Qualitative analysis of the results of the Olympiad in Russian language and literature. Guidelines. Analysis of the school stage of subject Olympiads Evaluation of Olympiad works in literature

In general, the tenth-graders coped with the task, some interpretations turned out to be interesting, emotional, revealing the thoughts of the authors and personal impressions.

For questions 2 (t ema, idea, motives, mood of the poem), 3 (lyrical hero, figurative system), 5 (n poetic vocabulary, artistic and visual means of the language), 7 (rhythm, rhythm-forming elements, meter, rhyme)all students answered correctly. Some answers are incomplete: examples of epithets, comparisons are not indicated.

The most difficult questions were 4 (about the composition of the poem), 8(on sound recording), 9 (about the holistic perception of the poem), some students left them unanswered.

The work is done well. More often than others, a lexical error was repeated young girl.

In general, the participants of the Olympiad coped with the tasks set by performing a linguistic analysis of the text. Certain difficulties were caused by students tasks related to the ability to find contextual synonyms. Not all tenth graders are able to see separate secondary members in sentences, in particular, separate additions. Task 5 (indicate the sentence in which parceling is used) none of the participants in the Olympiad completed correctly.

III the level of work of the 10th grade did not please with the knowledge of the language. Despite the fact that the essay was in electronic form and many errors were corrected automatically, quite a lot of spelling and punctuation errors were made. The main problems were experienced by students with the construction of phrases, the most typical errors are associated with lexical redundancy. 20% of essays were taken from the Internet. Students had to rely on literary sources, but only 30% of the participants mentioned or quoted fiction. The set of texts presented in the works of I.S. Turgenev "Fathers and Sons", N.V. Gogol "Taras Bulba", "Dead Souls", A.S. Griboyedov "Woe from Wit". Many Olympiads could not even edit their texts. In general, the impressions from the compositions leave much to be desired, only 4 works can be noted in which all the conditions set for the participants were met.

Tasks of the 1st level, which assumed an unambiguous answer, were successfully completed by all eleventh-graders (perhaps thanks to the possibilities of the Internet; however, some participants in the answers did not even remove the links, which is certainly unacceptable). Many participants ignored tasks that required independent commentary, limiting themselves to a stating answer (for example, in task 1, where it was necessary to recall the works to which epigraphs were prefaced and explain the purpose for which they were used, the full answer assumed reasoning most author). When performing task 9, the participants were not attentive enough. It was necessary not only to list the insufficient verbs, but also to give your comment, or at least indicate the forms in which the given verb(s) is (are) insufficient. A similar situation with task 10. This indicates the need to carefully read questions and assignments, offer your own commentary that makes the work creative and individual. However, you should not answer more than the task requires, since grammatical errors that are made in the text of the answer lower the score and affect the overall impression of the answer.

Checking task 1 of the second level showed that students in grade 11 have a good skill in determining rhyme, recognizing the compositional and stylistic devices of a poem, determining the main meaning of Arseniy Tarkovsky's philosophical poem, describing the figurative system of the poem, which contributes to the disclosure of the main meaning of the work. However, concepts such as poetic meter, the peculiarity of the rhythmic organization of the poem, the tropes and figurative expressions of the poem, and artistic techniques in the development of the lyrical conflict of the work still cause difficulties in the analysis of the poem.

In the second task of the second level, eleventh graders were asked to linguistic text analysis by answering the questions and completing the appropriate tasks. All students completed the task. However, it should be noted the typical mistakes made in the papers. Thus, not all eleventh-graders were able to reasonably prove that the proposed text belongs to the popular science style. For most of the participants of the Olympiad, it turned out to be difficult to determine the level of their own word usage and suggest ways to improve their vocabulary. I was somewhat surprised that when completing the 5th task (draw up a text plan ) 11th grade students limited themselves to a simple plan consisting of three points. Also, errors were allowed during the 9th task, in which it was required to give a morphological characteristic of the word what in these proposals. The students determined that in one of the sentences this word is a union word, and in the other - a union, thus offering their syntactic characteristics, and only a few described these words as parts of speech. In the 12th task, it was necessary to explain the punctuation in a certain sentence. Schoolchildren explained the punctuation marks with a separate definition expressed by participial turnover, but did not pay attention to the absence of a comma at the junction of conjunctions but and if then in a complex sentence.

For 11th grade students in the assignment Level III the topics of essays from the block “Questions posed to mankind by the war” were proposed and were focused on reflections on the causes of war, the impact of war on the fate of a person and the state, on the moral choice of a person in war (based on works of domestic and world literature). Of the 11 topics proposed, the following aroused the greatest interest: “Why does the topic of war not disappear from literature?” (No. 3), “Wait for me, and I will return ... love and war” (No. 5), “Do you agree with L.N. Tolstoy, who claims that the war– “an event contrary to human reason and all human nature? (No. 9), “How does war affect the essence of a person?” (No. 11). The following topics were not in demand: “A work about the war that excited you” (No. 6), “War is not fireworks at all, but just hard work ... (M.V. Kulchitsky)” (No. 7).The works were evaluated according to three criteria: the content of the creative work, speech design, and literacy.

When checking the content of a creative work, compliance with the theme, style, genre was taken into account; compositional arrangement; completeness of the topic. The speech design of the creative work included the following parameters: semantic integrity, speech coherence, sequence of presentation; accuracy and expressiveness of speech. The assessment of the literacy of the work included the observance of spelling, punctuation, language and speech norms.

The analysis of the Olympiad works showed that, based on the criterion "Relevance to the topic", the participants of the Olympiad had to respond to the proposed task, avoid its substitution, choose their own way of reasoning, formulating the theses that are to be reasonably disclosed. All participants met this criterion, but with varying degrees of success in completing the task.

