Subprogram development of the Olympiad movement of the gifted children program. Theoretical aspects of organizing social Olympiads

Observations during lessons;

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

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

We work on the Internet

We participate in distance subject competitions and olympiads

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

1. external
2. internal

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

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

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

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

DI. Mendeleev

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

The task of the family is to see and discern the child’s abilities in time, while the task of the school is to support the child and develop his abilities, to prepare the ground for these abilities to be realized. It is at school that the foundations for the development of a thinking, independent, creative personality should be laid.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Questions may be worded as follows::

Are you interested in participating in an intellectual competition?

Do you like to solve tasks of increased complexity?

Would you like to take part in the Physics Olympiad?

Do you have experience participating in Olympiads?

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

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

Observations during lessons;

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

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

1. Broadening the horizons of students:

We work on the Internet

We participate in distance subject competitions and olympiads

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

2. Solving Olympiad problems from previous years.

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

1. internal

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

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

Basic school preparation in the subject;

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

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

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

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

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

Municipal budgetary educational institution "Secondary school No. 1"

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

Physics teacher Baumanis S.M.

Shchekino, 2014

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

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

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

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

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

correspondence

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

Correspondence subject Olympiads.

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

All-Russian subject Olympiads "White Wind"

DEVELOPMENT CENTER

THINKING AND INTELLIGENCE

ALL-RUSSIAN REMOTE

OLYMPIADS AND COMPETITIONS

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

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

Relationships

Identifying students

who show interest

to the subject

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

Forms and methods of work to prepare for the Olympiads

1. Broadening the horizons of students:

we work on the Internet

We participate in distance subject competitions and Olympiads

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

2. Solving Olympiad problems from previous years.

Trajectory of preparation for the Olympics -

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

MBOU "Bolsheignatovskaya Secondary School"

Report on the topic:

Prepared and read:

primary school teacher

Arinina E.I.

August 2017

Topic: Development of the competitive and olympiad movement for schoolchildren as a mechanism for improving the quality of education.

The quality of education is not only the quality of the final results,

but also all processes that influence the final result.

Yu.A.Konarzhevsky

The quality of education is the degree to which the expectations of various participants in the educational process are met: students and their families, school administration, other members of the teaching staff, external organizations with which the educational institution cooperates to achieve results.

The quality of education is the demand for acquired knowledge in specific conditions and places of its application to achieve a specific goal and improve the quality of life of a graduate.

Everyone has their own path to scientific, research and creative activity. Sometimes a person is driven by curiosity, interest, the discovery of new opportunities, and sometimes it is a path through failure, a feeling of helplessness and dissatisfaction. The concept of “success” is not known to those who have not experienced defeat, and the state of emotional comfort will be appreciated by those who have experienced emotional discomfort at least once. And the formula for success is defining a goal + focusing efforts + perseverance + self-confidence. We take into account the axiom that M.E. Litvak put forward: “each of us is born a king. The best faith you can have is faith in success, in your high destiny. And you will act in such a way that you will achieve this. It’s worse to believe in something you can’t achieve.” Competition increases individual readiness for success. Competitiveness is also useful for developing success as a personal characteristic, and understanding that mistakes and defeats should be treated not as a disaster, but as an experience that opens up the possibility of a new search. Therefore, the position of the teaching staff is to cultivate success in children by introducing them into a competitive environment, in which they form their own idea of ​​their capabilities, and their abilities and talents are revealed and developed. The organization of the Olympiad and competitive movement is considered as an impulse for self-development, scientific and creative search.

A competitive environment makes you think and develops mental activity. It is known that educational activities are something common to all children, and thinking is a manifestation of a person’s individual attitude to knowledge. Thinking acts, in a way, as a tool for individualizing knowledge. Active educational and cognitive activity allows one to develop thinking through participation in olympiads and competitions, since the most important value of the educational process is mental individuality.

