- 5th grade brings many new problems to the student: the number of teachers and subjects increases sharply, and there is no second mother nearby - the main teacher. Some students are completely lost - their performance drops, their desire to learn disappears. Difficulties arise even with history; the memory of an immature schoolchild refuses to perceive many events and dates. The solution book can help ease the plight of fifth-graders and parents. workbook textbook of the Federal State Educational Standard Goder G.I., there are parts 1 and 2. For the notebook assignments - methodological manual, actively used by teachers, GDZ contains complete answers.
- Using GDZ, you can monitor your own child’s work, quickly refreshing forgotten subject knowledge. Without a solution book, it will take a parent a lot of time to help his fifth-grader overcome difficulties with the subject. Crosswords, questions, tasks are also recognized as interesting by parents; joint activities stimulate effectively cognitive activity child.
- If overworked adults do not have time to help, the child can use Goder’s workbook on his own. Going to school without remote control, the student experiences completely negative emotions- this is completely unacceptable. Parents should explain the harm of mindless cheating, the need to comprehend the given ready-made solutions, and the benefits of a solution book for self-control.
- The transition to the secondary level of school is associated with the appearance of many new disciplines in the schedule. Among the things that fifth graders usually like is history Ancient world. The subject material contains many interesting historical facts, legends and myths, the plots of which have something in common with fairy tales that teenagers read in childhood. This keen interest is transformed into strong, deep knowledge if it is supported by the study of quality literature. Not only theoretical, but also informational and analytical. Solving historical problems and completing tasks requires control. To make it more effective, the method of self-testing using solution books for the educational materials used will make it possible.
- In most cases, it is difficult for fifth-graders to independently organize classes on GDZ, efficient and competent. Adults - parents, subject teachers, heads of clubs and courses, tutors - can help them with the organization. High-quality and convincing work plan:
- takes into account a basic level of students' knowledge;
- sets the actual amount of time that will be spent on preparation;
- allows you to track results, includes dates, periods when achievements should be monitored, and dynamics assessed. - In addition, working with ready-made homework assignments is useful from the point of view of constantly monitoring the order in which the correct answer is written down. Proper recording of results will allow you to avoid losing points in tests, diagnostics, VPRs and olympiads.
- Selecting educational material is another difficult task, the solution of which is better to involve specialists or parents. As a basis, you can take the program in which the history of the Ancient World is studied at school and supplement the set with high-quality practical aids. Among the latter, experts recommend workbook on the history of the Ancient World for grade 5, compiled by G.I. Goder. The collection is beautifully illustrated and systematized, universal - suitable for almost all textbooks on general history used in the fifth grade. Among the tasks:
- historical crosswords and problems;
- cartographic information and questions about it;
- logic problems for assessment and analysis historical sources, comparison and formulation of conclusions.
History of the Ancient World for 5th grade - useful materials and workbooks for preparation
Workbooks
- History workbook grade 5 Maikov Ventana-Graf
- Vanina, Danilov Ventana-Count
- Abramov Bustard
- Workbook on the history of the Ancient World, grade 5. Part 1, 2. Federal State Educational Standards Goder Enlightenment
- History exercise book, grade 5 Ukolova Enlightenment
- Workbook on the history of the Ancient World, grade 5. Federal State Educational Standard Zhukova. To Mikhailovsky's textbook Russian word
- Workbook on the history of the ancient world, grade 5 Ponomarev, Kolpakov Exam
- Workbook on the history of the Ancient World, grade 5. UUD Chernova Exam
- Workbook on the history of the Ancient World, grade 5. Part 1, 2 Chernova Exam
- Danilov, Davydova (History of Russia) Balass
- History workbook 6th grade Danilov, Davydova (History of the Middle Ages) Balass
- Baranov Ventana-Graf
- Klokov, Simonova Ventana-Count
- Baranov Ventana-Graf
- Workbook on the history of the Middle Ages, grade 6. Federal State Educational Standard Kolpakov, Ponomareva Bustard
- Workbook on the history of Russia, grade 6. Federal State Educational Standard Artasov Enlightenment
- Workbook on the history of the Middle Ages, grade 6. Federal State Educational Standard Kryuchkova Enlightenment
- Exercise book on the history of the Middle Ages, grade 6. Federal State Educational Standard Vedyushkin Enlightenment
- Exam notebook on the history of the Middle Ages, grade 6 Ukolova Enlightenment
- Workbook on the history of Russia, grade 6. X Russian word
