In this publication you can find advice from a practicing mathematics teacher on preparing 9th grade students to successfully pass the OGE in mathematics.
For successful completion ninth-graders need a certain preparation system for exams.
When preparing students for the OGE, the teacher must:
- develop self-control skills in students;
- develop the ability to check the answer for plausibility;
- systematically practice computational skills;
- develop the ability to move from a verbal formulation of relationships between quantities to a mathematical one;
- learn to conduct evidential reasoning when solving problems;
- learn to build an argument when conducting proof;
- learn to write down mathematical reasoning and evidence, paying attention to the accuracy and completeness of the justifications carried out.
Several interesting techniques are proposed:
Mandatory oral exercises and quick counting rules
Since the exam does not allow the use of a calculator, students need to be taught how to perform simple (and not so simple) conversions orally. Of course, this will require organizing the development of such a skill until it becomes automatic.
To achieve accuracy and fluency in oral calculations, it is necessary to spend 5-7 minutes in each lesson during all years of study to carry out exercises in oral calculations provided for in the program of each class.
Oral exercises must correspond to the topic and purpose of the lesson and help master the material being studied in this lesson or previously covered. The time required to perform operations such as solving quadratic equations, linear inequalities and 2nd degree inequalities, factoring, transforming irrational expressions and others is reduced. These operations move from the category of an independent task to the category of an auxiliary one and become a tool (“multiplication table”) for solving more complex problems.
A book edited by Lysenko F.F., Kulabukhov S.Yu. helps in organizing oral calculations. " Mental calculations and quick counting. Training exercises for the course of grades 7-11" (Rostov-on-Don: LEGION-M. - 2010).
Quick counting techniques are also important, such as:
- squaring numbers ending in 5;
- multiplication by 25, by 9, by 11;
- finding products of two-digit numbers for which same number tens, and the sum of units is 10;
- dividing three-digit numbers consisting of identical digits by the number 37;
- extracting the square root.
You can use the following benefits:
- Rachinsky S.A. 1001 tasks for mental arithmetic at school.
- Perelman Ya. Quick count. Within project activities I’m interested in working with students to compile reference books. It develops them individual abilities. Using the project method leads to the fact that repetition, and therefore preparation for exams, occurs gradually, as if “hidden”, but leads to solid knowledge and skills needed in later life.
In this case it is observed:
Project method for compiling reference books.
High degree of independence and activity of students.
Shifting the focus of learning from teaching to learning.
As the level of complexity of students’ activities increases, so does the level of creativity and quality of work performed.
By solving complex tasks for which there is no specific algorithm, the student develops his own independence and willingness to solve complex problems in real life.
An important part of project activities aimed at preparing for the OGE is the ability to complete large-volume tasks that require patience and attention.
Such qualities as responsibility, conscientiousness, the ability to complete the work started, to protect and defend are formed own opinion. These qualities have always been respected and valued in society.
An example would be a project to compile a directory combining topics: “ Quadratic equations", "Vieta's theorem", "Quadratic inequalities", "Quadratic function".
The use of group work in mathematics lessons in preparation for the OGE
Psychologists have long proven that people learn best what they discuss with others, and remember best what they explain to others.
Students, under the guidance of the teacher, create groups of 3-4 people.
Algorithm of student actions.
Mandatory level tasks (part 1)
Having completed the tasks of Part 1, compare the solutions with the answers and with each other.
They are working on mistakes.
They receive a different version of the tasks of Part 1 and complete only those tasks in which mistakes were made. Each group receives a task and prepares independently. At the same time, students do not know who will perform the task at the board.
Part 2 assignments
Representatives of each group solve the tasks in order, perhaps only those that they were able to solve.
The rest of the students check the assignments, ask questions, and evaluate. The whole group receives an assessment. Each group prepares independently during the week. The test is carried out on an elective basis.
Advanced tasks
The tasks at the board are completed by those students who have completed them independently.
At the same time, the rest have the opportunity to understand the difficulties encountered during the performance of these tasks.
If there are several students who have solved the task, then the test can be carried out in the form of a mathematical battle.
Special attention to geometry
When we conducted a trial exam in April, we found many papers with almost a lot of unsatisfactory grades in geometry. It is advisable to prepare reference books on the topics “Triangles”, “Quadrilaterals”, “Circle”. Then complete a set of tasks of different types of complexity on these topics (take tasks from an open bank)
For example, on the topic “Circle” the following questions are considered:
- The exam paper contains 8 geometry tasks. Since geometry in school is taught on a residual basis, special attention has to be paid to it.
- With this approach, the number of tasks solved by students and checked in a group by each other significantly increases.
- straight lines, segments and angles associated with a circle;
- properties of inscribed and central angles;
- angles between chords, tangents and secants;
- properties of chords;
- relationships between the lengths of chords, tangent and secant segments;
- properties of arcs and chords, length of arcs and chords, area of a circle and its parts;
- relative position of two circles.
On the topic “Triangles” the following questions are considered:
- signs of equality of triangles;
- triangle inequality;
- determining the type of triangle;
- 4 wonderful triangle points;
- theorem of sines;
- cosine theorem;
- area of triangles;
- signs of similarity of triangles;
- inscribed and circumscribed triangles.
- On the topic “Quadrilaterals” the following questions are considered:
- inscribed and circumscribed quadrilaterals, their properties and areas;
- parallelogram and its properties;
- trapezoid and its properties;
- rectangle, its properties and characteristics;
- rhombus, its properties and characteristics;
- square, its properties and signs.
Teacher's authority
A good result is obtained when the teacher stages a “dead end” in the process of solving a problem. In this case, students should be able to find the place where the “dead-end” option started, so that, returning to it, they can find another solution.