The works showed that many participants of the Olympiad have their own reading preferences and are able to deeply, sincerely, informally reason within the framework of a given topic, choosing a personal angle of its disclosure. They managed to make an interesting choice of supporting text, to problematize the material, to think over the original thesis and evidence part of the essay.

Based on the criterion “Argumentation. Attracting Literary Material” it should be noted that, to a greater extent, the works were well-reasoned answers. Participants reasoned on the proposed problem, most often choosing a multidimensional projection on “themselves” and “us”. The works of K. Simonov, B. Vasiliev, L. N. Tolstoy, M. Bulgakov, V. Grossman, V. Nekrasov, Yu. Bondarev, Yu. Drunina were most often used as a literary source.

From the point of view of the composition and logic of building the reasoning, the following should be noted: the introduction, the thesis and evidence part, the conclusion, the participants of the Olympiad tried to closely connect with each other, it should be noted the impeccable logic of reasoning, connected by a common idea and based on several (most often) works of art. The students tried to consistently develop the thought from text to text with the build-up of additional personal meanings. The students demonstrated the ability not only to logically build a reasoning on the proposed topic, but also showed the ability to concretize it in accordance with their own plan and at the same time not deviate from the topic.

It is natural that a good level of training of the participants of the Olympiad was manifested not only in the merits of the work according to the criterion "Composition and logic of reasoning". The authors of the essays also demonstrated an excellent speech culture, erudition, the formation of such reading skills as the ability to reflect on self-read works with interest and compare them in a given perspective. In terms of proficiency in written language, 11th grade students demonstrated the richness of vocabulary, a variety of syntactic constructions. They easily clothed their thoughts in precise, expressive verbal form. But at the same time, in the essays, we also observe the presence of speech errors of various types: unsuccessful word usage, excessive complication of the phrase, which does not correspond to the style of the rest of the work; the presence of speech stamps, many of which are repeated several times, pleonasm. The typical logical errors of eleventh graders include the following:

1) violation of the sequence of statements;

2) lack of connection between parts of the statement;

3) unjustified repetition of a previously expressed thought;

4) fragmentation of a micro-theme by another micro-theme;

5) disproportionateness of the statement;

6) the absence of the necessary parts of the statement, etc.;

7) violation of causal relationships;

8) violation of the logical-compositional structure of the text.

Among the speech errors, the following should be highlighted:

1) the use of other style words and expressions;

2) inappropriate use of expressive, emotionally colored means;

3) violation of lexical compatibility;

4) the use of an extra word (pleonasm);

5) repetition or double use in a verbal text of synonyms that are close in meaning without justified necessity (tautology);

6) unreasonable omission of a word;

7) word order, leading to an ambiguous understanding of the work.

Ø knowledge, abilities and skills of students within the school curriculum in the Russian language and literature as a whole are formed;

Ø preparation for tests and participation in the Olympiad stimulate students' interest in learning the Russian language, activate their intellectual and creative abilities, allow creating a certain intellectual environment conducive to a conscious and creative attitude towards the process of education and self-education;

Ø when preparing schoolchildren for the Olympiad, it is necessary to pay attention to etymology, historical commentary on modern spelling norms, diachronic morphemic analysis, develop the skills of analyzing syntactic phenomena of increased complexity, conduct targeted work on clarifying and explaining the lexical meaning of a word, special attention should be paid to obsolete words and words of foreign origin (due to the fact that the package of Olympiad tasks often includes tasks that require explaining the linguistic phenomena of the modern Russian language from a historical point of view);

We are grateful for the professionalism and competence of the members of the methodological commission for the preparation of assignments and the members of the jury for checking Olympiad works: Danilov I.N. (Torez), Dyachenko L.V . (Donetsk, Voroshilovsky district), Simonov I.V. (Donetsk, Kyiv region), Solovyov L.E. (Donetsk), Ikonnikov S.V. (Donetsk, Kalininsky district), Dyachenko L.V . (Donetsk, Voroshilovsky district), Rzhesik S.A. (Donetsk, Petrovsky district), Yarkovich E.B. (Makeevka), Nafanets E.A. . (Boarding Lyceum at DonNU), Generalov A.V. (Donetsk, Budyonnovsky district), Zyatiev I.A. (Donetsk, Kalininsky district).

Department of Russian Language and Literature

Analysis of the school stage

All-Russian Olympiad for schoolchildren

branch of MKOU secondary school No. 26 of the village of Kropachevo

From October 06 to October 31, 2011, the school stage of the All-Russian Olympiad for schoolchildren was held.

The purpose of the: identification and development of schoolchildren's creative abilities and interest in research activities, support for gifted children.

Regulations on the organization and conduct of the school stage of the VOSh in the branch of MKOU secondary school No. 26 of the town of Kropachevo

Schedule of the Olympiads

List of jury members

Requirements for conducting the school stage of the GOS in the relevant subject

Olympiads of the school tour were held in 17 general education subjects: law, social science, history, geography, physical education, computer science, chemistry, MHC, literature, ecology, Russian, English, physics, technology, mathematics, life safety, biology. The school stage of the Olympiads was carried out according to tasks compiled on the basis of exemplary basic general education programs for basic general and secondary (complete) general education, developed by municipal subject-methodological commissions published on the website of the IMC in Ashi.

The school tour was attended by students in the following subjects:

Winners and prize-winners were determined on the basis of the results that were entered in the final table of results of the participants in the Olympiads, which is a ranked list of participants arranged in descending order of their points. Participants with equal scores were listed in alphabetical order. The winners and runners up are:

The Olympiad is complicated by the fact that there are no parallels in the school, the number of students is small and the same students participate in the Olympiads. The following students took an active part and became either winners or prize-winners: Rayanova D., Kurbatov N, Zhukov I, . As a result, the school has 21 winners and 34 prize-winners.