- Workbook on the history of the Middle Ages, grade 6. Federal State Educational Standard Petrova. To Boytsov's textbook Russian word
- Workbook on the history of Russia, grade 6 Simonova Exam
- Workbook on the history of Russia, grade 6 Gevurkov Exam
- Workbook on the history of Russia, grade 6. Part 1, 2. Federal State Educational Standards Chernova. To Torkunov's textbook Exam
- Workbook on the history of the Middle Ages, grade 6 Chernova Exam
- Workbook on the history of the Middle Ages, grade 6. UUD Chernova Exam
- Malkova, Danilov (General History) Balass
- Malkova, Danilov Balass
- Baranov Ventana-Graf
- Workbook on the history of Russia, grade 7 Baranov Ventana-Graf
- Workbook on General History 7th grade Volkova, Ponomarev Bustard
- Klokov, Simonova Bustard
- Workbook on the history of modern times, grade 7. Part 1, 2. Federal State Educational Standards Yudovskaya, Vanyushkina Education
- Workbook on the history of Russia, grade 7. Federal State Educational Standard Danilov, Kosulina Education
- Exercise book on the history of modern times, grade 7 Vedyushkin Enlightenment
- Exercise book on the history of Russia, grade 7 Danilov, Lukutin Education
- Examination book on modern history, grade 7 Ukolova Enlightenment
- Examination book on Russian history, grade 7 Artasov Enlightenment
- Workbook on the history of modern times, grade 7. Federal State Educational Standard Stetsyura. To Dmitrieva's textbook Russian word
- Workbook on the history of Russia, grade 7. X Stokers. To the textbook by Pchelov, Lukin Russian word
- Workbook on the history of modern times, grade 7 Ponomarev Exam
- Workbook on the history of modern times, grade 7. Part 1, 2. Rumyantsev Exam
- Workbook on the history of Russia, grade 7 Gevurkov Exam
- Workbook on the history of Russia, grade 7 Simonova Exam
- Workbook on the history of Russia, grade 7. Part 1, 2. Federal State Educational Standards Chernova Exam
- Danilov, Davydova Balass
- Workbook on the history of Russia, grade 8. Federal State Educational Standard Malkova, Danilov Balass
- Workbook on the history of Russia, grade 8 Simonova, Klokov Ventana-Count
- Workbook on the history of modern times, grade 8. Federal State Educational Standard Volkova, Ponomarev. To the textbook by Burin, Mitrofanov Bustard
- History workbook 8th grade. Russian history. New story Repin Lyceum
- Workbook on the history of modern times, grade 8. Part 1, 2. Federal State Educational Standards Yudovskaya, Vanyushkina Education
Antipets E.P.
a history teacher
and social studies
MBOU secondary school No. 42
History homework: content and methods of organization.
One of the controversial issues in the modern lesson remains the issue of homework. No matter how exciting the teacher reveals new historical material, no matter how actively the students work in class, their attention for one reason or another can be distracted to the detriment of the perception of the content of the lesson. The teacher does not always have the opportunity to reveal in class new material in its entirety. By various reasons We dwell in more detail only on the leading, basic, and most difficult questions, and the rest is presented briefly, or students are invited to independently master the material that does not require clarification from the teacher. Some teachers use a harmful technique - punishment with homework of increased volume and complexity. The psychological basis for this is that some adults are subconsciously or consciously convinced that school education is necessary, but hard and joyless work. Therefore, discussions are still going on: should I give it at home or not? What is the acceptable amount and time for completing homework? How does it affect academic performance?
Undoubtedly, homework is indispensable. What is meant to give homework that a lesson cannot give? The ability to work calmly, without haste, without waiting for grades from teachers and comrades; work not with maximum, but with optimal tension for a particular student; independently plan the sequence of activities, the progress of work undertaken; attract additional literature at your request; bring all knowledge into the system.
In the process of doing homework, the following didactic tasks are solved:
secondary repetition of educational material of the lesson topic;
repetition and comprehension of educational material at the level educational topic and the entire course, taking into account the new knowledge and skills that were acquired by students as a result of studying the lesson topic;
further comprehension of new information acquired as a result of studying the lesson topic;
promoting the development of students' independent work skills.
The amount of homework must comply with the requirements of the Sanitary and Epidemiological Rules for the conditions of study in educational institution SanPiN 2.4.2.1178-02. According to these requirements, time for completing homework in all subjects is distributed as follows:
in grades 5-6 - up to 2.5 hours;
in 7-8th grade - up to 3 hours;
in grades 9-11 - up to 4 hours.
Thus, the volume of history homework should fit within the established framework. To avoid overloading students, the teacher ensures the correct dosage of tasks in terms of volume and complexity. It must correspond to the educational material studied in the lesson. Homework that is advanced in nature is allowed.
