MBOU "Bolsheignatovskaya secondary school"
Report on the topic:
Prepared and read:
primary school teacher
Arinina E.I.
August 2017
Topic: Development of the competitive and olympiad movement of schoolchildren as a mechanism for improving the quality of education.
The quality of education is not only the quality of the final results,
but also all processes that affect the final result.
Yu.A.Konarzhevsky
The quality of education is the degree of satisfaction with the expectations of various participants in the educational process: students and their families, school administration, other members of the teaching staff, external organizations with which the educational institution cooperates to achieve the result.
The quality of education is the demand for acquired knowledge in specific conditions and places of their application in order to achieve a specific goal and improve the quality of life of a graduate.
Everyone has their own path to scientific, research and creative activity. Sometimes a person is driven by curiosity, interest, the discovery of new opportunities, and sometimes it is a path through failure, a sense of helplessness and dissatisfaction. The concept of "success" is not known to those who have not experienced defeats, and the state of emotional comfort will be appreciated by those who have experienced emotional discomfort at least once. And the formula for success is the definition of a goal + concentration of efforts + perseverance + self-confidence. We take into account the axiom, which was brought out by M.E. Litvak: “each of us is born a king. The best faith that you can have is faith in success, in your high destiny. And you will act in such a way that you will achieve this. Worse is believing in something you can't achieve." Individual readiness for success increases competition. Competitiveness is also useful for developing success as a personal characteristic, and understanding that mistakes and defeats should be treated not as a disaster, but as an experience that opens up the possibility of a new search. Therefore, the position of the teaching staff is that it is necessary to educate children in success on the basis of introducing them into a competitive environment in which their own idea of their capabilities is formed, abilities and talents are revealed and developed. The organization of the Olympiad and competitive movement is considered as an impulse to self-development, scientific and creative search.
The competitive environment makes you think and develops mental activity. It is known that studies are something common for all children, and thinking is a manifestation of a person's individual attitude to knowledge. Thinking acts as a kind of tool for the individualization of knowledge. Active educational and cognitive activity allows one to develop thinking through participation in olympiads and competitions, since the most important value of the educational process is the mental individuality.
In recent years, there has been a boom of original olympiads and competitions. They have different statuses: official, organized by administrative educational structures of the federal, regional, municipal levels; informal (commercial) conducted by institutions and organizations from local to international. We try to use different types of competitions (having studied the organizers, their experience and documents), with the aim of testing strength, developing abilities and gaining experience, as well as creating space for the development of success. Therefore, we have chosen the path - entry into the competitive movement (education through participation in olympiads, competitions and other competitions). Is mass participation in scientific and creative competitions advisable, or is it targeted work with the brightest children? What is better and for whom to have two winners of the All-Russian Olympiad for schoolchildren or 50-100 prize-winners and winners of various All-Russian and international competitions? If a child has problems with learning, should (can) he participate in the Olympiads? And why in the middle school age about 20% of children show their "eccentricity", and by the graduation class they remain 2-5%? All these “whys” were the subject of discussion among educators. Our principled position can be expressed in the words of Socrates: “There is a sun in every person, just let it shine.” Every student is talented in their own way! The task of the teaching staff is to find what his talent is, sometimes even ignoring his student successes (we leave the position that only excellent students are talented).
The report of the Government of the Russian Federation on the implementation of the national educational initiative “Our New School” in 2010 says: “It is necessary to develop a creative environment to identify especially gifted children in every secondary school. It is necessary to develop a system of competitions and competitions for schoolchildren ... ”Many schools are guided by such a model of education, when the focus is on the implementation of the curriculum or the introduction of new methods and technologies. But in such a situation, the student is only an object of the learning process, and after graduating from school in real life he is ready to play only the role of an executor.
However, modern society requires a person to be not just a performer, but a person who is able to independently educate himself throughout his life, ready to make decisions, able to function normally in a complex and demanding society. The higher the level of education, the higher the professional and social mobility.
Identification, support, development and socialization of gifted children are becoming one of the priority tasks of modern education.
The concepts of "children's giftedness" and "gifted children" define ambiguous approaches to the organization of pedagogical activity. On the one hand, every child is “gifted”, and the task of teachers is to reveal the intellectual and creative potential of each child. On the other hand, there is a category of children with a higher creative and intellectual potential, requiring a special organization of training, development and education. These children, as a rule, do not need to be forced to study, they themselves look for work, often complex, creative.
One of the main tasks of the teacher is to organize learning activities in such a way that students develop needs for the implementation of the creative potential of educational material in order to master new knowledge. The main task of the teacher is to increase the proportion of internal motivation for learning. The formation of cognitive activity is possible provided that the activity that the student is engaged in is interesting to him.
It is important to start working with gifted children as early as elementary school. All young children are endowed with certain inclinations and abilities from birth. However, not all of them develop. Undiscovered opportunities are gradually fading due to lack of demand. The percentage of gifted children (from the point of view of psychologists) sharply decreases over the years: if at the age of nine they are about 60-70%, then by the age of 14 - 30-40%, and by the age of 17 - 15-20%.
