Analysis of the Literature Olympiad school stage sample. Analysis of the Olympiad

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

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

The most difficult questions were questions 4 (about the composition of the poem), 8(about sound recording), 9 (about the holistic perception of the poem), some students left them without answers.

The works are designed correctly. Lexical error repeated most often young girl.

In general, the participants of the Olympiad coped with the assigned tasks, performing linguistic analysis of the text. Students encountered certain difficulties in tasks related to the ability to find contextual synonyms. Not all tenth graders are able to see isolated secondary members in sentences, in particular, isolated complements. None of the Olympiad participants completed task 5 (indicate the sentence in which parcellation is used) correctly.

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

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

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

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

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

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

An analysis of the Olympiad works showed that, based on the “Compliance with the topic” criterion, the Olympiad participants had to respond to the proposed task, avoid replacing it, choose their own path of reasoning, formulating theses that were to be explained in a reasoned manner. All participants met this criterion, but with varying degrees of success in completing the task.

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

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

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

It is natural that the good level of training of the Olympiad participants was manifested not only in the merits of work on the “Composition and Logic of Reasoning” criterion. The authors of the essays also demonstrated excellent speech culture, erudition, and the development of such reading skills as the ability to reflect with interest on independently read works and compare them from a given perspective. In terms of written language proficiency, 11th grade students demonstrated a wealth of vocabulary and a variety of syntactic structures. They easily put their thoughts into precise, expressive verbal form. But at the same time, in the essays we also observe the presence of speech errors of various types: unsuccessful use of words, excessive complication of a phrase that does not correspond to the style of the rest of the work; the presence of speech cliches, many of which are repeated several times, pleonasm. Typical logical mistakes of eleventh graders include the following:

1) violation of the sequence of statements;

2) lack of connection between parts of the utterance;

3) unjustified repetition of previously expressed thoughts;

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

5) disproportionality of the statement;

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

7) violation of cause-and-effect relationships;

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

Among the speech errors, the following should be highlighted:

1) the use of foreign words and expressions;

2) inappropriate use of expressive, emotionally charged means;

3) violation of lexical compatibility;

4) use of an extra word (pleonasm);

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

6) unjustified omission of a word;

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

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

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

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

We thank the members of the methodological commission for drawing up assignments and the jury members for their professionalism and competence for checking olympiad works: Danilov I.N. (town of Torez), Dyachenko L.V. . (Donetsk, Voroshilovsky district), Simonov I.V. (Donetsk, Kyiv district), Solovyov L.E. (Donetsk), Ikonnikov S.V. (Donetsk, Kalininsky district), Dyachenko L.V. . (Donetsk, Voroshilovsky district), Rzhesik S.A. (Donetsk, Petrovsky district), Yarkovich E.B. (Makeevka), Nafanets E.A. . (boarding lyceum at DonNU), Generalov A.V. (Donetsk, Budennovsky district), Zyatiev I.A. (Donetsk, Kalininsky district).

Department of Russian Language and Literature

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

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

For students in grades 10-11, work was sent from the regional center. They presented a variety of questions that covered the entire history from ancient Rus' to the 21st century, and tested critical thinking skills. Test tasks, establishing correspondence, missing terms, personalities in history - all this required serious preparation for the Olympiad. Unfortunately, it should be noted that this year students were able to cope with only a small number of assignments. The greatest difficulties for all students were caused by tasks on knowledge of the history of Russia of the 20th century; they coped poorly with knowledge of terminology, especially 9th grade students. Students in grades 10-11 have poor knowledge at an increased level of complexity. Based on the results of the Olympiad, the following recommendations were identified:

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

Chairman of the commission: Pyryalova L.T.

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

During the analysis of the Olympiad works, it became clear:

students 7 class find it difficult:

Perform compliance tasks;

Complete tasks with extended answers

Errors were made on the following topics:

Systematic taxa;

Double fertilization;

Ecological groups of birds.

In 8th grade caused difficulties with tasks in the form:

Judgments that must be agreed with or rejected;

Test tasks with the choice of one correct answer.

Errors were made on the following topics:

Definition of agricultural practices;

Drawing up a flower formula;

Determining the level of organization of living things;

Morphology of birds.

9th grade students experienced difficulties completing tasks:

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

Practical part on the morphological description of the plant.

There are many mistakes made on the following topics:

Plant morphology;

Plant taxonomy;

Human anatomy.

Students in grades 10-11 find it difficult to:

- Complete multiple choice tasks;

Find matches.

Errors were made on the following topics:

Systematics of plants and animals;

Characteristics of units of the Insect class.

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

Chairman of the commission: Belousova I.I.

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

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

Based on the results of the Olympiad, the following recommendations were identified:

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

Chairman of the commission: Pyryalova L.T.