To ensure adequate rest for children during working week It is unacceptable to give homework for Monday. Homework can be given at the beginning of the lesson and is clarified at the end of it, taking into account what the teacher was able to find out about the results of the new material studied. It can also be given at the end of the lesson. The teacher must ask homework before the call, giving the necessary explanations for its implementation.
In homework, special attention should be paid to the most important (basic knowledge, objects of solid assimilation) and to what was learned less well in the lesson or was not considered at all.
The following types of homework are distinguished:
Underlying the development of knowledge, skills and abilities:
memorizing textbook material and retelling it;
grouping material according to any criteria and preparing for its presentation;
awareness of the sequence of individual facts and provisions;
answers to specially posed questions from the teacher;
preparing to answer the assignment and plan given by the teacher;
highlighting primary and secondary material in the text,
practical work: analysis of historical sources;
problem-cognitive tasks related to the material of the previous lesson;
written answers to questions;
systematization of knowledge and its generalization (diagrams, tables, supporting notes).
Development-oriented creativity, research skills and taking into account the individual cognitive capabilities and needs of students, as well as their age capabilities:
message or report on the proposed problem;
composition;
abstract;
essay;
drawings, etc.
These types of homework can be intended:
to consolidate the material covered;
to prepare for learning new material.
Preparing good homework for students that meets all didactic requirements is not easy. That is why, when preparing for future classes, the teacher should pay as much attention to this issue as to the presentation of new material. More than once I was convinced that some students do not do their homework not because they are lazy, but because they do not know how to start it, or do not know theoretical material which is necessary. In this case, we ourselves create a tendency to develop irresponsibility, dishonesty and other negative qualities.
Therefore, detailed but concise instructions for completing homework are required. The instructions must indicate the sequence of work (where to start, where to go, where to finish), how to work (alone or with a friend, whether to just read and retell, read in parts and retell, read and simultaneously look at a map, diagram, drawing, etc. .d.). At the same time, you should check how students understood the content of the work and how to perform it. Reminders can help with this. Students should receive most of the reminders in 5th grade. With the advent of new types of work, reminders are added and pasted into the notebook.
Special attention deserves such an aspect of homework organization as motivation (awakening curiosity, improving skills, appealing to the assessment of their work, taking into account the individual inclinations of students).
It is desirable that homework covers all aspects of the educational process: mastering content, teaching skills and the formation of ideological and moral beliefs. It is advisable to offer students tasks of varying levels of cognitive independence (from reproductive to creative).
History homework must be built on the basis of the material covered in class, organically connected with it and directly arising from it. Therefore, in most cases, homework is given at the end of the lesson. However, when students do homework, they are sometimes asked to repeat previously covered material, which is closely related to the content of the subsequent lesson. For example, 6th grade students study the issue of overthrowing more meaningfully Tatar-Mongol yoke provided that in the previous lesson they were asked to repeat at home material about the struggle of the peoples of our country against the Mongol-Tatar invasion.
At the same time, when assigning homework to students, the teacher should take into account the actual results of consolidation. And in accordance with them, adjust the volume and content of the proposed tasks.
Homework history students should be built not only on the basis of the program, but also revealing it additional material, for example, a historical document.
Homework is arranged in order of gradual difficulty. For example, after students have mastered the skills of compiling chronological tables (date - event; date - event - results, meaning; date - event - content - meaning), they can move on to compiling more complex species tables: synchronistic (for example, “Russia and its neighbors in the 13th century”: year - Western countries- Russian lands - Mongolia) and genealogical (for example, “The Reign of the Rurik Dynasty.” Work with other teaching aids is organized in a similar way: maps, diagrams, visual aids, etc.
The tasks that a student receives at home should not be burdensome, but, on the contrary, cause joy and satisfaction from what is accomplished and done. That is why it must be unusual (an element of interest), feasible and necessarily appreciated. In this regard, it is worth highlighting some techniques when organizing history homework.
Many teachers today practice advanced homework. Pre-reading paragraphs from a textbook or other materials is the most common type of advance assignment. Preliminary reading will be more effective if you use the so-called techniques. “active reading”: inserting (marking text using symbols), keeping various records.
Of course in modern conditions, homework should help prepare for the Unified state exam. Drawing up an answer plan on the topic (task 35 of the OGE). Message about historical figure(we often assign these as a creative individual task), it is advisable to teach how to build according to a plan, which implies task 40. The most difficult task is 39 (34 in the OGE), in my opinion, graduates will be more consciously carried out if they give the task to determine the pros and cons of this or that events, positive and negative results of the activities of a particular ruler.
The main task of the teacher when planning a lesson is to ensure that not only the material in the lesson is interesting and understandable for the student, but also that homework becomes an exciting discovery.