A very effective technique is for the teacher to demonstrate a mental search for a way to solve a problem. The teacher must be ready to reveal to the students the train of thought that he had when preparing for the lesson, even if these thoughts were incorrect. It is advisable to show students the whole picture of finding a solution, right down to showing their draft notes.
A study guide for this section is recommended: Balayan E.N. "Geometry. Tasks on ready-made drawings for preparing for the State Examination and the Unified State Exam. 7-9 grades." It contains theoretical information on geometry for the basic school course and exercises in tables on all topics of geometry for grades 7-9.
If a teacher plans to conduct diagnostic testing on a specific topic (and this is reasonable), then the following principle must be observed: a correctly solved previous task prepares an understanding of the meaning of the next one. And I would also like to say about the trial OGE in April, which is carried out on the initiative of the Education Department , methodological center. The results are very low, since knowledge and skills have not yet become skills in solving mathematical problems. Then a negative comparison of the results on the real OGE and the trial begins. I think such a comparison is not an indicator for assessing the teacher’s work and the uncleanliness of exam papers. There are 1.5 months before the exam, and it is during this period that 9th grade students try to consolidate their skills and get ready for the exam. Moreover, this is the period when all the program material has already been fully studied; it is during this period that it is possible to fully work out individually those tasks that cause difficulties among students.
The transition to comprehensive testing is reasonable only at the end of the year (April-May), when all topics have been studied and students have accumulated a reserve common approaches to the main types of tasks.
We begin preparing for the Unified State Examination in 9th grade at the beginning of the year.
Working with parents.
In September we hold a joint parent meeting for students and their parents, at which we talk about the organization and conduct of the OGE in mathematics in grade 9 and how to prepare for the exam, To obtain high result, dial maximum amount points.
At the first meeting, we introduce parents to the regulatory documents, the structure of the exam, the changes that have occurred this school year, the procedure for conducting the exam, and the assessment system.
We hold parent meetings once every quarter. Many parents and their children often have to meet and work individually.
When preparing for the OGE, you should know the specifics of the class and the level of knowledge in the subject.
To prepare for the OGE, I divided all students into 2 groups (or 3 groups), and assigned each one its own tasks.
|
Students who must cope with basic level tasks and get a “3” on the exam. |
Students who need to cope with basic level and more advanced tasks. |
|
1) must learn the whole theory; 2) learn to solve all types of basic level tasks; 3) do not cheat on assignments, tests and tests. 4) if you get “2”, then work it out (but no more than 2 times) |
1) must learn the entire theory; 2) learn to solve all types of tasks on any topic in different ways; 3) be able to explain why you decide this way; 4) be able to solve problems involving equations, percentages, and progressions; 5) know the theory of geometry and be able to solve problems with parameters. 6) if you get “2”, “3” or “4”, then work it out (but no more than 1 time); 7) attend elective courses; 8) complete all additional tasks. |
Conducting additional classes to prepare for the OGE:
- consultations for weak students (solution of part 1);
- consultations for strong guys (solving problems, part 2);
- individual consultations
At the first lessons, I introduce students to regulatory documents and provide instructions on the rules for performing Kims. I introduce you to the content of the work and its features. In several classes, we complete tasks collectively, with a full explanation and writing on the board, and solve several tests (Part 1). At the same time, I try to introduce students to how to read assignments correctly and read the assignment question several times. I try to call each student to the board.
Systematic inclusion in oral work of tasks from the OGE open problem bank part 1.
Inclusion in the study of current educational material assignments corresponding to exam tasks. At each lesson, we solve and analyze tasks not only from the textbook, but also tasks that correspond to the topic of the task from Kim.
Using KIM materials in homework.
During the first half of the year, I assign homework from the open bank of KIM assignments: 4-5 assignments from the option. Those tasks that caused difficulties are sorted out on the board.
Inclusion of examination tasks in the content of current control.
In control and test work I include tasks from the open task bank. I make sure that the guys work on the tasks in which they made mistakes (sometimes I have to work on the mistakes several times until the task is solved correctly).
During the final repetition and study of new material, starting from the 5th or 6th grade, the children filled out and used them in lessons and at home notebook for rules(each with its own notebook), where basic formulas, rules, etc. were written down. It helped in solving problems, and when systematically used in work, formulas and solution algorithms were remembered faster.
Carrying out thematic repetition throughout the year.
In the collections for preparation for the OGE there are many tasks on a specific topic, for example, “Equations”. When preparing for a lesson, the teacher has to look for assignments on this topic in different sources, which takes a lot of time. In addition, it is convenient to repeat topic material when the tasks are located in one place. The most optimal solution is subject tests.
To do this, from the tasks of the open task bank, you can create tasks based on prototypes (thematic tests) and fill out the table based on the test results:
etc. We are compiling the same table for geometry topics.
For each student, I collect folders with assignments, into which I gradually add thematic tests and demo options, trial exam papers that the students wrote.
Repetition of theoretical material in general lessons using computer technology.
Lessons using presentations are spectacular and effective in working with information. Especially if these are lessons in repetition and generalization of material a certain topic. The presentation is visual and expressive; it is an excellent didactic and motivational tool that promotes better memorization educational material. With its systematic use, learning productivity increases. With the help of a presentation, you can increase the volume of repeated material and work performed. In my work I use my own presentations and presentations created by colleagues and presented on various educational sites on the Internet:
- Online teacher community
- Creative Teachers Network
- Festival pedagogical ideas"Public lesson"
- Information and methodological site
We begin systematic repetition of educational material from the 4th quarter.
The final repetition can be based solely on practicing the skills and abilities required to receive a positive mark on the exam.
I take sample exam papers from various collections for preparation for the OGE (previous years and new ones with geometric material)
In addition, children can test their knowledge by solving sample work in on-laine mode, as well as works posted on the website of StatGrad and SdamGIA.