Therefore, primary school teachers should create a developing, creative educational environment that contributes to the disclosure of the natural capabilities of each child, and teachers of the middle and senior levels should continue to continue the work begun to preserve and develop the creative potential of students.
One of the directions for creating optimal conditions for the development of gifted children is the participation of children in various kinds of distance competitions, olympiads and quizzes.
The Olympiad is one of the universally recognized forms of work with gifted children. Participation in the Olympiad movement plays an important role in shaping the personality of the child, bringing up responsibility for the work begun, determination, diligence. Subject Olympiads not only support and develop interest in the subject, but also stimulate the activity, independence of students in preparing questions on topics, in working with additional literature; they help schoolchildren to shape their creative world. With the help of the Olympiad, students can test knowledge, skills, skills in the subject not only at home, but also compare their level with others. The level of tasks offered at the Olympiads is noticeably higher than what students of public schools study in the classroom. Children need to be prepared for the Olympiad: to correctly perceive tasks of a non-standard nature of increased difficulty and overcome the psychological burden when working in an unfamiliar environment. And the sooner you start this work, the more effective it will be.
The modern educational space of the Internet provides an opportunity to organize work on the development of children's creative and intellectual abilities through participation in distance olympiads, competitions and quizzes in various subjects. Distance Olympiad is an effective way to identify and develop the potential of gifted children. This type of activity helps children who are shy, timid, insecure, slow, uncollected, who find it difficult to force themselves to sit in the classroom. The advantages of remote forms are: the possibility of participation regardless of the place of residence, holding at a convenient time for the child, the possibility of combining with the educational process, the absence of restrictions on the number of participants.
The Olympiad allows its participants to significantly expand their horizons, apply their own knowledge, erudition and logical thinking in a non-standard situation.
Among distance olympiads and competitions, one can single out those in which tasks are given a longer time (2-3 days). This type of work stimulates the joint activities of parents with students, thereby contributing to the formation of a positive attitude towards the educational process.
The Internet space presents materials from distance competitions, competitions and quizzes in various subject areas (mathematics, linguistics, literature, the world), as well as interdisciplinary competitions. This allows students and the teacher to choose the subject area that is most interesting for them, and also gives the child the opportunity to try himself in other areas of knowledge.
Various types of extracurricular activities, including distance competitions and olympiads, are a single, complex and interconnected set of activities of teachers, students and their parents, aimed at educating an intellectually developed and spiritually rich personality of a child.
From grades 1 to 11, students of our school participate in various distance competitions and olympiads of the all-Russian, regional and municipal scale. More than 100 schoolchildren are winners, prize-winners, participants of competitions and were awarded with certificates, diplomas, diplomas.
This work will continue this academic year. It helps to involve students in active creative and cognitive activities, self-realization of elementary school students and increase their self-esteem.
My today's work is dictated by the reality of the time when we got involved in the implementation of the Gifted Children project.
In April 2017, I was lucky with my 11th grade student to become a participant in the final stage of the All-Russian Olympiad for schoolchildren in the Russian language, which was held in the city of Smolensk.
In my teaching career, this was the first experience of participating in an Olympiad of this level. In the course of communication with the heads of delegations, lectures and round tables, analysis of the Olympiad tasks, I gained some experience in working with gifted children in preparation for the Olympiad.
And now, when the municipal stage of subject Olympiads is taking place, I would like to talk once again about the development of the Olympiad movement within the framework of the Gifted Children project.
Real pedagogical practice distinguishes three types of giftedness, which are directly related to the general education school. Academic talent is a pronounced ability to learn. Intellectual giftedness - the ability to perform complex intellectual work, that is, to be able to think, analyze, compare facts. Creative talent - manifests itself in a non-standard vision of the world, in non-standard thinking.
Taking into account that not every gifted student manages to achieve success in subject Olympiads, obviously, there are features that distinguish the student - "Olympiad" from students with creative talents.
When the school stage of the subject Olympiads began in September, many teachers complained that it was very early after the summer holidays, not taking into account the fact that preparing for the Olympiad is not a repetition of the studied school material, but painstaking work day after day, starting from elementary school, on the expansion of knowledge in the field of the subject, which goes beyond the scope of the school curriculum.
The Olympics is a serious time for both students and teachers. The success of the performance depends on many factors: the intellectual, physical and psychological preparation of the student.
Participation in the Olympiad movement allows children to increase their self-esteem; contributes to the expansion and deepening of knowledge in academic subjects, helps to determine the choice of a future profession.
Olympiads not only provide valuable materials for judging the degree of preparedness of students for the Olympiads, but also identify the most gifted and prepared young people in a particular subject area, stimulate an in-depth study of the subject. In subject Olympiads, the basis of success is not the sum of a student's specific knowledge, but his ability to think logically, the ability to create a rather complex and, most importantly, new logical structure for him in a short time. Solving the problem of identifying the student's creative abilities, that is, the ability to "think outside the box", the Olympiad tasks have largely moved away from the standard ("school") tasks.
How to achieve successful participation of a student in the Olympiad?
