examples for a specific rule, drawing up diagrams, tables, etc., must be given without other tasks, always with preliminary preparation, and in some cases - as one of the differentiated tasks, taking into account individual capabilities students. In my own way content homework assignments may be related to material from one or more lessons. They may include (as additional tasks or as part of the main task) repetition of previously learned material. In any case, it is necessary to adhere to the following measure: if there is a sufficient volume of the main task, it is inappropriate to overload students with additional tasks. They must be given in cases where it is really important: for the purpose of repeating the studied material, which is necessary for clearer work when learning something new, or in connection with preparing for tests. Homework may include exercises such as complicated copying with insertion (of letters, parts of a word, a whole word), placement and explanation of missing punctuation marks, as well as various types of grammatical analysis. Reasonable alternation of different types of exercises trains all types of memory: visual (for example, when performing cheating exercises), auditory (when composing an oral story), logical (when drawing up a diagram for the studied material), figurative and emotional (when verbally describing an object, phenomenon) . Not all types of exercises are equally valuable as homework in different specific settings. Therefore, it is extremely important for the teacher to decide the degree of effectiveness of each of them in this particular case. It is unacceptable to abuse such tasks that significantly increase the time it takes to complete lessons (drawing diagrams, tables, preparing homework, etc.). When checking homework The following methods are practiced: frontal verification of the exercise; random checking of a written assignment; frontal survey on assignment; performing a similar exercise; mutual verification of written assignments; survey using individual cards; poll with a call to the board. Thus, checking homework can be frontal and individual. We cannot allow the universalization of verification methods by using the same ones every day. The solution is to rationally use all of the above methods. It is important not to delay checking homework, which will lead to unproductive losses of study time