The use of computer presentations in mathematics lessons and in preparation for exams opens up enormous opportunities:
the computer can take over the function of knowledge control,
will help you save time in class for solving exam problems,
richly illustrate the material,
show moments that are difficult to understand in dynamics,
repeat what caused difficulties,
differentiate the lesson according to individual characteristics students,
quickly repeat theoretical material.
These presentations are especially helpful for the final repetition of theoretical material in geometry. Part 1 of the work contains 5 geometric tasks. Particularly difficult are tasks of type 13, which contain a lot of theoretical material. Presentations help you clearly see the answers to questions.
According to research, ¼ of the material heard, 1/3 of what was seen, ½ of what was seen and heard, ¾ of the material remains in a person’s memory if the student is involved in active actions during the learning process.
Systematic work on filling out forms. There are many problems with filling out forms, therefore, the earlier students start working on them, the less likely they are to make errors in the form. In additional classes, we analyze all the mistakes that were made when performing diagnostic work. I draw your attention to the fact that each number and sign is written in a separate box, to the correct spelling of the numbers, to the fact that names are not written in the answers, they are not put in % signs, they are not given a decimal or improper fraction, etc. answers in notebooks and We write in the boxes on the board.
Solving a large number of tests. From the end of September, in the classroom, in additional classes and at home, you can distribute a large number of tests for solving, preferably different variants. Then check the answers and analyze those tasks in which an error was made.
You can start preparing solutions to the tasks of the second part from the 2nd quarter.
To do this, you can first use additional classes to which you can invite more prepared children. You can give homework from part 2.
Of course, preparing for lessons, consultations, and conducting additional classes takes a lot of time and effort, but if you organize your activities correctly and interest students in receiving positive assessment, then all the work done will bring the desired result.
There are no easy paths to science. But it is necessary to use all opportunities to ensure that children learn with interest, so that the majority of teenagers experience and realize the attractive aspects of mathematics, its capabilities in improving mental abilities, overcoming difficulties and successfully passing the exam.
Masterclass
“USE OF MODERN TEACHING METHODS WITH
PREPARATION FOR THE OGE IN THE RUSSIAN LANGUAGE"
Goal: to present the technique of using modern educational
technologies in Russian language lessons.
Tasks:
techniques,
sharing your experience through direct and commented demonstration of technologies,
methods,
used in Russian language lessons;
joint development of methodological approaches and techniques;
reflection of their own professional skills by the master participants
class.
Progress of the masterclass
Good afternoon, Dear colleagues! Nice to see you in this
audience, and I really hope that today you and I will succeed
interesting and useful event.
Masterclass update.
It’s spring outside, and I really want summer. Let those little butterflies
remind you of summer. Choose one and place it on your
palm, and at this time I will tell you one legend:
There lived a wise man in the world who knew everything. But one of his students
wanted to prove the opposite. What did he do? Holding it in your palms
butterfly, he asked: “Tell me, sage, what kind of butterfly is in my hands:
dead or alive? And he himself thinks: “If she’s alive, she’ll say, I’ll kill her,
the dead woman will say, “I’ll release you.” The sage, after thinking, replied:
“Everything is in your hands.”
It is important that in our hands the child feels: loved,
necessary, and most importantly – successful. Indeed, everything is in our hands.
Success, as we know, breeds success.
The teacher’s important task is to captivate children, so each lesson requires
something new and interesting. My credo is the words of K. D. Ushinsky:
"Forever inventing, trying, improving and improving here
the only course in teacher life."
Throughout the years of work, the teacher learns from masters of pedagogical work. Who it
master teacher?
I understand this word like this:
M wisdom acquired over the years.
And activity contains strength, health, success.
With happiness, A.S. Makarenko wrote: “Teach a person to be happy
It’s impossible, but you can raise him so that he’s happy!”
T creativity, because in order to illuminate others with light, you need to carry the sun in
to yourself.
E unity, only in unity teacher student parent can be achieved
all set goals, create an atmosphere of trust and a situation of success.
P result, I want to see my students confident, skillfully choosing
your path in life.
To meet the title of master teacher, I not only teach children, but also
I am constantly learning myself, using new technologies when teaching children.
Using various methods learning, thereby developing visual,
auditory, logical memory. I teach spatial thinking by:
drawing up reference diagrams, b) solving any secret, riddle (for example,
mystery lexical meaning words or method of forming a word). I'm developing
interpersonal thinking, teaching different types of written work.
I’ll show you how I do this using the example of disassembling TASK 4 of part 2 of the OGE.
This task includes the topic “Spelling of prefixes” (Prefixes in z and
s, single constant prefix C, prefixes at and pre). Difficulty
make up the prefixes at and pre.
1. When studying and repeating the spelling “Spelling of the prefix PRE and
PRI" I use gaming technique. For example:
Teacher: Today a telegram arrived in the name of our class. That's just
bad luck, apparently something happened to her on the way, and some letters in the words
gone somewhere. Still, let's try to read it and restore it
lost letters.
We arrive in Atkarsk by train, which arrives exactly at 8.00 at
suburban
will arise
unforeseen circumstances, we will be at school and will be able to
work.
IN
railway station.
If
Not
9.30
With fiery direct wind, pr..rates PRE and PR.
To make it easier to remember, I suggest a rule for memorization:
poem
Pri. Four meanings fit into an easy rhyme
I connect something (connection),
And I’m getting closer to something (approaching),
Nearby, close I stand (closeness)
And I do it incompletely (incomplete action).
There is another option.
I came running - approaching,
Here I pasted an ad - this is joining,
He sat down a little - the usual action was incomplete...
At the school stadium
What's unusual here?