To be successful, you need to solve non-standard tasks. Success is associated not only with abilities, but also with knowledge of the classic Olympiad tasks. Therefore, it is necessary to seriously prepare for the Olympics.
The Olympiad is an extra-curricular form of education. In order to prepare students for participation in Olympiads and conduct Olympiads, the teacher needs to conduct circles, electives, carry out a lot of preparatory work, select and perform various tasks and tasks of the Olympiad type, get acquainted in detail with various issues, with new literature. To prepare schoolchildren for the Olympiads, one should have an individual approach to each student and place the main emphasis on the student's independent work.
The preparation of students for Russian language olympiads (at any level) should begin in the classroom, as well as in the classes that, in the curriculum of an educational organization, belong to the part formed by the participants in the educational process, as part of an elective course and, of course, as part of a specialized elective course.
The preparation for the Olympics should be based on the principle of consistency and continuity: preparation for the Olympics should be a continuous process that begins as early as elementary school.
For successful performance in the Olympiads, schoolchildren need special training separate from lesson activities. Special preparation for the Olympiad is required for students, primarily because in their organization and conduct, preference is given to original ideas, solutions to certain problems with their clear justification, the choice of the optimal method for completing the task, reasoned conclusions, etc. In addition Olympiad participants are often offered tasks not only with the use of program concepts and laws, but also tasks that go beyond the curricula of even in-depth study of the subject.
For effective preparation for the Olympiad, it is important that elective courses are more appropriate to use not for discussing theoretical issues, but for developing the creative abilities of children;
Pay attention to the improvement and development of experimental skills in children, the ability to apply knowledge in a non-standard situation, to independently model their search activities when solving experimental problems;
It is necessary to identify the most gifted and interested students and their parents through:
Observations during the lessons;
Organization of research, circle work and other extracurricular activities in subjects;
Assessment of the abilities of schoolchildren and analysis of their performance in related disciplines.
A very important point in the preparation is the creation of a creative group, a team of schoolchildren preparing for the Olympiad, which allows:
Implement mutual assistance, transfer of experience of participation in the Olympiads, psychological training of new participants;
Reduce the teacher's workload, since part of the work of preparing the younger ones can be taken over by the older ones (by teaching others, they will also improve their knowledge).
How to plan work?
When planning work with a group of schoolchildren, avoid formalism and excessive organization;
It is optimal to build individual educational trajectories for each participant (free choice of the type of tasks, sections of the subject for study, the manuals used);
Provide opportunities for rest and relaxation;
Apply various forms of individual and pair work.
Work on the Internet
Communicate remotely
Participate in intensive schools, etc.
take into account the peculiarities of work in some sections of the Russian language.
The Olympiad for schoolchildren is designed to test the knowledge of the entire system of the language, so the tasks also include testing the actual knowledge of word formation and morphology and syntax, and, of course, vocabulary. On the one hand, schoolchildren need to demonstrate knowledge, for example, in the field of word formation, on the other hand, it is important to show the ability to see typical forms and historical changes.
The nature of the tasks.
1. Knowledge of modern and historical morphemic articulation of the word. Participants must demonstrate skills in synchronic and diachronic morphemic and word-formation analysis.
2. Particularly interesting, but also difficult are tasks of a "problematic" nature: for example, tasks to test knowledge in the field of historical orthoepy of the language. Students must compare linguistic facts (fragments of poems) in order to identify territorial features of pronunciation (for example, St. Petersburg and Moscow); according to the author's belonging to a particular territory, students must draw a conclusion about the difference. Tasks of this type test the ability to compare and analyze linguistic facts.
3. Tasks to identify historical alternations are mandatory in any round of the Olympiad, as they are aimed at checking the spelling vigilance of the student. Here, in my opinion, the “Catch the Mistake” technique is very productive in preparation.
4. Tasks for knowledge of semantics obsolete words test the student's flair in the field of Russian literature. First of all, tasks of this type are based on texts of fiction from different eras and students must show knowledge not only in the field of language, but also literature. At the same time, participants must show knowledge of the semantic system of the modern Russian literary language.
Participants must demonstrate awareness of the historical development of the word's lexical meaning. As examples, fragments of Old Russian or Church Slavonic texts containing words with an outdated meaning are selected.
5. Tasks in phraseology. They occupy a special place in the Olympiad and are dedicated to testing the general erudition of schoolchildren. Participants must show knowledge of Russian phraseology and the ability to analyze the functioning of phraseological units in a literary text.
6. The task of knowing the historical spelling of words are among the most relevant, since they point, in addition to the linguistic reasons themselves, to non-linguistic factors in the change of graphics: these are the processes taking place in society and affecting the change of the alphabet, in particular, the participation of the authorities in the formation of Russian graphics and spelling.
7. Participants of the Olympiad must demonstrate knowledge of the modern spelling norm and be able to justify it from a historical point of view, while they must note that some letters included in the alphabet in a certain historical period become a reflection of the influence of the culture and language of another country.
8. Tasks related to comparison of linguistic facts in the diachronic aspect, also aimed at knowledge of intercultural communication.
