Methods of conducting Olympiads in elementary school. The methodology for conducting a school history olympiad is a methodological development on history on a topic. Criteria for assessing the performance of an oral task
Vestnik PSTGU
IV: Pedagogy. Psychology
2011. Issue. 3 (22). pp. 13-19
Organization and holding of school subject Olympiads as a means of identifying and developing the abilities of the student's personality (on the example of the Olympiad on the SUBJECT "Fundamentals of Orthodox Culture")
T. V. Komarova
This article is devoted to the issue of identifying and developing the abilities of students through school subject Olympiads on the example of the Olympiad on the subject "Fundamentals of Orthodox Culture". In the article, the author analyzes the main problems of organizing and holding student subject Olympiads in Russia, and also considers the most effective ways to solve them.
In modern conditions of modernization of Russian education, which offers a variety of forms, methods, types of education and disciplines, along with the question of identifying the ability of schoolchildren to master educational material, an equally important question is raised about the development of personality traits of each student. In order to combine these two fundamental moments in education, a group of modern researchers in this field1 identified the need to conduct school subject Olympiads at a new, more advanced level that meets the requirements of modern education. For many years, the dominant task of the school Olympiad in various subjects was to determine the level of knowledge of students. However, at this stage, this task does not meet the needs of a personality-oriented concept in pedagogy. That is why scientists2 set another task containing the idea of developing the abilities of the personality of each student (including those children who, according to the results of the Olympiad, do not take first place).
1 See: Sharapkov A. N. Pedagogical conditions for the humanization of the mode of intellectual testing of schoolchildren at subject Olympiads. Ryazan, 2003; Kiryakov B.S. Pedagogical model and methods of intellectual testing of schoolchildren at Olympiads (in physics). Ryazan, 2002.
2 Ogure L. B. Multi-subject educational Olympiad as a dialectical form of organization and activation of the intellectual activity of schoolchildren. M., 2004; Korsu-nova O. Yu. Pedagogical conditions for the organization of intellectual and creative student Olympiads. M., 2003.
According to the Regulations on the All-Russian Olympiad for schoolchildren of May 25, 1995, the goals and objectives of the Olympiad are “propaganda of scientific knowledge and the development of interest in scientific activity among schoolchildren, the activation of the work of special courses, circles, modern scientific student societies, the development of other forms of work with schoolchildren, the creation optimal conditions for identifying gifted and talented schoolchildren, their further intellectual development and professional orientation”3.
As can be seen from the above, the Olympiad was initially aimed primarily and mainly at gifted and talented schoolchildren, at stimulating their intellectual activity and professional orientation, while students who did not pass the first qualifying school round were left without due attention from not only organizers of the Olympiad, but often also school teachers, because, according to the results of the intellectual test, they could not show high results.
This kind of situation (inattentive attitude towards middle-level students) most often had a negative result: the majority of schoolchildren developed an indifferent, and sometimes even negative attitude towards participation in the Olympiads, which could not favorably affect the development of the Olympiad movement as a whole.
According to modern scientists4, the Olympiad movement in the education system currently faces a number of complex and unresolved tasks that hinder the implementation of the idea of the comprehensive development of each student. The main problems of conducting and organizing school subject Olympiads are:
1. Uniformity and monotony in the conduct of tours and competitions
This kind of problem is solved at higher levels when students reach the final. During the final round, some organizers often arrange themed games, theatrical performances on history, social studies, cultural studies, conduct field seminars and excursions. At the initial stages, all these types of activities are considered inappropriate, so a larger percentage of students consider participation in the Olympiad a monotonous and monotonous activity.
2. Lack of meaningful feedback from child participants and teachers
The lack of feedback from the organizers of the Olympiad, namely the methodologists who make up questions for the rounds, with teachers and children reduces the productivity of the Olympiad due to the lack of information from teachers about the complexity of the proposed tasks for students. Without communication with the student-participants and their teachers, methodologists in most cases focus on the curricula of various disciplines, compiling assignments that may be difficult or uninteresting to complete.
3 Regulations on the All-Russian Olympiad for schoolchildren in general subjects. Appendix to the order of the Ministry of Education of the Russian Federation No. 261 of 05/25/95. [Electronic resource]. URL: http://www.edu.ru/dbmon/mo/Data/d_09/prm695-1.htm
4 See: Sharapkov A.N. Decree. op.; Korsunova O. Yu. Decree. op.; Kiryakov B. S. Decree. op.
3. Emphasis on the competition, not on the interaction between the participants. Communicative isolation of participants
The participants of the Olympiad in the final rounds can be called a "diffuse group"5, where each participant is communicatively isolated from the rest. Such a group, according to A. N. Lutoshkin, is “a sandy placer ... each one is like a grain of sand: it seems that everything is together, and at the same time, each separately. There is nothing that would “hook” and connect people. There are no common interests, no common deeds. The absence of a solid, authoritative center leads to looseness, “friability” of the group. This group exists formally, without bringing joy and satisfaction to everyone who enters it”6.
4. Complication of tasks not only from tour to tour, but also from year to year
In conducting Olympiads, there is increasingly a tendency to complicate tasks, which consists not only in a more demanding selection of students moving from round to round, but also in an increase in the level of complexity of tasks in the time paradigm. This problem is dangerous because participants who show average results, after the time has elapsed and the transition to the next classes, may not be able to cope with the proposed tasks. In addition, the tasks themselves at the Olympiad should be built according to the principle “from simple to complex”, in compliance with the complication strategy1 from program tasks in the subject to tasks of increased difficulty. If this principle is not observed, the participants experience a stressful state: if one of the first difficult tasks is insurmountable for the student, then he will fall into a situation of “failure” and cannot proceed to the next tasks.
5. The perception of the Olympiad by the majority of students as an “imposed from outside” event
In many schools, students with high performance in various disciplines are nominated by teachers and directors to participate in the Olympiads. Thus, it is often without fail that excellent students and good students become participants in Olympiads in both the humanities and the exact sciences. The desire to participate in the Olympiad comes not from schoolchildren, but from the administration. This is done to improve the level of the educational institution, but it is a big disadvantage for the students themselves, because such actions are perceived negatively by schoolchildren and reduce the interest of participants in the Olympiads, and also prevent the disclosure of abilities in a certain area due to fatigue from the number of competitions necessary and imposed by the administration.
6. Decrease in the interest of the majority of schoolchildren to participate in subject Olympiads
The consequence of all of the above is a decrease in the interest of the majority of schoolchildren to participate in various kinds of Olympiads.
5 Introduction to psychology / Ed. ed. prof. A. V. Petrovsky. M., 1996. S. 314
6 Lutoshkin A. N. Emotional potentials of the team. M., 1988. S. 67.
7 Korsunova O. Yu. Pedagogical conditions for the organization of intellectual and creative student Olympiads. M., 2003. S. 80.
Children who do not fit the definition of "gifted and talented" were deprived of the opportunity to develop their personal abilities during the many years of subject Olympiads. B. M. Teplov, a scientist dealing with this issue, rightly notes: “It’s not that abilities are manifested in activity, but that they are created in this activity”8. Therefore, for the development of a student's abilities, it is not so much the results shown in the performance of tasks that are important, but the very process of organizing and holding the Olympiad, along with the performance of correctly composed tasks.
At this time, as mentioned above, there is a tendency to humanize both education in general and the very conduct of school subject Olympiads, where teachers assign the leading role not only to the identification, but also to the development of abilities. In the pedagogical literature, the following types of abilities are distinguished9:
1) intellectual abilities;
2) academic ability;
3) creative abilities;
4) organizational or leadership abilities.
All of these types of abilities, with the proper organization and conduct of school Olympiads, can not only be identified, but also developed, but for this it is necessary to solve one of the most important questions: how to attract schoolchildren to participate in the Olympiad voluntarily? The answer turns out to be quite simple: a well-thought-out organization encourages students to be motivated to participate in this kind of competition.