Pre –
Mom Pere, Dad Very,
Daughter Pre wants to help them,
If the illness overcomes -
My daughter replaces them instantly.
Pre – prefix early in the morning
She told me a secret:
The word is very dear to me,
Pere is my family.
2. I found an interesting site on the Internet that I really like. This
Alexey Tikhonov's website. Here you can get the necessary
material for preparation for the OGE and Unified State Exam in the Russian language,
pass the OGE and Unified State Exam tests on every important issue.
I open the section “OGE Russian Language”. The section contains
theory and practice of preparing for the OGE in Russian in 9
class. The theory is written in a very interesting way, in an accessible way.
form.
When explaining the spelling of prefixes, the author also
uses a humorous or playful form. Let's
pay attention: OGE: TASK 4
Theoretical minimum for task 4
"Spelling of prefixes"
Unchangeable (permanent) prefixes
Imagine for a moment that the word is a person, and
that means the root is its body, prefixes, suffixes, endings
- his clothes. What will the prefix be then? Certainly,
headdress, as it comes from the “head” of the word.
What is the difference between a cap, for example, and a scarf? Here's the cap on
shelf, but here it is on my head. There is a difference? No, the cap is still the same
same. Same with constant prefixes - which root are you referring to?
don't attach them - they still look normal.
Look: let's add to different roots prefixes about-, from-,
under-, over-. (They surrounded me, asked for time off, framed me, sawed me off).
And you can be sure that in Russian words there are prefixes
will remain exactly like this and there will never be any
prefixes “op-” or “od-”.
Paired consoles
1. Prefixes with -з, -с. In them all prefixes are divided in pairs
ending with the letter “z” or “s”: raz-ras, vz-sun, without-
demon This is exactly the scarf that changes shape when
it is “put on the head.” And everything depends on the “head”: if
the root begins with a voiceless consonant (read about them in
this article), the prefix will have a voiceless S, if it is a voiced one -
then sonorous Z.
For example, take it apart - it comes unglued, beat it - it rises.
Attention: the single prefix C- is unpaired, then
there is a constant.
And now the final question: why is it in the word “not good”?
is it written with, although d is a voiced sound?
2. Pre- and Pri- prefixes.
Their spelling depends on the meaning. In the test questions you
you will have to distinguish between the subtleties in the meanings of each of
these consoles. What are these meanings?
Basic meanings for “Pri-”: approach (came -
approached the place), joining (sewed - connected
one with the other), being close (suburb - about
cities), incompleteness of action (opened slightly
opened).
Basic meanings for "Pre-": proximity to the prefix "pere"
(transgressed = stepped over), close to the word “very”
(enormous - very huge).
3. USE OF ICT
Practice shows that students willingly go to classes using
Projectors and interactive whiteboards, perceived as a holiday by schoolchildren
stable interest in such activities is developed, less dissipated
attention, since there is feedback from the teacher to the student.
Children are attracted to new conditions, the ease of the atmosphere, the very
communication with a computer, interactive whiteboard. From passive memorization learning
turns into active process, and the more mental effort he makes
student, the more productive his activities become. All mental
Students' operations are accompanied by practical actions.
Forms of ICT use.
1.
Use of off-the-shelf electronic products
allows
intensify the activities of teacher and student, improves the quality
teaching the subject; visibly bringing to life the principle of visibility.
2.Usage multimedia presentations. Presentation submission form
material in the form of slides on which tables, diagrams,
drawings, illustrations, audio and video materials.
What I like about this kind of work.
She is interesting to children. Everyone participates. And what is very important for me is such
The organization of activities allows all children to be included in the process.
At first school year downloaded from the Internet
workbook. We work in class after
Repetition of the topic is reinforced with tasks from the notebook.
What's good about a notebook? Homework is given.
Let's practice.
Question 1
In which word the spelling of the prefix is determined by the rule: “In
prefixes with –З and –С before voiced consonants, Z is written, and before
voiceless consonants - C"
A here
B fee
C uncooperative
D break
Question 2
In which word does the prefix mean "approximation"?
A attach
B commuter
C sew
D come
Question 3
In which word does the prefix mean "very"?
A despicable
B criminal
C stay
D old
Question 4
In which word the spelling of the consonant at the end of the prefix depends on
voicedness/voicelessness of the next consonant?
A discarded
B bit
C sawed
D prefer
Preparation for the OGE in the Russian language.
Stylistic synonyms (task 6)
The exam tests in the Russian language include
vocabulary tasks. This is task 3 ( means of expression language) and task 6
(stylistic synonyms). Task 6 is focused on the ability of graduates to replace
specified word
stylistically neutral synonym.
Even from the 5th grade course, students know that synonyms are words of the same part of speech,
having similar meanings.
For example, blizzard - blizzard, sparkle - shine, difficult - difficult. Synonyms may
differ in shades of meaning or scope of use. For example, laugh and laugh.
Word
“to laugh” means to make a laugh, and “to laugh” means to laugh loudly. Stylistic
synonyms belong to different styles of speech. For example, eyes - eyes - peepers. Word
staring contest obviously
colloquial, the word “eyes” is bookish, as it can be found in fiction
work to express a sublime attitude towards any hero. Here's the word
“eyes” – neutral
new: it can be used in any style. The word "wander" is stylistically
a neutral synonym for the colloquial “stagger” and the book “wander.”
Thus, stylistic synonyms are words that have the same
meaning, but are used in different styles, and stylistically neutral synonyms are
synonyms that are not attached to the same style.
Students can be given the following task: “Fill in the first column of the table
examples."
Stylistically neutral syn. Colloquial (just river) word Book words
vocabulary
Sleep Sleep
rest
Big guy
Giant
Chat
Gobble it up
Beg
Lanky
Jump around
Retribution
lament
When analyzing examples, students conclude that neutral vocabulary is devoid of
emotionality, expression, while colloquial words give speech
ease, not
formality. Colloquial vocabulary does not go beyond literary norms.
