Analysis of the Olympiad. Qualitative analysis of the results of the Olympiad in Russian language and literature

Municipal budgetary educational institution

Secondary school No. 16

Ekaterinburg, st. P. Shamanova, 24

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Analysis of the school stage of subject Olympiads

festival "Young Intellectuals of Yekaterinburg" at MAOU Secondary School No. 16

in the 2013-2014 academic year

1.Grounds for analyzing the results of the school stage of subject Olympiads

Analysis of the work of school education with gifted children:

the opportunity to carry out innovative activities of teachers aimed at creatively searching for effective ways to implement the standard in educational institutions;

identification of gifted students in the subject for the purpose of their further development and personal growth;

identifying criteria for assessing student achievements in the unity of the subject, active and value components of education.

The dates for the school stage of subject Olympiads are from October 11 to October 26, 2013.

Students from grades 5-11 took part in the school stage of the subject Olympiads.

For students in grades 5-6, the school stage was carried out according to Olympiad tasks developed by teachers of the School of Education, with the exception of the Olympiad in Mathematics. The Olympiad tasks were developed by the regional methodological association of mathematicians.

For students in grades 7-11, the school stage of subject Olympiads was carried out according to tasks developed by regional methodological associations of subject teachers, in accordance with the proposed schedule, within the same time frame for the Leninsky district educational institution.

2. The purpose and objectives of the school stage:

The goals of the school stage of subject Olympiads are:

- creating favorable conditions for the support and development of gifted children, the manifestation of children's initiative, the realization by students of their intellectual abilities and interests;

- identification and development ofstudents' creative abilities and interest inresearch activities;

Formation of a school team to participate in the municipal stage of the Olympiad.

Objectives of the school stage of subject Olympiads:

creating a set of conditions for organizing the intellectual activity of students, taking into account their age characteristics, based on a student-oriented approach to education, freedom of choice of areas of interest;

identifying and developing students’ creative abilities and interest in scientific activities, creating the necessary conditions to support gifted children;

promotion of scientific knowledge;

development of the need for intellectual and creative activity among students;

disclosure of the humanitarian orientation of learning (formation of oneself) of the entire cognitive process carried out within the framework of educational and extracurricular activities;

identifying the most capable, creatively thinking students.

3. Analysis of the organization and conduct of the school stage of subject Olympiads:

Information support for the event: at an operational meeting of the teaching staff, the heads of the school and subject teachers familiarized themselves with the order “On holding the school stage of subject Olympiads”; a plan for holding subject Olympiads was presented to the NMS. Heads of school educational institutions and subject teachers were asked to develop Olympiad assignments and prepare assessment criteria for students in grades 5-6, and determine the time for consultations to prepare students for participation in subject Olympiads. Students are familiar with the Regulations on holding subject Olympiads and their schedule, the appeal procedure through the information stand, announcements via the school radio center, through the school website, and during class hours. To inform students, teachers, and parents of students, an information stand has been set up: regulations, schedule of Olympiads, schedule of Olympiads for each subject, protocols, results.

According to the Regulations, all interested students in grades 5-11 could take part in the school stage of the Olympiads. According to the approved schedule, all subject Olympiads were held according to the schedule from October 11 to October 26 from 10.00 to 13.00 for students of the first shift, from 13.00 to 15.30 for students of the second shift in the reading room of the library and information center. Tasks, answer forms, and sheets of paper were prepared for each participant. The results were checked on the same day by the ShMO teachers who were part of the jury. The next day the results were announced through announcements at the stand and through the school website. The results were summed up at a school-wide meeting on October 30. Prize-winners and winners of the Festival were awarded certificates of honor. The winners of the subject Olympiads (1-3rd place) are announced for the municipal stage of the Olympiads of the “Young Intellectuals of Yekaterinburg” festival.

4. Analysis of the content of Olympiad tasks

Olympiad tasks for students in grades 7-11 were developed by teachers of the Russian Educational Institution and complied with the requirements of the State Educational Standard, tasks for students in grades 5-6 - by subject teachers of the School of Education. The tasks were formed in accordance with the requirements of the State Standards, had a multi-level direction, the purpose of which was to identify knowledge, skills and understanding of personal responsibility for the quality of acquired knowledge. The Olympiad tasks provide for the implementation of interdisciplinary connections. Integrated tasks in the subjects: biology-chemistry-mathematics, physics-mathematics, physics-chemistry, literature-historia, biology-geography.

All participants in the Olympiad were given ready-made tasks. The Olympiad work indicated the number of points for completing each task; there were theoretical, practical and creative blocks. Test tasks on technology included all sections of the educational program technology: cooking, materials science, mechanical engineering, handicrafts, design and modeling. The Physical Education Olympiad lasted two days: the tasks had theoretical and practical material. Only students in grades 10-11 participated in the MHC Olympiad. Like last year, Olympiads in ecology were not held, rightly due to the fact that these subjects are not included in the school curriculum, and law is studied only in the school social studies course. There were no people willing to participate in the Olympiads in these subjects.

5. The role of teachers in developing tasks for the school stage of the Olympiad and preparing students

All subject teachers of the school of II and III levels took part in the development of tasks for the school stage of the subject Olympiads and their implementation.