A. I. Savenkov proposes to classify the motives that arise in schoolchildren as follows10.
1. Motivated by content
In the process of preparation and participation, students learn new facts, master knowledge and how to apply it, and comprehend the essence of things. That is why the tasks of the Olympiad must be built according to the didactic principle “from simple to complex”, so as not to impede the development of the child’s intellectual, academic and creative abilities.
2. "Motivation by process"
During the Olympiads, students need to recognize themselves as part of a single community of like-minded people. In the course of such communication, the very process of participation becomes not only exciting, but also necessary for identifying and developing organizational skills. Teachers conducting the Olympiad need to be aware of the importance of team building, organization of trainings and seminars, teamwork, because it is all this that contributes to the development of participants' motivation by the ongoing process.
8 Teplov B. M. Problems of individual differences. M., 1961. S. 9-20.
9 Education and development of gifted children at school: Sat. articles. Yoshkar-Ola, 2003.
10 See: Savenkov A. I. At the cradle of a genius M., 2000.
3. "Broad social motives" (socially valuable motives of duty, responsibility, honor, as well as narrow-minded motives of self-affirmation, self-determination, self-improvement)
A student representing his school, region or region at the Olympiad has a huge responsibility. To awaken the motive of duty and honor, a necessary condition is the independent expression of the will of the student to participate in competitions. If this participation is mandatory-compulsory and imposed by the administration of the educational institution, the motive of duty will be replaced by the motive of "avoiding trouble", which will undoubtedly suppress the student's creativity and will not allow his abilities to be fully revealed, will not allow the student to assert himself as a person.
At the present stage in pedagogical science, the issue of conducting and organizing school subject Olympiads is insufficiently developed and covered, especially in those subjects that are not mandatory for study in the school curriculum (ecology, economics, etc.). One of these subjects is "Fundamentals of Orthodox Culture".
At present, the practice of teaching this subject in various regions of the country has already developed, author's methods and training programs have been developed.
In 2008, with the blessing of His Holiness Patriarch Alexy II and with the support of the Ministry of Education of the Russian Federation and the Council of Rectors of Russia, on the basis of the Orthodox St. Tikhon Humanitarian University, for the first time on an all-Russian scale, the first Olympiad on the basics of Orthodox culture was held for students in grades 5-11 of all types of educational institutions.
The purpose of the Olympiad was to expand and support the study of the foundations of Orthodox culture by the younger generation of Russians. Also, the methodologists of the Olympiad set a goal not only to identify students gifted in this field, but also to promote the development of their abilities through certain methods of organization.
To solve the problems of holding the Olympiad, the organizers took into account almost all the nuances of holding all-Russian school subject Olympiads.
1) Inclusion in the program of the Olympiad of consultations, expert discussions, group tasks aimed at awakening motivation to participate in the Olympiad
At the final, final stage, participants are offered training seminars, excursions and trips, during which their alienation is overcome, communication is improved and the state of a “diffuse group” is avoided, which allows them to identify and develop their organizational and leadership abilities in the process of joint activities. Also, in the course of preparation for participation in the Olympiad and directly in the conditions of seminars and field meetings, the academic abilities of the participants are revealed.
2) Organization and support of feedback from students and their teachers in order to obtain an objective idea of the Olympiad in the field
Especially for organizing and supporting feedback on the Internet, a separate site11 was created, whose visitors and active participants can be not only teachers of educational institutions, but also students. The site contains the normative base of documents, the history of the Olympiad since its inception, news of the Olympiad, methodological developments on the subject "Fundamentals of Orthodox Culture", as well as a forum where all registered users can leave their comments on topics and discuss issues of concern to them.
3) Inclusion in the program of the Olympiad of forms of group tasks and project activities
During the final rounds, the project activity of schoolchildren from all over Russia is an integral part of the Olympiad. Working in groups, students complete such project tasks as, for example, researching Moscow churches, followed by the design and publication of their own magazine12 by the creative group. This kind of activity reveals the creative abilities of each participant.
4) Development of a methodological basis for organizing the Olympiad on the basics of Orthodox culture in order to improve the quality of the Olympiad
At the moment, the methodological basis for the organization of the Olympiad is being developed. Leading experts on this issue read reports and publish articles13.
However, the methodologists of the Olympiad, when developing tasks, still do not always observe one of the basic principles of didactics - “from simple to complex”14, which can negatively affect the disclosure of the intellectual abilities of schoolchildren. One of the features of the set of tasks in the initial rounds is the identity of the test questions for all classes without exception. The same (both for grades 5 and 11) the first block is located at the very beginning of the Olympiad work and is undoubtedly difficult for students in grades 5-6. As mentioned above, when a child finds himself in a situation where his knowledge becomes clearly insufficient, he experiences stress, which results in self-doubt and a decrease in the level of results in subsequent tasks.
Another difficulty in organizing the Olympiad is that in Russia there is no single program for the study of this subject, so the method
11 See: [Electronic resource]. URL: http://pravolimp.ru/
12 See: [Electronic resource]. URL: http://www.pravolimp.ru/pages/21
13 See: [Electronic resource]. URL: http://pstgu.ru/news/life/Christmas_readings/2011/01/28/27624/
14 Podlasy I.P. Pedagogy. New course: A textbook for ped students. universities: In 2 books. M., 1999. Book. 1: General basics. Learning process. S. 458.
teachers have to rely not on the basic knowledge of students, but on the interdisciplinary connections of the main disciplines with the foundations of Orthodox culture.
Such problems of organizing and holding an Olympiad on the basics of Orthodox culture need careful study and theoretical understanding at this stage.
Keywords: identification and development of abilities, school competitions, Orthodox culture.
Organization and Holding of School Subject Contest as a Means of Eduction and Development
of Pupil's Talents (Upon the Example of Orthodox Cultural Studies Contest)
Tatiana V. Komarova
This paper deals with the issue of eduction and development of pupils’ talents by means of school subject contests upon the example of Orthodox Cultural Studies contest. The author analyzes main problems in organization and holding of pupils’ subject contests in Russia, and suggests the most efficient solutions for them.
Keywords: education and development of talents, school contests, Orthodox culture.
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giftedness olympiad comprehensive school
Introduction
1.7 New forms of work with gifted children in the Vladimir region
Chapter 2
2.1 Structure of the Mathematical Olympiad
2.2 Methodical commission and jury of the Olympiad
2.3 Preparation and holding of mathematical Olympiads
2.4 Examples of problems of different stages of the Mathematical Olympiad
2.5 Analysis of the results of the 57th regional Olympiad for schoolchildren in mathematics (February 2-3, 2015) (III stage of the All-Russian Mathematical Olympiad for schoolchildren)
Conclusion
Literature
Appendix
Introduction
The main task of the Russian educational policy is to ensure the modern quality of education on the basis of maintaining its fundamental nature and compliance with the current and future needs of the individual, society and the state.
The modernization of the general education school implies the orientation of education not only to the assimilation of a certain amount of knowledge, but also to the development of the individual, his cognitive and creative abilities.
Reliance on the richest experience of the Russian and Soviet schools, the preservation of the best traditions of domestic natural and mathematical education is an important condition for improving the quality of general mathematical education.
The most effective means of developing, identifying the abilities and interests of students are subject Olympiads.
In recent years, there has been a dynamic development of the Olympiad movement both in Russia and around the world. All-Russian Olympiads are already held in two dozen subjects, and the number of countries participating in the International Mathematical Olympiad is approaching a hundred. Subject Olympiads for schoolchildren have proven their effectiveness in solving the problems of finding and selecting intellectually gifted students. This is also confirmed by the legally enshrined right of the winners of the All-Russian Olympiads for schoolchildren to non-competitive admission to specialized universities.
