Homework in Russian: trajectories of updating

Abstract

The paper is relevant as it highlights the problem of changing approaches to designing homework in the Russian language assigned in middle school. The research considers the modern requirements for teaching fixed in the legal documents that are in force in the Russian Federation. The purpose of the study is to show the directions of Russian homework updating in middle school. Such changes can improve the quality of studying Russian and the level of schoolchildren’s educational motivation. The research employed scientific and methodological literature analysis, a survey of the parties involved in the education relations, and an interview with them. Additionally, the study relied on monitoring how homework was organised by Russian language teachers and completed by students, examining homework results, and analysing pedagogical documentation in conjunction with self-reflection on my own pedagogical activity. The study resulted in identifying five main areas for updating learners’ homework in Russian. These include changing the goal setting of homework, approaches to selecting its content, promoting the individualisation and differentiation of both homework in general and homework assignments in its composition, changing the wording of homework and approaches to checking it. The paper concludes that homework is the most important teaching method that improves the quality of schoolchildren’s mastering the Russian language. In addition, the study highlights teachers’ crucial role in homework design, implementation, and support.