With the interaction of teachers from various educational fields, students were prepared for the Olympiads, as well as assignments were checked.

6. The role of the Moscow Region, school self-government bodies, and the parent community of educational institutions in the organization and conduct of the school stage of the Festival.

The school stage of the subject Olympiads was held under the direct supervision of the ShMO.

7. Evaluation of the results of students’ assignments.

The majority of participants in the school stage of the subject Olympiads are satisfied with the results of the tasks completed (there were no appeals). As in the last academic year, difficulties arose when solving Olympiad problems in physics, chemistry and mathematics - mathematical calculations, unsatisfactory knowledge of formulas. In the Russian language Olympiad tasks, some tasks required a creative approach, while a complete answer to most questions did not require knowledge beyond the school curriculum. All tasks required the application of theoretical information related to the main branches of linguistics. In general, students were able to demonstrate knowledge in their chosen subjects, establish cause-and-effect relationships, and realize their creative abilities. The winners of the school stage of subject Olympiads demonstrated a fairly high level of mastery of educational material, their application at a creative level, a non-standard approach to solving tasks, and took part in the municipal round of the Olympiad. As in the last academic year, students from our school do not participate in the municipal round of the Informatics Olympiad.

Participants demonstrated the highest percentage of completion of Olympiad work in the following subjects: history 10th grade - 55%, 11th grade - 38%; Russian language - 5th grade - 55%, 8th grade - 53%, 9th grade - 36%, 10th grade - 40%, 11th grade - 52%; social studies – 10th grade - 53%, 11th grade - 54%; literature - 5th grade - 49%, 10th grade - 47%, 11th grade - 53%, biology - 10th grade - 38%, 11th grade - 45%. As last year, the percentage of completion of Olympiad tasks in mathematics, physics, and computer science is low.

8. Results of subject olympiads.

At the school stage of the Olympiads, the distribution of participants is as follows: grades 5-6 - 235 students (68% of the total), grades 7-8 - 197 students (68.4%), grades 9-11 - 163 students (48% of the total). ). Many participated in several Olympiads and became winners and medalists.

Item

the date of the

Olympiad participants

2012-2013 academic year.

5 grades

6th grade

7th grade

8th grade

9th grade

10 grades

11th grade

Number of participants in the municipal stage

English language

16 (15%)

14%

Biology

17(31,4%)

14%

Geography

12 (16%)

Computer science

185

133

Art (MHC)

10 (30%)

Story

16 (17,7%)

16%

Literature

17 (10,7%)

18%

Mathematics

15 (8,8%)

15%

life safety fundamentals

10 (14,9%)

Social science

15 (16,6%)

18%

Russian language

18 (7,8%)

10%

Technology

110

12 (6%)

10%

Physics

13 (17,3%)

19%

Physical Culture

16 (42,1%)

14%

Chemistry

12 (24%)

total

149

426

391

294

293

165

120

199 (20,4%)

The results of the school round of the Olympiad indicate a fairly high level of the educational process in our school. Compared to the last academic year, the number of participants in the municipal round of subject Olympiads has increased: 7th – 8th grade: 41 – 56 , 9-11 grade – 60-69 students.

A number of participants took part in the municipal tour in several subjects:

Razgildyaeva Elizaveta, Ivonina Natalya – went to the municipal round in five subjects;

Grigorieva Tatyana, Pogrebnyak Tatyana, Kulikova Anna took part in the municipal round - in four subjects.

Yakovina Ekaterina, Pasechniu Daria, Smoliy Yana, Cherniychuk Daria, Eshcheryakova Karina, Konstantinova Natalia, Pyankova Anna, Cheremisov Dmitry, Volkov Daniil took part in the municipal round in three subjects.

Vorobyov Alexander, Korobko Sergey, Savicheva Daria, Mironov Egor, Nematova Nargiza, Gubanova Daria, Karitun Daniil - took part in the municipal round in two subjects.

9. Level of implementation of tasks of the school stage of subject Olympiads .

Conducting the school stage of subject Olympiads contributes to the formation and development of students’ need for intellectual, research activities, while taking into account their age characteristics and area of ​​interest. Students were able to demonstrate expanded and optimal levels of mastery of educational material when completing tasks at subject olympiads. Based on the results of the school stage, a team of students was formed to participate in the municipal stage of subject Olympiads.

10. Problems that arose during the organization and conduct of the school stage of subject Olympiads.

Many students took part in olympiads in several subjects, which leads to overload of students, because Additional time is required for quality preparation.

Difficulties arose with accommodating students when holding 2 Olympiads on one day, because many people want to participate. There is low motivation among some students to participate in subject Olympiads.

For teachers – subject specialists

take into account the interests of children wishing to take part in Olympiads in several subjects,

take into account the level of complexity of the Olympiad tasks for the 2013-2014 academic year. year and work out the most typical mistakes of students through classroom and extracurricular activities in order to create a situation of success during subsequent Olympiads;

heads of school educational institutions to create a data bank based on materials from subject Olympiads at school and municipal levels;

take control of students’ preparation for participation in subject Olympiads. Pay special attention to such subjects as: mathematics, computer science, physics, chemistry;

organize pedagogical support for students who show interest in studying various subjects;

use cooperation with young scientists of the Ural Branch of the Russian Academy of Sciences when preparing for competitions at various levels.