The colloquial language is used by persons who do not speak or speak less
standards
literary language. Depending on the context, it serves as a means of characterization
phenomena, objects, characters.
Lexical tasks are included in complex text analysis tasks. I'll bring you
a few examples.
Text No. 1
Cucumber! - called the Cockroach. - Come here!
Slavik stood up in confusion, took five steps and stopped...
- Why are you frozen? Stomp! - Cockroach called him... Go, I won’t touch you... I have a cool feeling for you
proposal. Do you want to fly pigeons?
Slavik bulged his big gray eyes.
- What did Zenki hatch? Want?
“I want to,” Slavik said quietly.
The cockroach opened the door. Two marbled pigeons stepped out onto the grass. (WITH.
Antonov.)
This text is a dialogue consisting of simple sentences. Eat
nicknames (Cucumber, Cockroach). The text uses colloquial words (stomp, bulge) and
vernacular
(hatched, zenki, cool) words. Children are asked to think about how these words
characterize the heroes.
Student answers:
"The surest way to know a person is to moral character, his character is to listen to his
speech,” wrote D. S. Likhachev.
Indeed, by the way a person speaks, one can judge his education,
education. The author’s use of the colloquial words “zenki hatched” and
colloquial constructions “Why are you frozen?” shows rude and dismissive
the attitude of the hero nicknamed Cockroach to Glory.”
"WITH. Antonov deliberately uses the colloquial words “zenki” in Cockroach’s speech,
“hatched”, “cool”. They help give an accurate description of the boy: they show
his rudeness and bad manners.”
Text No. 2
What does it matter if someday the same cheerful morning will sparkle again, which he did not
ruin it like today? Then there will be another boy, happy, smart, contented. So that
get
to reach this other, one must cross the abyss separating him from this other, one must
experience something terrible, terrible. Oh, what would he give for everything to suddenly stop, for
it's always been this way
a fresh bright morning so that dad and mom always sleep... My God, why is he like that
unhappy? Why does some kind of eternal, inexorable fate hang over him? Why does he always
wants it so good
and everything turns out so bad and disgusting?.. Oh, how hard, how deeply he tries to look into
yourself, to comprehend the reason for this. He wants to understand her, he will be strict and impartial to
himself... He's doing
indeed a bad boy. He is guilty and he must atone for his guilt. He deserved it
punishment, and let him be punished.
This text is an excerpt from the story “The Childhood of Tyoma” by N. Garin Mikhailovsky.
An eight-year-old boy, Tyoma, the main character of the book, solves difficult life problems.
He
accidentally broke my father's favorite flower, which had just bloomed. Tema is worried and
condemns himself. In the passage the author uses book words. Find them and explain them
meaning. By
think about why the author uses these particular words.
Student answers:
“Book vocabulary is necessary when talking about something important,
significant. The author intentionally uses book word"abyss" instead of neutral
"abyss" that
would show how strong Tyoma’s feelings are. He condemns himself, makes his own assessment
his actions."
“Reading the text, you wonder how an eight-year-old boy can think so deeply,
how to cope with what happened.
Tyoma suffers, thinking that he is unlucky, because this is his fate. To highlight the
depth of the hero’s experiences, the author uses high-style vocabulary: “Why is it over him
gravitates
some kind of eternal, inexorable fate?
Such work, carried out in the system starting from grade 5, will help students cope with
exam task No. 6.
In addition, they can easily use this assignment as an argument in an essay.
linguistic topic, if the statement deals with vocabulary. I'll give you a few
examples.
Assignment: “Replace the book word “edifying” in sentence 28 stylistically
neutral synonym. Write this synonym." (28) At the same time, she strictly followed
what I choose from her home library, and said edifyingly:
“No, it’s too early for you to read, you’d better take this book.”
Excerpt from a student’s essay: “In sentence 28, my attention was drawn to the bookish
the word "edifying". The author deliberately uses it instead of the neutral “instructive”,
to show that Lyubov Dmitrievna understood literature and wanted to see her
nephew well-mannered and educated.”
Assignment: “Replace the colloquial word “fished” from sentence 10 stylistically
neutral synonym. Write this synonym." (10) Clutching a cone in his claws, he (crossbill)
he stuck his beak under each scale and fished out a resin seed from there.
Excerpt from the essay: “In sentence 10, the author included the colloquial word “fished”,
he used it instead of the neutral “got it out.” The choice of this word is not accidental. It
bye
calls out how unbearably difficult it was for the bird to pull each seed out of the pine cone.”
Assignment: “Replace the colloquial word “tinker” in sentence 19 stylistically
neutral synonym. Write this synonym." (19) No... we didn't have time
tinker with the fish,” answered the father.
Excerpt from the essay: “A person’s speech reflects his thoughts and feelings. Therefore, in
in sentence 19, it is no coincidence that the author uses the colloquial word “tinker” instead
neutral "do". It helps to describe more fully speech situation. Us
it becomes clear that the father, in the absence of his son, is completely indifferent and heartless
treated the wounded seagull and did not care for it.”
Assignment: “Replace the book word “bravura” in sentence 2 stylistically
neutral synonym. Write this synonym." (2) By this day Nelya had learned a new
a musical piece - bravura, solemn, similar to the marches that greet
winners of battles.
Excerpt from the essay: “Book vocabulary serves to create a complete picture,
figurative perception of reality. In sentence 2, the word that caught my attention was
"bravura (music)." It talks about how my sister met Kolka. She's in advance
learned a ceremonial march, as if preparing for the arrival of an important guest.”
