Report on the topic: Development of the competitive and olympiad movement of schoolchildren as a mechanism for improving the quality of education. Training program for the Olympiad movement of subjects of the physics and mathematics cycle work program on the topic Development of the Olympiad movement

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1 p/p APPROVED by order of the Committee of General and Vocational Education dated August 11, 2015, 2010 (Appendix) ACTION PLAN for the development of the Olympiad movement in the territory for a year Name of the event Brief content of the event Implementation deadlines Responsible executor 1. Improving the regulatory framework development of the Olympiad movement in 1 Preparation of a draft order “On approval of the Procedure in September 1 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” 3 Introduction of changes to the normative legal documents regulating the conduct 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 municipal regulatory legal acts into compliance with the Olympiad movement September until September 1 3 4 Expected result from the implementation of the event Creation of a legal document regulating the holding of the regional stage in the territory Creation of a legal document regulating the holding of regional Olympiads Creation of a legal document regulating the holding of school and municipal stages in 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 Olympiad. Involvement of teacher-mentors who have a national team in the training Increasing the effectiveness of students’ participation in the final stage

2 2 Organization and conduct of work to prepare students for Olympiads through distance learning 3 Organization of participation of gifted students of Leningradskaya in all-Russian summer schools, camps, training camps 4 Organization and conduct of seminars with heads of local government bodies that manage education 5 Organization and conduct meetings with specialists from local governments involved in management in the field of education, employees of district methodological services 6 Conducting meetings with the 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 conduct of video conferences, remote Olympiads, remote consultations Organization of sending to these events Conducting seminars on the organization and conduct of the All-Russian Olympiad and regional Olympiads, exchange of experience Information, analysis, summing up the work done, discussion of issues related to the search for effective mechanisms for interaction between all participants of the Olympiad movement Information, discussion of issues aimed at improving the quality of methodological support for the Olympiad movement of the team of the Leningrad region annually October December March October, May October June 5 Additional form of searching for the gifted, increasing coverage of additional education; increasing the effectiveness of participation in olympiads Increasing the effectiveness of students’ participation in olympiads of various levels; 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 Organizing and conducting consultations for members of the jury and organizing committees of the relevant stages of the Olympiad 1 Providing psychological and pedagogical training for students participating in the final stage 2 Organizing and conducting webinars 1 Organizing selective review of Olympiad assignments at the school, municipal and regional stages 2 Organizing a random check of the works of the All-Russian Olympiad 3 Monitoring the fulfillment of requirements for the conduct of school, municipal and Conducting consultations on the implementation of the requirements for holding a specific stage of the Olympiad September-May 3. Organization of psychological and pedagogical development of the Olympiad movement in Conducting psychological February - trainings with participants in April subject Olympiads Conducting webinars for managers and teaching staff of educational organizations on topic: “Organization of psychological and pedagogical Olympiad teams” February 4. Information and analytical support for the development of the Olympiad movement in Organization of verification and control of the quality of Olympiad tasks October Organization of verification and control of the assessment of Olympiad works of winners and prize-winners of the municipal stage of the Olympiad Creation of a regional expert group December annually Compliance with requirements for conducting All-Russian Olympiad on the territory of the Leningrad Region Increasing the psychological readiness of students to participate in Olympiads Increasing the professional competence of specialists in organizing psychological and pedagogical Olympiad teams Increasing the quality of writing assignments, their compliance with the requirements of national subject-methodological commissions Increasing the objectivity and quality of assessing Olympiad assignments and conducting the All-Russian Olympiad at

4 regional stages 4 Organization of visits of members of the organizing committee of the Olympiad and subject-methodological commissions to Olympiads in municipalities (school and municipal stages) 5 Expansion of 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 Leningradskaya students in the All-Russian Olympiad and regional Olympiads Visits to municipalities to check the quality of organization and conduct of subject Olympiads Modernization of the gifted database, improvement of information support for Olympiad participants (website content, wider use of the capabilities of the electronic registration system for Olympiad participants); creation of information stands for Olympiad participants, stands for the 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 education subjects and regional Olympiads September December until January 1 July-August of the Leningrad region and the conduct of the school and municipal stage Use of information, including databases, to identify and support the most gifted, productive participants in the Olympiads. Fully informing the participants of the Olympiads, improving the quality of organization of the Olympiad movement; increasing the prestige of participation in the Olympiad movement Free and quick access to analytical information