Deputy Director for Water Resources T.L. Ermakova

Olympiad tasks from the OLYMPIC PORTAL website
Assignments for grade 5 (47.0 KB)
Assignments for 6th grade (44.0 KB)
Assignments for 7th grade (47.5 KB)
Assignments for 8th grade (63.5 KB)
Assignments for grade 9 (56.0 KB)
Assignments for grade 10 (60.5 KB)
Assignments for grade 11 (54.5 KB)
Answers to the Olympiad
Answers for 5th grade (30.5 KB)
Answers for 6th grade (28.0 KB)
Answers for 7th grade (30.5 KB)
Answers for 8th grade (28.5 KB)
Answers for 9th grade (37.5 KB)
Answers for grade 10 (43.0 KB)
Answers for grade 11 (38.0 KB)

All-Russian Olympiad for Schoolchildren in Literature

DISTRICT STAGE 2010 - 2011 academic year Moscow

7th grade

To complete the tasks of the district round of the All-Russian Olympiad for schoolchildren, select one of the options.

Analytical report on the results of the school stage of the All-Russian Olympiad for students in the Russian language.

According to the plan of the Ministry of Education for the humanitarian cycle, from October 26 to October 27, 2016, on the basis of the Secondary School No. 48 No., the school stage of the All-Russian Olympiad in Russian language and literature was held.

Goals of the Olympiad:

Identification and development of students’ creative abilities and interest in research activities;

Creating the necessary conditions to support gifted children;

Propagation of scientific knowledge.

A total of 59 students took part in the Olympiadout of 4 – 11educational institution classes, of which in Russian -28, literature -31.

Materials for the Olympiad included tasks from the following sections:

1. Phonetics (sound-letter analysis of words);

2. Word formation (find words with the same root and different forms of the same word);

3.Vocabulary (phraseology - add phraseological units, indicate the meaning of outdated words, etc.);

4.Spelling (working with text with missing spellings);

5.Orthoepy (place accents in words);

6.Syntax (sentence parsing);

7. Punctuation (fill in missing punctuation marks).

8. Stylistics (determine the type and style of the text).

Most of the Olympiad tasks were based on the school curriculum, but tasks were also proposed that required deeper knowledge that went beyond the school curriculum itself (especially in the history of the Russian language), which fully meets the requirements for the level of Olympiad tasks. The tasks offered to students in grades 9 - 11 are varied both in form and content and allow students to show not only knowledge of the norms of the Russian literary language, but also to demonstrate linguistic flair in solving extraordinary problems relating to the linguistic system of the Russian language in its past and present state .

The tasks proposed to the Olympiad participants were based on several components: from text to language, from language to text, from text to text, from language to language, from language to the science of language. In tasks of the first type, a text, statement or word usage in speech was presented and it was necessary to make a conclusion about the properties of linguistic units as elements of the language system. In tasks of the second type, the initial conditions are rules, patterns, properties of linguistic units that must be applied to the proposed facts of speech. The type of tasks “from text to text” is traditionally associated with philological work with text, which involves a comparative analysis of texts or different interpretations of one text. There are quite a variety of structural-linguistic tasks aimed at finding patterns in the proposed examples and analyzing “difficult” units and categories of the Russian language. By completing tasks “from language to the science of language,” students must demonstrate their awareness of Russian linguistics

According to the jury members, the Olympiad tasks of the regional stage of the Russian Language Olympiad are mainly aimed at identifying only the knowledge of the participants, the formation of linguistic, communicative and cultural competences is not checked, while the tasks are overloaded with questions on the history of the Russian language

Results of the Russian language Olympiad.

Arapova T.A.

Ashrafova Narmin Mahir kazy

Arapova T.A.

Dyagoleva Daria Vyacheslavovna

Savelyeva T.M.

Loshmanova Victoria Alexandrovna

Savelyeva T.M.

Astafieva Valeria Anatolevna

9a

Mikhailova M.V.

Fedorova Anastasia Denisovna

9a

Mikhailova M.V.

Merkulova Svetlana Andreevna

9b

Arapova T.A.

An analysis of the results of the Russian language Olympiad showed that the majority of students coped with the proposed tasks. Students are able to apply the acquired theoretical knowledge in practice, have the skills to work with text with missing spellings and missing punctuation marks. Correctly determine the style and type of text, but cannot correctly determine the means of expression. Difficulties were directly caused by vocabulary tasks (determining the meaning of outdated words). Also, the students could not give a detailed answer on the topic of the proposed text. This is explained by the poverty of vocabulary, which in turn is a consequence of the lack of systematic reading outside of school.

Results of the Olympiad in Russian literature.

Arapova T.A

Arapova T.A

Savelyeva T.M.

Minichkina Ksenia Andreevna

Savelyeva T.M.

The materials of the Russian Literature Olympiad included a complex text analysis task; students had to analyze one work of art. But, unfortunately, the students did not complete the task completely. Assignments on literary theory are also difficult to complete; students do not know the definitions of terms (epigram, epitaph, sonnet, fantasy, etc.).