An analysis of the performances of schoolchildren at high-level mathematical Olympiads shows that students from those regions of Russia achieve the greatest success, where work with gifted children of enthusiastic teachers is actively supported by officials of the education system. The harmonious combination of the competent organization of the Olympiads, which removes artificial organizational or financial restrictions that prevent the participation of all gifted schoolchildren in the Olympiads, and attracts the most talented teachers to work with children, bears fruit. It can also be university teachers, students and graduate students who have become winners and prize-winners of high-level Olympiads in the past.
Mathematics as an independent subject begins to be studied at school from the first grade. Firstly, mathematics is the universal language of all sciences, and this is the reason for its special position in the school curriculum. Secondly, abilities in the study of mathematics determine the abilities of students in the exact sciences. This is evidenced, in particular, by the inclusion of exams in mathematics in the competitive tests of all higher education institutions of the natural and mathematical profile. Mathematical abilities are not just an acquired set of knowledge, the ability to memorize and reproduce specific facts, but the ability to logically comprehend knowledge, to the ability to abstract from the concrete, to generalize the particular.
The most common and well-established form of selection of mathematically gifted schoolchildren are mathematical Olympiads. In the olympiads of the natural-mathematical cycle, primarily in physics, mathematics and computer science, the main role is played not so much by the amount of specific knowledge of a young person, but by his ability to build and investigate a rather complex model or logical construction in the limited time of the olympiad, with which he had never before did not encounter. In the Olympiads in these subjects, test tasks that test the knowledge of the student, his erudition are impossible. On the contrary, a mandatory requirement for the tasks of these Olympiads is their novelty for the participants.
Therefore, successful performance in the Olympiad requires:
the psychological readiness of the student to perform non-standard tasks, the rejection of stereotypical approaches (especially since the tasks of the next stage of the Olympiad significantly exceed the tasks of the previous stage in complexity);
mathematical talent, i.e., the ability to build non-standard logical structures;
high "sporting" qualities of the participant - the ability to get together, concentrate on performing several tasks in a short time of the Olympiad;
mathematical literacy of the participant - the ability to strictly (using mathematical concepts and terms) write down the solution of problems in the work;
successful and complete mastery of the content of the studied sections of mathematics by the student.
The desire to achieve Olympiad success is an incentive for students, maintains a serious interest in learning and extracurricular activities. An important role in showing interest in mathematics is played by the aesthetic beauty of the Olympiad problems.
Finally, the success of students at mathematical Olympiads, along with the success of entering universities (including the results of passing the USE), are socially recognized objective criteria for the quality of a teacher's work. Therefore, optional work with schoolchildren is a tool for professional self-realization of a teacher; in addition, it brings the teacher the satisfaction of creative collaboration with his students. Thus, the Olympiad movement is an incentive for the teacher to conduct extracurricular work and to improve his qualifications.
The results at the international mathematical olympiads speak of the general level of development of education in the country and the readiness of this country to create and reproduce new technologies. Therefore, in countries striving to take a leading economic and political position in the world, great importance is attached to both the development of national mathematical competitions for schoolchildren, which are a tool for the search and selection of gifted young people, and the success of their teams at the International Mathematical Olympiads. The formation of the future intellectual elite of the state, the strengthening of the economic power of the country depends on the solution of these issues.
Mathematical Olympiads have a long history. The first full-time mathematical competition for lyceum graduates was held in Romania in 1886, and the first mathematical Olympiad in the modern sense took place in Hungary in 1894 at the initiative of the Hungarian Physics and Mathematics Society, headed by the future Nobel laureate in physics L. Eötvös. Since then, with interruptions caused by the two world wars, these Olympiads have been held annually.
In many countries, the Olympiads were preceded by various correspondence competitions for solving problems. So, for example, in Russia they began to be held in 1886.
Mathematical Olympiads for schoolchildren in Russia also have a long history and tradition. A great contribution to the formation and development of the Olympiad movement in Russia, to the development of methods for organizing and holding Olympiads was made by such scientists and teachers as P.S. Aleksandrov, M.I. Bashmakov, I.M. Gelfand, G.I. Glaser, B.V. Gnedenko, B.N. Delaunay, G.V. Dorofeev, G.I. Zubelevich, A.N. Kolmogorov, N.N. Konstantinov, G.G. Levitas, L.A. Lyusternik, A.I. Markushevich, I.S. Petrakov, D. Poya, V.N. Rusanov, S.L. Sobolev, V.A. Tartakovsky, G.A. Tonoyan, G.M. Fikhtengolts, D.O. Shklyarsky and others.
The first Mathematical Olympiad in the Soviet Union was held in Leningrad in 1934, and its initiators were Corresponding Members of the USSR Academy of Sciences L.G. Shnirelman and B.N. Delaunay. The next year, future academicians A.N. Kolmogorov and P.S. Alexandrov held the first Olympiad in Moscow.
Initially, it was emphasized that the Olympiads are not a sport, but a means of selecting and developing talented children. It is no coincidence that at the first Olympiads there was a rule: the winner is not allowed to participate in the next year.
Later, Moscow and Leningrad universities began to hold Olympiads in physics and chemistry. Before the war, the Olympiads were held annually and quickly gained popularity. Immediately after the war, they were resumed and were initially held only in large cities where there were strong universities. In the late 50s-early 60s of the last century, mathematical Olympiads became traditional for many cities of the Soviet Union, they were held by universities and pedagogical institutes together with public education authorities.
The first mathematical Olympiad, in which several regions of the RSFSR took part, was the 1960 Olympiad held in Moscow. It is sometimes called the "zero" All-Russian Mathematical Olympiad for schoolchildren. Official numbering began in 1961. Teams from almost all regions of the RSFSR came to the first All-Russian Mathematical Olympiad. Teams from the Union republics were also invited. In fact, these Olympiads became all-Union, because the winners of the Republican Olympiads took part in them. Since 1967, this Olympiad has received the official name - "All-Union Olympiad for Schoolchildren in Mathematics."
The All-Russian Olympiad for Schoolchildren in Mathematics took organizational shape in 1974, when, at the initiative of the Ministry of Education of the RSFSR, the Ministry of Higher Education of the RSFSR, the Znaniye Society of the RSFSR and the Central Committee of the All-Union Leninist Young Communist League, the Central Organizing Committee of the All-Russian Physics, Mathematics and Chemistry Olympiad for schoolchildren was created. The first leaders of the mathematical part of this Olympiad were Professor of Moscow State University, Corresponding Member of the USSR Academy of Sciences (now Academician) V.I. Arnold and Associate Professor of the Moscow Institute of Physics and Technology A.P. Savin.
The central organizing committee and methodological commissions in physics, mathematics and chemistry developed the structure, tasks and goals of the Olympiad. The territory of the Russian Federation was divided into four zones: Northwestern, Central, Southwestern and Siberia and the Far East (starting from 2001, a new division was introduced - into seven federal districts: Southern, Central, Northwestern, Volga, Ural, Siberian and Far East). The cities of Moscow and Leningrad were allocated into separate zones, in which mathematical Olympiads began to be held back in the 30s. The organizers of the Olympiad decided to hold the Olympiad in these cities according to the traditional scheme. This special status of Moscow and Leningrad (now St. Petersburg) has been preserved to this day.
According to the Regulations on the Olympiad, the All-Russian Olympiad for schoolchildren in mathematics until 1992 was held in four stages: school, district (city), regional (regional, republican) and zonal. Until 1992, the final stage of the Republican Mathematical Olympiad was held in all the republics of the Soviet Union, except for the RSFSR. The final stage of the All-Russian Olympiad was replaced by the All-Union Mathematical Olympiad, in which the Russian Federation was represented by six teams - these are the teams of the cities of Moscow and Leningrad and the four zones indicated above (North-Western, Central, South-Western and Siberia and the Far East).