Subject teachers made a detailed analysis of the school stage of the All-Russian Olympiad for schoolchildren in their subject.

Analysis of the school round of the All-Russian Olympiad for Schoolchildren in Mathematics

26 students took part in the Olympiad

Qty. completed tasks from 12 points and above corresponds to the title of the prize-winner or winner.

Over 12 points. the place of the winner is determined.

Grade 5

First task - 3 points

Second task - 3 points

Third task - 4 points

The fourth task - 4 points

Fifth task - 5 points

Sixth task - 6 points

The first task is a logical task. Correctly performed by one student, completed with an error by 4 people

The second task is a numerical puzzle. Nobody completed the task

The third task is a logical task. Nobody completed the task correctly

The fourth task is a text task. Three people began to solve the problem, but did not complete the solution. Two people did not start solving the problem

The fifth task is the transfusion task. Four people completed the task without proper explanation. One person did not start the task

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1 ANALYSIS of the work of the participants of the municipal stage of the All-Russian Olympiad for schoolchildren of the academic year in literature In the municipal stage of the All-Russian Olympiad for schoolchildren (hereinafter referred to as the Olympiad) in literature, 147 students of 7-11 grades from 35 educational institutions took part: 1, 2, 3, 4 , 6.7, 11, 12, 17, 19, 20, 29, 31, 33, 42, 44, 46, 48, 49, 48, 49, 51, 52, 54, 55, 64, 66, 68, 69 , 70, 72, 77, "Integral", "Dialogue", Orthodox gymnasium. The distribution of participants in the Olympiad by class is presented in the table: Class Number of participants Percentage of participants In total, the Olympiad was held in two rounds. In the first round, the participants of the Olympiad were offered a choice of two options for work - a comprehensive analysis of the text and the interpretation of a poetic text. 7th grade Students of the 7th grade mostly chose the second option for work: A. Delvig's poem "Romance" was interpreted by 78% of the participants of the Olympiad, and only 22% of the seventh graders analyzed the story "Stray Cat" by B. Zhitkov. The criteria for evaluating the work were the same. The level of work performance according to the criteria for evaluating students of the 7th grade % Understanding the work as "difficult"

2 Accuracy of the choice of language means for Originality of observations The table shows that still a small number of works are distinguished by the originality of judgments. Only 11% of 7th grade students scored more than 50% in the first round. The highest received by students for work is 55 out of 70 possible. Grade 8 Out of 34 students of the 8th grade, 59% opted for the first version of the task (analysis of B. Ekimov’s story “Speak, mother, speak”), 41% chose the second (interpretation of K. Batyushkov’s poem “There is pleasure in the wildness of forests "). The level of work performance according to the criteria for evaluating students of the 8th grade % Understanding the work as “difficult The accuracy of the choice of language means for Originality of observations variant Understanding the work as “difficult Accuracy of the choice of language means for , who worked with prose, and those who interpreted the poetic text have better command of the theoretical and literary apparatus. More than 50% were received by 32% of students of the 8th grade, for the work of the first round - 55 out of 70 possible.

Grade 3 9 Of the 30 participants in the Olympiad, students of the 9th grade, 83% in the first round analyzed the story of N.M. Karamzin "Eugene and Julia", 17% turned to N. Yazykov's poem "Motherland". The level of performance of work according to the criteria for evaluating 9th grade students is presented in the table. % Understanding the work as “difficult Accuracy of the choice of language means for Originality of observations variant Understanding the work as “difficult Accuracy of the choice of language means for Noteworthy are the presence of high scores in the evaluation criteria, as well as a significant number of those who received more than 50%. This indicates a good level of preparation of the participants of the Olympiad in this parallel. 4 of them scored more than 50% in total - 66 out of 70 possible. Grade 10 For work in the first round of the Olympiad, students of the 10th grade were offered the story "Signal" by V. Garshin and the poem by Yu. Levitansky "My Generation". Of the 22 participants, 14% performed analysis of the poetic text, the remaining 86% turned to prose. The level of performance of work according to the criteria for evaluating students in the 10th grade 1 understanding the work as “difficult%

4 Option 2 The accuracy of the choice of language means for Understanding the work as “difficult The accuracy of the choice of language means for the absence of originality and higher criteria indicates a low level of preparation of students of this parallel. Only 5 people scored 50% or more - 43 out of 70 possible. Grade 11 For students of grade 11, at the first round of the Olympiad, Yu. Kazakov's story "Manka" and A. Akhmatova's poem "Guests" were given. 92% of students wrote a work on prose, 8% - on poetry. The level of work performance according to the criteria for evaluating students of the 11th grade % Understanding the work as "difficult" The accuracy of the choice of language means for Originality of observations option Understanding the work as "difficult

