METHODOLOGY FOR CHECKING HOMEWORK IN HISTORY LESSONS

ABSTRACT

In recent years, the importance of history lessons in schools has increased and become more obvious. One of the problems is knowledge control, which also includes checking homework. With the progress of technological progress, with changes in the demands of society and innovations in the field of education, the forms of homework and the methods of testing them in history lessons are changing. Another important factor influencing the need to study and develop this problem is the sharply increased need to deepen the study of historical science, an important part of which is school history lessons.

Keywords: history, methods of checking homework, control methods, homework

One of the controversial issues that remains relevant in modern history lessons is related to homework, requirements for it, forms of testing and implementation of consolidation of material. Although the teacher may present new historical material in an engaging manner and students will be actively engaged in the classroom, their attention may sometimes be diverted, making it difficult to fully assimilate the material.

Homework is a set of student actions prescribed to him by the teacher and the curriculum, the essence of which lies in several aspects that are important for mastering the material. History homework is tasks that students are asked to complete outside of school to consolidate, deepen knowledge, or prepare for the next lesson. Such assignments may include a variety of activities, such as reading texts, analyzing sources, writing compositions or essays, writing tests, conducting research and presentations.

Planning and organizing homework testing in history lessons has its own peculiarities. Traditional forms of control are the following: oral and written surveys, test papers, independent work, including individual and differentiated work, practical work (working with a control chart, reading a map, graphical tasks, drawing up diagrams, tables, analyzing documents and sources, etc.), all kinds of historical, terminological dictations and testing, abstracts and their defense, etc.

The listed objects are the basis for studying the subject of history in school, on which further knowledge of historical science is built. For a more meaningful understanding of these objects, there is homework, which should include only those tasks that are most appropriate to study in a calm and measured environment. At the same time, they require high-quality testing and careful monitoring.

Most types of work in the lesson can also be used to check homework, but for this you need to make minor adjustments to the form of delivery in order to direct the task specifically to knowledge of homework material.

The survey itself can be presented in various forms depending on the topic, the identified problem, the teacher’s requirements, the class’s capabilities and other criteria for choosing a method for monitoring homework completion.

Another important form of checking homework is testing. This type of work as a whole is considered one of the most common in school due to its brevity, ease of preparation and checking, and it is also good for its variety of types, both the tasks themselves and the forms of checking them.

Tests contribute to the assimilation of new information, the development of intellectual skills and the systematization of knowledge. They simplify knowledge testing and make the teacher’s work easier. Various types of tests can be used to assess students' knowledge according to certain criteria:

1) Information reproduction tests. This form of testing requires students to reproduce the material they have learned without using hints or additional sources of information. Typically, these tests consist of questions that require short answers or descriptions of specific events, periods, and facts from history.

2) Self-analysis tests. Testing self-analysis in a history lesson is a method that aims to develop students' critical thinking skills, analysis and interpretation of historical events. Unlike traditional tests, where students are asked to choose the correct answer from the given options, self-analysis testing requires students to have a deeper understanding of the material and the ability to independently analyze historical facts.

3) Assessment tests - this form of testing is a method of assessing the knowledge and skills of students, which is focused on identifying the level of understanding of the material, mastery of key concepts and readiness to apply the acquired knowledge. Unlike self-analysis testing, which involves deeper understanding and analysis of historical events, evaluative testing typically assesses knowledge of facts, dates, names, and other specific aspects of the material being studied.

4) Comparative tests are a method of assessing the knowledge and skills of students, which is aimed at comparing and analyzing historical processes, events, personalities or cultures. Unlike evaluative testing, which tests knowledge of specific facts and dates, comparative testing usually requires a deeper understanding and analysis of the material.

5) Educational tests are a method of assessing students’ knowledge, which is aimed at activating the educational process and helping students deepen their knowledge and improve their understanding of historical events. This type of testing usually not only assesses the level of knowledge, but also helps to expand and consolidate it.

6) Matching tests are a method of testing students' knowledge in which they are asked to compare various elements of historical events, facts or concepts. Students are asked to connect relevant elements to each other, usually by making connections between them.

To summarize all of the above about tests, it should be noted that this form of checking homework is effective not only for the teacher to indicate the level of knowledge of students, but also for obtaining grades, since the testing method allows the Teacher to assign a large number of marks based on the results of the work done.

Another method of checking homework is quite productive and objective - historical dictation. It is conducted on the main 5-7 questions including a couple of questions for repetition from the previous material. Execution occurs at a fast pace. The main emphasis is on memorization, without having to think about the answers. This method requires high concentration, since the speed of dictation does not make it possible to copy or discuss answers with other students. Upon completion of the dictation, a clear command is given to complete the work. The variety of types, forms and methods of conducting lessons contributes not only to the development of interest in history among students, but also to increasing the effectiveness of classes, which contributes to a deeper study of history, both domestic and foreign, to the level of conscious perception. To achieve maximum results, it is recommended to use various methods of knowledge control.

Thus, the main goal of the teacher is to teach students the skills of presenting material, defending their point of view, justifying conclusions and arguing answers using documents, and building cause-and-effect relationships. It is during checking homework and as a result of monitoring knowledge that the teacher has the opportunity to identify the successes and problem areas of students in the process of studying history.

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