In recent years, there has been a boom in unique Olympiads and competitions. They have different statuses: official, organized by administrative educational structures of the federal, regional, municipal levels; informal (commercial), conducted by institutions and organizations from local to international. We try to use different types of competitions (having studied the organizers, their experience and documents), with the aim of testing strength, developing abilities and gaining experience, as well as creating space for the development of success. Therefore, we chose the path of entering the competitive movement (education through participation in olympiads, competitions and other competitions). Is it advisable to have mass participation in scientific and creative competitions or is this targeted work with the brightest children? What is better and for whom is it better to have two winners of the All-Russian Olympiad for schoolchildren or 50-100 prize-winners and winners of various All-Russian and international competitions? If a child has problems with his studies, should (can) he participate in Olympiads? And why is it that at middle school age about 20% of children show their “eccentricity”, and by the time they graduate, only 2-5% remain? All these “whys” were the subject of discussion among teachers. Our principled position can be expressed in the words of Socrates: “In every person there is the sun, just let it shine.” Each student is talented in their own way! The task of the teaching staff is to find where his talent lies, sometimes even ignoring his student successes (we are moving away from the position that only excellent students are talented).

The report of the Government of the Russian Federation on the implementation of the national educational initiative “Our New School” in 2010 states: “It is necessary to develop a creative environment to identify especially gifted children in every secondary school. It is necessary to develop a system of Olympiads and competitions for schoolchildren...” Many schools are guided by this model of education, when the focus is on implementing the curriculum or introducing new methods and technologies. But in such a situation, the student is only an object of the learning process and, after graduating from school, in real life he is ready to play only the role of a performer.

However, modern society requires a person to be not just a performer, but a person capable of self-education throughout his life, ready to make decisions, capable of “functioning normally in a complex and demanding society.” The higher the level of education, the higher professional and social mobility.

Identification, support, development and socialization of gifted children are becoming one of the priorities of modern education.

The concepts of “children's giftedness” and “gifted children” define ambiguous approaches to the organization of teaching activities. On the one hand, every child is “gifted,” and the task of teachers is to reveal the intellectual and creative potential of each child. On the other hand, there is a category of children with higher creative and intellectual potential who require special organization of training, development and upbringing. These children, as a rule, do not need to be forced to study; they look for work themselves, often complex and creative ones.

One of the main tasks of the teacher is to organize educational activities in such a way that students develop the need to realize the creative potential of educational material in order to master new knowledge. The main task of the teacher is to increase the share of internal motivation for learning. The formation of cognitive activity is possible provided that the activity in which the student is engaged is interesting to him.

It is important to begin working with gifted children in elementary school. All young children are endowed with certain inclinations and abilities from birth. However, not all of them develop. Undiscovered opportunities gradually fade away due to lack of demand. The percentage of gifted children (from the point of view of psychologists) decreases sharply over the years: if at the age of nine there are approximately 60-70% of them, then by the age of 14 it is 30-40%, and by the age of 17 it is 15-20%.

Therefore, primary school teachers must create a developing, creative educational environment that promotes the discovery of the natural capabilities of each child, and middle and senior teachers must continue the work they have begun to preserve and develop the creative potential of students.

One of the directions for creating optimal conditions for the development of gifted children is the participation of children in various kinds of distance competitions, olympiads and quizzes.

The Olympiad is one of the generally recognized forms of working with gifted children. Participation in the Olympiad movement plays a big role in the formation of a child’s personality, fostering responsibility for the work started, determination, and hard work. Subject Olympiads not only support and develop interest in the subject, but also stimulate activity and independence of students in preparing questions on topics and in working with additional literature; they help schoolchildren shape their creative world. With the help of the Olympiad, students can test their knowledge, abilities, skills in a subject not only in themselves, but also compare their level with others. The level of tasks offered at the Olympiads is noticeably higher than what students of public schools study in class. Children need to be prepared for the Olympiad: to correctly perceive tasks of a non-standard nature of increased difficulty and to overcome the psychological stress of working in an unfamiliar environment. And the sooner you start this work, the more effective it will be.

The modern educational space of the Internet provides an opportunity to organize work to develop the creative and intellectual abilities of children through participation in distance competitions, competitions and quizzes in various subjects. Distance Olympiad is an effective way to identify and develop the potential of gifted children. This type of activity helps children who are shy, timid, unsure of themselves, slow, uncollected, and who find it difficult to force themselves to sit in class, to express themselves. The advantages of remote forms are: the possibility of participation regardless of place of residence, holding at a time convenient for the child, the ability to combine it with the educational process, and no restrictions on the number of participants.