5 7 Publishing an approximate package of materials for Olympiad assignments at the municipal, regional and all-Russian levels (based on materials from previous years) and posting 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 conduct of problem-based seminars for subject teachers on solving problems at 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 for Olympiad organizers, heads of educational organizations, teaching staff Creation of at least 3 before January 1 internship sites for training members of the regional expert group on internal monitoring of the quality of implementation. Joint work with children and teachers at subject sessions, introduction of the module “Gifted Child in the Educational System” (2-6 hours) into the programs of advanced training courses for school teachers. Organization of master classes for subject teachers, ensuring 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 Increasing the professional competence of specialists in organizing psychological and pedagogical Olympiad teams Internal monitoring of the quality of the All-Russian Olympiad Increasing the level of training of teachers working with the gifted children

6 3 Organizing and holding round tables with the participation of jury chairmen, teacher-mentors, accompanying Olympiad participants and members of the organizing committee at each subject Olympiad at the regional stage 4 Organizing and holding meetings with parents as part of the system of working with gifted schoolchildren and talented children Information, discussion of issues of methodological support and organizing Olympiads Conversations with parents of the gifted, participation in seminars and conferences January-February, methodological support and effectiveness of the Olympiad movement in Leningradskaya Increasing the effectiveness of participation in Olympiads, supporting the 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 issues of identifying and supporting gifted children 8 Formation of a team of regional tutors All activities in this section are aimed at preparing teachers and administrators to work with gifted children who are capable of achieving high achievements at different levels of advanced training courses on the topic “Gifted Child” in the educational system: process management" (72 hours, with remote support) Involvement of teacher-tutors with effective experience in preparing students for the regional, final and international stages of the year of the year to work with gifted children at the regional level Improving the professional competencies of subject teachers and school leaders in issues of ensuring effective participation of students at all levels of the All-Russian Olympiad. Improving the professional competencies of heads of general education organizations Increasing the level of training of students participating in olympiads at the regional, All-Russian and International levels.

7 1 Expanding cooperation with municipal centers for working 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 competitions. Using the capabilities of teacher-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 Involving teachers with experience in preparing children for Olympiads to work at educational and training camps, conducting classes at university sites Identification gifted, increasing the efficiency of work with gifted students, preparing for olympiads Improving the quality of education and preparation for olympiads, vocational guidance for 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 government bodies exercising management in the field of education. 4 municipal centers for working with gifted children. 5 - state autonomous educational institution of additional professional education “Leningrad Regional Institute for Educational Development”.

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My work today is dictated by the realities of the time when we became involved in the implementation of the Gifted Children project.

In April 2017, I was lucky enough to take part in the final stage of the All-Russian Olympiad for schoolchildren in the Russian language, which was held in the city of Smolensk, with my 11th grade student.

In my teaching career, this was the first experience of participating in an Olympiad of this level. In the course of communicating with heads of delegations, lectures and round tables, and analyzing Olympiad assignments, I gained some experience 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 as part of the implementation of the “Gifted Children” project.

Real pedagogical practice identifies three types of giftedness that are directly related to secondary schools. Academic giftedness is a pronounced ability to learn. Intellectual talent is the ability to perform complex intellectual work, that is, to be able to think, analyze, and compare facts. Creative talent manifests itself in a non-standard vision of the world, in unconventional thinking.

Taking into account that not every gifted student manages to achieve success in subject Olympiads, obviously, there are features that distinguish an “Olympiad” student from students with creative talent.

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 school material studied, but painstaking work every day, starting from primary school, on expanding knowledge in the field of the subject beyond the school curriculum.

The Olympics are a serious time for both students and teachers. The success of a performance depends on many factors: the student’s intellectual, physical and psychological preparation.

Participation in the Olympiad movement allows children to increase their level of self-esteem; contributes to the expansion and deepening of knowledge in academic subjects, helps to decide on the choice of a future profession.

Olympiads not only provide valuable materials for judging the degree of preparedness of students for Olympiads, but also identify the most gifted and prepared young people in a particular subject area and stimulate in-depth study of the subject. In subject Olympiads, the basis for success is not the sum of a student’s specific knowledge, but his ability to think logically, the ability to create in a short period of time a fairly complex and, most importantly, a new logical structure for him. Solving the problem of identifying a student’s creative abilities, i.e., the ability to “think outside the box,” Olympiad tasks have largely deviated from standard (“school”) tasks.

How to achieve successful participation of a schoolchild in the Olympiad?

To succeed, you need to solve non-standard problems. Success is associated not only with abilities, but also with knowledge of classic Olympiad tasks. Therefore, we need to seriously prepare for the Olympics.

The Olympics is an extracurricular form of education. In order to prepare students for participation in Olympiads and conduct Olympiads, the teacher needs to conduct clubs, electives, carry out a lot of preparatory work, select and carry out various Olympiad-type tasks and assignments, and become thoroughly familiar with various issues and new literature. To prepare schoolchildren for Olympiads, it is necessary to have an individual approach to each student and place the main emphasis on the student’s independent work.