5 The accuracy of the choice of language means for % of the participants of the first round showed a good result, gaining more than 50%, 63 out of 70 possible. Thus, we can conclude that the 11th grade students were well prepared for the first round. An analysis of the students' performance of the Olympiad works made it possible to identify such typical errors in the written works of students as: unformed perception of a literary work as an artistic whole; ignorance of the features of the writer's style; ignorance of the characteristic features of the literary direction; abstract knowledge of literary theory, inability to assess their role in a particular literary work; indistinguishability between the image of the narrator and the author; insufficient knowledge of the main ways of expressing the author's consciousness in the works; inability to determine the author's position and formulate one's attitude towards it; poor knowledge of the historical and literary context of a particular era. For the first time, the municipal stage of the Olympiad included an oral round, in which the participant of the Olympiad had to demonstrate to the jury the possession of the norms of public speech, historical and cultural outlook, reader erudition, artistic and aesthetic taste, sense of speech, civic ideological and moral position, the power of persuasion. At the oral round of the final stage of the Olympiad, the participants were offered two topics to choose from. One of them was preparing a public performance. The preparation time for a public speech is 60 minutes. All participants of the Olympiad were invited to the oral round. The participants of the Olympiad were offered the following topics for presentations: You should definitely read this! (Grade 7) In what ways does literature represent the world? (Grade 7) Do people who speak the same language need a common reading circle? (Grade 8) How is the attitude to the world manifested in literature? (Grade 8) Will a computer kill a paper book? (Grade 9) Who is a hero in a literary work? (Grade 9) Who is the author in a literary work? (grade 10) Poems can say more than prose? (Grade 10) "Don't expect to get rid of the books!" (W. Eco) How do you understand the slogan of the famous novelist and literary critic? (Grade 11) Why and for whom does the writer create a lyrical work? (Grade 11) The following criteria for evaluating a public speech were used: Correspondence of the public speech to the chosen topic and the task set, originality and persuasiveness of the idea proposed by the speaker 7.

6 Reasonable attraction of literary material, understanding of the problematics and adequacy of the interpretation of the literary work(s) taken as the basis for creating a public speech or attracted(s) as illustrations 7. Reasonable attraction of the historical and cultural context 7. Consistency, consistency, harmony of oral utterance, speech integrity of speech, figurativeness and literacy of speech, its lexical richness 4 a. Possession of oratorical techniques 5. The maximum number per speech is 30. Each criterion was evaluated from 0 to 2. Analyzing the protocols of the oral round, the jury members note: 25% of the participants did not understand the topic of the speech, the worst were students of the 10th grade, the best of the 11th grade; more than 50% of the participants were not convincing in using literary material; 75% of the participants were unable to attract the historical and literary context; 60% of the participants could not show a good command of oratorical norms. The disadvantages of oral presentations should also include the lack of originality and the dominance of speech clichés, the inability to structure the text, a large number of speech and grammatical errors, and the inconsistency of literary examples with the age of the participant. The jury notes that the oral tour is a promising form of creative competition, it allows a truly talented student who is able to think independently and strives to expand communication opportunities to open up brighter and more fully. RECOMMENDATIONS: Analyze the results of the municipal stage of the Olympiad and the criteria used to evaluate the Olympiad works at a meeting of the methodological association (department, section, etc.) of teachers of the Russian language and literature. Develop a system of individual support for gifted students. Organize work with gifted children, taking into account the specifics of the Olympiad tasks. Take measures to eliminate gaps in the knowledge, skills and abilities of students identified as a result of the Olympiad.

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Annotation to the work program in literature grades 5-9 (basic general education) Compiled by: Chudova M.V., teacher of MBOU Tarutinskaya secondary school dated 08.30.2014 Normative methodological materials Implemented by EMC

Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "SAINT PETERSBURG STATE UNIVERSITY OF INDUSTRIAL

SUMMARY TO THE WORK PROGRAM OUD.02 "LITERATURE" The work program of the general educational discipline OUD.02 "Literature" for professional educational organizations by profession 29.01.07 "Tailor"

Criteria for evaluating the work of participants in the final stage of the Interuniversity Olympiad for Schoolchildren in Pedagogy "First Success"

ANNOTATION on the work program OD 01 RUSSIAN 1.1. The scope of the work program The work program of the academic discipline is part of the training program for skilled workers, employees

Final essay on literature in grade 6 Purpose: - to identify the intellectual level of development of the student; - to determine the result of students' achievements in the study of the Russian language and literature; - show skill

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in history

The Olympiad tasks included test tasks for completed courses from grades 7 to 9, knowledge of terminology, chronology, assignments for compliance, knowledge of architecture, life of antiquity, and essay writing were also required. It should be noted that the students did not cope well with the tasks. There were winners in all parallels, but only one student of the 9th grade was able to complete the work above 3rd place. There were works that scored 6-10 points, which is inappropriate for the results of the regional Olympiad, you should pay attention to the preparation of students during the autumn holidays, and more carefully select the participants in the competition.

For students in grades 10-11, the work was sent from the regional center. They presented a variety of questions that covered the entire history from ancient Russia to the 21st century, and tested the skills of critical thinking. Test tasks, correspondence, missed terms, personalities in history - all this required serious preparation for the Olympiad. Unfortunately, it should be noted that this year the students were able to cope with only a small number of tasks. The greatest difficulties, for all students, were caused by tasks on knowledge of the history of Russia of the 20th century, they did not cope well with knowledge of terminology, especially students of grade 9. Students in grades 10-11 have poor knowledge at an increased level of complexity. Based on the results of the Olympiad, the following recommendations were determined:

1. To work with gifted children starting from the 5th grade.
2. During the year, determine the time to prepare for the Olympiad (at least 20 hours).
3. Make an analysis of the most common errors, thereby identifying gaps in knowledge.
4. Improve work with terminology in history lessons.
5. To study the methodical literature on preparation for subject Olympiads.
6. Pay attention to the study of the history of the native land.

Chairman of the commission: Pyrialova L.T.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in biology

During the analysis of the Olympiad works, it turned out:

students 7 class are difficult:

Perform assignments to establish compliance;

Complete tasks with a detailed answer

Mistakes made on the topics:

Systematic taxa;

double fertilization;

Ecological groups of birds.

In 8th grade caused difficulties in the task in the form:

Judgments with which it is necessary to agree or reject them;

Test tasks with the choice of one correct answer.