I want to end my masterclass with the words
The teacher is a student forever called to the board. By teaching others - learn
myself. (S. Soloveichik). Thank you all so much for your work.
Techniques and methods of preparing graduates for the Unified State Exam and State Examination
Effective forms and methods in preparing for the Unified State Exam
Today the Unified State Exam has become the only form final certification school graduates, in addition, based on the results Unified State Examination Russian Universities are recruiting applicants. Therefore, the most pressing problem for teachers has become the quality preparation of students for the exam in the Unified State Exam format.
The optimal long-term option for preparing students is the partial inclusion of test and measurement materials of the final exam in test papers throughout the entire school course. This way, students gradually become familiar with the requirements and structure exam materials in test form, get used to the wording of tasks and types of tests. The experience of many teachers in preparing students for the exam shows that all students who have good or excellent results in the subject during such preparation easily score well above the established minimum threshold during trial testing.
The test form of the Unified State Examination tasks obliges teachers to teach graduates the optimal strategy for working with tests:
Self-control of time, since it is important to have time reserve for solving more complex tasks.
Assessment of the objective difficulty of tasks and, accordingly, a reasonable selection of these tasks for priority solution.
Estimation of the boundaries of the results and substitution as a method of verification carried out immediately after solving the task.
Technique of spiral movement along the dough.
The test must be completed not only correctly, but also within the strictly allotted time. Therefore, it is necessary to teach students to correctly distribute work time. For this purpose, we carry out diagnostic measurements - small-format test work that involves mentally performing all intermediate actions and recording only the final answer. These sets of exercises can be used not only as independent work, but also in individual and group training, while weak students can write down the entire solution.
In order to save time on the exam, it is also necessary to teach schoolchildren how to count quickly and rationally. At consultations and individual lessons for students, there is a thorough analysis of common mistakes made by students during the Unified State Examination.
A computer form for passing the Unified State Exam in subjects has not yet been introduced, but we all understand that soon there may be such an option for passing the exam, so high-quality preparation in any subject is impossible without the use of information and communication technologies.
Taking into account the individual knowledge and abilities of students, identified at the start of each academic year, each teacher tries to comprehensively implement several forms of distance preparation for the Unified State Exam:
independent repetition of educational material and training in completing tasks using ICT
on-line testing of students on trusted sites;
individual and group consultations on difficult topics of the program;
discussion of tasks of increased complexity
Over the years of the Unified State Examination's existence, a large database of test tasks has been accumulated in many subjects, which can be used by teachers to systematize and monitor students' knowledge.
In addition, a database of links to network resources containing materials on all sections of the school curriculum has been collected and regularly updated. It is also important to create electronic diaries in our school, in which it is possible to remotely prepare graduates according to an individual plan
Monitoring of students' competencies upon completion of training is carried out in the form of internal rehearsal testing.
Such a test allows not only to identify the weaknesses of schoolchildren’s knowledge, but also to practically acquaint them with the procedure for conducting the Unified State Exam, with forms for registering answers and the rules for filling them out, and allows students to prepare psychologically for the testing procedure. Each graduate must have a personal Memo for successfully passing the Unified State Exam.
The above-mentioned form and methods of preparation for the Unified State Exam have confirmed their effectiveness in the final scores of our graduates on the Unified State Exam: the average scores in many subjects of our school students consistently exceed the district and even regional average scores, as last year. Of course, the students in the graduating classes are different, the level of knowledge, skills and abilities is purely individual, but I hope that the bulk of the class will confirm their annual grades.
The concept of “stress” has become firmly established in our lives.
Stress is the negative feelings and perceptions that people have when they feel they are unable to cope with the demands of a situation.
1. Follow the basic rule: “Don’t waste time.” Before you start preparing for exams, you need to review all the material and put aside what you know well, and start learning unfamiliar, new ones.
2. Use your preparation time as efficiently as possible. Learn new and complex material at a time of day when you think well, that is, your productivity is high. Usually this is in the morning after a good rest.
3. Prepare a place for studying: remove unnecessary things from the table, conveniently arrange the necessary textbooks, manuals, notebooks, paper, pencils. You can introduce yellow and purple colors, because they increase intellectual activity. For this, some picture in these tones or a print is sufficient.
4. Start preparing for exams in advance, little by little, in parts, while remaining calm. The composition of the plan for each day of preparation, it is necessary to clearly define what exactly will be studied today. It is also necessary to determine the time of training, taking into account the rhythms of the body.
5. It is necessary to return to difficult-to-remember material several times, review it for a few minutes in the evening, and then again in the morning.
6. It is very useful to make plans for specific topics and keep them in mind, rather than memorizing the entire topic completely “from” to “to”. You can also practice writing questions in the form of a short, abstract presentation of the material.
7. It is better to break the material to be learned into meaningful pieces, trying to ensure that their number does not exceed seven. Semantic pieces of material must be enlarged and generalized, expressing the main idea in one phrase. The text can be greatly shortened by presenting it in the form of a diagram such as a “star”, “tree”, etc. At the same time, the perception and quality of memorization are significantly improved due to the greater imagery of the recording.
8. Retelling a text in your own words leads to better memorization than repeated reading, since this is active mental work organized by a goal. Generally speaking, any analytical work with a text leads to better memorization. This could be rearranging the material, finding paradoxical formulations for it, or bringing in a contrasting background or material.
9. Always, and especially when preparing for exams, take care of your health. At this time, you need to eat well and on time. Don’t forget about walks and sports activities, take breaks, and get actively distracted. Rest well - you need sleep. Never stay up late before an exam!