In 1992, in connection with the collapse of the Soviet Union, the All-Union Olympiad was held under the name Inter-Republican. In the same year, the former Soviet Union was represented for the last time by a single CIS team at the International Mathematical Olympiad. In addition, the teams of newly independent states, including Russia, also took part in the Olympiad. And since the 1992/93 academic year, the fifth (final) stage of the All-Russian Olympiad for schoolchildren began to be held, and Anapa became the first city to host the final of the All-Russian Olympiad. In subsequent years, the final stages of the All-Russian Mathematical Olympiad were held three times in Maikop, twice in Tver and once each in Kazan, Kaluga, Nizhny Novgorod, Orel, Pskov, Ryazan, Saratov, Cheboksary, Yaroslavl.
The development of the Olympiads has advanced significantly thanks to the use of new information and communication technologies (ICT). Thus, the international contest-game “Kangaroo. Mathematics for All” (M.I. Bashmakov), “Russian Bear Cub” (I.S. Rubanov), Distance Olympiad “Eidos” (A.V. Khutorskoy), Moscow Intellectual Marathon, Archimedes tournaments, mathematical fights, tournaments of cities and others
Despite the fact that the modern school has accumulated a wealth of experience in conducting circle classes in mathematics, which are inextricably linked with the preparation for the Olympiads, there are some problems in this direction that are currently worrying the pedagogical community of the country, as evidenced by conversations with teachers, publications in the press.
The issue of participation and preparation for the Olympiads of junior and middle school students has not been sufficiently developed, although recently there has been a tendency to reduce the age of participants. At the same time, the Olympiads and competitions that exist at the moment are held separately, there is no single integrated approach to their preparation and conduct.
The Olympiad movement contains great opportunities for solving the problems of identifying, developing and supporting the intellectual giftedness of schoolchildren. The full realization of the potential of the Olympiad, as part of the program of work with gifted children, is possible only if it is further developed in the following areas:
1. Expansion of the mass participation of participants in the Olympiad (a departure from the strict quota of places for participants as the leading principle of their selection and its replacement by more flexible methods, which will avoid annoying cases of dropping out talented children).
2. Improving the quality of the content of the Olympiad tasks and improving the material and technical base of the Olympiad.
3. Formation of a modern system of management of the Olympiad.
4. Development of a program of action to achieve leadership positions in international competitions in all subjects by the combined teams of Russian students.
The relevance of the question posed in the work is based on the need to create a basis for the identification and development of gifted children, and the most effective means of development, identification of the abilities and interests of students are subject Olympiads.
Thesis tasks:
To study the methodology for organizing and conducting a mathematical Olympiad, in particular its school stage;
To study the problem of children's giftedness, since the mathematical Olympiad is one of the most popular forms of extracurricular work with gifted children;
To analyze the results of the various stages of the Mathematical Olympiad among schoolchildren of the Vladimir region;
To study the methodology for organizing work with students in preparation for mathematical Olympiads.
The material of the thesis can be used in the organization and conduct of mathematical Olympiads of different stages, and methodological recommendations - to prepare students for the Olympiads.
The thesis consists of an introduction, two chapters and a conclusion. The first chapter deals with the problem of children's giftedness as the basis for successful participation in mathematical Olympiads, signs of giftedness, teaching aids. The second chapter is devoted to the methodology of conducting mathematical Olympiads and the analysis of their results. The preparation of various stages of the Olympiad and the analysis of the regional stage in the Vladimir region are considered.
Chapter 1
1.1 The concept of a mathematical Olympiad
At present, the Mathematical Olympiad is a competition between schoolchildren, where the participant must solve the proposed problems in a fixed time. Usually the decision is made in writing (some Olympiads in St. Petersburg, according to tradition, are held in the form of oral Olympiads). The jury puts a certain number of points for each problem, depending on the degree of progress of the participant in solving it. The final result of the performance is determined by the sum of points scored by the participant. In previous years, the number of points for each problem depended on its complexity and was determined either a priori or already during the Olympiad itself after the first check of the work and processing of statistics on the success of tasks. At present, at all stages of the All-Russian Mathematical Olympiad for schoolchildren, as well as at the International Mathematical Olympiads, the correct solution of each problem is estimated at 7 points.
We can say that the Mathematical Olympiad is a creative competition, which is a harmonious combination of sports (more precisely, intellectual competition) and science.
Sports side of the Olympiad. Mathematical Olympiads use some human qualities, especially those laid down at the genetic level and most clearly manifested in childhood and adolescence. It is the desire to compete. Almost all children's games have a competitive element. Children want to compete and compare their abilities and achievements with the achievements of other children. For talented children, moral stimuli are very important, and they must feel interest in themselves, interest in their abilities. The spirit of competition inherent in adolescence is an incentive for systematic in-depth studies in mathematics in order to maximize the realization of one's abilities during the Olympiad. Schoolchildren who are fond of the Olympiad strive to get ever better results. This requires a lot of effort and concentration in preparation for the Olympiad and at the Olympiad itself, which leads to the rapid development and disclosure of students' abilities. It has long been known that a person can rise to the next level of achievement only with the utmost effort. At the same time, as in sports, it is impossible to achieve serious results in Olympiads without regular independent or circle (optional) classes.
The competitive spirit of the Mathematical Olympiad does not lead to separation of its participants. On the contrary, for the participants, the Olympiad becomes a real holiday, where they not only get acquainted with new interesting tasks, but also actively communicate with each other, participate in the cultural and educational program prepared by the organizing committee. Many of the contacts established at the Olympiads at school age develop into close friendship and scientific cooperation in the future.
Mathematical Olympiads bring together not only participants, but also all people united by the ideas of both improving the quality of mathematical education in the country in general and working with gifted schoolchildren in particular. At the federal district and final rounds of the All-Russian Olympiad for Schoolchildren in Mathematics, meetings and seminars of jury members and teachers working with schoolchildren are held, as well as the exchange of experience in the regions.
Scientific component of mathematical Olympiads. In mathematical Olympiads, many tasks begin with the words: "Prove that ..." The very wording of the tasks already shows that the student is invited to independently derive some scientific statement. Undoubtedly, due to the limited mathematical tools that a student has, the derivation of such statements cannot yet be called a full-fledged scientific activity. But the skills of creative activity developed in the process of solving Olympiad problems in the future (after graduation from the university) facilitate the transition to independent scientific research. And although for success at the Olympiad it is necessary to have some specific "sports" qualities - psychological stability, the ability to give all the best in a limited period of time (great power of mental activity), fighting qualities (the ability to gather at the right time, "to give all the best" to the end and endure defeats) , sharpness of mind - success in mathematics, as a rule, is achieved by the former "Olympians".
Almost all Russian mathematicians who received major international prizes (including the Fields Medal, the most prestigious international award in the field of mathematics) were winners of the All-Russian (All-Union) and International Mathematical Olympiads. A new, “breakthrough” idea in mathematics can sometimes turn out to be purely Olympiad, and the solution of mathematical problems that mathematicians around the world have been struggling with for many years can sometimes be found using non-standard, “Olympiad” approaches. For example, this is how Yu. V. Matiyasevich (the winner of the VI International Mathematical Olympiad) solved Hilbert's 10th problem, and A.A. Suslin (winner of the IX International Mathematical Olympiad) -- Serra's problem.
The scientific importance of the Olympiads is also emphasized by the fact that the vast majority of outstanding Russian mathematicians were involved in organizing Olympiads and preparing schoolchildren for them.
Mathematical Olympiad tasks are, in fact, small scientific problems, therefore, new ideas are constantly required when compiling them. And the carriers of these ideas are often students who themselves in the recent past successfully competed at the Olympiads. The quality of the work of the jury of the Olympiad also depends on their participation. In Mathematical Olympiads, there are no test tasks that are checked according to a stencil. Almost any task has several possible solutions, partial progress in the solution, so checking the Olympiad works is the same creativity as their solution. At work, the inspector must restore the logic of the participant's reasoning and assess the degree of their reliability and completeness. And the former "Olympians" can perform this work most successfully.