The Olympiad allows its participants to significantly expand their horizons, apply their own knowledge, erudition and logical thinking in a non-standard situation.

Among distance Olympiads and competitions, we can highlight those in which longer time is allocated for completing tasks (2-3 days). This type of work stimulates the joint activities of parents and students, thereby promoting the formation of a positive attitude towards the educational process.

The Internet space presents materials from distance competitions, olympiads and quizzes in various subject areas (mathematics, linguistics, literature, the environment), as well as interdisciplinary competitions. This allows students and the teacher to choose the most interesting subject area for themselves, and also gives the child the opportunity to try himself in other areas of knowledge.

Various types of extracurricular activities, including distance competitions and olympiads, represent a single, complex and interconnected set of activities of teachers, students and their parents, aimed at nurturing an intellectually developed and spiritually rich personality of the child.

From grades 1 to 11, students of our school participate in various distance competitions and olympiads on an all-Russian, regional and municipal scale. More than 100 schoolchildren are winners, prize-winners, participants in competitions and were awarded certificates, diplomas, and diplomas.

This work will continue this academic year. It promotes the involvement of students in active creative and cognitive activities, self-realization of primary school students and increasing their self-esteem.

The All-Russian Olympiad for schoolchildren is, of course, the most popular Olympiad, and has been held by the Ministry of Education and Science of the Russian Federation for more than half a century in general education subjects. Schoolchildren from all regions of Russia participate in the competition. The main goal of holding Olympiads for schoolchildren is to search for and support talented children, promote the development of their abilities, including through attracting talented schoolchildren to participate in Olympiads.
Currently, along with the All-Russian Olympiad for schoolchildren, a system of Olympiads for schoolchildren has developed, which are held under the auspices of Russian Council of School Olympiads(RSOSH). Every year, the organizers of the Olympiads send applications to the RSOS, which undergo an examination for inclusion in the List of Olympiads for schoolchildren for the current academic year.
Winners and prize-winners of the final stage of the All-Russian Olympiad for schoolchildren can become students of any university in Russia in areas of training corresponding to the profile of the Olympiad without entrance examinations. When entering a field of study that does not correspond to the profile of the Olympiad, achievements at the final stage of the All-Russian Olympiad for schoolchildren will be counted as 100 points on the Unified State Examination in the corresponding subject. Please note that the benefit does not have a statute of limitations. However, you can apply for the benefit only to one university for one specialty. In addition, the winners and prize-winners of the All-Russian Olympiad for schoolchildren receive prizes within the framework of the national project “Education” to support talented youth: winners - 60 thousand rubles, prize-winners - 30 thousand rubles.
Winners and prize-winners of Olympiads for schoolchildren under the auspices of RSOS can also count on benefits when entering higher educational institutions: admission without entrance examinations or the highest Unified State Examination score in a specialized subject. Successful performance in the Olympiad of one of the universities opens doors for talented students to other universities.
History of the Olympic movement in Russia
The beginning of the All-Russian Subject Olympiads for schoolchildren in their modern form is associated with the emergence of Russia as a sovereign state in 1991. However, the history of the Olympic movement in Russia begins much earlier. For example, back in the 19th century, “Olympiads for students” were held by the Astronomical Society of the Russian Empire. The history of the Olympiad movement in Russia allows us to see how the emphasis has been placed in the Russian education system for more than half a century. From it you can trace which educational subjects and at what time were considered the main ones and which were secondary, which new subjects actively entered into life and which ones lost their positions, and what these processes were connected with.