Mistakes made on the topics:

Definition of agricultural practices;

Drawing up a flower formula;

Determining the level of organization of the living;

Morphology of birds.

9th grade students experienced difficulties in completing tasks:

With one answer option out of four possible, but requiring a preliminary multiple choice;

The practical part of the morphological description of the plant.

There are a lot of errors on the topics:

Morphology of plants;

Systematics of plants;

Human anatomy.

Students in grades 10-11 find it difficult:

- Complete multiple choice tasks

Find matches.

Mistakes made on the topics:

Systematics of plants and animals;

Characteristics of units of the class Insects.

1. More often, in the form of knowledge control, use tasks close to the GIA and the Unified State Examination.
2. Pay attention to the development of students' skills to perform test tasks in the form of judgments, correspondences, tasks with multiple answers.
3. Pay attention to the morphology and ecological groups of birds.
4. Pay more attention to issues related to plant physiology and systematics.
5. Pay attention to issues related to human anatomy and physiology.
6. Teach students how to draw.

Chairman of the Commission: Belousova I.I.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in law

The Olympiad tasks were very specific and designed for students of a socio-economic profile, as well as for children studying the subject of law for 2-3 years. In order to prepare worthy participants in the Olympiad in law, it is necessary to study in a circle corresponding to the profile or conduct training in elective courses in grades 8-11. The negative point of the Olympiad is the small number of participants.

Based on the results of the Olympiad, recommendations were made:

1. To work with gifted children from the 8th grade.
2. During the year, determine the time to prepare for the Olympiad (at least 20 hours).
3. Make an analysis of the most common errors, thereby identifying gaps in knowledge.

Chairman of the commission: Pyrialova L.T.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in the Russian language

The results of the Olympiad testify to the average level of preparation of students in the Russian language. Students of 7-11 grades could not score the maximum possible number of points when answering the Olympiad tasks.

When preparing students for the Russian language Olympiad, special attention should be paid to:

• work with the explanatory dictionary of V. Dahl, S. Ozhegov;
• work with linguistic terms;
• word-formation analysis of the word;
• homonymy of words and parts of speech;
• etymology of words;
• ability to find spelling and punctuation errors in the text.

Chairman of the commission: Lyamina T.N.

Analysis of the results of the municipal stage of the All-Russian Olympiad for Schoolchildren in Literature

The results of the Olympiad testify to the average level of students' preparation in literature. Students of grades 7,8,9,11 were not able to score the maximum possible number of points when answering the Olympiad tasks.

When preparing students for the Literature Olympiad, special attention should be paid to:

· a comprehensive analysis of a literary text, the quality of written monologue, ideological and thematic analysis of the text;

questions of the theory of literature (artistic techniques and syntactic features of the text, poetic size);

Studying foreign literature in extracurricular reading lessons.

Chairman of the commission: Lyamina T.N.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in physics

When performing the Olympiad work, students 7th grade made mistakes:

1) when solving graphic tasks for determining the time of movement - 3 people, did not start to perform - 1 person.

2) in the task of determining the mass of honey, when determining the volume of a cube - 4 persons.

3) in the task of movement: when determining the speed of approach - 4 people, when determining the remaining part of the path after 3 hours. – 1 person

4) when determining the thickness of the plate 4 pers.

As a result of the work performed, it was determined: winner Korotkova E.(Krasnokommunarskaya secondary school) and prize-winner (3rd place) Mantaeva T. (Sakmarskaya secondary school).

students 8th grade made mistakes:

1) when solving problem No. 1, they gave an incomplete answer to the calculation of the buoyant force - 2 people, gave incorrect reasoning - 2 people, did not start to perform - 1 person.

2) in the problem of the relativity of motion, they did not make the equation of speed and path - 4 people, did not start to perform - 1 person.

3) in the task of compiling the heat balance equation - 5 people, in determining the temperature - 2 people.

4) when determining the density of a substance -4 people.

As a result of the work performed, it was determined prize-winner (3rd place) Ponomareva N.(Svetlinskaya secondary school).

students 9th grade made mistakes:

1) when solving problem No. 1 on the law of conservation of energy - 2 people.

2) in the task of calculating the path and time, there are no speed calculations - 2 people.

3) in the problem of calculating the buoyancy force, they gave incorrect reasoning and incorrect calculations - 2 people.

4) they did not start the task of calculating the amount of heat - 2 people.

5) when solving the problem of plotting a graph of the dependence of current strength on voltage, an equation was not drawn up, there was no plotting of a graph-1 person. did not start implementation -1 person.

The student with the highest score Kasaeva J. Belousovskaya secondary school. There are no awards.

students 10th grade made mistakes:

1) when solving problem No. 1 for immersing bodies in a liquid - 3 people, did not start to perform - 4 people.

2) in task No. 2 there is no derivation of formulas for calculating the density -4 people, did not start to perform -3 people.

3) in the problem of calculating the average speed, the equation -6 people is incorrectly drawn up.

4) in the task of calculating the electrical circuit - 4 people.

5) when solving the problem of the movement of connected bodies - 5 people. did not start implementation -1 person.

Most points scored by students Kireeva S. (Krasnokommunarskaya secondary school) and Trusov A. (Sakmarskaya secondary school). There are no awards.

students 11th grade made mistakes:

1) when solving problem No. 1 for rotational movement when deriving a formula for calculating the angular velocity - 3 people.

2) in task No. 2, the equation for determining the time interval - 1 person was incorrectly drawn up, they did not start to perform - 2 people.

3) in the task of calculating the specific heat capacity - 1 person, did not start to perform - 2 people.