Based on the results of the Olympiads, the following conclusion can be drawn:

The same students took part in the Olympiads.

The students mostly coped with the tasks of the Olympiads.

1. Subject teachers should intensify efforts to prepare students for the municipal stage of the Olympiads

Evaluation of Olympiad works in literature

Maximum score -10 0.

Task No. 1 (before 70 points)

ASSESSMENT IN 9,10,11 grades

*** In order to reduce subjectivity when evaluating works, it is proposed focus on the rating scale that is attached to each criterion.

It corresponds to the four-point system familiar to Russian teachers:

the first grade is a conditional “two”,

the second is a conditional “three”,

the third is the conditional “four”,

fifth – conditional “five”.

The points between the grades correspond to the conditional “pluses” and “minuses” in the traditional school system.

An example of using the scale.

When assessing work according to the first criterion, the student generally understands the text, interprets it adequately, makes correct observations, but misses some of the meanings and does not emphasize all the bright points.

The work according to this criterion as a whole looks like a “B minus”.

In the grading system, according to the criterion, “four” corresponds to 20 points, and “three” – 15 points. Accordingly, the assessment is selected by the inspector on a scale of 16-19 points. Such a “narrowing” of the choice zone and the introduction of boundary assessments - “notches”, focused on the usual assessment model, will help to avoid unnecessary discrepancies in such a subjective process as the assessment of written texts.

The grade for the work is given first as a sequence of numbers - grades for each criterion (the student must see how many points he scored for each criterion), and then as a total score. This will allow you to focus on discussing the real pros and cons of the work at the stage of showing the work and appealing.

Must be assessed:

1. Understanding a work as a “complexly constructed meaning” (), consistent and adequate disclosure of this meaning in dynamics, in a “labyrinth of connections”, through specific observations made from the text.

Max. - 25 points.

Rating scale: 10 – 15 – 20 – 25

2. The compositional harmony of the work and its stylistic uniformity.

Accuracy of wording, appropriateness of quotations and references to the text.

Max. - 20 points.

Rating scale: 5 – 10 – 15 – 20

3. Mastery of the theoretical and literary conceptual apparatus and the ability to use terms correctly, accurately and only in cases where it is necessary, without artificially complicating the text of the work.

Max. 10 points.

Rating scale: 2 – 5 – 8 – 10

4. General language and speech literacy (no language, speech, or grammatical errors).

making it difficult to read and understand the text, attracting attention and distracting from reading (on average more than three errors per page of text),

work on this criterion receives zero points.

Max. - 5 points.

Rating scale: 1 – 2 – 3 – 5

Additionally assessed:

5. The presence of original and at the same time justified observations, formulations, parallels, which may not be obvious to the inspector.

Note 1: if there are no original observations in the work according to this criterion, no score is given. The criterion is called “additional” because it evaluates such an aspect of the work, the presence of which cannot be made an obligation, but which is nevertheless often present in the work and requires grounds for encouragement. Note 2: when assigning points according to this criterion, a mini-review of the examiner or such a system is desirable

designations/underlining in the text, which would allow the student, when viewing the work, to immediately see those original observations that

earned him points. It will be convenient to select these observations from the works and publish them.

Max. - 10 points.

Rating scale: 2 – 5 – 8 – 10

Total: 70 points

Task No. 2 (before 30 points)

A coherent text of a literary/historical-literary/educational/journalistic nature, including 10 words (phrases).

Each parallel has its own 10 words (phrases).

Students first explain briefly in writing where and how this text could be used (newspaper article, report for a magazine, fragment of a radio broadcast, encyclopedia article, textbook paragraph, blog entry, etc.). Choose a text style in accordance with the intended genre. Having finished the work, underline the words and phrases from the list given in the text.

Criteria for evaluating a creative assignment

1. Relevance and correctness of the use of words (phrase combinations) given in the task - 1 point per word (phrase). Max.-10 points.

2. Correspondence of the genre chosen by the student to the compositional and stylistic embodiment of the text.

Max. - 5 points.

3. Familiarity with the historical-cultural and theoretical-literary context and the ability to navigate them. Max. - 5 points.

4. Coherence and harmony of work, accuracy and expressiveness of speech, variety of syntactic structures.

Max. - 5 points.

5. Originality of the work (unusuality of concept and implementation, unexpected associations, interesting finds, originality of the “plot”, stylistic freshness, etc.)

Max.-5 points.

Total: – 30 points

Total for all work - 100 points

The writer in his declining years expressed the accumulated observations and thoughts, the joys and sufferings he experienced in a cycle of prose poems. With his characteristic laconicism, Turgenev was able to say a lot in his poetic miniatures. They are considered poems, although they are written in prose, because they are lyrical, their language is musical and rhythmic.

Turgenev called this cycle Senilia (Senile). It was created at a difficult time in the social life of the country and the personal life of the writer himself - in the era of the onset of reaction, in the period of approaching old age and illness. And yet, an inner light illuminates many of his prose poems.

It is difficult to imagine that a sick old man created such a fighting, youthful work, the very name of which evokes a joyful, cheerful feeling: We will fight again! The reader sees the kind smile of a man to whom all living things are dear, feels playful affection in his words about the sparrow: Especially one of them was sitting sideways, sideways, bulging his crop and cheekily chirping, as if the devil were not his brother! Conqueror - and that's it!