At the same time, approaches to determining the content of education in secondary school also changed, and the content of education, as is known, is a social order from society to the state. The history of the Olympiad movement reflects the evolution of approaches to determining the content of education in secondary school, which occurred in the last century and still exists today:
The heyday of olympiads in mathematics, physics, chemistry, and astronomy began in the mid-20th century. The country was rapidly developing technically, conquering space, and the country needed active and talented engineers. Further, a scientific and technological revolution is taking place in the country, it needs scientists in various fields, including in the natural sciences. During this period, in the seventies, Olympiads in biology and geography gradually joined the already traditional Olympiads.
The modern school is designed to give the student not only and not so much ready-made knowledge and experience in carrying out activities according to the model, but, above all, experience in creative activities, experience in emotional-value relationships of a personal nature. Therefore, at the end of the 20th century, a large number of humanities Olympiads appeared among the Olympiads - Olympiads in literature, history, social science, foreign language, and law.
As a response to the sharp deterioration of the environment caused by the rapid industrial growth of past years, the Olympiad in Ecology is created and becomes popular. The high level of information technology in modern society laid the foundation for the creation and development of the Olympiad in Informatics.
Mathematics Olympiads
The Mathematical Olympiad is held with the aim of identifying talented students who are inclined towards the exact sciences. Participation in the Olympiad stimulates interest in science and creativity. The Mathematics Olympiad has a long history. The first full-time mathematical competition for lyceum graduates was held in Romania in 1886, and the first mathematical Olympiad in the modern sense took place in 1894 in Hungary on the initiative of the Hungarian Physics and Mathematics Society, headed by the future Nobel laureate in physics L. Eotvos. Since then, with interruptions caused by two world wars, these Olympiads have been held annually. It should be noted that the first modern Olympic Games were held in Athens in 1896.
The first Mathematical Olympiad in Russia was organized in Leningrad in 1934 on the initiative of the remarkable mathematician B.N. Delone. It is likely that this was the first city mathematical Olympiad. The very next year the city Olympics were held in Moscow.
The first mathematical Olympiad, in which several regions of the RSFSR took part, was the 1960 Olympiad held in Moscow. It is sometimes called the “zero” All-Russian Mathematical Olympiad for schoolchildren. Official numbering began in 1961. Teams from almost all regions of the RSFSR came to the first All-Russian Mathematical Olympiad. Teams from the Union republics were also invited. In fact, these Olympiads became All-Union Olympiads, because the winners of the Republican Olympiads took part in them. Since 1967, this Olympiad received the official name - “All-Union Olympiad for Schoolchildren in Mathematics.”
According to the Regulations on the Olympiad, the All-Russian Olympiad in Mathematics for schoolchildren until 1992 was held in four stages: school, district (city), regional (territorial, republican) and zonal. Until 1992, the final stage of the Republican Mathematical Olympiad was held in all republics of the Soviet Union, except the RSFSR. The final stage of the All-Russian Olympiad was replaced by the All-Union Mathematical Olympiad, at which the Russian Federation was represented by six teams. This situation was explained by the fact that Russia was the largest in both territory and population among the republics of the USSR, and since, according to the Constitution of the USSR, all people, regardless of nationality and place of residence, had equal rights, such representation of Russia at the All-Union Olympiad was natural. In 1992, due to the collapse of the Soviet Union, the All-Union Olympiad was held under the name Interrepublican Olympiad. The final stage of the All-Russian Mathematical Olympiad was first held in 1993 in the Krasnodar Territory (Anapa).
Olympiads in Informatics
“I thoroughly enjoyed participating in the Olympics. Such cool puzzles! I haven't had such an interesting time for a long time. I also want to know the results quickly.” These words are the reflection of one of the participants in the Informatics Olympiad and clearly characterize the attitude of the children towards participation in the Olympiad.
There are two types of problems at the Olympiad:
1). Problems that the program solves. When solving such a problem, the participant must compose a program that, based on a given input file, will generate an output file, and submit the source text of the program to the checking system. The correctness of the program will be tested on various input data, unknown to the participant in advance.
2). Problems for which the output file is the solution. In this type of task, all input data is already known to the participant; he only needs to obtain the corresponding output file for each input file and submit it to the checking system. In this case, the method in which the participant received the answer is not important.
Modern Olympiad problems are multi-level, that is, even incomplete and ineffective solutions will pass certain groups of tests and bring participants a certain number of points. At the same time, the scientific committee of the Olympiad considers numerous options for solving each problem and compiles sets of tests in such a way that only complete solutions can pass all tests and score the maximum score.
The Olympiad movement in computer science, unlike a subject like mathematics, has a relatively recent history. Despite the fact that the first computer appeared in 1949, the understanding that with the development of computer technology was coming an era of new information technologies arose only in the late 70s.
Now it is difficult to say who first came up with the idea of ​​holding All-Union Olympiads for schoolchildren in computer science, but it is quite obvious that such an interesting and rapidly developing subject could not remain without an Olympiad for a long time. In the fall of 1987, the first organizational meeting was held, which was attended by academicians A.P. Ershov, N.N. Krasovsky, Doctor of Physical and Mathematical Sciences. A.L. Semenov, V.M. Kiryukhin, as well as a representative of the ministry and member of the Central Organizing Committee of the All-Union Olympiad for Schoolchildren T.A. Sarycheva. At the meeting, it was decided to hold the country's first Olympiad for schoolchildren in computer science in the spring of 1988 in Sverdlovsk, now Yekaterinburg.
It was not by chance that Sverdlovsk was chosen as the city to host the first Olympiad: at that time, many schools in the city and the Sverdlovsk region had already been supplied with Robotron-1715 personal computers, and a then modern program and textbooks for teaching school computer science had been developed. The first Olympiad in Informatics, held from April 13 to April 20, 1988 in Sverdlovsk, was not yet called All-Russian, but All-Union; 80 schoolchildren from all Union republics took part in it.
There was no experience in organizing such competitions either in the country or in the world. In order to determine the methodology and content of the computer science Olympiads, the best experts in the field of school computer science and the Olympiad movement at that time were invited as jury members, one representative from each union republic and each territory of the Russian Federation. As a result of long debates and discussions, the rules that were used as the basis for the rules for holding modern Olympiads were gradually formed. The number of participants in the first Olympiads was determined taking into account the available capabilities in providing computers and in proportion to the number of schoolchildren in the Union republics and territories of the Russian Federation.
Starting from the III All-Union Olympiad, held in 1990 in Kharkov, it was decided to conduct both rounds of the Olympiad using computers. Before this, the 1st round was theoretical, without the use of computers, the 2nd round was practical.
In 1992-1996, the capital of the Olympiad movement in computer science was the city of Troitsk, Moscow region, which was due to the presence there of the specialized Trinity Center for Informatics “Baytik” and, as a result, good computer equipment. In 1997-1999, the final stage of the Olympiads was held in St. Petersburg. In subsequent years, from 2000 to 2005, the Olympics were held in the cities of Troitsk, Yekaterinburg, Perm, St. Petersburg, Tver region and Novosibirsk.
During the period of preparation for the Olympiad, highly qualified specialists and teachers work with the children, focused not only on the immediate result, that is, on prizes for their students, but also on the long term - on training the future succession of specialists in the field of information technology and programming.
The permanent chairman of the Central Methodological Commission for Informatics is V.M. Kiryukhin. The oldest members of this commission are well-known scientists and teachers in the field of school and Olympiad computer science in the country - professors S.M. Okulov, V.V. Prokhorov, I.V. Romanovsky, associate professors A.V. Alekseev, S.G. Volchenkov, E.V. Andreeva, V.D. Lelyukh.