4) in the task of ballistic movement - 2 people, did not start to perform - 1 person.

5) when solving the problem of calculating the electrical circuit - 2 people.

The greatest number of points was scored by the student Andrey Kirnos (Nikolskaya secondary school). There are no awards.

Preparing a student for participation in physics olympiads should include several components. First of all, the student must fully and comprehensively master the material of the school curriculum of the corresponding class in physics and mathematics. In addition to the material of the school curriculum, it is necessary to master additional sections of the school physics course in the amount provided for by the program of the All-Russian Physics Olympiads. Use a differentiated approach in working with students, conduct additional classes to solve non-standard problems. When preparing students for the Olympiad, take into account typical mistakes when completing the Olympiad tasks of the previous year. Eliminate gaps on the topics: “Heat balance equation”, “Calculation of electrical circuits”

Chairman of the commission: Vlasova L.V.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in chemistry

The analysis of students' Olympiad works showed that students of grade 8 did well with the following tasks:

v determination of the valence of atoms of chemical elements by formulas;

v ability to arrange coefficients;

v the ability to determine the purpose of laboratory equipment;

v the ability to determine the relative molecular weights of complex substances.

Mistakes made while completing tasks:

v to determine the mass fraction of an element in a substance (many students, when solving, did not take into account the number of atoms of the element, the mass fraction of which was determined in the problem)

v when solving a problem using the Avogadro constant.

v to determine physical and chemical phenomena;

v the ability to decipher records;

Olympiad tasks for 9th grade students are acceptable. The low number of points scored is due to inattentive analysis of tasks. So in tasks 9-1 and 9-5, many participants did not take into account the mass fraction of the solution, hence the whole solution turned out to be wrong. In task 9-4, additional reagents were used, although the task clearly states that the use of other substances is unacceptable.

When performing a thought experiment, students showed the ability to compose the corresponding equations in molecular and ionic form.

When performing task 9-2 on a mixture, the reaction equations were written correctly, but errors were made when solving the system of equations.

Tasks for grades 10-11 were identical.

The students partially coped with the tasks for the determination of reagents by reaction products (10-2,11-3). Although there are errors in the equations when arranging the coefficients.

In the course of a thought experiment, a number of students build a logical chain of reasoning, but do not complete the task to the end, since there is not enough knowledge to prove it.

The participants of the 11th grade Olympiad did not cope with the task of determining the qualitative and quantitative composition of the solution.

Grade 10 students did not start the task related to the knowledge of the properties of silicon, the interaction of silicon with a mixture of hydrofluoric and nitric acids.

Chairman of the Commission: Belousova I.I.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in geography

Pupils of the Nikolskaya secondary school, Egoryevskaya secondary school did not take part in the Olympiad. Teams from Svetlinskaya, Krasnokommunarskaya, Dmitrievskaya, Central, Arkhipovskaya, Belovskaya, Tat. Kargalinskaya, Sakmarskaya, Verkhnechebenkovskaya secondary schools were most fully represented. Only one student took part in the Olympiad from the Kamensk basic school.

Analyzing the results of the Olympiads of past years, the number of tasks and their content was increased, aimed at a gifted, and not at an average student, so this year the students did not quickly leave the audience, but worked on average 2.5 - 3 hours.

Tasks for grades 9, 10-11 were designed for very capable students who not only know the program material in geography well, but also do a lot of additional work in the subject, who have broad erudition.

According to the subject jury, the assignments for grades 7-8 were compiled without taking into account the program material. Climatograms in the 7th grade have not yet been studied by this time, students do not even know the principle of their construction, and such a question was present in the assignments. In the same class, according to the program, the study of the continents (Africa) had just begun, nevertheless, there were questions on other continents, and far from informative, designed for erudition.

There were no winners among students of grades 9-10, which indicates insufficient quality training of the participants.

In the 10th grade, the winner was not revealed, the 2nd place was awarded to Voronina K. (Tsentralnaya sosh., teacher Semykina I.M.), 3rd place to Bashirov I. (Tat. Kargalinskaya sosh. teacher Akhmetova L.I.) and Melnikov N. (Sakmarskaya sosh, teacher Rusnak L.A.)

Good results were shown by students of the 11th grade. 1st place was taken by D. Shabaldin (Krasnokommunarskaya sosh., teacher Lebedeva O.N.); 3rd place - Biktimirova Z. (Tat. Kargalinskaya sosh., teacher Akhmetova L.I.) and Ishmukhametova R. (Verkhnechebenkovskaya sosh., teacher Abdrashitova A.G.).

Practical assignments for solving problems were poorly performed by high school students. At the previous Olympiads, tasks of this nature were not encountered, so the teachers who prepared the students did not pay due attention to these topics.

Based on the analysis of the municipal olympiad in geography of the jury recommends area geography teachers:

Follow and timely use the methodological recommendations on the content of the tasks of the Olympiad at the school and municipal levels;

Strengthen work with gifted children;

Plan work with gifted individuals on individual routes;

Increase interest in geography in the classroom and after school hours;

Pay attention to the development of cartographic skills;

Strengthen the country-specific orientation in training.

Chairman of the commission: Semykina I.M.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in mathematics

Pupils of 7-11 grades from 13 educational institutions of the region (3 basic schools and 10 secondary schools) took part in the Olympiad.

There were no students of the Egorievskaya secondary school, Maryevskaya secondary school, Orlovskaya secondary school, Chapaevskaya secondary school.