I want to show you some tasks of the final stage of the Olympiad for 9th grade students. The photo was taken from the screen when analyzing the performance of the tasks of competitive rounds
The famous linguist V.V. Vinogradov said: "Words, ideas and things should be studied as analogous and interacting series of phenomena."
When analyzing various sources on the development of the Olympiad movement, I made conclusions about the need to comply with the following principles.
Unobtrusiveness and voluntariness. The personality of the teacher, his desire and ability to interest is the impetus for the beginning of classes.
2. High motivation for learning.
Paragraph 12 of the Federal Law “On Education” states: “Winners and prize-winners of Olympiads for schoolchildren held in the manner established by the federal executive body in charge of developing state policy and legal regulation in the field of education are granted the following special rights upon admission to educational organizations of higher education for training in undergraduate and specialist programs in specialties and (or) areas of training corresponding to the profile of the Olympiad for schoolchildren
1) admission without entrance examinations for training in undergraduate and specialist programs in specialties and areas of training corresponding to the profile of the Olympiad for schoolchildren.
2) be equated to persons who have scored the maximum number of points in the unified state exam in a general education subject corresponding to the profile of the Olympiad for schoolchildren.
Admission to a prestigious educational institution, on the example of senior comrades, successful performance at olympiads, conferences, competitions is sufficient motivation for classes.
Feedback from the parents of the student plays an important role. Student - teacher - parent are links of one team.
3. Thoughtfulness and systematic training
In conclusion, I want to draw some conclusions about ways to improve the efficiency of work with gifted children in the field of the Olympiad movement in order to increase the rating of an educational institution, in terms of the performance of students in subject Olympiads:
Organize preparation for academic Olympiads throughout the academic year.
Compile a data bank of gifted and motivated children in academic subjects.
Provide methodological support to teachers preparing for the Olympiads.
Involve teachers of higher education in the preparation for the Olympiads.
It is important to understand that a teacher who prepares students for the Olympiads actually takes the pedagogical position of a tutor accompanying him: he builds an individual route for the child and accompanies him during this journey.
I want to finish with the words of the famous Russian scientist D.I. Mendeleev: "There is no talent or genius without a clearly enhanced industriousness."
Creative success to all, the birth of new talents and geniuses and high results!
My today's work is dictated by the reality of the time when we got involved in the implementation of the Gifted Children project.
In April 2017, I was lucky with my 11th grade student to become a participant in the final stage of the All-Russian Olympiad for schoolchildren in the Russian language, which was held in the city of Smolensk.
In my teaching career, this was the first experience of participating in an Olympiad of this level. In the course of communication with the heads of delegations, lectures and round tables, analysis of the Olympiad tasks, I gained some experience in working with gifted children in preparation for the Olympiad.
And now, when the municipal stage of subject Olympiads is taking place, I would like to talk once again about the development of the Olympiad movement within the framework of the Gifted Children project.
Real pedagogical practice distinguishes three types of giftedness, which are directly related to the general education school. Academic talent is a pronounced ability to learn. Intellectual giftedness - the ability to perform complex intellectual work, that is, to be able to think, analyze, compare facts. Creative talent - manifests itself in a non-standard vision of the world, in non-standard thinking.
Taking into account that not every gifted student manages to achieve success in subject Olympiads, obviously, there are features that distinguish the student - "Olympiad" from students with creative talents.
When the school stage of the subject Olympiads began in September, many teachers complained that it was very early after the summer holidays, not taking into account the fact that preparing for the Olympiad is not a repetition of the studied school material, but painstaking work day after day, starting from elementary school, on the expansion of knowledge in the field of the subject, which goes beyond the scope of the school curriculum.
The Olympics is a serious time for both students and teachers. The success of the performance depends on many factors: the intellectual, physical and psychological preparation of the student.
Participation in the Olympiad movement allows children to increase their self-esteem; contributes to the expansion and deepening of knowledge in academic subjects, helps to determine the choice of a future profession.
Olympiads not only provide valuable materials for judging the degree of preparedness of students for the Olympiads, but also identify the most gifted and prepared young people in a particular subject area, stimulate an in-depth study of the subject. In subject Olympiads, the basis of success is not the sum of a student's specific knowledge, but his ability to think logically, the ability to create a rather complex and, most importantly, new logical structure for him in a short time. Solving the problem of identifying the student's creative abilities, that is, the ability to "think outside the box", the Olympiad tasks have largely moved away from the standard ("school") tasks.
How to achieve successful participation of a student in the Olympiad?
To be successful, you need to solve non-standard tasks. Success is associated not only with abilities, but also with knowledge of the classic Olympiad tasks. Therefore, it is necessary to seriously prepare for the Olympics.
The Olympiad is an extra-curricular form of education. In order to prepare students for participation in Olympiads and conduct Olympiads, the teacher needs to conduct circles, electives, carry out a lot of preparatory work, select and perform various tasks and tasks of the Olympiad type, get acquainted in detail with various issues, with new literature. To prepare schoolchildren for the Olympiads, one should have an individual approach to each student and place the main emphasis on the student's independent work.