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

The results of the Olympiad indicate the average level of students’ preparation in the Russian language. Students in grades 7-11 were unable to score the maximum possible number of points when answering Olympiad tasks.

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

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

Chairman of the commission: Lyamina T.N.

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

The results of the Olympiad indicate the average level of students' preparation in literature. Students of grades 7,8,9,11 were unable to score the maximum possible number of points when answering the Olympiad tasks.

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

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

· questions of literary theory (artistic devices and syntactic features of the text, poetic meter);

· study of extracurricular reading of foreign literature in lessons.

Chairman of the commission: Lyamina T.N.

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

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

1) when solving graphic problems to determine the time of movement - 3 people, did not start - 1 person.

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

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

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

As a result of the work performed, we determined: winner Korotkova E.(Krasnokommunarsk secondary school) and winner (3rd place) Mantaeva T. (Sakmar Secondary School).

Students 8th grade made mistakes:

1) when solving problem No. 1 for calculating the buoyant force, 2 people gave an incomplete answer, 2 people gave incorrect reasoning, 1 person did not start the implementation.

2) in the task on the relativity of motion, 4 people did not formulate the equation of speed and path, 1 person did not start to complete it.

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

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

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

Students 9th grade made mistakes:

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

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

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

4) the task of calculating the amount of heat was not started - 2 people.

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

The highest number of points scored by the student Kasaeva Zh. Belousovskaya Secondary School. There are no prizes.

Students 10th grade made mistakes:

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

2) in task No. 2 there is no derivation of formulas for calculating the density of -4 people, we have not started to implement -3 people.

3) in the problem of calculating the average speed, the equation -6 people was compiled incorrectly.

4) in the problem of calculating an electrical circuit – 4 people.

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

The highest number of points scored by students Kireeva S. (Krasnokommunarsk secondary school) and Trusov A. (Sakmar secondary school). There are no prizes.

Students 11th grade made mistakes:

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

2) in task No. 2, the equation for determining the time interval was incorrectly compiled - 1 person, did not start to complete - 2 people.

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

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

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

The highest number of points was scored by student Andrei Kirnos (Nikolskaya Secondary School). There are no prizes.

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

Chairman of the commission: Vlasova L.V.

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

Analysis of students’ Olympiad works showed that 8th grade students did well on the following tasks:

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

v the ability to set odds;

v the ability to determine the purpose of laboratory equipment;

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

Errors were made while completing tasks:

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

v when solving a problem using Avogadro's constant.

v to determine physical and chemical phenomena;

v the ability to decipher records;

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

In the thought experiment, students demonstrated the ability to write the appropriate equations in molecular and ionic form.

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

The tasks for grades 10-11 were identical.

Students partially completed tasks to identify reagents based on reaction products (10-2,11-3). Although there were errors in the equations when arranging the coefficients.

During a thought experiment, a number of students build a logical chain of reasoning, but do not complete the task to the end, since they do not have enough knowledge to prove it.

Participants in the 11th grade Olympiad failed to complete the task of determining the qualitative and quantitative composition of a solution.

10th grade students did not begin to complete the task related to knowledge of the properties of silicon, the interaction of silicon with a mixture of hydrofluoric and nitric acids.

Chairman of the commission: Belousova I.I.

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

Students from Nikolskaya Secondary School and Yegoryevskaya Secondary School did not take part in the Olympiad. The teams from Svetlinsk, Krasnokommunarsk, Dmitrievsk, Central, Arkhipovsk, Belovsk, Tat. Kargalinsk, Sakmar, Verkhnechebenkovsk secondary schools were most fully represented. Only one student took part in the Olympiad from Kamenskaya Basic School.

Analyzing the results of the Olympiads of previous years, the number of tasks and their content were increased, aimed at the gifted, and not at the average student, so this year the students did not quickly leave the classroom, but worked on average for 2.5 - 3 hours.

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

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

No winners were identified among students in grades 9-10, which indicates insufficient quality preparation of the participants.

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

The 11th grade students showed good results. 1st place went to Shabaldin D. (Krasnokommunarskaya school, teacher Lebedeva O.N.) 2nd place – Gololobova A. (Sakmarskaya school, teacher Rusnak L.A.) and Panarina E. (Belovskaya school, teacher Ruzheinikova N.A.); 3rd place – Biktimirova Z. (Tat. Kargalinskaya school, teacher Akhmetova L.I.) and Ishmukhametova R. (Verkhnechebenkovskaya school, teacher Abdrashitova A.G.).

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

Based on the analysis of the municipal Olympiad in geography by the jury recommends district geography teachers:

Monitor and promptly use methodological recommendations on the content of Olympiad tasks at the school and municipal level;

Strengthen work with gifted children;

Plan work with gifted people according to individual routes;

Increase interest in geography during classes and outside of class hours;

Pay attention to practicing cartographic skills;

Strengthen the regional studies focus in training.