1.2 The concept and signs of giftedness
Giftedness is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher (unusual, outstanding) results in one or more types of activity compared to other people.
A gifted child is a child who stands out for bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another type of activity.
Today, most psychologists recognize that the level, qualitative originality and nature of the development of giftedness is always the result of a complex interaction of heredity (natural inclinations) and the social environment, mediated by the child's activity (playing, learning, working). At the same time, the child's own activity, as well as the psychological mechanisms of personality self-development, which underlie the formation and implementation of individual talent, are of particular importance.
One of the most controversial issues concerning the problem of gifted children is the question of the frequency of manifestation of children's giftedness. There are two extreme points of view: "all children are gifted" - "gifted children are extremely rare." Supporters of one of them believe that almost any healthy child can be developed to the level of the gifted, provided that favorable conditions are created. For others, giftedness is a unique phenomenon, in this case the focus is on finding gifted children. This alternative is removed within the framework of the following position: potential giftedness in relation to achievements in various types of activity is inherent in many children, while real outstanding results are demonstrated by a significantly smaller part of children.
This or that child can show particular success in a fairly wide range of activities, since the child's mental capabilities are extremely plastic at different stages of his age development.
The giftedness of a child is often manifested in the success of activities that have a spontaneous, amateur character. In addition, gifted children do not always strive to demonstrate their achievements in front of others. Thus, the giftedness of a child should be judged not only by his school or extracurricular activities, but also by the forms of activity initiated by him.
Signs of giftedness are manifested in the real activity of the child and can be identified at the level of observation of the nature of his actions. Signs of giftedness cover two aspects of the behavior of a gifted child: instrumental and motivational. The instrumental one characterizes the ways of his activity, and the motivational one characterizes the child's attitude to one or another side of reality, as well as to his own activity. Behavioral signs of giftedness (instrumental and especially motivational) are variable and often contradictory in their manifestations, since they are largely dependent on the subject content of the activity and the social context.
Preparing students for mathematical Olympiads is inextricably linked with areas of systematic work with gifted children in the field of education. Therefore, we will briefly review the directions of this work.
General principles of training
The main general principles of teaching the gifted, as well as all school-age children in general, include:
The principle of developing and educating education.
This principle means that the goals, content and methods of teaching should contribute not only to the assimilation of knowledge and skills, but also to cognitive development, as well as the education of students' personal qualities.
The principle of individualization and differentiation of training.
It consists in the fact that the goals, content and learning process should take into account the individual and typological characteristics of students as fully as possible. The implementation of this principle is especially important when teaching gifted children, in whom individual differences are expressed in a vivid and unique way.
The principle of considering age opportunities.
This principle assumes that the content of education and teaching methods correspond to the specific characteristics of gifted students at different age levels, since their higher abilities can easily provoke an overestimation of the levels of learning difficulty, which can lead to negative consequences.
Educational goals
The psychological characteristics of gifted children, along with the specifics of the social order in relation to this group of students, determine certain accents in understanding the main goals of education and upbringing, which are defined as the formation of knowledge, skills and abilities in certain subject areas, as well as the creation of conditions for the cognitive and personal development of students with considering their gifts. Depending on the characteristics of students and different learning systems, one or another goal can act as a fundamental one. With regard to gifted children, special attention should be paid to the following points.
Gifted children must acquire knowledge in all subject areas that make up general secondary education. At the same time, the psychological characteristics of gifted children, as well as social expectations in relation to this group of students, make it possible to single out a specific component in relation to the traditional goal of education associated with the assimilation of a certain amount of knowledge within the framework of school subjects. This specific component is a high (or advanced) level and breadth of general education, which determines the development of a holistic worldview and a high level of competence in various fields of knowledge in accordance with the individual needs and abilities of students. Despite higher abilities in certain subject areas of general education or in other areas not included in the content of general secondary education, for many gifted children the assimilation of such a variety of knowledge can be difficult.
For all children, the main goal of education and upbringing is to provide conditions for the disclosure and development of all abilities and talents with a view to their subsequent implementation in professional activities. But in relation to gifted children, this goal is especially significant. It should be emphasized that it is these children that society primarily pins its hopes on solving the urgent problems of modern civilization. Thus, to support and develop the individuality of the child, not to lose, not to slow down the growth of his abilities - this is a particularly important task of teaching gifted children.
Understanding giftedness as a systemic quality involves considering personal development as the fundamental goal of teaching and educating gifted children. At the same time, it is important to keep in mind that the system-forming component of giftedness is a special, internal motivation, the creation of conditions for the maintenance and development of which should be considered as the central task of personal development.
The specific goals of teaching gifted students are determined taking into account the qualitative specifics of a certain type of giftedness, as well as the psychological patterns of its development. So, the following can be singled out as priority goals for teaching children with general giftedness:
* the development of the spiritual and moral foundations of the personality of a gifted child, the highest spiritual values (it is important not the talent itself, but what application it will have);
* creating conditions for the development of a creative personality;
* development of the individuality of a gifted child (identification and disclosure of originality and individual originality of his abilities);
* providing broad general education of a high level, which determines the development of a holistic understanding of the world and a high level of competence in various fields of knowledge in accordance with the individual needs and inclinations of students.
There are four main approaches to developing curriculum content in gifted education.
1. Acceleration. This approach makes it possible to take into account the needs and possibilities of a certain category of children, who are distinguished by an accelerated pace of development. But it should be used with extreme caution and only in cases where, due to the peculiarities of the individual development of a gifted child and the lack of necessary conditions for learning, the use of other forms of organizing educational activities is not possible.
The systematic application of acceleration in the form of early entry and/or class skipping has the inevitable result of an earlier graduation, which can negate any advantage of advancing gifted students in line with their enhanced cognitive abilities. It should be borne in mind that the acceleration of learning is justified only in relation to the enriched and to some extent in-depth educational content. A positive example of such training in our country can be summer and winter camps, creative workshops, master classes that involve intensive training courses in differentiated programs for gifted children with different types of giftedness.
2. Deepening. This approach is effective in relation to children who show a special interest in relation to a particular area of knowledge or activity. This assumes a deeper study of topics, disciplines or areas of knowledge. In our country, schools with in-depth study of mathematics, physics and foreign languages are not widespread, where education is conducted according to in-depth programs of relevant subjects. The practice of teaching gifted children in schools and classes with in-depth study of academic disciplines allows us to note a number of positive results: a high level of competence in the relevant subject area of knowledge, favorable conditions for the intellectual development of students, etc.
However, the use of in-depth programs cannot solve all problems. First, not all children with general giftedness show interest in any one area of knowledge or activity early enough, their interests are often broad. Secondly, in-depth study of certain disciplines, especially in the early stages of education, can contribute to "forced" or too early specialization, which is detrimental to the overall development of the child. Thirdly, programs built on the constant complication and increase in the volume of educational material can lead to overload and, as a result, physical and mental exhaustion of students. These shortcomings are largely removed by training in enriched programs.
3. Enrichment. This approach is focused on a qualitatively different content of education, going beyond the study of traditional topics by establishing links with other topics, problems or disciplines. Classes are planned in such a way that children have enough time for free, unregulated pursuits of their favorite activities, corresponding to the type of their giftedness. In addition, the enriched program involves teaching children a variety of mental work techniques, contributes to the formation of such qualities as initiative, self-control, criticality, mental breadth, etc., provides individualization of learning through the use of differentiated forms of presentation of educational information. Such training can be carried out within the framework of innovative educational technologies, as well as through immersion of students in research projects, the use of special trainings. Domestic options for innovative learning can be considered as examples of enriched curricula.
4. Problematization. This approach involves stimulating the personal development of students. The specificity of learning in this case is the use of original explanations, the revision of available information, the search for new meanings and alternative interpretations, which contributes to the formation of a personal approach to the study of various fields of knowledge, as well as a reflective plan of consciousness in students. As a rule, such programs do not exist as independent (training, general education). They are either components of enriched programs or implemented as special extracurricular programs.