Students' work was judged by a jury consisting of:

chairman of the jury Mashenkova GV, teacher of mathematics of the highest category, MBOU "Belousovskaya secondary school"; jury members - Komissarova T.G., teacher of the highest category of MBOU "Dmitrievskaya secondary school", Khasanova G.A. teacher of the highest category MBOU "Belovskaya secondary school", Bezdenezhnykh L.V. teacher of mathematics of the first category "Krasnokommunarskaya secondary school", Dautova G.A. mathematics teacher of the first category “Tat. Kargaly secondary school.

Works were evaluated based on criteria for guidelines prepared by the Central Subject-Methodological Commission in Mathematics to help conduct the school and municipal stages of the All-Russian Olympiad for schoolchildren in mathematics in the constituent entities of the Russian Federation in the 2013/2014 academic year.

In accordance with the regulations for holding mathematical Olympiads for schoolchildren, each task was evaluated from 5 points. The tasks of the Mathematical Olympiads were creative, allowing for several different solutions. In addition, partial progress in tasks was evaluated (for example, analysis of one of the cases, transition from particular to general and vice versa, graphic illustrations for problems, solving logical problems in various ways, including using a table).

The winners and prize-winners of the Olympiad were determined by the jury in accordance with the final table of the Regulations on the All-Russian Olympiad for schoolchildren.

11-15 points - III place,

16-19 points - II place,

20-25 points - I place.

The tasks are interesting, correspond to the level of students of secondary and basic schools, the requirement of mathematical preparation of students of this age. In each class, the work contained problems on the theory of numbers (divisibility, remainders, parity, finding a number set with the indicated properties.), Proof on the rationality and irrationality of numbers, arithmetic progression, equations in integers or in natural numbers, geometric problems on the properties of a triangle, equivalence of figures. The work is expected to take 3-4 hours.

The main mistakes and difficulties of students in the performance of work

7th grade. The most solvable geometric task for cutting a figure and a text task, but students find it difficult to design tasks. They don't follow through with logical thinking. Most of the students solved the numerical rebus No. 1 by the selection method, they did not quite correctly understand the condition of the problem.

8th grade. We mainly solved problems on weighing, a text problem. The geometric problem of finding the angle of a triangle was solved by guesswork without explanation. experience difficulties in the reasoning of a geometric problem. The factorial problem is not clear to students.

Grade 9. The most solvable problem for cutting a figure. This is a task of complexity 1. Then the task of finding a set of numbers with a certain multiplicity (5 students) and a geometric task on the properties of a triangle (5 students), a task to prove the rationality of 2 students and task No. 5 were completed by 1 student. 1 student Sergei Mozhartsev started solving all 5 tasks (21 points).

10 classes. The main tasks that the students solved: tasks for the equal composition of figures No. 5, for the proof of an arithmetic progression, divisibility of numbers. Two correct solutions to a geometric problem. Tasks for grades 9 and 10 on the divisibility of numbers and the solution of an equation in natural numbers were the same, but these tasks were mainly solved by students of grade 9. The main mistakes and difficulties are similar. Not everyone understood the condition of task No. 1 correctly. There is no solution method, the solution of problem No. 5 (an equation in natural numbers) was carried out by the selection method.

Grade 11. There is a scatter in solving problems, students began to solve all problems. We mainly solved the task for an arithmetic progression, an equation in integers. There are no good, sound decisions. There is no logical substantiation of the tasks, students go by the method of guessing, give private solutions, which does not correspond to the level of 11th grade students.

Pay more attention to solving problems on the use of number theory (divisibility of numbers, remainders, parity, regularities), methods for solving logical problems, geometric problems, the consistency and completeness of the justification for solving problems, ways to design solutions.

Chairman of the commission: Mashenkova G.V.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in ecology

The Olympiad work includes 3 blocks of CIMs of varying complexity and performance techniques.

The first part - 50 test tasks, requiring the choice of only one answer out of four possible. Each correctly completed task is worth one point. The number of points scored in this block by the participants of the Olympiad is from 24 to 36 points. The most difficult questions to answer are questions on the following topics:

• Ecology of nature management (85% of students made mistakes)
• Environmental rules and laws (70% of students made mistakes)
• Ecological characteristics of biogeocenoses (45% of students made mistakes)
• Ecological successions (60% of students made mistakes)
• Ecology of populations (85% of students made mistakes)

The first part of the tasks also included 7 tasks for choosing the correct statements. Questions of practical orientation practically did not cause any difficulties for students.

Part two - environmental cases for choosing the right judgment with the rationale for this choice. Difficulties were caused by tasks for commenting on the rules and laws of ecology. 60% of the Olympiad participants completed the task on the structure of ecology as a science.

The third part is ecological cases for choosing the correct narrowing with the rationale for correct and incorrect answers. These tasks caused the greatest difficulty, since the majority of students could not reveal the cause-and-effect relationships between environmental concepts and events, indicating monosyllabic answers when motivating the choice. Therefore, the maximum score out of 10 possible is only 6 points.

After analyzing the results of the municipal stage of the All-Russian Olympiad for schoolchildren in ecology, it should be noted the emergence of positive dynamics in the preparation of students. But one should also point out the insufficient preparation on the above topics, which teachers need to take into account when planning and preparing schoolchildren for the Olympiad in the next academic year.

Athletics - not held due to lack of space

holding.

Compared to last year, the program for Olympiad tasks has been simplified. Excluded projectile gymnastics, obstacle course and athletics. There were no injuries or breaches of discipline. Before the start of the competition, a safety briefing was held, each student signed the introductory briefing log. During the entire time of the Olympiad there was a doctor on duty.

In general, the guys showed an average level of preparedness for the Olympiad, with the exception of some types.

In volleyball, the lower and upper passes of the 7th grade girls were performed at a low level. It is necessary to finalize the program of tasks and grading for this type.