The preparation of students for Russian language olympiads (at any level) should begin in the classroom, as well as in the classes that, in the curriculum of an educational organization, belong to the part formed by the participants in the educational process, as part of an elective course and, of course, as part of a specialized elective course.
The preparation for the Olympics should be based on the principle of consistency and continuity: preparation for the Olympics should be a continuous process that begins as early as elementary school.
For successful performance in the Olympiads, schoolchildren need special training separate from lesson activities. Special preparation for the Olympiad is required for students, primarily because in their organization and conduct, preference is given to original ideas, solutions to certain problems with their clear justification, the choice of the optimal method for completing the task, reasoned conclusions, etc. In addition Olympiad participants are often offered tasks not only with the use of program concepts and laws, but also tasks that go beyond the curricula of even in-depth study of the subject.
For effective preparation for the Olympiad, it is important that elective courses are more appropriate to use not for discussing theoretical issues, but for developing the creative abilities of children;
Pay attention to the improvement and development of experimental skills in children, the ability to apply knowledge in a non-standard situation, to independently model their search activities when solving experimental problems;
It is necessary to identify the most gifted and interested students and their parents through:
Observations during the lessons;
Organization of research, circle work and other extracurricular activities in subjects;
Assessment of the abilities of schoolchildren and analysis of their performance in related disciplines.
A very important point in the preparation is the creation of a creative group, a team of schoolchildren preparing for the Olympiad, which allows:
Implement mutual assistance, transfer of experience of participation in the Olympiads, psychological training of new participants;
Reduce the teacher's workload, since part of the work of preparing the younger ones can be taken over by the older ones (by teaching others, they will also improve their knowledge).
How to plan work?
When planning work with a group of schoolchildren, avoid formalism and excessive organization;
It is optimal to build individual educational trajectories for each participant (free choice of the type of tasks, sections of the subject for study, the manuals used);
Provide opportunities for rest and relaxation;
Apply various forms of individual and pair work.
Work on the Internet
Communicate remotely
Participate in intensive schools, etc.
take into account the peculiarities of work in some sections of the Russian language.
The Olympiad for schoolchildren is designed to test the knowledge of the entire system of the language, so the tasks also include testing the actual knowledge of word formation and morphology and syntax, and, of course, vocabulary. On the one hand, schoolchildren need to demonstrate knowledge, for example, in the field of word formation, on the other hand, it is important to show the ability to see typical forms and historical changes.
The nature of the tasks.
1. Knowledge of modern and historical morphemic articulation of the word. Participants must demonstrate skills in synchronic and diachronic morphemic and word-formation analysis.
2. Particularly interesting, but also difficult are tasks of a "problematic" nature: for example, tasks to test knowledge in the field of historical orthoepy of the language. Students must compare linguistic facts (fragments of poems) in order to identify territorial features of pronunciation (for example, St. Petersburg and Moscow); according to the author's belonging to a particular territory, students must draw a conclusion about the difference. Tasks of this type test the ability to compare and analyze linguistic facts.
3. Tasks to identify historical alternations are mandatory in any round of the Olympiad, as they are aimed at checking the spelling vigilance of the student. Here, in my opinion, the “Catch the Mistake” technique is very productive in preparation.
4. Tasks for knowledge of semantics obsolete words test the student's flair in the field of Russian literature. First of all, tasks of this type are based on texts of fiction from different eras and students must show knowledge not only in the field of language, but also literature. At the same time, participants must show knowledge of the semantic system of the modern Russian literary language.
Participants must demonstrate awareness of the historical development of the word's lexical meaning. As examples, fragments of Old Russian or Church Slavonic texts containing words with an outdated meaning are selected.
5. Tasks in phraseology. They occupy a special place in the Olympiad and are dedicated to testing the general erudition of schoolchildren. Participants must show knowledge of Russian phraseology and the ability to analyze the functioning of phraseological units in a literary text.
6. The task of knowing the historical spelling of words are among the most relevant, since they point, in addition to the linguistic reasons themselves, to non-linguistic factors in the change of graphics: these are the processes taking place in society and affecting the change of the alphabet, in particular, the participation of the authorities in the formation of Russian graphics and spelling.
7. Participants of the Olympiad must demonstrate knowledge of the modern spelling norm and be able to justify it from a historical point of view, while they must note that some letters included in the alphabet in a certain historical period become a reflection of the influence of the culture and language of another country.
8. Tasks related to comparison of linguistic facts in the diachronic aspect, also aimed at knowledge of intercultural communication.
I want to show you some tasks of the final stage of the Olympiad for 9th grade students. The photo was taken from the screen when analyzing the performance of the tasks of competitive rounds
The famous linguist V.V. Vinogradov said: "Words, ideas and things should be studied as analogous and interacting series of phenomena."
When analyzing various sources on the development of the Olympiad movement, I made conclusions about the need to comply with the following principles.
Unobtrusiveness and voluntariness. The personality of the teacher, his desire and ability to interest is the impetus for the beginning of classes.