It is important to keep in mind that the last two approaches are the most promising. They make it possible to take into account the cognitive and personal characteristics of gifted children as much as possible.
The content of the curriculum and programs of academic disciplines can have a significant impact on the development of personal qualities of all students, including intellectually gifted ones, while both natural sciences and the humanities are important. To achieve the educational goals of training, it is necessary to single out elements in the content of all academic subjects that contribute to the development of such personal qualities as purposefulness, perseverance, responsibility, altruism, friendliness, sympathy and empathy, positive self-esteem and self-confidence, an adequate level of claims, etc.
1.4 Teaching methods and tools
Teaching methods, as ways of organizing the learning activities of students, are an important factor in the success of mastering knowledge, as well as the development of cognitive abilities and personal qualities. With regard to teaching intellectually gifted students, of course, the leading and main methods are creative ones - problematic, search, heuristic, research, project - in combination with methods of independent, individual and group work. These methods have a high cognitive and motivating potential and correspond to the level of cognitive activity and interests of gifted students. They are extremely effective for the development of creative thinking and many important personality traits (cognitive motivation, perseverance, independence, self-confidence, emotional stability and ability to cooperate, etc.).
The process of teaching gifted children should provide for the availability and free use of various sources and methods of obtaining information, including through computer networks. To the extent that the student has a need to quickly receive large amounts of information and feedback about their actions, it is necessary to use computerized learning tools. Tools that provide a rich visual range (video, DVD, etc.) can also be useful.
In general, in teaching the gifted, the effectiveness of the use of teaching aids is determined mainly by the content and teaching methods that are implemented with their help.
1.5 Forms of education. Types of educational structures for the education of the gifted
As the main educational structures for the education of gifted children, the following should be singled out:
a) a system of preschool educational institutions, primarily kindergartens of a general developmental type, Child Development Centers, in which the most favorable conditions have been created for the formation of the abilities of preschoolers, as well as educational institutions for children of preschool and younger ages, ensuring the continuity of the environment and methods of development of children in transition to school;
b) a system of general education schools, within which conditions are created for the individualization of the education of gifted children;
c) a system of additional education designed to meet the constantly changing individual socio-cultural and educational needs of gifted children and to ensure the identification, support and development of their abilities within the framework of extracurricular activities;
d) a system of schools focused on working with gifted children and designed to provide support and development of opportunities for such children in the process of obtaining general secondary education (including lyceums, gymnasiums, non-standard educational institutions of the highest category, etc.).
1.6 Teaching gifted children in a general education school
The education of gifted children in the conditions of a general education school can be carried out on the basis of the principles of differentiation and individualization (by selecting groups of students depending on the type of their giftedness, organizing an individual curriculum, teaching according to individual programs for individual academic subjects, etc.). Unfortunately, modern practice is reduced mainly to teaching according to individual programs in one subject area, which does not contribute to the disclosure of other abilities of the child that lie outside it. It should also be ensured that work on individual programs, including external studies, does not lead to separation of the child from the group of peers.
Work according to an individual plan and the preparation of individual training programs involve the use of modern information technologies (including distance learning), within which a gifted child can receive targeted information support depending on their needs.
A mentor (tutor) can play a significant role in the individualization of the education of the gifted. A tutor can be a highly qualified specialist (scientist, poet, artist, chess player, etc.) who is ready to take on individual work with a specific gifted child. The main task of a mentor is, on the basis of dialogue and joint search, to help his ward develop the most effective strategy for individual growth, based on the development of his ability to self-determination and self-organization. The significance of the work of a mentor (as a significant adult, respected and authoritative specialist) lies in the coordination of the individual identity of a gifted child, the characteristics of his lifestyle and various options for the content of education.
Lessons of free choice - optional and especially the organization of small groups - to a greater extent than work in the classroom, allow for the differentiation of learning, involving the use of different methods of work. This helps to take into account the different needs and abilities of gifted children.
Great opportunities are contained in such a form of work with gifted children as the organization of research sections or associations that provide students with the opportunity to choose not only the direction of research work, but also the individual pace and method of advancement and subject. As already noted, programs for working with gifted children, built on the constant complication and increase in the volume of educational material, have significant drawbacks. In particular, complicating a program without causing overloads is possible only up to a certain limit. Further development of the student's capabilities should take place within the framework of his involvement in research work, since the formation of creative abilities is carried out only through the inclusion of the individual in the creative process. Research activity provides a higher level of systematic knowledge, which excludes its formalism.
The network of creative associations makes it possible to implement joint research activities of teachers and students. Gifted students can be involved in joint work with teachers and at the same time be the leaders of class research sections in this subject. Interclass associations-sections can be headed by teachers. The creation of inter-age groups, united by one problem, removes the main difficulty of the position of gifted children, who can now move forward with a sharp lead, remaining, nevertheless, in the environment of their peers. In addition, joint research work with a school teacher makes the student an employee in the lesson. The achievements of a gifted student have a positive impact on the entire class, and this not only helps the growth of other children, but also has a direct educational effect: it strengthens the authority of this student and, most importantly, forms his responsibility for his comrades. At the same time, this form of work avoids early specialization and provides a more universal education for children.
However, the involvement of gifted students in the work of research associations involves preliminary training, the purpose of which is to develop interests and general skills in research work. This preparatory stage, which is especially significant for younger students and adolescents, can be carried out both as part of special education on the sixth (developing) day, and during extracurricular activities.
This system can give an optimal effect only if students develop a cognitive orientation and higher spiritual values. To this end, curricula of subjects should include the study of personal strategies and moral actions behind scientific discovery.
A common form of inclusion in research activities is the project method. Taking into account the interests and levels of talent of specific students, they are invited to complete one or another project: to analyze and find a solution to a practical problem, building their work in research mode and completing it with a public report defending their position. This form of education allows a gifted child, while continuing to study with his peers and remaining included in the usual social relationships, at the same time improve his knowledge qualitatively and reveal his resources in the area corresponding to the content of his giftedness. Projects can be both individual and group. The group form of work and the socially significant civic orientation of projects are of considerable importance for the upbringing of children.
In schools where the above forms of education are not used, it is advisable for gifted children to combine school and out-of-school education. For example, the education of a gifted child in an ordinary school on an individual plan can be combined with his participation in the work of a "weekend school" (mathematical, historical-archaeological, philosophical-linguistic profiles), which provides communication with talented professionals, includes serious scientific and research work, etc. The hours of classes in such a school should be compensated by reducing the hours in this subject in a general education school.
Great help in the implementation of the differentiation of the educational process for gifted children in the conditions of mass general education schools can be provided by the use of various forms of organization of education, which are based on the idea of grouping students at certain points in the educational process. The choice of one or another form depends on the characteristics of the school: its size, traditions, availability of qualified personnel, premises, financial capabilities, the number of gifted children in the school, etc.
The most favorable opportunities for teaching gifted children are provided by the following forms of education.
Differentiation of parallels. The school provides several classes within parallels for children with different types of abilities. This form of education is promising starting from the older adolescence (from the 9th grade) and is especially relevant for those gifted children who, by the end of adolescence, have developed a steady interest in a particular field of knowledge.
This form of education is quite widespread in schools of large Russian cities and has a variety in which the high school parallel includes specialized (for example, chemical and biological, humanitarian and physical and mathematical) classes for more capable students and the usual non-specialized class (or classes). Differentiation of the educational process on the basis of specialization in the education of gifted students (in-depth study of academic subjects) involves the use of various types of content and methods of work, taking into account the requirements of an individual approach with a focus on future professional choice.