“I felt courage, daring, a desire for life,” says the author. Death is inevitable. But life is stronger than death.

Leading type of speech This miniature contains a narrative: the narrator tells about one incident from his life. The basis of this mini-story is a hidden comparison of two situations: the “conqueror” sparrow is not afraid of the hawk circling above him, which can “devour” him at any moment; the narrator, having rebuilt himself under the influence of this picture, is not afraid of his “hawk,” that is, “dire forebodings,” “despondency.”

Changes in the narrator’s mood from “sad thoughts” - to “courage, daring” - subject miniatures; The optimistic conclusion with which it ends is “We will fight again!”, i.e. we will try to cope with difficulties, overcome them, is its idea, the main idea. The theme and idea are revealed in unity and gradually. Therefore the text has divisibility. He built according to the following plan:

We will fight again!

I. What an insignificant little thing can sometimes transform the whole person!

I. 1. “Grievous forebodings,” “despondency.”

2. Observations of the “family of sparrows”.

3. Sparrow - “conqueror”.

4. Hawk in the sky.

5. “The Conqueror” is a possible victim of the hawk.

6. “...Sad thoughts flew away.”

III. “We’ll fight again, damn it!”

As you can see, the beginning of the text is the first sentence; the end is the last, and it echoes the title of the story, thanks to which the text receives compositional completeness.

Offers in main part connected in a chain manner. Since the narration is told in the first person, i.e. on behalf of the narrator, among the connecting words there are many pronouns of the 1st person singular and correlative possessives in different forms: I, my (breast), by me, I, in front of me,(V ten steps) from me, I, above me. In addition to pronouns, we note other (morphological and lexical) means of interphrase communication: road- through this very road, coordinating conjunction And, connecting a paragraph-sentence to the previous one; family of sparrows- one of them, adversarial union A, connecting a paragraph-sentence to the previous one; conqueror- this same conqueror, coordinating conjunction And, linking the penultimate sentence with the previous one.

Style the story is artistic. It implements the influence function. The author seems to encourage readers: never despair, get yourself into a fighting spirit, try to overcome all difficulties, forget all troubles.

The story uses a variety of means of expression speech. For example: in the description of the road - instrumental comparisons with an arrow the road went into the distance; in the description of a family of sparrows - an epithet gilded bright summer the sun; in the description of the sparrow, which behaved especially arrogantly, - irony- conqueror; in describing the narrator's new mood - gradation: courage, daring, hunting I felt life. It is impossible not to note the phraseological units that both clarify the narrative and enliven it: big road- a well-maintained dirt road between large settlements (as opposed to a country road); chirping boldly, as if damn not his brother- about a conquering sparrow who holds himself extremely independent; damn it- an exclamation, in this case expressing the narrator’s admiration for his fighting spirit. Conversational words are appropriately used: a little(trifle, trifle); and complete (Conqueror- and that's it!); gobble it up, let it go.

Miniature “We will fight again!” included in the cycle (“Poems in Prose.” Turgenev himself defined the features of this genre as “poems without rhyme or meter.” Their euphony and “coherence” are achieved through a thoughtful selection of not only words, but also syntactic structures. IN in the miniature, simple sentences predominate: out of 12 sentences in the text, 9 are simple and only 3 complex (2 non-conjunctive, 1 complex); in 6 cases, isolated parts of the sentence are used, which give the speech a special melodiousness.

The poem ends with a cheerful, life-affirming appeal:

And let my hawk circle above me...

We'll fight again, damn it!

Vladimir Alekseevich Soloukhin is a modern writer, the author of many wonderful works about nature and art. In a number of his stories, the world of childhood is well represented and the formation of the personality of a modern person is shown. The title of the story “The Avenger” attracts with its mystery. The first thought that arises in the reader’s mind is most likely that some kind of intrigue, deception and revenge for this deception are hidden in the plot. It can be assumed that a detective story will begin next. The reader fantasizes, imagining the outcome of the plot, sees himself in the place of an avenger, doing good and at the same time punishing evil.

But what we see: the story is not about elusive avengers, the plot is simpler, but the story is read with no less interest. The main characters are schoolchildren, students of the same school, the same class. One of them is Vitka Agafonov, the other, judging by the first-person narration, is the author. This story is a childhood memory with subsequent rethinking. The basis of the novella is conflict-intrigue. While working in the school plot, the students “had fun” by putting clods of earth on flexible rods and throwing the molded balls into the air. One lump thrown by Vitka, perhaps accidentally, or perhaps on purpose, hits the narrator in the back. From this moment the internal conflict begins. The hero is overcome by resentment, anger, and then the thought of revenge creeps into his consciousness.

Fortunately, children can stop themselves in time. They are afraid to answer for their actions in front of adults. This is partly why the narrator’s intention is not realized. Perhaps it was hard for the hero to hit the back of someone who trusted him. Moreover, hitting him on the back would be unmanly. The victim refuses retribution, he managed to forgive the offender and thereby made his life easier. “I feel relieved by the pleasant decision not to hit Vitka. And we enter the village like best friends.”