2. High motivation for learning.
Paragraph 12 of the Federal Law “On Education” states: “Winners and prize-winners of Olympiads for schoolchildren held in the manner established by the federal executive body in charge of developing state policy and legal regulation in the field of education are granted the following special rights upon admission to educational organizations of higher education for training in undergraduate and specialist programs in specialties and (or) areas of training corresponding to the profile of the Olympiad for schoolchildren
1) admission without entrance examinations for training in undergraduate and specialist programs in specialties and areas of training corresponding to the profile of the Olympiad for schoolchildren.
2) be equated to persons who have scored the maximum number of points in the unified state exam in a general education subject corresponding to the profile of the Olympiad for schoolchildren.
Admission to a prestigious educational institution, on the example of senior comrades, successful performance at olympiads, conferences, competitions is sufficient motivation for classes.
Feedback from the parents of the student plays an important role. Student - teacher - parent are links of one team.
3. Thoughtfulness and systematic training
In conclusion, I want to draw some conclusions about ways to improve the efficiency of work with gifted children in the field of the Olympiad movement in order to increase the rating of an educational institution, in terms of the performance of students in subject Olympiads:
Organize preparation for academic Olympiads throughout the academic year.
Compile a data bank of gifted and motivated children in academic subjects.
Provide methodological support to teachers preparing for the Olympiads.
Involve teachers of higher education in the preparation for the Olympiads.
It is important to understand that a teacher who prepares students for the Olympiads actually takes the pedagogical position of a tutor accompanying him: he builds an individual route for the child and accompanies him during this journey.
I want to finish with the words of the famous Russian scientist D.I. Mendeleev: "There is no talent or genius without a clearly enhanced industriousness."
Creative success to all, the birth of new talents and geniuses and high results!
This is the first part of the chapter My view on the Olympiad movement, methods of work"Scientific supervisor of the site, teacher of physics and astronomy of the highest category in Bobruisk Vladimir Grabtsevich from his Methodological guide for preparing for the Olympiad in physics.
- The urgency of the problem.
- Olympiad movement in the education system.
- Olympic movement at school.
- Involvement in the Olympic movement.
- Practical recommendations.
1. Relevance of the problem
Choosing a profession for a young person is one of the most important tasks that he solves with varying degrees of success. Interest in the future profession arises in school years. During this period, inclinations, abilities, talents are manifested and actively developed.
The upbringing and education of a gifted person is currently becoming more and more relevant. This is primarily related to society's need for an extraordinary creative personality. The uncertainty of the modern environment requires not only a high activity of a person, but also his skills, the ability of non-standard behavior.
The current stage in the development of society has sharply exacerbated the problem of identifying gifted schoolchildren, creating conditions for their development and the most expedient use of their abilities. Favorable opportunities for its successful solution were created differentiation of education. In schools of a new type (lyceums, gymnasiums), in classes with in-depth study of individual subjects, and even in ordinary schools, stable groups are formed according to interests, inclinations, achievements, and also according to the abilities of schoolchildren.
Early identification, training and education of gifted and talented children is one of the main tasks improving the education system. However, the insufficient psychological level of training of teachers to work with children who exhibit non-standard behavior and thinking leads to an inadequate assessment of their personal qualities and all their activities. Often, the creative thinking of a gifted child is seen as a deviation from the norm or negativism.
The interaction between a teacher and a child is often built on the basis of only normative-role prescriptions (subject-object relations): "The child came to study with me, I, as a teacher, work with him." For gifted children, this style is not acceptable. “We are two personalities, two unique people on Earth (subject-subject relations), together we discover, explore this world.” And for this, the teacher must really be aware of himself as a subject. More A.A. Ukhtomsky said that our nature is done, therefore, it is possible and necessary to improve ourselves, work on our personal growth at any time. First of all, the teacher should have such a quality as flexibility in behavior, thinking, emotional response. He should be able to easily refuse means of activity that do not correspond to the situation or task, methods of thinking, ways of behavior and be able to develop or adopt new, original approaches to resolving various situations with unchanged goals and ideological and moral foundations.
2. Olympic movement in the education system
The Olympics are one of generally recognized forms of work with gifted students. They are organized in all regions and cities of the country. At present, school, city (district), regional and, finally, republican Olympiads in physics are held in Belarus. The level of republican Olympiads is quite high. The high level of the Republican Olympiad requires that the Olympiads of a lower rank also contain quite complex and original tasks. Otherwise, it will not be possible to form a team capable of successfully competing at various stages of the Olympiads. The complexity and originality of the tasks require a thoughtful approach in the preparation of the participant of the Olympiad at all stages.
Why does the need to participate in the Olympic movement and its introduction into the system of education and upbringing of gifted students?
- our youth lack patriotism, pride in their school, city, country, responsibility to themselves and society.
- the final exam in physics is not mandatory, which leads to a significant decrease in knowledge in this subject among school graduates. Physics is an elective subject. For example, in the US, physics is a compulsory subject.
- participation in the Olympiad movement plays a big role in the education of young people. Responsibility for the work begun, purposefulness, diligence, patriotism. Students are the first assistants of the teacher in all matters. This is the support of the teacher, the conductors of his ideas.