Physics Olympiads
Schoolchildren's Olympics in our country have a rich history. As for the history of school physics Olympiads, they apparently began in 1938. The first Olympiad was organized for Moscow schoolchildren by Moscow State University. Subsequently, such Olympiads began to be held by the Moscow Institute of Physics and Technology (MIPT) and other universities in Moscow. The initiative of Muscovites was supported in other cities of the Soviet Union.
The first All-Union Olympiad for schoolchildren was held in February 1962 on the initiative of the Moscow Institute of Physics and Technology. Over 6,500 schoolchildren from 58 cities and towns took part in it. The form of organization of the Olympiad is interesting. It was conducted in one round during the student winter holidays by students and graduate students in their home cities. All work on organizing the Olympiad was headed by the Komsomol Committee of Physics and Technology. In the same year, scientists from the Siberian Branch of the USSR Academy of Sciences held the first All-Siberian Olympiad for secondary school students.
In 1963, an away Olympiad for schoolchildren was held by Moscow State University. Schoolchildren from the European part of the USSR and the Transcaucasian republics took part in this Olympiad. The MIPT and MSU Olympiads were physical and mathematical. Since 1964, unified All-Russian Olympiads began to be held. The Ministry of Education of the RSFSR took upon itself the coordination of their implementation. These Olympiads were called the All-Russian Physics and Mathematics Olympiads. Teams from all Union republics were also invited to their final rounds.
All-Union Olympiads were held until the early 90s of the 20th century. The last XXVI Olympiad in Physics was held in 1992 at the Moscow Institute of Physics and Technology (Dolgoprudny). Essentially, this was already the All-Russian Olympiad, although officially it was called the Inter-Republican Olympiad.
The problem of gender division of Olympiad participants
For a long time, girls were not included in the mathematics, computer science and physics teams. For the first time, a girl, Ksenia Solovyova, joined the physics team in 2007, and won a gold medal.
A girl, the first representative of the fair sex included in the Russian team, managed to win a gold medal at the International Physical Olympiad for schoolchildren.
...The plane was late, and something happened with the luggage, but the almost two-hour delay could not spoil the mood: the Russian team of schoolchildren, who took part in the 38th International Physics Olympiad, entered the welcoming sector in full regalia and with medals. Having scored 250 points, our team took third place in the unofficial team competition, behind China and South Korea, receiving three gold and one silver medal.
Physics is generally considered to be a man's business. However, for the first time in the history of participation of the USSR and Russia in physics Olympiads, a girl was included in our team - Ksenia Solovyova from Perm, a graduate of school No. 146 with in-depth study of mathematics, physics and computer science. Stanislav Kozel, the scientific leader of the team, professor at the Department of General Physics at the Moscow Institute of Physics and Technology (State University), does not hide his joy: “We decided to take a risk. We had never had a girl on the team, and we decided to take her on as a tryout. And they were not mistaken!”
The calculations of the “trainers” who were involved in the scientific preparation of the team were justified - the tasks did not seem difficult to the Permian, and she coped with them with dignity.
The team had to withstand a considerable load: only the task for the Olympiad was on 20 sheets! Concentration, thoughtfulness, perseverance and endurance were required - the theoretical round, which included three problems, was solved by the participants in no less than five hours. The same amount of time was allocated for the experimental round.
Answering the question whether the idea of ​​a physicist as a hero of his time has changed, especially in connection with the arrival of women in physics, Stanislav Kozel admitted: the film “Nine Days of One Year” is hardly fair today to those who develop physical science. They are no longer eccentrics, passionate about their scientific work, formulas and experiments on synchrophasatrons, but normal people to whom nothing human is alien. What will the physicist of the future be like? To answer this question, he urged us to take a good look at the talented guys, winners of the Physics Olympiad.

