Gdz workbook general history. Gdz on history

Antipets E.P.

teacher of history

and social studies

MBOU SOSH number 42

Homework on history: content and methodology of the organization.

One of the controversial issues of the modern lesson is the question of homework. No matter how exciting the new historical material is revealed by the teacher, no matter how actively the students work in the class, their attention, for one reason or another, can be diverted to the detriment of the perception of the lesson content. The teacher does not always have the opportunity to reveal new material in its entirety in the lesson. For various reasons, we dwell in more detail only on the leading, basic, most difficult questions, and the rest is set out 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 other adults are subconsciously or consciously convinced that school education is a necessary, but hard and joyless work. Therefore, there are still discussions: to ask at home or not? What is the allowable amount and time for homework? How does it affect academic performance?

Undoubtedly, homework is indispensable. What is homework meant to give and can't give a lesson? The opportunity to work calmly, without haste, without waiting for the assessments of the teacher and comrades; to work not with the maximum, but optimal for this or that student voltage; independently plan the sequence of activities, the course of the work undertaken; attract additional literature at will; bring all knowledge into the system.

In the process of completing homework, the following didactic tasks are solved:

secondary repetition of the educational material of the lesson topic;

repetition and comprehension of the educational material at the level of the academic 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 topic of the lesson;

promoting the development of students' skills in independent work.

The volume of homework must comply with the requirements of the Sanitary and Epidemiological Rules for the conditions of study in a general educational institution SanPiN 2.4.2.1178-02. According to these requirements, the time for doing homework in all subjects is distributed as follows:
in the 5-6th grade - up to 2.5 hours;
in the 7-8th grade - up to 3 hours;
in the 9-11th grade - up to 4 hours.
Thus, the amount of homework on history 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 should correspond to the educational material studied in the lesson. Homework that is anticipatory in nature is allowed.
To ensure a good rest for children during the working week, it is unacceptable to give homework on Monday. Homework can be given at the beginning of the lesson and specified at the end of it, taking into account what the teacher managed to learn about the results of the new material studied. It can also be given at the end of the lesson. The teacher always sets 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 what is learned weaker or not at all considered in the lesson.
There are the following types of homework:
Underlying the development of knowledge, skills and abilities:

memorizing textbook material and retelling it;
grouping of material according to any criterion and preparation for its presentation;
awareness of the sequence of individual facts and provisions;
answers to specially posed questions of the teacher;
preparation for the answer according to the assignment and the plan given by the teacher;
highlighting the main 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 their generalization (diagrams, tables, supporting notes).

Aimed at the development of creative abilities, 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;
writing;
essay;
essay;
drawings, etc.
These types of homework can be designed for:
to consolidate the passed material;
to prepare in the assimilation of new material.

Preparing good homework assignments for students that meet all didactic requirements is not easy. That is why, in 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 had to make sure 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 the theoretical material that is necessary. In this case, we ourselves create a tendency for the formation of irresponsibility, dishonesty and other negative qualities.

Therefore, detailed but concise instructions for completing homework is required. In the instructions, it is necessary to indicate the sequence of work (where to start, where to proceed, how to end), how to work (alone or with a friend, whether only to read and retell, read in parts and retell, read and simultaneously consider a map, diagram, drawing, etc.) etc.). At the same time, it should be checked how the students understood the content of the work and how to do it. Reminders can help with this. Students should receive most of the checklists in grade 5. With the advent of new types of work, memos are added, pasted into the notebook.

Particular attention should be paid to such an aspect of organizing homework 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 the homework should cover all aspects of the educational process: assimilation of the content, teaching skills and the formation of worldview and moral convictions. It is advisable to offer students tasks of various levels of cognitive independence (from reproductive to creative).

Homework on history must be built on the basis of the material covered in the lesson, organically connected with it and following directly from it. Therefore, in most cases, homework is given at the end of the lesson. However, when students are doing homework, it is sometimes suggested to repeat the previously passed material, which is closely related to the content of the subsequent lesson. So, for example, 6th grade students study the issue of overthrowing the Tatar-Mongol yoke more meaningfully, provided that in the previous lesson they are asked to repeat at home the material about the struggle of the peoples of our country against the Mongol-Tatar invasion.

At the same time, when announcing homework to students, the teacher should take into account the real results of reinforcement. And in accordance with them, adjust the volume and content of the proposed tasks.

Students' homework on history should be built not only on the basis of the program, but also on additional material that reveals it, for example, a historical document.

Homework is built in order of gradual complication. For example, after students master the skills and abilities of compiling chronological tables (date - event; date - event - totals, value; date - event - content - value), you can proceed to compiling more complex types of tables: synchronic (for example, "Russia and its neighbors in the XIII century. ": year - Western countries - Russian lands - Mongolia) and genealogical (for example," Board of the Rurik dynasty. "

The tasks that the student receives at home should not be painful, but, on the contrary, cause joy and satisfaction from what has been done, done. That is why it should be unusual (element of interest), feasible and necessarily appreciated. In this regard, it is necessary to highlight some techniques when organizing homework on history.

Many teachers today practice anticipatory homework. Pre-reading paragraphs of a textbook or other material is the most common type of advance assignment. Pre-reading will be more effective if you use the techniques of the so-called. "Active reading": insert (marking the text using conventional symbols), maintaining 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 OGE). It is advisable to teach a message about a historical figure (such we often set as a creative individual task) to build according to a plan, which implies task 40. The most difficult task 39 (34 in the OGE), in my opinion, will be more consciously performed by graduates if given a task to determine the pluses and minuses of this or that event, positive and negative results of the activity of this or that ruler.

The main task of the teacher when planning a lesson is to make the material in the lesson interesting and understandable for the student, but also to make homework an exciting discovery.