Preparation of students for Russian language Olympiads (at any level) should begin in the classroom, as well as in classes that in the curriculum of an educational organization belong to the part formed by participants in the educational process, as part of an elective course and, of course, as part of a specialized elective course.

Preparation for the Olympics should be based on the principle of consistency and continuity: preparation for the Olympics should be a continuous process, starting in elementary school.

To successfully perform in Olympiads, schoolchildren require special preparation separate from class activities. Special preparation for the Olympiad is required for students, first of all, because when organizing and conducting them, preference is given to original ideas, solutions to certain problems with clear justification, selection of the optimal method for completing a task, reasoned conclusions, etc. In addition Olympiad participants are often offered tasks not only using program concepts and laws, but also tasks that go beyond the scope of the curriculum, even for in-depth study of the subject.

For effective preparation for the Olympiad, it is important that elective courses should be used not to discuss theoretical issues, but to develop children’s creative abilities;

Pay attention to the improvement and development of children’s experimental skills, the ability to apply knowledge in a non-standard situation, and independently model their search activities when solving experimental problems;

It is necessary to identify the most gifted and interested schoolchildren and their parents through:

Observations during lessons;

Organization of research, club work and other extracurricular activities in subjects;

Assessing the abilities of schoolchildren and analyzing their performance in related disciplines.

A very important point in preparation is the creation of a creative group, a team of schoolchildren preparing for Olympiads, which allows:

Implement mutual assistance, transfer of experience of participation in Olympiads, psychological preparation of new participants;

Reduce the teacher’s workload, since part of the work of preparing younger ones can be taken on by older ones (by teaching others, they will improve their knowledge).

How to plan your work?

When planning work with a group of schoolchildren, avoid formalism and excessive organization;

Optimally build individual educational trajectories for each participant (free choice of the type of tasks, sections of the subject to study, aids 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 knowledge of the entire language system, so the tasks include testing the actual knowledge of word formation, morphology, 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 demonstrate the ability to see typical forms and historical changes.

Nature of tasks.

1. Knowledge of modern and historical morphemic division of words. Participants must demonstrate skills in synchronic and diachronic morphemic and derivational 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); Based on the author’s affiliation with 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 testing the student’s spelling vigilance. Here, in my opinion, the “Catch a mistake” technique is very productive in preparation.

4. Semantics tests outdated words test the student’s intuition 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 demonstrate 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 outdated meanings are selected.

5. Phraseology assignments. They occupy a special place in the Olympiad and are dedicated to testing the general erudition of schoolchildren. Participants must demonstrate knowledge of Russian phraseology and the ability to analyze the functioning of phraseological units in a literary text.

6. Task on knowledge of historical spelling of words are among the most relevant because they indicate, in addition to linguistic reasons themselves, non-linguistic factors in changing graphics: these are processes occurring in society and influencing the change of the alphabet, in particular, the participation of authorities in the formation of Russian graphics and spelling.

7. Participants in the Olympiad must demonstrate knowledge of modern spelling norms 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 a diachronic aspect, are also aimed at knowledge of intercultural communication.

I would like to show you some tasks of the final stage of the Olympiad for 9th grade students. The photo was taken from the screen while analyzing the completion of tasks in competitive rounds

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 came to conclusions about the need to adhere to the following principles.

Unobtrusiveness and voluntariness. The personality of the teacher, his desire and ability to interest is the impetus for starting classes.

2. High motivation for learning.

Clause 12 of the Federal Law “On Education” states: “Winners and prize-winners of school Olympiads held in the manner established by the federal executive body exercising the functions 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 bachelor's degree programs and specialty programs in specialties and (or) areas of training corresponding to the profile of the Olympiad for schoolchildren

1) admission without entrance tests to study in undergraduate programs and specialty programs in specialties and areas of training corresponding to the profile of the school Olympiad.

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 school Olympiad.

Admission to a prestigious educational institution, following the example of senior comrades, successful performance at olympiads, conferences, and competitions is sufficient motivation for studying.

Feedback from the student’s parents plays an important role. Student – teacher – parent are parts of one team.

3. Thoughtful and systematic training

In conclusion, I would like to draw some conclusions about ways to increase the effectiveness of work with gifted children in the field of the Olympiad movement in order to increase the rating of the educational institution, in terms of students’ performance in subject Olympiads:

Organize preparation for educational Olympiads throughout the academic year.

Compile a data bank of gifted and motivated children in academic subjects.

Provide methodological support to teachers preparing for Olympiads.

Involve higher education teachers in preparing for the Olympiads.

It is important to understand that a teacher who prepares students for Olympiads actually takes the pedagogical position of a tutor, an accompaniment: he builds an individual route for the child and accompanies him along this path.

