Studentsʼ Homework in the Educational Context of Contemporary Teaching

Abstract

Aside from a reduced scope of curriculum, students in the European education system, also relax from homework. In our system, it is generally considered that there is room for changes to the scope of curriculum, but that there must be some kind of a “link” with the teaching topics that were taught outside the classroom, too, to ensure efficient adoption of what was realized in classes. Contemporary theoretical knowledge points at the educational function of homework, for it introduces students into independent acquisition and consolidation of knowledge, trains for independent work, for self-education. This theoretical research focuses on students’ homework in the educational context of contemporary teaching. In the context of such considerations, the starting point is the hypothesis that homework enables an expansion of the teaching process for the time of further development in learning, practicing, repeating, that each child has an opportunity to determine his/her own pace and method of work, that homework motivates students for independent and responsible attitude towards work and obligations. The principal result of this theoretical research suggests that it is necessary to consider the aspects of the way in which students’ homework is conceived and assigned; that homework must be relevant, stimulating and reachable in order to motivate students for successful completion; that it helps promote proper methods of learning and autonomous abilities; that polyvalent application of homework may result in the development of cognitive abilities. Besides, it is certain that homework does not have its educational effect if it is assigned solely because it has to be assigned. Homework needs to fulfil its goal and contribute to as good educational success of each student as possible.