Rearrangement of parallels. Schoolchildren of the same age are divided into groups for classes in each subject, taking into account their similar abilities. The same child may study some subjects (for example, mathematics and physics) in the "advanced group", and others (for example, the humanities) in the ordinary group. This assumes that in all parallels, classes in the same subjects take place at the same time and for each subject the students are grouped in a new way. This form of education is useful for students of all levels, which is its special advantage. Thus, academic success increases in gifted children, their attitude to school disciplines improves, and self-esteem increases. The rest of the children also show an increase in academic achievement, although less pronounced than among the gifted. In addition, they have an increased interest in learning. The inclusion of children in different groups, both homogeneous and heterogeneous, provides the widest possible circle of communication, which has a favorable effect on the process of socialization of both gifted children and all other students of the school.
The complexity of this type of education lies in the organizational aspects, in particular the need for a sufficient number of teachers and school premises. If all parallels are simultaneously engaged in physics, chemistry and biology, then this means that the school must have the same number of teachers and classes where the corresponding classes can be conducted.
Selection of a group of gifted students from the parallel. It is supposed to unite into a group of 5-8 students who are the most successful in each parallel, which is placed in one of the classes, where, in addition to them, there are about 20 more students. C. This class is usually taught by a specially trained teacher who gives a group of gifted students a sophisticated and enriched program. The training of the main part of the class and the gifted group is carried out in parallel, which provides for various tasks. This form of education has a positive impact primarily on the academic results of a group of gifted children.
Alternate learning. This form of education involves the grouping of children of different ages, however, not for the entire study time, but only for part of it, which gives gifted children the opportunity to communicate with their peers and allows them to find academically equal children and the corresponding content of education. With this form, capable students have the opportunity to participate during part of the school day in the classes of high school students. The most natural option is that gifted children have the opportunity to study with older students the subject in which they are most successful, while doing all other subjects with their peers. In the last year or several years, gifted children should be able to access classes in their chosen subjects at the university level.
This form of education has a positive impact on academic performance, as well as social skills and self-esteem of gifted children, since it takes into account such a feature of the development of gifted children as dyssynchrony (uneven development). Accordingly, the differentiation of learning is not carried out globally, but only in some selected subject area. The complexity of the problem lies in the implementation of this form of education in the school environment. If we are talking about the lessons of one or two students in one or two subjects, there are no special organizational issues. If this form is applied systematically, then there is a need to coordinate the individual schedules of students. This form of education can be recommended for small private schools specializing in working with gifted children.
Enriched learning for selected groups of students by reducing the time to complete the required program. In this case, for gifted children, part of the usual classes are replaced with classes that correspond to their cognitive needs. The student is assessed before he begins to master the next section. If he performs well, he is allowed to reduce his compulsory education and, in return, enrichment programs are provided. The positive influence of this form of education on the assimilation of mathematics and the natural sciences and, to a lesser extent, the humanities, is conditionally positive. From an organizational point of view, it is necessary that schoolchildren are not simply allowed to skip lessons in subjects whose curriculum they have already mastered, but instead offered activities that are necessary for their development.
Grouping students within the same class into homogeneous small groups for one reason or another (the level of intellectual abilities, academic achievements, etc.). This form of learning organization has a number of advantages over others. Among the most significant are the following: the creation of optimal development conditions for all groups of students (and not just for gifted ones) due to the differentiation, individualization and flexibility of the educational process; realism of implementation, due to the absence of the need for any organizational, managerial changes at the level of organization of the educational process in the school, the availability of additional premises, teaching staff, etc.; "mass" application, which is due to the fact that gifted children are everywhere (in large and small cities, villages, settlements, etc.).
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Technical Olympiad. Conducting a technical Olympiad makes it possible to systematize and check the quality of assimilation of theoretical information by students, to assess the level of formation of their practical skills and skills, to increase the motivation of schools for labor training. The Technical Olympiad includes two stages: the theoretical stage and the stage of completing the labor task. The Olympiad should be held in the classes that complete the study of the sections of the labor training program, at the end of the academic quarter or academic year. The results of the Olympiad are taken into account when determining the final grades of the educational D of students for the corresponding period of time. In preparation for the Olympiad, the teacher must do the following: 1. Specify the goals and objectives of the Olympiad. 2. Determine the location of the Olympiad in the system of studying the course. 3. Perform a selection of the content of the theoretical material of the Olympiad. 4. Develop tasks and tasks for the theoretical stage of the Olympiad. 5. Determine the content of the labor task, select the object of labor. 6. Developed the structure and scenario of the technical Olympiad. 7. Developed criteria and systems for assessing students' fulfillment of theoretical and practical tasks. 8. Select members of the competition commission. 9. Choose methods and means encouraged by the participant of the Olympiad. 10. Prepare materials, equipment and tools for preparing a practical task. 11. To instruct schoolchildren in advance about the approximate content of tasks, criteria and evaluation system, as well as about the time and procedure for holding the Olympiad.
At school, the technical Olympiad is best held within the same class and m / d classes along the parallels. When preparing for the Olympiad, special attention should be paid to the development of criteria and a system for evaluating theoretical solutions and practical skills of students. The fact is that the obligatory condition of the technical Olympiad in technology is the equivalence of the theoretical and practical training of schoolchildren. That is, when developing criteria for assessing the formation of knowledge and practical intelligence, the teacher must remember that the number of points that a student can receive for completing a theoretical and practical task should be the same. The volume and complexity of tasks are chosen so that students with average abilities can spend no more than 20-30 minutes of study time on their implementation. The forms and means of rewarding the winners of the Olympiad are of utmost importance for schools of 5-7 classes. This age is characterized by conscious self-affirmation and assertion in the team, exacerbated by the external evaluation of their D. Therefore, the correct choice of means and forms is encouraged to play a significant role in the formation of positive motivation for school students to learn technology and to learning in general.
The award must be public. The results of the Olympiad should be announced on the school radio, written in the wall newspaper, told to parents, etc. As an incentive, you can use: 1. Assigning the title "Best in the profession" with the issuance of symbolic certificates, pennants, ribbons. 2. Entering the names of the winners in the honorary book of the winners of the Olympiads. 3. Entering names, photos on the honorary board of the winners. 4. Awarding with a diploma, a symbolic medal (wooden), valuable gifts (books, a set of tools, training and sports equipment, etc.). 5. Representing the right to defend the honor of a class or school at higher level Olympiads. 6.Exhibiting the final grade in the grade book. The composition of the competition commission must be representative. It is desirable to include the director or head teacher of the school.
1. General Provisions
1.1. This Regulation was developed on the basis of the Regulations on the All-Russian Olympiad for schoolchildren (appendix to the order of the Ministry of Education of the Russian Federation of October 30, 2003 No. 4072).
1.2. Subject Olympiads are held in order to identify gifted and talented children, to develop the cognitive interests of students.
1.3. The school Olympiad is the first stage of the All-Russian Olympiad for schoolchildren and is held by a general education institution. The number and composition of participants are determined independently, while students from the 3rd to 11th grade in the second year of studying the subject can take part in the Olympiad at will. The deadline is determined by the order of the municipal education authority. The functions of the organizing committee and the jury of the 1st stage of the subject Olympiad are combined and distributed among subject teachers.
1.4. The school subject Olympiad is the result of the work of the teaching staff with gifted students not only in the course of training sessions, but also in extracurricular activities (circles, sections, studios, etc.), the development of students' creative attitude to the subject being studied outside the framework of the educational program, the manifestation of inclination to an independent search for additional information in the work with reference, popular scientific literature and on the Internet.
1.5. School Olympiads can be held in all subjects studied in a general education institution.
1.6. Financial support for the 1st stage of the Olympiad is carried out at the expense of a general education institution (board of trustees, parent committee, budgetary or extrabudgetary funds).
2. Tasks of the Olympiad
2.1. Propaganda of scientific knowledge and development of interest in creative activity among schoolchildren. Creation of conditions for the realization of abilities, inclinations, interests of students, early profiling as part of the implementation of the Program of work with gifted students.