I would like to finish with the words of the famous Russian scientist D.I. Mendeleev: “There are no talents or geniuses without clearly intensified hard work.”

Creative success to all, the birth of new talents and geniuses and high results!

Observations during lessons;

Organization of research, club work and other extracurricular activities in subjects;

Assessing the abilities of schoolchildren and analyzing their performance in related disciplines.

We work on the Internet

We participate in distance subject competitions and olympiads

We participate in Olympiads held by universities (Lefty's Heirs)

external
internal

Training received within the framework of the additional education system (clubs, electives, elective courses);

Purposeful preparation for participation in a certain stage of competition in a particular subject (as a rule, such preparation is carried out under the guidance of a teacher who has experience in participating in the Olympiad movement).

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“The effectiveness of the Olympiad movement as a determining component of the development of students’ talent in subject areas”

“There are no talents or geniuses without clearly intensified hard work.”

DI. Mendeleev

Every society needs gifted people, and the task of society is to consider and develop the abilities of all its representatives. Unfortunately, not every person is able to develop their abilities. A lot depends on both the family and the school.

Among the numerous work methods aimed at the intellectual development of schoolchildren, subject Olympiads occupy a special place.

The organization of work to prepare gifted students to participate in the Olympiad movement at various levels remains the most relevant and significant for school education, since Olympiads are one of the indicators of the effectiveness of the creative work of teachers and students. From year to year, Olympiad tasks become more and more difficult, the importance of interdisciplinary connections increases: chemists and biologists need the basics of genetics and biochemistry; Geographers and astronomers cannot do without knowledge of mathematics and physics, physicists need technical knowledge and experimental skills, etc. Today, in a modern school, a teacher needs the ability to teach children to learn. Therefore, when organizing work with a gifted student, the need arises to create an individual educational route, in particular, a model for preparing a student for the Olympiad.

When we hear the word “Olympiad,” we associate it with strong students, excellent students. This approach is justified when it comes to regional, regional, All-Russian and International intramural Olympiads. At such levels, the very purpose of the Olympiads is to identify gifted and innovatively thinking students, to determine the strongest of them.

Currently, a network of correspondence subject Olympiads has been created in all academic subjects. The purpose of Olympiads of this type is somewhat different - it is to familiarize students with the tasks of subject levels and provide an opportunity to compare their successes in studying fields of science with the successes of their peers.

The participation of schoolchildren in correspondence competitions at the regional, Russian, All-Russian and International levels has a number of attractive aspects for the student, parents and teachers:

Experiences with the gifted are productive when four things are present::

a) student, b) teacher, c) parents and d) the relationship between student, teacher and parent.

At the student's, capable of participating in the Olympiad, has excellent memory, maximum concentration, psychological readiness for competition, testing, and the desire for self-knowledge.

At the teacher's– great passion (but not fanaticism) for the subject, a desire for quality work, plus a broad outlook (in the form of additional hobbies, the most important of which is psychology).

Family of a gifted child in all cases it is directly related to the development of his personality and talent. No matter how we consider the role and weight of natural factors or the influence of targeted training and upbringing (school) on the development of a child’s personality and talent, in all cases the importance of the family remains decisive.

The development of a child's giftedness is influenced by the attitude of parents. There are these types of relationships: negative; ignoring; positive; hypersocialization (when parents see giftedness as prestige, an opportunity for self-affirmation through the outstanding abilities of their children or the realization of their unfulfilled potential).

Practice suggests that the family of a gifted child is a family with certain values: education, development of the child, participation in his affairs, successes and failures. And our examples of such families are the Silakov and Semushkin families.

Relationship between student and teacher- this is the most important element, i.e. main information highway.

I begin my Olympiad preparation work by identifying students who are interested in the subject. In September I will organize a survey of students. The purpose of the survey is to identify schoolchildren who are eager to obtain new information and would like to participate in the subject Olympiad.

Questions may be worded as follows::

Are you interested in participating in an intellectual competition?

Do you like to solve tasks of increased complexity?

Would you like to take part in the Physics Olympiad?

Do you have experience participating in Olympiads?

After analyzing the answers to the questionnaire, I identify students from whom a group is formed to prepare for Olympiads in the subject.

In addition, I identify the most prepared, gifted and interested students through:

Observations during lessons;

Organization of research, club work and other extracurricular activities in subjects;

Assessing the abilities of schoolchildren and analyzing their performance in related disciplines.

1. Broadening the horizons of students:

We work on the Internet

We participate in distance subject competitions and olympiads

We participate in Olympiads held by universities (Lefty's Heirs)

2. Solving Olympiad problems from previous years.

In my work I use two forms of preparation for the Olympiads:

internal

The first form is based on separate education of students (in the form of their selection into groups to prepare for Olympiads in physics during extracurricular hours). The second form of preparation is based on blended training for future Olympiad participants in a regular classroom at a general education school (in the form of differentiated education, individual educational programs, counseling, tutoring, etc.).