Currently, many conflicts that arise between adults have a tragic ending. There is hardly anything that can stop an adult who dreams of revenge. He will do anything.

A short story is an artistically told life story. The language is simple, there are no ambiguous phrases or expressions. The author develops the plot in an ascending line. The description of the situation and the location of the plot is replaced by the development of the conflict: thinking about revenge and the understanding that revenge is not necessary. After all, everyone can take revenge, but only a spiritually strong and noble person can forgive.

This short story has something in common with Dostoevsky’s Crime and Punishment. Raskolnikov is offended and angry, but, unlike the child, he sentences the old woman to death and carries out his sentence. Such an ending contradicts moral principles, because God gave us life, and only he has the right to take it away from us.

In my opinion, “The Avenger” imitates inveterate bandits who lure their victims into the forest, where no one will see them. What is this? Cowardice? Or, on the contrary, courage?

Everyone judges differently. But I am convinced of one thing: it is harder for a person to forgive an offender than to punish him.

Soloukhin's book is a kind of journey to “the most wondrous of all magical countries - the land of childhood. The keys to it are thrown so far away, lost so irretrievably, that you will never, never, even with one eye, even one trifling path, be seen for the rest of your life. However, in that country there cannot be a trifling path. Everything there is full of significance and meaning. A person who has forgotten what was there and how it was there, who has even forgotten that it once was, is the poorest person on earth.”

The book fully conveys the poetry of the native land, the poetry of rural life, the poetry of peasant labor. Perhaps the village children feel the beauty of this work most keenly. And perhaps one of the reasons for the success of V. Soloukhin’s prose books is that he talked about the poetry of peasant life through the perception of his childhood. Much has become outdated in this perception, because the writer’s childhood was in the pre-war years, and how many appeared after that in the village new (sometimes strange) signs' But the value of this book is that the author tells here only about what he experienced, felt, what he managed to see and love in his native land. And judging by the book, few things were imprinted in his memory and consciousness with the same strength and vividness of sensation as the first meetings with the “great collective farm work” - harvesting and threshing bread, sowing, mowing.

Naturally, the book contained echoes of the difficulties that the village experienced at that time. And yet, the social principles in Soloukhin’s poetic vision were muted. And the working man, the peasant - the breadwinner of the whole country - was shown powerfully and on a large scale.

(To help inspectors in 11 classes)

Story Analysis Alexandra Kostyunina. "Waltz with Guitar" Story

Plot construction: the introduction (landscape) and the beginning are based on an oxymoron (“guitar without strings”)
“Family Thought” plays an important role": the main character is a child from a single-parent family. The mother is an irritated, tortured woman. The boy struggles alone with life's difficulties. But the child elevates the image of the deceased father to the rank of ideal.
Working with the language of the work:
Neologism "Divyo"; “chopped speech”; colloquial speech (guys, what the heck, nagging, clinging, music, cramming, yelling, teacher, damn, it didn’t stick.) . Phraseologism: “black stripe”. Epithets “Hated day”, “desired night”, “beautiful four”, “so stunned”, “cherished guitar”, “in a baggy down jacket”. Metaphors: “The look beamed with kindness,” “Quiet music comes first,” “He has noticeably thawed,” “he clings only to me,” “and the music began to flow completely different.” Comparisons: “This is definitely a reward”; “my fingers are like his paws”; “The letter will be like a master key from her”; “Now I want to learn the guitar, like daddy”; “It’s as if he is no longer a senior sergeant, as in the photograph in the army album. He's a general." Language features: colloquial words: “Rolled up to the parking lot,” “constantly nagged,” “rumbles,” “trudged in tears,” “stomped and roared,” “drag,” “our boys.”

Colloquially lowered words: “So stunned”, “they’re shooting at you”, “yelling and clinging”, “they rolled in a deuce”, “yelling”. Slang words: “Fuck your accordion”, “Damn! I get a bad grade,” “teacher,” “I didn’t do my homework.” Double antithesis: “desired night” and “hated day.” The prose text has a poetic insertion: Blank verse using anaphora (To...). An oxymoron is used again: “Darkness is definitely a reward...”
One of the main ideas of the story is faith in a person and strengthening his spirit simply with a kind word.
The problem of talent: the hero of the story is clearly a gifted person, but he studied very poorly (he got bad grades!)
The boy found himself between two fires: his mother and his teacher. The result is catastrophic: thoughts of suicide. A very serious problem of our time in pedagogy and psychiatry. A teenager prefers night to day, darkness to light. He wants to sleep, not stay awake. Driven to despair, the child writes the cherished text on a piece of paper. He makes a wish for something very important for himself. His patience has run out; he has no strength to fight alone. And suddenly a MIRACLE happens! (How often in our lives important decisions depend on chance). A happy change in fate is coming. Or maybe this is just a reward for hard work? (Transition of quantity to quality).
The hero's talent is revealed. He has his own original vision of the world: music is heard everywhere...
The teacher’s recommendations before the concert are interesting: don’t look into the audience so as not to get lost, and if you get lost, still finish playing! (This is a good life lesson for all of us, not just for the stage)
The central image is the father. What an important role it plays in a child’s life! (This is especially problematic in our time of divorce and single mothers).
The author, through the mouth of the hero, draws a philosophical conclusion: months of hard labor ultimately comes down to a brilliant... two-minute performance?!
The climax of the story is an anonymous gift (a coveted guitar!) Who said miracles don’t happen? The greatest miracle is a kind human heart (cf. A. Green “Scarlet Sails”, K. Paustovsky “Snow”)
Conclusions: The miracle of music; Hard work; Suicide is a manifestation of weakness; The first feat is to overcome oneself; The role of mother and father in the life of a child; Relationship between teacher and student; Kindness lessons!