In acrobatics, many students were not ready at all, they showed poor technical training, their appearance did not correspond to the performance of the acrobatic combination.

According to the results of the district Olympiad in physical culture, it should be noted the effectiveness of the educational activities of physical education teachers Sartov G.G. (Svetlinskaya secondary school), Bolotov R.Ya. (Arkhipovskaya secondary school), Yurieva S.P. (Belovskaya secondary school), Rakhmatullina R.B. (Verkhnechebenkovskaya secondary school), Klimushkina S.V. (Belousovskaya secondary school), Mazhartseva L.G. (Sakmarskaya secondary school), Abdullin G.Z., Mavlyutov G.T. (Dmitrievskaya secondary school), Sultanova S.S. (Egorievskaya secondary school).

The students of the 8th grade coped with the tasks of the Olympiad well. Difficulties were caused by answers on the issues of first aid, water safety, types of floods, they do not delve into the essence of the tasks. The tasks corresponded to the studied program material.

The students of the 9th grade coped with the tasks satisfactorily. Some tasks did not correspond to the course of the life safety training program. Many students did not cope with practical assignments, there is no clear and concise answer. Tasks on orientation methods caused great difficulties, they do not know how to decipher distress signals, they do not know examples of natural phenomena, they do not have enough knowledge of the rules of the road, AHOV, they do not delve into the essence of the tasks, students need to be taught how to solve situational problems of a practical nature on various topics of the life safety course. On theoretical issues, the greatest difficulty was caused by questions on the following sections of the life safety course in the 9th grade - safety and protection of a person in emergency situations, ensuring personal safety in everyday life, the basics of a healthy lifestyle.

Students of grades 10-11 coped with the tasks of the regional Olympiad satisfactorily. Difficulties were caused by some topics of the organization of the RSChS, its structures, ways of orientation, description of gas masks. Names of disinfection activities, military ranks Teachers of life safety are recommended to pay special attention to these topics. The students did a good job of practical assignments.

Many tasks of the Olympiad for 10th grade students did not correspond to the studied program material, for example, topics on the basics of military service. Tasks contain a large amount of answers.

Unfortunately, the practical tasks of the Olympiad, which must be performed on simulators, were not carried out due to the lack of material resources.

The results of the district olympiad in OBZH showed the high effectiveness of educational activities: OBZh teachers of the Svetlinskaya secondary school (F.F. Episheva, G.G. Sartov), ​​OBZhT teacher at the Kargalinskaya secondary school (F.A. Valeeva), OBZh teacher of the Verkhnechebenkovskaya secondary school (G.M. Abdrashitova .).teachers of the OBZhSakmarsky secondary school (Lebedev S.P., Bashkatov A.N.), teacher of the OBZH of the Krasnokommunarsky secondary school (Popova N.A.), teacher of the OBZH of the Belousovskaya secondary school (Paveliev A.N.), teacher of the OBZH of the Krasnokommunarskaya secondary school (Popova N .BUT.)

Many schools did not take part in the OBZH Olympiad (Dmitrievskaya secondary school, Egoryevskaya secondary school, Kamenskaya secondary school, Nikolskaya secondary school, Orlovskaya secondary school and Chapaevskaya secondary school). All this reduces the educational trajectory of students and teachers.

The results of the assignments among the participants were mostly justified. Most of the participants coped with the tasks successfully. The advantage of the OBJOlympiad is that the material is available to students. The preparation of students is hampered by the fact that in many schools the subject of life safety is not taught in all classes. The material base for the preparation of students, especially in the practical part, wants to be better.

1. Strengthen the practical orientation of teaching the life safety course
2. Prepare students throughout the year for the Olympiad
3. Use not only software material
4. Improve the resource base

Chairman of the commission: Valeeva F.A.

Analysis of the results of the municipal stage of the All-Russian Olympiad for schoolchildren in technology

The following schools took part in the All-Russian Olympiad for schoolchildren in technology: Sakmarskaya, Tat. Kargalinskaya, Svetlinskaya, Maryevskaya, Verkhnechebenkovskaya, Belovskaya, Krasnokimmunarskaya, Nikolskaya, Dmitrievskaya.

7th grade students in the nomination "Culture at home and arts and crafts" found it difficult to choose artificial fibers, the material has not yet been studied.

They did not name the elements of the Ukrainian national costume, did not establish the conformity of the cut of the sleeve in the figure. Students of the 8th grade did not recognize the trade mark of the ecological purity of the product, did not identify the barcode of Russia. Did not establish a correspondence between the properties of the product and their definitions. They made mistakes in the definition of rational nutrition, nutritional standards, found it difficult to source the student's income. Grade 9 students do not know the definition of the word "project", the main building material for tissue cells and organs, the concept of a reusable pattern. They did not establish the conformity of measurements, they do not know the definition of a consumer basket, a computer program for constructing diagrams. Students in grades 10-11 do not know the definition of the word "project", the calorie content of food products, the device of a machine needle, ergonomics, a computer program for plotting diagrams, the concept of "agreement".

In the nomination " Technique and technical creativity» 7th grade students could not find a match between the types of tree species and the name of tree species.

They do not know the types of decoration of products, the physical properties of metals and alloys, technological operations when drilling a hole in a metal blank.

Pupils of the 8th grade could not determine the type of artistic processing of metal, the profile of rolled products, the line of the axis of symmetry of the part, Maslow's pyramid of needs, the sequence of technological operations. Students of grade 9 were unable to list the properties of wood, match the details on the drawing, define marketing, choose tools for plastering. Students of grades 10-11 do not know the sequence of operations for making an eyelet from tin, they found it difficult to determine the figure of the section of parts located behind the cutting plane.