Opinion – judgment on some occasion, point of view on some object, evaluation. It comes from the verb of thinking (obsolete thinking, counting, believing, from the Proto-Slavonic münti). Argument is a proof, a conviction, an argument. It comes from the Latin argumentum (it is also connected with the verb arguing – I show, reveal, find out). “It’s hard to go forward with your head turned back” (Eastern wisdom). Surprisingly, the refusal to modernize education is often justified by tradition. A vivid example of this is the prevailing opinion of most modern teachers (and even parents!) About the need for traditional homework. And today, many teachers continue to work “on the level” – according to the principle: “Everyone asked this – and we ask.”
On an example of those tasks that our children receive on a daily basis, one can see the attitude of teachers towards the problem of organizing the educational activity of students.
Unfortunately, the homework in the modern school has acquired the importance of material for self-study by students. Teachers do not develop new assignments for each class and for each class, although this would allow for the special features of children and prevent possible difficulties. If homework were related to finding additional information, developing new ideas together with classmates, communicating with other people, visiting museums and exhibitions – they would cause genuine interest among schoolchildren!
But in reality the homework, according to the teacher, is an independent study of the part of the paragraph in the textbook. Therefore, in the electronic journal you can often see the entries: “Homework: exercise on page n” or “§8, read”.
If you pay attention to the quality of the homework given by the teacher and calculate the total amount of time spent by diligent and responsible students instead of classes in the sports section, the theater studio or the school scientific community, you can understand why homework causes indignation in children and their parents.
Instead of creating information objects, practical acquaintance with modern information technologies in textbooks on computer science, children are offered such homework: “remember computer programs known to you”, “list the main elements of the program window”, “name the main stages of preparing a text document on a computer”. Such tasks not only contradict the planned results of the basic general education – they do not correspond to the level of practical informational competence of children, which, incidentally, increasingly outstrips the level of teachers.