Thus, the trajectory of preparation for the Olympiads is formed - training system for Olympiad participants:

Basic school preparation in the subject;

Training received within the framework of the additional education system (clubs, electives, elective courses);

Self-preparation (reading scientific and popular science literature, solving problems independently, searching for information on the Internet, etc.);

Undoubtedly, the Olympiads are the most important factor in the search and identification of intellectually gifted youth, the formation of the intellectual potential of the future elite for professional research, production, administrative and entrepreneurial activities.

The Olympiad in a subject is not only a test of students’ educational achievements, but also a cognitive, heuristic, intellectual-search competition of schoolchildren in the creative application of knowledge, skills, abilities, competencies in solving non-standard tasks and tasks of increased complexity

Municipal budgetary educational institution "Secondary school No. 1"

The effectiveness of the Olympiad movement as a determining component of the development of students' talent in subject areas.

Physics teacher Baumanis S.M.

Shchekino, 2014

The section “Development of a support system for talented children” of the National Educational Initiative “Our New School” says the following: “ In the coming years, Russia will build an extensive system of searching, supporting and accompanying talented children.

It is necessary to develop a creative environment to identify especially gifted children in every secondary school. High school students should be given the opportunity to study in correspondence, part-time and distance learning schools, allowing them to master specialized training programs, regardless of their place of residence. It is necessary to develop a system of Olympiads and competitions for schoolchildren, the practice of additional education, and work out mechanisms for taking into account the individual achievements of schoolchildren when admitting them to universities.

At the same time, it is necessary to develop a support system for mature, talented children. These are, first of all, educational institutions with round-the-clock attendance. For children who have demonstrated their talents in various fields of activity, rallies, summer and winter schools, conferences, seminars and other events will be organized to support their talent.

Working with gifted children must be economically feasible. The per capita funding standard should be determined in accordance with the characteristics of schoolchildren, and not just the educational institution. A teacher who has helped a student achieve high results should receive significant incentive payments.” Order No. 271 dated 02/04/2010

Olympiads are one of the generally recognized forms of working with gifted students.

correspondence

Website of the All-Russian Olympiad for schoolchildren http://rosolymp.ru/
Blog “International Subject Olympiads” www.world-olymp.livejournal.com
Blog “All-Russian Olympiad for Schoolchildren” www.ros-olymp.livejournal.com
Center for Support of Gifted Children KhKIRO http://cpod.ippk.ru/

Correspondence subject Olympiads.

The purpose of Olympiads of this type is somewhat different - it is to familiarize students with the tasks of subject levels and provide an opportunity to compare their successes in studying fields of science with the successes of their peers.

All-Russian subject Olympiads "White Wind"

DEVELOPMENT CENTER

THINKING AND INTELLIGENCE

ALL-RUSSIAN REMOTE

OLYMPIADS AND COMPETITIONS

provides an opportunity for schoolchildren and their teachers to defend the honor of their school;
creates a situation of success, raises students’ interest in studying the subject;
attracts students from elementary school to participate in the Olympics; in a few years, as high school students, they will become “veterans” of intellectual tournaments who can be safely sent to any competition;
some Olympiads (“Kangaroo”, KIT, “Russian Bear”) are held in the same test format as the Unified State Exam, giving students the opportunity to master this form of testing in a few years;
Based on the results of the Olympiad, teachers, students and their parents can get acquainted with the results of all participants according to several criteria: by class, by region, by locality, find out their result and compare it with the best;
Each participant has the opportunity to receive a prize-winner or participant diploma, a certificate for a school portfolio, which can serve as an extra “trump card” when entering a university.

Experience working with the gifted is productive if four components are present:

Relationships

Identifying students

who show interest

to the subject

student survey;
observations during lessons;
organizing research, club work and other extracurricular activities in subjects;
assessment of schoolchildren’s abilities and analysis of their performance in related disciplines.

Forms and methods of work to prepare for the Olympiads

1. Broadening the horizons of students:

we work on the Internet

We participate in distance subject competitions and Olympiads

We participate in Olympiads held by universities (Lefty's Heirs)

2. Solving Olympiad problems from previous years.

Trajectory of preparation for the Olympics -

basic school training in the subject;
training received within the framework of the additional education system;
self-study (reading scientific and popular science literature, solving problems independently, searching for information on the Internet, etc.);
targeted preparation for participation in a certain stage of competition in a particular subject.