A situation is described when a boy was returning from the city with his father’s broken guitar. On the minibus, he got into a conversation with a random fellow traveler. Answering a question about the guitar, the boy outlined his entire life, which was somehow connected with this guitar. His father played this guitar. Because of his guitar playing, his mother fell in love with his father. Now the boy wants to play the guitar. It seems to me that this guitar is dear to the boy primarily because his dad played it. We see this deep connection between father and son from the story of his first concert. Then it seemed to the boy that his dad was watching him play the button accordion, and he was playing for him. Now the boy has a great desire to learn to play the guitar, and I think that in his heart he hopes to return the same situation and once again “play” for his father, but this time on the guitar.
From the boy's story we see that he is very diligent and purposeful. In addition, the boy is very talented and musical. As he himself says, at first he had big problems studying at music school. Fear held him down, he was afraid that he would make a mistake and they would yell at him again. I liked that he himself found a way out of this situation. He was “armed” with a letter of resignation from the music school and was already calmly walking to school. It was his calmness and poise that influenced him to pay attention to his surroundings. Previously, everything seemed gloomy and dark to him, but then he saw birch trees and made a wish on them. And when his desire to get a B came true, the boy believed in himself, in his strengths and capabilities.
This story teaches you not to give up in the face of difficulties, to believe in yourself and your strengths. At the end of the story a miracle happens. After the concert, the boy is given a beautiful modern guitar from a stranger. And we all know who gave this guitar. It was given to her by a fellow traveler who admired the boy’s talent and thoroughness. I think if there was a continuation of this story, we would learn about how the boy learned to play the guitar, became a famous musician, became famous throughout the world, and most importantly, created a wonderful family and raised three wonderful sons. And in their big house, in the most prominent place, hung a guitar, old, with a broken neck, but such a dear and dear father’s guitar.

Soul, dark alleys, trials. Freedom of choice, empathy, compassion, complicity, faith, love, light. These are exactly the associations that A. Kostyunin’s story “Waltz with a Guitar” evoked in me. The hero of the story experiences a feeling of loneliness, loss, and despair. And he decides to leave the music school... “I will be free” The decision has been made. The mood changes. The feeling of inner freedom changes a teenager. He gains self-confidence, an interest in life appears: “And then I made a wish:. I’ll raise my head, see how many birch trees I see in front of me, and I’ll get such a mark in class.....Yeah, I think it’s good...” And he really did succeed. How familiar is this situation! And here the main thing is to wish and believe, as the main character did. And from that moment on, the dark streak ended, everything began to work out.
The boy took a step towards life, and the world turned into love for her. The hero grows professionally. He has something to strive for: “...As a dad...he played better than anyone else. Sole of company".
Concert. “He was looking straight at me. I started playing for him... Just him and me... In the main role of music is he…..they dance happy…I cried with happiness…” It is impossible to read these lines without tears. I re-read it again and again, and again there are tears, tears of quiet joy, bright hope. So much love. Gratitude, tenderness, optimism in these lines!
Miracle? No. The teenager, having gone through suffering, made the choice that was prompted by his heart, his desire, his faith, his love. And the light triumphed. A random fellow traveler turned out to be a grateful listener. Maybe he recognized himself in the teenager, and therefore gave the boy a miracle on the day of the Holy Resurrection of Christ. The ending of the story is symbolic. The hero deserved a miracle, resurrection to a new life full of love, hope and faith.
Kostyunin about life, about our life today. Any of us can become their hero. But he once again reminds us, following L. Tolstoy, that nothing happens for nothing, any accident is the result of laws. The main thing in a person is “good feelings”, which the writer forces to work day and night. And all the tests sent to us by fate are aimed at testing our souls for strength, and therefore our right to be called Humans.

Independence in actions, responsibility, human personality - I thought about these concepts

after reading Alexander Kostyunin’s work “Waltz with a Guitar”.
The hero of the story is my peer, a fourteen-year-old boy. He goes to school, plays music,

lives with his mother.
At a certain point in his life, he faces problems: everything he did does not work out for him,

knowledge “does not stick”, others do not understand.
Reading how he touches his native gap, you feel how unbearable fatigue has fallen on him, how hard it is for him.
The boy is sad and worried. He even writes a letter of resignation from the music school...
If I had a heart-to-heart talk with someone, it might become easier. But with whom? Classmates

they prefer to play cards, and yes, they will laugh too. Mom alone carries the burden of family life. There is no father.