Chairman of the commission: Semykina I.M.

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

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

Students from the Yegoryevskaya secondary school, Maryevskaya secondary school, Oryol secondary school, and Chapaevskaya secondary school were absent.

The students' work was evaluated by a jury consisting of:

Chairman of the jury Mashenkova G.V., teacher of mathematics of the highest category, Belousovskaya Secondary School; members of the jury - Komissarova T.G., teacher of the highest category MBOU "Dmitrievskaya Secondary School", Khasanova G.A. teacher of the highest category MBOU "Belovskaya Secondary School", Bezdenezhnykh L.V. first category mathematics teacher at Krasnokommunarsk Secondary School, Dautova G.A. first category mathematics teacher "Tat. Kargalinskaya secondary school.

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

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

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

11-15 points - III place,

16-19 points – 2nd place,

20-25 points – 1st place.

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

The main mistakes and difficulties of students when performing work

7th grade. The most solvable geometry problem is cutting a figure and a word problem, but students find it difficult to formulate the problems. They do not carry out logical thinking to the end. Most students solved numerical puzzle No. 1 using the selection method and did not quite correctly understand the conditions of the problem.

8th grade. We mostly solved weighing problems and word problems. The geometric problem of finding the angle of a triangle was solved by guessing without explanation. have difficulty reasoning with a geometric problem. The factorial problem is not clear to students.

9th grade. The most solvable task for cutting a figure. This is a problem of complexity 1. Then the task of finding a set of numbers with a certain multiplicity (5 students) and a geometric problem on the properties of a triangle (5 students), a task of proving rationality by 2 students and task No. 5 was completed by 1 student. 1 student Sergey Mozhartsev (21 points) began solving all 5 problems.

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

Grade 11. There is variability in solving problems; students began solving all problems. We mostly solved a task on arithmetic progression, an equation in integers. There are no good, informed decisions. There is no logical justification for the problems; students use guessing methods and give partial solutions, which does not correspond to the level of 11th grade students.

Pay more attention to solving problems using number theory (divisibility of numbers, remainders, parity, patterns), methods of solving logical problems, geometric problems, logic and completeness of justification for solving problems, methods of designing solutions.

Chairman of the commission: Mashenkova G.V.

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

The Olympic work includes 3 blocks of CMMs of varying complexity and execution techniques.

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

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

The first part of the tasks also included 7 tasks for choosing the correct statements. Practical questions caused virtually no difficulties for students.

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

The third part is environmental cases on choosing the correct narrowing with justification for correct and incorrect answers. These tasks caused the greatest difficulty, since most students were unable to reveal the cause-and-effect relationships between environmental concepts and events, indicating monosyllabic answers when motivating their choice. Therefore, the maximum score out of 10 possible is only 6 points.

Having analyzed the results of the municipal stage of the All-Russian Olympiad for Schoolchildren in Ecology, it should be noted the emergence of positive dynamics in the preparation of students. But it should also be pointed out that there is insufficient preparation on the above topics, which teachers need to take into account when planning and preparing schoolchildren for the Olympiad in the next academic year.

Athletics – not held due to lack of space

carrying out.

Compared to last year, the program for Olympiad tasks has been simplified. Equipment gymnastics, obstacle courses and athletics were excluded. There were no injuries or violations of discipline. Before the start of the competition, a safety briefing was held, each student signed the introductory briefing log. During the entire duration of the Olympiad, a doctor on duty was present.

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

In volleyball, the low and high passes of 7th grade girls were performed at a low level. It is necessary to refine the program of assignments and grading for this type.

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

Based on the results of the regional Olympiad in physical education, it should be noted the effectiveness of the educational activities of physical education teachers G.G. Sartov. (Svetlinskaya secondary school), Bolotov R.Ya. (Arkhipovskaya secondary school), Yuryeva S.P. (Belovskaya secondary school), Rakhmatullina R.B. (Verkhnechebenkovskaya secondary school), Klimushkina S.V. (Belousovskaya secondary school), Mazhartsev L.G. (Sakmar Secondary School), Abdullin G.Z., Mavlyutov G.T. (Dmitrievskaya secondary school), Sultanova S.S. (Egoryevskaya secondary school).

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

9th grade students completed the assignments satisfactorily. Some tasks did not correspond to the course of the life safety training program. Many students failed to cope with practical assignments; there is no clear and succinct answer. Great difficulties were caused by assignments on methods of orientation, they do not know how to decipher distress signals, they do not know examples of natural phenomena, they do not have enough knowledge of traffic rules, hazardous hazardous materials, they do not delve into the essence of the tasks, students need to be taught to solve situational problems of a practical nature on various topics of the life safety course. Regarding theoretical issues, the greatest difficulty was caused by questions on the following sections of the life safety course in the 9th grade - safety and protection of people in emergencies, ensuring personal safety in everyday life, the basics of a healthy lifestyle.