3. Olympic movement at school
Physics at school is studied with 7th grade, and serious participation in the Olympiad (city, district tour) begins with 9th grade. Therefore, the resulting gap needs to be bridged at the school level. To interest the student, to involve in the Olympiad movement, not to lose the uniqueness of thinking, to develop and instill certain skills, this is the task of the teacher.
Olympiad tasks different from "normal" tasks in many ways. The conditions of the tasks are original and require non-standard thinking and a high level of erudition.
1st task type uses conditional world of idealized models: material points, weightless and inextensible threads, ideal inductances and capacitances, etc. In addition to a good knowledge of the laws of physics, you also need to know little tricks, show ingenuity and ingenuity, the ability to choose a non-trivial way of reasoning, abandoning the “head-on” solution, which or irrational, or even impossible when using the school mathematical apparatus.
2nd type is tasks, close to practice, born under the influence of a physical experiment, when observing natural phenomena, etc. Real physical objects are considered in such problems. Often these tasks are of an appraisal nature. In essence, they are small physical studies, the prototype of scientific research. To solve such problems, it is necessary to be well versed in the phenomenon under study.
To solve the problems offered at our Olympiads, complex mathematical calculations are not required. The situation is different at the international Olympiads.
3rd type - experimental tasks. Experimental tasks are included at the stage of regional Olympiads. Unfortunately, the poverty of our physical classrooms, which have not been updated for decades, does not allow a qualitative increase in knowledge in solving this type of problem.
For objective reasons, there is a selection of experimental tasks, the task is performed on the simplest equipment (which is at hand). At the same time, the simplicity of the task and the experimental means used often turns out to be an advantage, not a disadvantage. The experimental task involves several ways to do it, it is necessary to analyze each of them, evaluate the accuracy of the results obtained and choose the best method. Nevertheless, the experimental tasks of international Olympiads are, as a rule, extensive experimental studies performed on modern equipment using modern experimental techniques.
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1 p / p APPROVED by the order of the Committee for General and Vocational Education dated August 11, 2015, 2010-r (appendix) ACTION PLAN for the development of the Olympiad movement in the territory for the year Name of the event Brief content of the event Implementation timeframe Responsible executor 1. Improvement of the regulatory framework development of the Olympiad movement in 1 Preparation of a draft order "On the preparation of a draft order in September 1 approval of the Procedure in accordance with the order of the regional stage of the Ministry of Education and Science of Russia dated November 18, 1252" 2 Preparation of a draft order "On approval of the procedure for holding regional Olympiads" legal documents governing the holding of the school and municipal stages 1 Organization and conduct of training camps for the preparation of participants in the final stage Preparation of a draft order in order to improve the procedure for holding regional olympiads Bringing into line municipal х regulatory legal acts in the Olympiad movement September to September 1 3 4 Expected result from the implementation of the event Creation of a regulatory document governing the holding of a regional stage in the territory Creation of a regulatory document governing the holding of regional Olympiads municipal stages on the territory 2. Organizational and methodological support for the development of the Olympiad movement in Additional in-depth annually in preparation for participation in the period of the Olympiad. Involvement in the work of training teachers-mentors who have a team Improving the effectiveness of student participation in the final stage
2 2 Organization and conduct of work to prepare students for the Olympiads through distance learning 3 Organization of the participation of gifted students of Leningradskaya in all-Russian summer schools, camps, training camps 4 Organization and conduct of seminars with heads of local governments that manage education 5 Organization and conduct meetings with specialists from local governments responsible for management in the field of education, employees of district methodological services 6 Meetings with chairmen of subject methodological commissions and jury members on the organization and conduct of regional olympiads experience in preparing for olympiads, teachers of educational organizations of higher education. Organization and holding of videoconferences, remote Olympiads, remote consultations Organization of sending to these events Conducting seminars on the organization and holding of the All-Russian Olympiad and regional Olympiads, exchange of experience Informing, analyzing, summing up the work done, discussing issues related to the search for effective mechanisms for the interaction of all participants of the Olympiad movement Informing, discussing issues aimed at improving the quality of the methodological support of the Olympiad movement of the team of the Leningrad Region annually October December March October, May October June 5 Additional form of searching for gifted people, increasing the coverage of additional education; increasing the effectiveness of participation in olympiads Increasing the efficiency of participation of students in olympiads of various levels of participation of students in municipal olympiads of the olympiad movement at the level of municipal districts (urban district) Improving the quality of compiling olympiad tasks
3 7 Organization and conduct of consultations for members of the jury and organizing committees of the relevant stages of the Olympiad 1 Providing psychological and pedagogical students - participants of the final stage 2 Organization and holding of webinars 1 Organization of selective review of Olympiad tasks of the school, municipal and regional stages 2 Organization of selective verification of the works of the All-Russian Olympiad 3 Monitoring of compliance with the requirements to conduct school, municipal and holding consultations on the fulfillment of the requirements for holding a specific stage of the Olympiad September-May 3. Organization of the psychological and pedagogical development of the Olympiad movement in Conducting psychological trainings with participants February - subject Olympiads topic: "Organization of psychological and pedagogical Olympiad teams" February 4. Information and analytical support for the development of the Olympiad movement c Organization of verification and control of the quality of the Olympiad tasks October Organization of verification and control of the evaluation of the Olympiad works of winners and prize-winners of the municipal stage of the Olympiad Creation of a regional expert group December annually organization of psychological and pedagogical Olympiad teams Improving the quality of assignments, their compliance with the requirements of all subject-methodical commissions Improving the objectivity and quality of assessing Olympiad tasks and holding the All-Russian Olympiad