10. Do exercises every day that help relieve internal tension, fatigue, and achieve relaxation.
Exams are stressful for students, teachers and parents. It would be good to develop a constructive attitude towards them for all participants, learn and teach them to perceive the exam not as a test, but as an opportunity to prove themselves, improve their grades for the year, gain exam experience, and become more attentive and organized. What should a school psychologist do while preparing for exams? A psychologist can help create a positive emotional mood in schoolchildren for exams; reduce exam fears and anxieties; teach emotional self-regulation when taking exams.
The word "exam" is translated from Latin as "test". And final exams for eleventh-graders become tests, difficult and sometimes dramatic. Many boys and girls after a short break again subjected to testing of knowledge and skills - already at the entrance exams.
Of course, exams are a purely individual matter; a graduate or applicant finds himself face to face with the commission. And parents can only worry about their child, scold him according to Russian tradition, or try to support him from a distance. The adults have already done everything in their power.
It’s great if parents have the opportunity to pay for classes with tutors, but their help should in no case be limited to this. It is parents who can help their eleventh-grader use their time and energy most effectively when preparing for graduation and entrance examinations. The help of adults is very important, since a person, among other things, also needs psychological readiness for the situation of passing serious exams.
Agree that everyone who takes exams, regardless of their results, learns the most important science in life - the ability not to give up in a difficult situation, and, having failed, to take a deep breath and move on.
How to help prepare for exams (practical recommendations for parents)
Long before the exams, discuss with your child what exactly he will have to take, which disciplines seem most difficult to him, and why? This information will help you jointly create a preparation plan - which subjects will need to spend more time on, and which only requires repetition. Together with your child, determine his “golden watch” (“lark” or “night owl”). Difficult topics It is better to study during the rising hours, well-known ones - during the falling hours.
Read the list of exam questions. Feel free to admit to your child that you no longer remember very well most sections of biology, chemistry, or any other subject that he needs to prepare. Let him enlighten you on certain topics, and you ask questions. The more he has time to tell you, the better.
Agree with your child that the evening before the exam he will stop preparing, take a walk, take a swim and go to bed on time. The last twelve hours should be spent preparing the body, not knowledge.
Discuss the benefits and harms of cheat sheets. Firstly, the child will be interested in knowing your opinion on this matter (perhaps he will even be surprised that you also used cheat sheets and generally know what it is). Secondly, it is necessary to help the child understand that getting a cheat sheet only makes sense when he knows nothing at all. If he thinks that by reading the contents of the cheat sheet he will be able to get a better grade, it is not worth the risk. In any case, only a cheat sheet that is written in his own hand can help a person.
On a day off, when you are not in a hurry, give your child a rehearsal for the written exam. For example, take one of the options for introductory problems in mathematics from the reference book for applicants to universities. Agree that he will have 3 or 4 hours, sit him at a table free from extra items, give several blank sheets of paper, note the time and announce the start of the “exam”. Make sure he is not distracted by the phone or relatives. Stop the test when the time runs out, give the student a rest and check with him that the tasks are completed correctly. Try to correct errors and discuss why they occurred. Talk about the feelings that arose during the home exam: was it funny or uncomfortable, was it possible to concentrate on the task and not be distracted?
Make sure your child takes regular short breaks during preparation. Explain to him that resting without waiting for fatigue is the best remedy for overwork. It is important that the eleventh grader does without stimulants (coffee, strong tea), nervous system before the exam and so on edge. Trying to concentrate on textbooks in the same room with a working TV or radio can also cause a lot of harm. If a student wants to work to music, there is no need to prevent this, just agree that it should be music without words. If your child received a lower grade than you would like, or completely failed the entrance exam, help him cope with this misfortune. Don't judge or ridicule him, instead take the opportunity to understand the reason for the failure, discuss what conclusions can be drawn and what it means in this case the proverbial “bad luck”. Newspaper “School Psychologist”, No. 7, 2003. Advice for parents.
1. Don't worry about the number of points your child will get on the exam. Instill in him the idea that the number of points is not an indicator of his capabilities.
2. Do not increase your child’s anxiety on the eve of exams, this will negatively affect the test result.
3. Provide a convenient place at home for studying, make sure that no one in the family interferes.
4. Help the children distribute the topics of preparation by day.
5. Familiarize your child with the methods of preparing for exams. Prepare different versions of test tasks in the subject and train your child, because testing is different from the written and oral exams he is used to.
6. While training on test tasks, teach your child to navigate time and be able to distribute it. If your child doesn’t have a watch, be sure to give him one for the exam.
7. Encourage children and increase their self-confidence.
8. Control your preparation for exams and avoid overload.
9. Pay attention to the child’s nutrition. Foods such as fish, cottage cheese, nuts, dried apricots, etc. stimulate brain function.
10. On the eve of the exam, provide your child good rest, he should rest and get a good night's sleep.
11. Do not criticize your child after the exam.
12. Remember: the main thing is to reduce the child’s stress and anxiety and provide him the necessary conditions for classes.
You can give some advice to teachers, as well as graduates, just advice!!!
Tips for teachers
1. Test technologies should be more actively introduced into the education system.
2. With their help, you can assess the level of student mastery of the material and develop their skill in working with test tasks.
3. Knowing the standard designs of test items, the student will not waste time understanding the instructions.
4. During such training, psychotechnical skills of self-regulation and self-control are formed.
5. It is advisable to carry out the main part of the work in advance, working out individual details when taking tests on the topics covered.
6. Psychotechnical skills will allow students to behave more confidently during the exam, mobilize themselves in decisive situation, master your own emotions.