Explanatory note

Relevance of the program

The task of the family is to see and discern the child’s abilities in time, while the task of the school is to support the child and develop his abilities, to prepare the ground for these abilities to be realized. It is at school that the foundations for the development of a thinking, independent, creative personality should be laid. The thirst for discovery, the desire to penetrate into the most intimate secrets of existence are born at school. Each of the teachers has encountered students who are not satisfied with working with a school textbook, they are not interested in the work in the lesson, they read dictionaries and encyclopedias, study specialized literature, and look for answers to their questions in various fields of knowledge. Therefore, it is so important at school to identify everyone who is interested in various fields of science and technology, to help realize their plans and dreams, to lead schoolchildren on the path of exploration in science and life, and to help them fully reveal their abilities.

Among the numerous work methods aimed at the intellectual development of schoolchildren, subject Olympiads occupy a special place.

When we hear the word “Olympiad,” we associate it with strong students, excellent students. This approach is justified when it comes to district, regional, All-Russian and International intramural Olympiads. At such levels, the very purpose of the Olympiads is to identify gifted and innovatively thinking students, to determine the strongest of them, but currently a network of correspondence subject Olympiads has also been created in all academic subjects. The purpose of Olympiads of this type is somewhat different - it is to familiarize students with the tasks of subject levels and provide an opportunity to compare their successes in studying fields of science with the successes of their peers.

The participation of schoolchildren in correspondence competitions at the regional, Russian, All-Russian and International levels has a number of attractive aspects both for the student and for parents and teachers, among which the following can be highlighted:

provides an opportunity for schoolchildren and their teachers to defend the honor of their school;
creates a situation of success, raises students’ interest in studying the subject;
attracts students from elementary school to participate in the Olympics; in a few years, as high school students, they will become “veterans” of intellectual tournaments who can be safely sent to any competition;
some Olympiads (Kangaroo, KIT) are held in the same test format as the Unified State Exam, giving students the opportunity to master this form of testing in several years;
Based on the results of the Olympiad, teachers, students and their parents can get acquainted with the results of all participants according to several criteria: by class, by region, by locality, find out their result and compare it with the best;
Each participant has the opportunity to receive a prize-winner or participant diploma, a certificate for a school portfolio, which can serve as an extra “trump card” when entering a university.

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Municipal budgetary educational institution

Ust-Ishim Lyceum "Alpha"

Ust-Ishimsky municipal district

Reviewed Accepted “Approved”

At a meeting of the teachers' association of teachers, the Pedagogical Council, Director of the Municipal Budget Educational Institution "Lyceum "Alpha"

Physics and mathematics cycle MBOU "Lyceum "Alpha" ____________/N.G. Sukhatskaya/

Protocol No. Protocol from No. ______

from__________ 2017 from _________________

Head of the Ministry of Defense

_____/Mamaeva E. N./

Olympiad apparatus movement training program

physical and mathematical cycle

Ust-Ishim

2017

Explanatory note

Relevance of the program

Among the numerous work methods aimed at the intellectual development of schoolchildren, subject Olympiads occupy a special place.

provides an opportunity for schoolchildren and their teachers to defend the honor of their school;
creates a situation of success, raises students’ interest in studying the subject;
attracts students from elementary school to participate in the Olympics; in a few years, as high school students, they will become “veterans” of intellectual tournaments who can be safely sent to any competition;
some Olympiads (Kangaroo, KIT) are held in the same test format as the Unified State Exam, giving students the opportunity to master this form of testing in several years;
Based on the results of the Olympiad, teachers, students and their parents can get acquainted with the results of all participants according to several criteria: by class, by region, by locality, find out their result and compare it with the best;
Each participant has the opportunity to receive a prize-winner or participant diploma, a certificate for a school portfolio, which can serve as an extra “trump card” when entering a university.

Trajectory of preparation for the Olympics

At the present stage in education, a competency-based approach is increasingly being adopted, the essence of which is to make the student an active participant in the educational process. The ability to possess knowledge, apply it in practice, interpret and express one’s attitude towards it is the main goal of a teacher in working with students. I know → I can apply → I know the methods of application (I know how to apply) → I have my own attitude - this logical chain determines the development of Olympiad children.
Olympiads are one of the generally recognized forms of working with gifted and highly motivated students. By participating in the Olympiads, such children find themselves among their peers. They strive to compete with others and strive to win. Olympiads at any level provide a unique chance to achieve recognition in the family, among teachers and among classmates. This is a kind of specialized IQ for our students.
In the system of preparation for the Olympiads, three main stages can be distinguished.
Stage 1. Identification of gifted and highly motivated children,
distinguished by unconventional thinking
Identification of gifted students begins in fifth grade during lessons and clubs. For example, in the mathematics course for grades 5 and 6, modules of visual geometry and solving non-standard problems are of great importance for identifying gifted students.
Stage 2. Involving students in the Olympiad movement
Serious participation in the All-Russian Olympiad begins only in the 9th grade. The gap that has arisen from grades 5 to 8 is successfully eliminated by the active participation of lyceum students in various intellectual events, which generates interest in participating in the Olympiad movement.
Stage 3. Preparation of Olympiad participants
Preparing for the Olympics is a complex process that requires thoughtfulness and systematicity.
The main approaches to training Olympians are:

solving as many Olympiad tasks as possible;
detailed additional study of school course topics;
studying various methods for solving problems;
combined methods.