Explanatory note

Relevance of the program

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

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

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

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

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

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

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Municipal budgetary educational institution

Ust-Ishim Lyceum "Alpha"

Ust-Ishimsky municipal district

Reviewed Accepted “Approved”

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

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

Protocol No. Protocol from No. ______

from__________ 2017 from _________________

Head of the Ministry of Defense

_____/Mamaeva E. N./

Olympiad apparatus movement training program

physical and mathematical cycle

Ust-Ishim

2017

Explanatory note

Relevance of the program

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

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

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

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

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

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

Trajectory of preparation for the Olympics

We offer the following training system for Olympiad participants:

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

Preparing schoolchildren for Olympiads.

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

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

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

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

The group of gifted children may include children who:

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

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

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

4.Planning the work.

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

5. Expanding our horizons:

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

6. We work with our hands.

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

7 . We continue to educate ourselves.

Action plan for preparing students for Olympiads

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1 p/p APPROVED by order of the Committee of General and Vocational Education dated August 11, 2015, 2010 (Appendix) ACTION PLAN for the development of the Olympiad movement in the territory for a year Name of the event Brief content of the event Implementation deadlines Responsible executor 1. Improving the regulatory framework development of the Olympiad movement in 1 Preparation of a draft order “On approval of the Procedure in September 1 in accordance with the order of the regional stage of the Ministry of Education and Science of Russia dated November 18, 1252” 2 Preparation of a draft order “On approval of the Procedure for holding regional Olympiads” 3 Introduction of changes to the normative legal documents regulating the conduct of the school and municipal stages 1 Organization and conduct of training camps for the preparation of participants in the final stage Preparation of a draft order in order to improve the procedure for holding regional Olympiads Bringing municipal regulatory legal acts into compliance with the Olympiad movement September until September 1 3 4 Expected result from the implementation of the event Creation of a legal document regulating the holding of the regional stage in the territory Creation of a legal document regulating the holding of regional Olympiads Creation of a legal document regulating the holding of school and municipal stages in the territory 2. Organizational and methodological support for the development of the Olympiad movement in Additional in-depth annually in preparation for participation in the Olympiad. Involvement of teacher-mentors who have a national team in the training Increasing the effectiveness of students’ participation in the final stage

2 2 Organization and conduct of work to prepare students for Olympiads through distance learning 3 Organization of participation of gifted students of Leningradskaya in all-Russian summer schools, camps, training camps 4 Organization and conduct of seminars with heads of local government bodies that manage education 5 Organization and conduct meetings with specialists from local governments involved in management in the field of education, employees of district methodological services 6 Conducting meetings with the chairmen of subject methodological commissions and jury members on the organization and conduct of regional Olympiads, experience in preparing for Olympiads, teachers of educational organizations of higher education. Organization and conduct of video conferences, remote Olympiads, remote consultations Organization of sending to these events Conducting seminars on the organization and conduct of the All-Russian Olympiad and regional Olympiads, exchange of experience Information, analysis, summing up the work done, discussion of issues related to the search for effective mechanisms for interaction between all participants of the Olympiad movement Information, discussion of issues aimed at improving the quality of methodological support for the Olympiad movement of the team of the Leningrad region annually October December March October, May October June 5 Additional form of searching for the gifted, increasing coverage of additional education; increasing the effectiveness of participation in olympiads Increasing the effectiveness of students’ participation in olympiads of various levels; participation of students in municipal olympiads of the olympiad movement at the level of municipal districts (urban district) Improving the quality of compiling olympiad tasks

3 7 Organizing and conducting consultations for members of the jury and organizing committees of the relevant stages of the Olympiad 1 Providing psychological and pedagogical training for students participating in the final stage 2 Organizing and conducting webinars 1 Organizing selective review of Olympiad assignments at the school, municipal and regional stages 2 Organizing a random check of the works of the All-Russian Olympiad 3 Monitoring the fulfillment of requirements for the conduct of school, municipal and Conducting consultations on the implementation of the requirements for holding a specific stage of the Olympiad September-May 3. Organization of psychological and pedagogical development of the Olympiad movement in Conducting psychological February - trainings with participants in April subject Olympiads Conducting webinars for managers and teaching staff of educational organizations on topic: “Organization of psychological and pedagogical Olympiad teams” February 4. Information and analytical support for the development of the Olympiad movement in Organization of verification and control of the quality of Olympiad tasks October Organization of verification and control of the assessment of Olympiad works of winners and prize-winners of the municipal stage of the Olympiad Creation of a regional expert group December annually Compliance with requirements for conducting All-Russian Olympiad on the territory of the Leningrad Region Increasing the psychological readiness of students to participate in Olympiads Increasing the professional competence of specialists in organizing psychological and pedagogical Olympiad teams Increasing the quality of writing assignments, their compliance with the requirements of national subject-methodological commissions Increasing the objectivity and quality of assessing Olympiad assignments and conducting the All-Russian Olympiad at

4 regional stages 4 Organization of visits of members of the organizing committee of the Olympiad and subject-methodological commissions to Olympiads in municipalities (school and municipal stages) 5 Expansion of information and analytical development of the Olympiad movement in Leningradskaya 6 Creation of an annual information and analytical collection based on the results of the participation of Leningradskaya students in the All-Russian Olympiad and regional Olympiads Visits to municipalities to check the quality of organization and conduct of subject Olympiads Modernization of the gifted database, improvement of information support for Olympiad participants (website content, wider use of the capabilities of the electronic registration system for Olympiad participants); creation of information stands for Olympiad participants, stands for the achievements of winners and prize-winners; preparation of an electronic database of Olympiad tasks; creation of a feedback line on participation in the Olympiad Collection of information on participation in the All-Russian Olympiad in general education subjects and regional Olympiads September December until January 1 July-August of the Leningrad region and the conduct of the school and municipal stage Use of information, including databases, to identify and support the most gifted, productive participants in the Olympiads. Fully informing the participants of the Olympiads, improving the quality of organization of the Olympiad movement; increasing the prestige of participation in the Olympiad movement Free and quick access to analytical information