Students in grades 10-11 coped with the tasks of the regional Olympiad satisfactorily. Difficulties were caused by some topics of the organization of the RSChS, its structures, methods of orientation, and description of gas masks. Names of disinfection activities, military ranks Life safety teachers are recommended to pay special attention to these topics. The students completed the practical assignments well.

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

Unfortunately, the practical tasks of the Olympiad that need to be performed on simulators were not carried out due to the lack of financial resources.

The results of the regional Olympiad in life safety showed the high effectiveness of educational activities: life safety teachers of the Svetlinsky secondary school (Episheva F.F., Sartov G.G.), life safety teacher of the Kargalinsk school (Valeeva F.A.), life safety teacher of the Verkhnechebenkovsk secondary school (Abdrashitova G.M. .).life safety teachers of the Sakmara secondary school (Lebedev S.P., Bashkatov A.N.), life safety teacher of the Krasnokommunarsk secondary school (Popova N.A.), life safety teacher of the Belousovsky secondary school (Pavelyev A.N.), life safety teacher of the Krasnokommunarsk secondary school (Popova N. .A.)

Many schools did not take part in the Olympiad in Life Safety (Dmitrievskaya Secondary School, Egoryevskaya Secondary School, Kamenskaya Secondary School, Nikolskaya Secondary School, Oryol Secondary School and Chapaevskaya Secondary School). All this reduces the educational trajectory of students and teachers.

The results of completing tasks among the participants were mostly justified. Most of the participants completed the tasks successfully. The advantage of the Olympiad in Life Safety is that the material is accessible to students. The preparation of students is complicated by the fact that in many schools the subject of life safety is not taught in all classes. The material base for training students, especially in the practical part, wants to be better.

1. Strengthen the practical orientation of teaching the life safety course
2. Prepare students throughout the year for the Olympiad
3. Use more than just program material
4. Improve the material base

Chairman of the commission: Valeeva F.A.

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

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

7th grade students in the nomination "Home culture and arts and crafts" found it difficult to choose artificial fibers; the material has not yet been studied.

They did not name the elements of the Ukrainian national costume, and did not establish the correspondence of the sleeve cut in the drawing. 8th grade students did not recognize the trademark of the product’s environmental friendliness and did not identify the Russian barcode. They did not establish correspondence between the properties of the product and their definitions. They made mistakes in determining a balanced diet, nutrition standards, and found it difficult to determine the student’s source of income. 9th grade students do not know the definition of the word “project”, the main building material for tissue cells and organs, or the concept of a reusable pattern. They did not establish the correspondence of the measurements, do not know the definition of the consumer basket, or a computer program for constructing diagrams. Students in grades 10-11 do not know the definition of the word “project,” the calorie content of food products, the design of a machine needle, ergonomics, a computer program for drawing diagrams, or the concept of “agreement.”

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

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

8th grade students were unable to determine the type of artistic metal processing, the rolled profile, the line of the symmetry axis of the part, Maslow’s pyramid of needs, and the sequence of technological operations. 9th grade students were unable to list the properties of wood, match parts in a drawing, define marketing, or choose tools for plastering work. Students in grades 10-11 do not know the sequence of operations for making an eyelet from tin; they found it difficult to determine the cross-sectional shape of the parts located behind the secant plane.

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 November 26 to 27, 2012, the school stage of the All-Russian Olympiad in Russian language and literature was held on the basis of the MBOU secondary school in the village of Don Terezin.

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.

In total, 11 students from grades 9–11 of the educational institution participated in the Olympiad, which is 50% of the total number of high school graduates.

Materials for the Olympiad were compiled by teachers of Russian language and literature Oorzhak S.S. (grades 9, 11), Mongush I.V. (grade 10) in accordance with the Basic School Program for grades 5-11 for national schools of the Russian Federation and 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).

Results of the Russian language Olympiad.

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.

The materials of the Russian Literature Olympiad included tasks on knowledge of biographical facts of writers, knowledge of the content of the works studied, tasks on the theory of literature, and students also had to analyze one work of fiction to choose from. But, unfortunately, the students failed the last task. Assignments on literary theory are also difficult to complete; students do not know the definitions of terms (epigram, epitaph, sonnet, fiction, etc.).

The final results of the Olympiad by subject are reflected in the following table.

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

1. The same students took part in the Olympiads, which is explained by the small number of classes at the school.
2. The students mostly coped with the tasks of the Olympiads.

1. Subject teachers should intensify their work to prepare students for the municipal stage of the Olympiad.