In Olympiad classes in mathematics, physics and computer science, the main methodological techniques that are widely used by our lyceum teachers are individual work of students when searching for a possible solution to a given problem), exchange of experience, brainstorming (group work) and consultations.
For students who reach the final stage of the All-Russian Olympiad, individual educational programs and individual educational trajectories are developed. Participants in Olympiads are not only students. We can say that teachers also participate indirectly in them. Teachers involved in preparation for the Olympiads need to constantly monitor all the innovations of the Olympiad movement with the help of special literature, information posted on educational Internet sites, and constantly engage in self-education. Each teacher involved in the Olympiad movement has created a rich “piggy bank” of Olympiad tasks from school to international levels. These tasks are systematically solved. All teachers of our lyceum have free access to the Internet. Many exchange experiences with colleagues from other cities via email. A good practice for teachers is to participate in the autumn visiting multi-subject school, where university teachers conduct training on solving Olympiad tasks

We offer the following training system for Olympiad participants:

basic school training in the subject;
training received within the framework of the additional education system (clubs, electives, elective courses);
self-preparation (reading scientific and popular science literature, independent problem solving, searching for information in I Internet, etc.);
targeted preparation for participation in a certain stage of competition in a particular subject (as a rule, such preparation is carried out under the guidance of a teacher who has experience in participating in the Olympiad movement).

Preparing schoolchildren for Olympiads.

1. For effective preparation for the Olympiad, it is important that the Olympiad is not perceived as a one-time event, after which all work quickly fades away. When planning your work, you can follow the following recommendations:

preparation for the Olympiad should be systematic, starting from the beginning of the academic year;
It is more appropriate to use elective courses not for discussing theoretical issues, but for developing children’s creative abilities;
an individual preparation program for the Olympiad for each student, reflecting his specific trajectory from ignorance to knowledge, from practice to creativity;
use of a diagnostic tool (for example, intellectual competitions for each section of the program in the subject);
pay attention to the improvement and development of experimental skills in children, the ability to apply knowledge in a non-standard situation, independently model their search activity when solving experimental problems;
the teacher should use all the possibilities at his disposal: thought experiments, lessons - workshops, experiments in the school office, etc.

2. We identify the most prepared, gifted and interested schoolchildren through:

observations during lessons;
organizing research, club work and other extracurricular activities in subjects;
assessment of schoolchildren’s abilities and analysis of their performance in related disciplines.

The group of gifted children may include children who:

have higher intellectual abilities than most others
have a dominant, active, insatiable cognitive need
experience the joy of mental work
Such children are characterized by a high rate of development of the intellectual and creative spheres, depth and unconventional thinking

3. We create a creative group, a team of schoolchildren preparing for Olympiads, which allows:

implement mutual assistance, transfer of experience of participation in Olympiads, psychological preparation of new participants;
reduce the teacher’s workload, since part of the work of preparing younger ones can be taken on by older ones (by teaching others, they will improve their knowledge).

4.Planning the work.

when planning work with a group of schoolchildren, we avoid formalism and excessive organization;
We optimally build individual educational trajectories for each participant (free choice of the type of tasks, sections of the subject to study, aids used);
We provide opportunities for rest and relaxation;
The main form of work in the classroom is various forms of individual and pair work.

5. Expanding our horizons:

read books, magazines
we work on the Internet
we communicate remotely
we participate in intensive schools, etc.

6. We work with our hands.

We develop the ability to work directly with tools, substances, reagents, devices, etc.

7 . We continue to educate ourselves.