4 regional stages 4 Organization of visits of members of the organizing committee of the Olympiad and subject-methodical commissions to the Olympiads in municipalities (school and municipal stages) 5 Expansion of the information and analytical development of the Olympiad movement in Leningradskaya 6 Creation of an annual information and analytical collection based on the results of the participation of students of the Leningradskaya Olympiad in the All-Russian Olympiad and regional Olympiads Visits to municipalities in order to check the quality of organization and conduct of subject Olympiads Modernization of the database of gifted ones, improvement of information support for Olympiad participants (website content, wider use of the possibilities of the electronic registration system for Olympiad participants); creation of information stands for participants of the Olympiads, stands of achievements of winners and prize-winners; preparation of an electronic database of Olympiad tasks; creation of a feedback line on participation in the Olympiad Collection of information on participation in the All-Russian Olympiad in general subjects and regional Olympiads September-December until January 1 July-August of the territory of Leningradskaya and holding the school and municipal stage Use of information, including a database to identify and support the most gifted, productive participants of the Olympiads. Full informing the participants of the Olympiads, improving the quality of the organization of the Olympiad movement; increasing the prestige of participation in the Olympiad movement Free and quick access to analytical information
5 7 Publication of an approximate package of materials for Olympiad tasks at the municipal, regional and all-Russian levels (based on materials from previous years) and placing them on a distance learning server 8 Preparation and publication of booklets "Strategies and support for participants in the Olympiad movement" 1 Creation of internship sites 2 Organization and holding of problematic seminars for subject teachers in solving problems of the Olympiad level Collection and preparation of a package of materials for Olympiad tasks at the municipal, regional and all-Russian levels Submission of recommendations to teachers before January 1 January 5. Advanced training of the Olympiad organizers, heads of educational organizations, teachers internship sites for training members of the regional expert group on internal monitoring of the quality of the conduct Joint work with children and teachers at subject sessions, the introduction of the module "Gifted child in educational system” (2-6 hours) in the programs of advanced training courses for school teachers. Organization of master classes for subject teachers that ensure high achievements of students at the All-Russian level within the framework of training camps in e Improving the quality of participation of students in Olympiads of various levels Improving the professional competence of specialists in organizing psychological and pedagogical Olympiad teams Internal monitoring of the quality of holding the All-Russian Olympiad Improving the level of training of teachers working with gifted children
6 3 Organization and holding of round tables with the participation of the chairmen of the jury, teachers, mentors, accompanying participants of the Olympiad and members of the organizing committee at each subject Olympiad of the regional stage 4 Organization and holding meetings with parents as part of the system of work with gifted schoolchildren and talented children organization of olympiads Conversations with parents of gifted students, participation in seminars and conferences January-February, methodological support and effectiveness of the olympiad movement in Leningradskaya Increasing the effectiveness of participation in olympiads, support for gifted 5 Organization of advanced training for teachers on preparing students for effective participation in subject olympiads 6 Advanced training heads of general education organizations, subject teachers on the identification and support of gifted children 8 Formation of a team of regional tutors All activities in this section are aimed at training of teachers and leaders to work with gifted children who are able to reach high achievements at different levels of conduct Refresher courses on the topic “Gifted child in the educational system: process management” (72 hours, with remote support) Involvement in work with gifted children at the regional level, teacher tutors with effective experience in preparing students for the regional, final and international stages of the year of the year Improving the professional competencies of subject teachers and school leaders to ensure the effective participation of students at all levels of the All-Russian Olympiad. Improving the professional competencies of heads of educational organizations Improving the level of training of students participating in Olympiads at the regional, All-Russian and International levels.
7 1 Expansion of cooperation with municipal centers for work with gifted children on the development of the Olympiad movement at the municipal level 2 Development of cooperation with universities and other educational organizations in Leningrad and St. Petersburg in terms of preparing and holding Olympiad Olympiads. Using the capabilities of teachers - tutors to develop tasks at the municipal level. 5. Organization of cooperation Coordination and information and methodological activities to build a system of work with gifted children, exchange of experience, holding relevant seminars Involvement of teachers with experience in preparing children for Olympiads to work at training camps, conducting classes at university sites Identification gifted students, improving the efficiency of work with gifted students, preparing for olympiads Improving the quality of education and preparation for olympiads, professional orientation of students 1 committee of general and vocational education. 2 - state budgetary educational institution of additional education for children "Leningrad Regional Center for the Development of Creativity of Gifted Children and Youth. 3 - local self-government bodies exercising management in the field of education. 4 municipal centers for work with gifted children. 5 - state autonomous educational institution of additional professional education "Leningrad Regional Institute for the Development of Education".
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