• Grade 5 brings a lot of new problems to the student: the number of teachers and subjects increases sharply, there is no second mother nearby - the main teacher. Some students are completely lost - academic performance falls, the desire to learn disappears. Difficulties appear even with history, the memory of an immature student refuses to perceive many events and dates. To alleviate the fate of a fifth-grader and parents, a reschebnik is able to workbook textbook FGOS Goder G.I., there are parts 1 and 2. To the tasks of the notebook - a methodological manual that is actively used by teachers, GDZ contains complete answers.
• Using GDZ, you can control the work of your own child, quickly refreshing the forgotten subject knowledge. Without a teacher, it will take a parent a lot of time to help his five-grader overcome difficulties with the subject. Parents also recognize crosswords, questions, tasks as interesting, joint activity stimulates the child's cognitive activity effectively.
• If adults who are overloaded with work do not have time to help, the child can use the Goder solution on his own. Going to school without DZ, the student experiences completely negative emotions - this is completely unacceptable. Parents should explain the harm of thoughtless cheating, the need to comprehend the given ready-made solutions and the benefits of a resident for self-control.

History of the Ancient World for Grade 5 - Useful Materials and Reshebniks for Preparation

• The transition to the middle stage of school is associated with the appearance in the schedule of many new disciplines. Among those that fifth graders usually enjoy is the history of the Ancient World. The material of the subject contains many interesting historical facts, legends and myths, the plots of which have something in common with the fairy tales that teenagers read in childhood. This lively interest is transformed into strong, deep knowledge, if supported by the study of quality literature. Not only theoretical, but also informational and analytical. Solving historical problems, completing assignments requires control. To make it more effective, the self-test methodology with the use of answers to the training materials used will allow.
• Fifth graders in most cases find it difficult to independently organize classes in GDZ, efficient and competent. Adults can help them with the organization - parents, subject teachers, leaders of circles and courses, tutors. High-quality and convincing work plan:
  - takes into account the basic level of knowledge of students;
  - lays down the real amount of time that will be spent on preparation;
  - allows you to track the results, includes dates, periods when it is necessary to monitor achievements, assess the dynamics.
• In addition, working with completed homework assignments is useful in terms of constantly observing the order in which the correct answer is written. Competent recording of the results will allow you to avoid losing points in control, diagnostic, CDF and Olympiads.
• The selection of educational material is another difficult task, to the solution of which it is better to involve specialists or parents. As a basis, you can take the program according to which the history of the Ancient World is studied at school and supplement the set with high-quality practical manuals. Among the latter, experts recommend a workbook on the history of the Ancient World for grade 5, compiled by GI Goder. The collection is beautifully illustrated and systematized, universal - it fits almost all textbooks on general history used in grade 5. Among the tasks:
  - historical crosswords and tasks;
  - cartographic information and questions about it;
  - logical tasks for the assessment and analysis of historical sources, comparison and formulation of conclusions.

Workbooks

• Workbook on history grade 5 Maikov Ventana-Graf
• Vanina, Danilov Ventana-Graf
• Abramov Bustard
• Workbook on the history of the Ancient world grade 5. Part 1, 2. FSES Goder Enlightenment
• 5th grade history exercise book Ukolova Education
• Workbook on the history of the Ancient world grade 5. FSES Zhukov. 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
• Workbook on history grade 6 Danilov, Davydova (History of the Middle Ages) Balass
• Baranov Ventana-Graf
• Klokov, Simonova Ventana-Graf
• Baranov Ventana-Graf
• Workbook on the history of the Middle Ages grade 6. FSES Kolpakov, Ponomareva Bustard
• Workbook on the history of Russia, grade 6. FSES Artasov Enlightenment
• Workbook on the history of the Middle Ages grade 6. FSES Kryuchkova Enlightenment
• Exercise book on the history of the Middle Ages, grade 6. FSES Vedyushkin Enlightenment
• Notebook-examiner on the history of the Middle Ages grade 6 Ukolova Education
• Workbook on the history of Russia, grade 6. X Russian word
• Workbook on the history of the Middle Ages grade 6. FSES Petrov. To Boytsov's textbook Russian word
• Workbook on the history of Russia, grade 6 Simonova Exam
• Workbook on the history of Russia, grade 6 Gevurkova Exam
• Workbook on the history of Russia, grade 6. Part 1, 2. FSES Chernov. 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 Grade 7 Volkova, Ponomarev Bustard
• Klokov, Simonova Bustard
• Workbook on the history of modern times, grade 7. Part 1, 2. FSES Yudovskaya, Vanyushkina Education
• Workbook on the history of Russia, grade 7. FSES 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
• Notebook-examiner on the history of modern times, grade 7 Ukolova Education
• Notebook-examiner on the history of Russia, grade 7 Artasov Enlightenment
• Workbook on the history of modern times, grade 7. FSES Stetsyura. To Dmitrieva's textbook Russian word
• Workbook on the history of Russia, grade 7. X Firemen. To the textbook Pchelova, 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 Gevurkova Exam
• Workbook on the history of Russia grade 7 Simonova Exam
• Workbook on the history of Russia, grade 7. Part 1, 2. FSES Chernova Exam
• Danilov, Davydova Balass
• Workbook on the history of Russia, grade 8. FSES Malkova, Danilov Balass
• Workbook on the history of Russia, grade 8 Simonova, Klokov Ventana-Graf
• Workbook on the history of modern times, grade 8. FSES Volkova, Ponomarev. To the textbook Burin, Mitrofanov Bustard
• Workbook on history, grade 8. Russian history. New story Repin Lyceum
• Workbook on the history of modern times, grade 8. Part 1, 2. FSES Yudovskaya, Vanyushkina Education