5 7 Publishing an approximate package of materials for Olympiad assignments at the municipal, regional and all-Russian levels (based on materials from previous years) and posting them on a distance learning server 8 Preparation and publication of booklets “Strategies and support for participants in the Olympiad movement” 1 Creation of internship sites 2 Organization and conduct of problem-based seminars for subject teachers on solving problems at the Olympiad level Collection and preparation of a package of materials for Olympiad tasks at the municipal, regional and all-Russian levels Submission of recommendations to teachers before January 1 January 5. Advanced training for Olympiad organizers, heads of educational organizations, teaching staff Creation of at least 3 before January 1 internship sites for training members of the regional expert group on internal monitoring of the quality of implementation. Joint work with children and teachers at subject sessions, introduction of the module “Gifted Child in the Educational System” (2-6 hours) into the programs of advanced training courses for school teachers. Organization of master classes for subject teachers, ensuring high achievements of students at the All-Russian level within the framework of training camps in e Improving the quality of participation of students in Olympiads of various levels Increasing the professional competence of specialists in organizing psychological and pedagogical Olympiad teams Internal monitoring of the quality of the All-Russian Olympiad Increasing the level of training of teachers working with the gifted children

6 3 Organizing and holding round tables with the participation of jury chairmen, teacher-mentors, accompanying Olympiad participants and members of the organizing committee at each subject Olympiad at the regional stage 4 Organizing and holding meetings with parents as part of the system of working with gifted schoolchildren and talented children Information, discussion of issues of methodological support and organizing Olympiads Conversations with parents of the gifted, participation in seminars and conferences January-February, methodological support and effectiveness of the Olympiad movement in Leningradskaya Increasing the effectiveness of participation in Olympiads, supporting the gifted 5 Organization of advanced training for teachers on preparing students for effective participation in subject Olympiads 6 Advanced training heads of general education organizations, subject teachers on the issues of identifying and supporting gifted children 8 Formation of a team of regional tutors All activities in this section are aimed at preparing teachers and administrators to work with gifted children who are capable of achieving high achievements at different levels of conducting advanced training courses on the topic “Gifted Child” in the educational system: process management" (72 hours, with remote support) Involvement of teacher-tutors with effective experience in preparing students for the regional, final and international stages of the year of the year to work with gifted children at the regional level Improving the professional competencies of subject teachers and school leaders in issues of ensuring effective participation of students at all levels of the All-Russian Olympiad. Improving the professional competencies of heads of general education organizations Increasing the level of training of students participating in olympiads at the regional, All-Russian and International levels.

7 1 Expanding cooperation with municipal centers for working with gifted children on the development of the Olympiad movement at the municipal level 2 Development of cooperation with universities and other educational organizations in Leningrad and St. Petersburg in terms of preparing and holding Olympiad competitions. Using the capabilities of teacher-tutors to develop tasks at the municipal level. 5. Organization of cooperation Coordination and information and methodological activities to build a system of work with gifted children, exchange of experience, holding relevant seminars Involving teachers with experience in preparing children for Olympiads to work at educational and training camps, conducting classes at university sites Identification gifted, increasing the efficiency of work with gifted students, preparing for olympiads Improving the quality of education and preparation for olympiads, vocational guidance for students 1 committee of general and vocational education. 2 - state budgetary educational institution of additional education for children “Leningrad Regional Center for the Development of Creativity of Gifted Children and Youth. 3 - local government bodies exercising management in the field of education. 4 municipal centers for working with gifted children. 5 - state autonomous educational institution of additional professional education “Leningrad Regional Institute for Educational Development”.

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