Action plan for preparing students for Olympiads

Planned event	Term	Responsible	Planned result
Primary survey of students to identify their general and subject talent (see Appendix 1)	May 2016, beginning of September 2016	educational psychologist	Gift card for each child
Development of a program for working with gifted children in preparation for Olympiads	February 2017	subject teachers, deputy director for educational resources	Project program
Formation of the regulatory framework of an institution for working with gifted children		Deputy Director for Water Resources Management, School Director	Order on approval of the working group on work with gifted children Order approving the program Order on approval of elective courses and electives Regulations on incentive bonuses for teachers within the NSOT Regulations on individual educational programs for gifted students Regulations on holding school Olympiads
Formation of individual educational programs (IEP) for students in subjects	September 2016		Each teacher has individual educational programs (IEP) for each gifted child.
Holding school Olympiads	during the year according to the work plan of the educational institution	Head of the School of Education for Subject Teachers, Deputy Director for Educational Management, Subject Teachers	Participation of children in these activities
Organization of participation of gifted children in the school and district stages of the All-Russian Olympiad for schoolchildren	according to the OS work plan	Deputy Director for Educational Management, Subject Teachers	Children's participation in the event
Creation of a system for remote participation of children in subject Olympiads http://www.farosta.ru/ distance olympiads “Growth Factor”,http://www.unikru.ru/ world of competitions from Unicum and others.	during a year	Deputy Director for Educational Management, subject teachers, computer science teacher	certificates of participants, diplomas
Development of logical and intellectual thinking of students through reading online magazines of a scientific and educational nature (Internet magazine "Eidos" -http://www.eidos.ru/olymp/index.htm	during a year	School librarian, computer science teacher	Reading an online magazine
Working with teaching staff. Seminars

This is the first part of the chapter" My view on the Olympic movement, methods of work"Vladimir Grabtsevich, scientific director of the site, teacher of physics and astronomy of the highest category in Bobruisk, from his Methodological manual for preparing for the Olympiad in Physics.

Relevance of the problem.
Olympic 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 man is one of the most important tasks, which he solves with varying degrees of success. Interest in a future profession begins during school years. During this period, inclinations, abilities, and talents manifest themselves and actively develop.

The upbringing and training of gifted individuals is currently becoming increasingly important. This is primarily due to society's need for an extraordinary creative personality. The uncertainty of the modern environment requires not only high human activity, but also his skills and ability to behave non-standardly.

The current stage of development of society has sharply aggravated the problem of identifying gifted schoolchildren, creating conditions for their development and the most appropriate use of their abilities. Favorable opportunities for its successful solution have been created differentiation of education. In schools of a new type (lyceums, gymnasiums), in classes with in-depth study of individual academic subjects, and in ordinary schools, stable groups are formed according to the interests, aptitudes, successes achieved, as well as 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 teachers’ preparation for working 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 relationships): “The child came to me to study, I, as a teacher, work with him.” This style is not acceptable for gifted children. “We are two individuals, two unique people on Earth (subject-subject relationships) together discovering and exploring this world.” And for this, the teacher must really recognize himself as a subject. More A.A. Ukhtomsky He said that our nature is something we can do, so we can and should improve ourselves and work on our personal growth at any time. First of all, a teacher must have such a quality as flexibility in behavior, thinking, and emotional response. He should be able to easily abandon means of activity, methods of thinking, and modes of behavior that do not correspond to the situation or task, and be able to develop or accept 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 the generally accepted forms of work with gifted students. They are organized in all regions and cities of the country. Currently, 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 Olympiads of lower rank also contain fairly 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 when preparing an Olympiad participant at all stages.

Why does it occur the need to participate in the Olympic movement and its introduction into the system of training and education of gifted students?

Our youth lack patriotism, pride in their school, city, country, responsibility towards themselves and society.
The final exam in physics is not mandatory; this leads to a significant decrease in knowledge in this subject among school graduates. Physics is an elective subject. For example, in the USA physics is a compulsory subject.
Participation in the Olympiad movement plays a big role in the education of young people. Responsibility for the work started, determination, hard work, patriotism. Students are the teacher's first assistants in all matters. This is the support of the teacher, the conductor of his ideas.

3. Olympic movement at school

Physics at school is studied with 7th grade, and serious participation in the Olympiad (city, regional round) begins with 9th grade. Therefore, the resulting gap needs to be addressed at the school level. To interest the student, to involve them in the Olympiad movement, not to lose the uniqueness of thinking, to develop and instill certain skills, this is the task of the teacher.

Olympic 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 conventional 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, refusing a “head-on” solution that 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, during the observation of natural phenomena, etc. In such problems, real physical objects are considered. Often such tasks are evaluative in nature. Essentially, they are small physical studies, a prototype of scientific research. To solve such problems, it is necessary to have a good understanding of the phenomenon under study.

To solve the problems proposed at our Olympiads, complex mathematical calculations are not required. The situation is different at international Olympiads.

3rd type - experimental tasks. Experimental tasks are included at the stage of regional Olympiads. Unfortunately, the poverty of our physics classrooms, which have not been updated for decades, does not allow for a qualitative increase in knowledge when solving this type of problem.

For objective reasons, experimental tasks are selected and the task is performed using the simplest equipment (what 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 optimal method. However, 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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