2.2. Attracting students to scientific and practical activities.
2.3. Identification of the most capable students to participate in city (regional) subject Olympiads.
3. Organization and procedure for holding the Olympiad
3.1. To organize and conduct school Olympiads in a general educational institution, an organizing committee is created. The composition of the organizing committee and members of the jury is approved by order for the school (lyceum, gymnasium).
3.2. Responsible for holding the school subject Olympiad is the chairman of the methodological council of teachers of the general education institution (head of the scientific and methodological department, deputy director of the school for scientific and methodological work).
3.4. If it is impossible to develop a task at school, you can request the texts of theoretical and experimental tasks for the 1st stage from the methodologists of the municipal methodological center (methodological office of the municipal education authority).
3.5. Tasks for Olympiads and their solutions (answers) are kept in special packages by the person responsible for organizing and conducting school Olympiads or by the director of the school (lyceum, gymnasium).
3.6. Subject Olympiads are held at a meeting of the circle or during extracurricular time with the invitations of especially successful students and others who want each parallel at a specially allotted time on school days in agreement with the leadership of the educational institution.
3.7. The Olympiad is held for all parallel classes in one or more days according to the approved schedule.
3.8. The Olympiad of each parallel of classes is conducted by at least two teachers of the given academic subject; a representative of the leadership or the chairman of the methodological association of subject teachers may be present at the Olympiad.
3.9. Students must be familiarized with the terms and procedure for the school Olympiad at least 10 days before it is held.
3.10. Olympiad works are checked by subject teachers in the presence of the person responsible for organizing and conducting school Olympiads. Each task is evaluated separately.
3.11. The results are announced to all participants of the Olympiad no later than two days after the competition.
3.12. Prize-winners are students who took I, II, III places in each parallel, who received the highest number of points for the entire work. This may include the highest scoring participants on a difficult task, even if they did not have the opportunity to proceed to the easier tasks.
3.13. The decision of conflict situations or appeals based on the results of the school Olympiad is considered by the organizing committee of the school Olympiad within a day after the announcement of the results.
3.14. Information about the winners of the 1st stage of the subject Olympiad is brought to the attention of the entire school staff with the help of newsletters, school radio.
3.15. Winners of the school stage of subject Olympiads can be awarded school certificates or gifts and are sent to participate in the next stage in accordance with the regulations on the city (regional) Olympiad for each subject.
4. Rights of the participants of the Olympiad
4.1. The organizers of the Olympiad and subject teachers can be encouraged by the leadership of the educational institution.
4.2. Students who wished to take part in the 1st stage of the Olympiad, but for a good reason (illness, etc.) could not participate, can receive a special individual task.
4.3. Each participant of the school Olympiad can familiarize himself with his work after the announcement of the results and receive all the necessary explanations from the subject teacher during subsequent circle classes, or the tasks of the Olympiad with a full answer are placed in the information bulletin.
5. Responsibility of the participants of the Olympiad
5.1. Members of the Organizing Committee of the Olympiad and subject teachers are responsible for the failure to prepare the texts of the Olympiad, failure to meet deadlines, and for maintaining the confidentiality of the texts of the Olympiad tasks.
5.2. Participants of the Olympiad during practical work must unquestioningly fulfill all the requirements of the members of the jury and the organizing committee, do not use hints, do not interfere with other participants in the implementation of practical tasks.
4.2.1. The Olympiad is held according to competitive tasks previously approved by the Organizing Committee. At the end of time, only those answers to which correct and complete answers were given are taken into account;
4.2.2. Competitive tasks contain questions on knowledge of dates, chronology of events, historical facts, personalities who played a significant role in the development of surgery and the history of NSMU;
4.2.3. The time of each competition is determined by the Organizing Committee and communicated to the participants before it starts;
4.2.5. Completed tasks are checked and evaluated by the jury members. The work is evaluated in points, which are approved by all members of the jury.
When evaluating the work, the jury takes into account:
- the number of correctly found answers to the questions of the task;
- completeness of the answer to the task question;
- creative approach in choosing ways to solve the tasks;
4.2.6. Before the start of the competition tasks, the team must present a greeting in the tradition of student KVN.
Definition of winners
4.3.1. The place in the team championship is determined by the sum of points scored by the team members in all competitions of the Olympiad;
4.3.2. According to the sum of the greatest number of points, the first three winners are determined (I, II and III places);
4.3.3. The final results of the Olympiad are drawn up in a protocol and approved by the chairman of the Organizing Committee of the Olympiad.
Winner's reward ceremony
5.1. Winners in the team championship and in each direction of the Olympiad are awarded for I, II, III places - diplomas and memorable souvenirs.
5.2. All teams participating in the Olympiad are awarded incentive prizes and participation certificates.
5.5. Diplomas, certificates and incentive prizes are awarded at the end of the Olympiad in a solemn atmosphere.
Attachment 1
The scenario for holding an intra-university student competition in the history of medicine, dedicated to the history of surgery and the 140th anniversary of Academician V.M. mouse
April 2013
1. Venue - laboratory building, hall No. 1
3. Time of the event: 11.00. – 13.00.
4. Structure:
but) Opening of the Olympics. Welcome speech to the participating teams; presentation of the jury; voicing the rules of the Olympics. Time - 10 min.
b) Presentation of the participating teams, competition of "business cards" of the participating teams (homework) . Name, team symbol, slogan, poster, video clip, etc. are evaluated. The main theme of the "business card" - «SURGERY IN THE EPOCH…»- reconstruction of one of the periods in the history of medicine, which is determined by the results of the preliminary draw at the first organizational meeting of the teams participating in the Olympiad:
· Surgery in a primitive society;
· Surgery in the Ancient World;
· Surgery in the Middle Ages;
· Surgery in modern times;
· Modern surgery.
30 minutes. Each team has 5 minutes to present.
c) competition - QUIZ"HISTORY OF WORLD AND RUSSIAN SURGERY" on knowledge of the stages of development of surgery, dates, major discoveries in the field of surgery, the names of prominent surgeons, the contribution of Academician V.M. Mouse in surgery, names of famous scientists, surgeons of NSMI-NSMA-NSMU; the maximum number of points is 10; time of the competition 30 minutes.
G) Competition - homework ESSAY PRESENTATION " V.M. THE MOUSE IS THE SIBERIAN INNOVATOR SURGEON. A brief presentation of an essay on the life of V.M. Mouse in the form of a presentation. The topic of the essay presentation is determined by the results of the preliminary draw at the first organizational meeting of the teams participating in the Olympiad:
· The life path of V.M. mouse(biography, contribution to the development of surgery and health care in Siberia, role in the organization of the department of faculty surgery at NSMI, dynasty, etc.).
· Contribution of V.M. Mouse in the development of surgery(gastroeterology, abdominal hernias, congenital inguinal hernias, urology, surgery of the musculoskeletal system, etc.).
· Contribution of V.M. Mouse in the development of surgery during the Great Patriotic War(work in evacuation hospitals, treatment of wounds, anesthesia, blood transfusion, antiseptic and asepsis, X-ray diagnostics).
· Contribution of V.M. Mouse in neurosurgery(surgical treatment for epilepsy, athetosis, brain prolapse, brain tumors, etc.).
· Contribution of V.M. Mouse in the development of plastic and reconstructive surgery(transplantation of ureters, heterotransplant, restoration of mobility of the mandibular joint in case of ankylosis).
The maximum number of points is 5. The time of the competition is 30 minutes., each team will be given no more than 5 minutes to perform.
e) Competition - a quiz for the hall - "The history of the development of surgery." Knowledge of the names of outstanding Russian surgeons of the 19th - 20th centuries, the field of clinical and scientific activity, contribution to the development of surgery, etc. are assessed. Conducting the competition - during the summing up of the jury.
e) Summing up the results of the Olympics. Closing. Determining the winning team; rewarding. Time - 20 minutes.
Head of the Department of Social
of historical sciences, associate professor I.I. Nikolaev
Responsible for conducting
Olympics L.G. Fedotov