Homework is typical for the majority of primary schools, covering a wide range of approaches and ways of their presentation. Of course, they vary according to the topic of homework, autonomy and target orientation of the teacher and the interest and abilities of children in the group. They equivalently include both work of the teacher with preparation and work of pupils with strenghtening knowledge. The knowledge that students gain by thoroughly doing their homework depends on many factors. On some of them, the teacher has no influence, so it is important to have homework designed to encourage the pupils to strengthen their internal motivation, consider the individual's interests and abilities and precisely define homework assignments. The purpose of homework in teaching literature is pupil's self-expression, associated with synthesis and evaluation: they express with music, art and motion and by creating a new text. Pupils can imitate the text, dramatise, convert into a poem, create a parody, they can also express with a puppet show and movement. There are many ways of expressing oneself, so there is also a lot of different homework targeted at different goals or using different paths to achieve the same goal. Pupils then test the acquired knowledge in a new situation. I believe there is not enough homework and literary tasks are not graded enough. The objective of this research was to determine wether teachers give more homework at grammar or literature lessons and to find different and the most common types of homework they give to pupils. I was interested in the views of the teachers about giving homework and doing analysis. The research approach is quantitative, research methods are descriptive-causal, the measuring instrument is a survey questionnaire. I achieved the research objectives by analysing survey questionnaires, completed by 81 teachers, who also teach Slovene language in addition to other subjects. I examined their years of service and class in which they have been teaching, because I wanted to find out whether the are statistically significant differences between teachers in this respect. With my thesis I would like to encourage teachers to diversify homework in literary education and to frequently use diversive homework.
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