A boy, especially at this age, needs communication with his dad. He would definitely listen

advised, and it would be “fun, pleasant, even happy.”
How to find a way out? You can quit music classes, do nothing, not go anywhere.
And yet the hero is a strong person by nature. He begins to struggle with failures. Slowly

in small steps, thanks to his high spiritual content, his “second wind” opens.
The boy played a waltz at the concert so that everyone just listened to it. Music came from the very depths of the soul. And he played, remembering his father and mother - his success speaks of selfless love for loved ones. The hero’s soul and enormous potential are revealed, and the need arises to play a better, more unusual “Waltz with a Guitar.”
We observe independence and initiative - the hero is looking for a master to repair an old guitar in order to learn how to play. And this is already a manifestation of personality. A random fellow traveler also saw these qualities in the boy. This meeting is not accidental, as serious changes are taking place in the boy’s life. The fellow traveler saw himself in the boy. And this conversation may have eased both of their souls.
There is deep confidence that the hero will succeed because there is a goal. The boy has such qualities as responsibility, control over behavior, independence, love for his parents.
When a person has such qualities and ideals, any dreams come true and miracles happen.
As a result of my reflections, I came to the conclusion that thanks to hard work, willpower, love

You can become an individual and discover your talents. Each of us can take this path. In that

The mind, the family, the people around you, and for some, faith in God will help.

The work “Waltz with a Guitar” is wonderful. In this story, I see the image of an ordinary 14-year-old boy in a black, slightly baggy down jacket for his growth and in a woolen knitted hat right up to his eyes.
In the story he has neither a first nor a last name, just a boy. The hero is exhausted from the lack of understanding of adults, problems at school, and the demanding music teacher. At one point, the boy could not stand these problems that fell on his shoulders. He almost gave up, made a decision and wrote an application to the music school to be expelled from the third grade. Not on behalf of my mother, but on my own behalf. And as soon as I made the decision, I calmed down. And I thought: “Well, that’s it!”, but it turned out that there was more to come. It is no coincidence that the author singled out the episode with the birch trees. On the way to the music school, the accordion boy wished: “If I raise my head now, how many birch trees I see in front of me, I will get such a mark in the lesson.” There were four birch trees. He wasn't sure about this grade, the boy just wanted to get it. The growing birch trees along the path, which the teenager did not pay attention to, gave him strength, self-confidence and did not allow him to commit an unwanted act. The boy lost his fear of the teacher. When he took up the instrument and began to play, his music became beautiful, the boy began to play many times better than before.
The hero of the story cannot give up, give up his dream and his favorite thing. He regained confidence in his strength, in his abilities. The boy began to hear music in everything.
The hero of the story has a mother. We only know about our father that he was a military man and died in one of the hot spots. Maybe that is why the boy began to openly talk to a stranger about his great achievement - victory over himself, over all the difficulties that seemed enormous to him. But now the hard and meaningless life is left behind, and ahead is a specific goal, daily work and a sense of pride in oneself.
The hero performs the waltz “On the Hills of Manchuria” at a concert,
playing the accordion. He performed with anxiety, but his father, whose image he presented during the performance, helped him cope with it.

Alexander Viktorovich Kostyunin was born on August 25, 1964 in Karelia. Graduated from art school. Hobbies: literary creativity, photography and drawing. His photograph entitled “Parental House” decorated Vladimir Putin’s office in the Kremlin. Personal photo exhibitions are held in different countries of the world. His mother was a teacher of Russian language and literature, but he did not like to write essays. His mother helped him, and he carefully copied what was offered to him.
Graduated from two faculties: agricultural and economics. Member of the Writers' Union of the Russian Federation.
Married, has two children. In 2007, at the International Congress of Writers of Russian Abroad “The Russian Word is the Connecting Thread of Time” for the book “In the Font of the White Night” the writer was awarded a 1st degree diploma with the title of laureate of the Prize named after. A. Kuprin and the presentation of a memorial sign “For his contribution to Russian literature.”
Kostyunin about himself: “My literary sketches do not belong to a commercial project. This is rather a kind of “cross” that everyone carries through life due to their convictions. Now I have completely devoted myself to creativity.”

Analysis of the school stage

All-Russian Olympiad for schoolchildren

branch of MKOU secondary school No. 26 in the town of Kropachevo

From October 6 to October 31, 2011, the school stage of the All-Russian Olympiad for schoolchildren was held.

Purpose of the event: identification and development of schoolchildren’s creative abilities and interest in research activities, support for gifted children.

Regulations on the organization and conduct of the school stage of higher education in the branch of MKOU secondary school No. 26 in the village of Kropachevo

Olympiad schedule

List of jury members

Requirements for conducting the school stage of higher education in the relevant subject

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

Students took part in the school tour in the following subjects:

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

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

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

Analysis of the school tour of the All-Russian Olympiad for schoolchildren in mathematics

26 students took part in the Olympiad

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

Over 12 points. The winner's place is determined.

5th grade.

First task - 3 points

Second task - 3 points

Third task - 4 points

Fourth task - 4 points

Fifth task - 5 points

Sixth task - 6 points

The first task is a logical task. One student completed it correctly, 4 people completed it with an error.

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

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

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

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

stage All-Russianolympiadsschoolchildren in the 2009-2010 academic year 1. General provisions These Regulations on carrying outschoolstageAll-Russianolympiadsschoolchildren in 2009...