Tips for graduates
Exam preparation
1. Prepare a place for classes;
2. Introduce yellow and purple colors into the interior of the room;
3. Make a lesson plan. First, determine whether you are a “night owl” or a “lark”, and depending on this, make the most of your morning or evening hours;
4. Start with the most difficult section, with the material you know the worst;
5. Alternate between classes and rest: 40 minutes of classes, then a 10-minute break;
6. Take as many different tests as possible on the subject.
7. Practice with a stopwatch in your hands, time the tests;
8. When preparing for exams, mentally paint yourself a picture of victory and success;
9. Leave one day before the exam to review the most difficult questions again.
On the eve of the exam
Many people believe that in order to fully prepare for the exam, only one, the last night before it, is enough. It is not right. You are tired, and there is no need to overwork yourself. On the contrary, in the evening, stop getting ready, take a shower, take a walk. Get as much sleep as possible so that you can wake up feeling refreshed and in a fighting spirit.
You must arrive at the exam site without being late, preferably 15-20 minutes before the start of testing. You need to have a pass, a passport and several (in reserve) gel or capillary pens with black ink.
If it's cold outside, don't forget to dress warmly, because you'll be sitting for the exam for 3 hours.
Before testing
At the beginning of testing you will be informed necessary information(how to fill out the form, what letters to write, how to code the school number, etc.).
Be careful! The correctness of your answers depends on how you remember all these rules!
During testing
1. Skim the entire test to see what type of tasks it contains.
2. Read the question carefully to the end to correctly understand its meaning.
3) How to develop attention?
Have you already realized that the basis of memory is attention?!
Right! If there was no attention, we would not be able to remember anything. And if the quality of memorization directly depends on attention, then we must learn to manage it and even train it.
First, let's take a look at its properties:
1. volume;
2. concentration;
3. sustainability;
4. distribution;
5. switchability.
Attention span is the amount of information or objects that a person can remember at the same time. Each person's attention span is different, but it is believed that the average person can remember from 5 to 9 objects at the same time. You can also achieve best results. We will also learn this in the future.
Concentration is one of the most important properties of attention, since the quality of memorization depends on it.
Stability is one of the key characteristics of attention, which is associated with productivity and efficiency of mental work.
Distribution of attention is the performance of several actions in one period of time while simultaneously controlling several processes or objects. This quality is more significant in professional activity, for example, in the profession of air traffic controller.
Switching attention is the ability of attention to switch from one subject to another.
Attention, like memory, needs constant training. All of the above parameters of attention should be developed. But the most effective thing in this direction is the development of concentration skills. Focus (concentration) depends on
1. good physical fitness;
2. emotional attitude towards work and interest in its results;
3. availability of the base necessary to perceive new information.
Therefore, by fulfilling these conditions, we will help improve the ability to concentrate, i.e. improving memory quality.
Maintaining good physical shape is facilitated by exercise, especially in the fresh air, proper nutrition, and avoiding the use of alcohol and tobacco. Do you remember that for the normal functioning of brain cells, oxygen and nutrients. Therefore, we make it a rule to take daily evening walks for 15-20 minutes and sleep in a well-ventilated room. Creating these conditions will not require much effort from you.
What about ensuring interest? After all, sometimes we have to study a subject that is not entirely our favorite. In this case, think about why you need the business you are going to do, what benefits await you in the end, i.e. create a motive. It’s more difficult to create an emotional mood. After all, this “thing” is absolutely individual, and it is unlikely that any single recipe will work.
The emotional mood in intellectual work depends both on subjective factors that can be eliminated by an effort of will (laziness, for example), and on objective ones that are in no way dependent on us.
But it happens that when performing specific intellectual work it is impossible to concentrate on the process.
Use one of the following methods:
1. Get some fresh air - spend 15-20 minutes in the fresh air.
2. Take an invigorating, cool shower.
3. Slowly drink a glass of cool water in small sips. This will give you strength and relieve mild fatigue.
4. Perform Hakini mudra. Connect the tips of the outstretched fingers of your right hand with the tips of the fingers of your left hand.
This position of the fingers promotes the interaction of the right and left hemispheres, while providing access to the right hemisphere, where all information is stored. Moreover, this mudra has a positive effect on the breathing process, making it deeper, which also has a good effect on the functioning of the brain.
Hakini mudra can be practiced at any time to train your memory, when you need to concentrate on something or remember something you have previously read. One indispensable condition: when performing mudras, during any mental work, NEVER cross your legs!
If you urgently need to remember something, connect the fingertips of both hands, while raising your eyes up, and while inhaling, touch your gums with the tip of your tongue. As you exhale, return your tongue to its normal position. Then take a deep breath, and what you want to remember will immediately come to your mind.
Another objective factor that prevents us from concentrating is ignorance of elementary things that are basic for understanding new material. For example, you are reading a text while preparing for an exam, and you cannot force yourself to concentrate. Think - why? Don't understand the meaning of what you read? There may be two reasons for this:
1. You may not know some basic concepts, ideas or concepts. Therefore, the general content eludes you.
2. You simply do not understand certain words from the text of the article.
In the first case, you will have to spend time on what you have not learned before, and only then move on to complex material. The second one is simpler: write down the values unclear words, make comments, i.e. create a glossary. Please note that today you can find a glossary at the end or at the beginning of many scientific texts.
And finally, one more technique that allows you to understand the meaning of a difficult-to-understand text.
1. Break the text into blocks (paragraphs, maybe even sentences).
2. Highlight unclear areas.
3. Read the block again very carefully.
4. Write down its contents in your own words.
Summary:
1. You can and should learn to manage your attention.
2. Keep a notebook of effective techniques for developing attention and memory.
3. Use Hakini mudra in lessons, seminars, tests, exams, whenever you need to remember something. This is your magic wand!
Learn to plan your activities. You will discover a sense of purpose in yourself, achieve increased self-esteem, and be surprised at the number of things you accomplish in a week.
Exercises to improve memory.
Exercise 1. (This exercise can be performed anytime and anywhere: for example, when reading a newspaper, magazine, etc.).
Look carefully at the drawing or photograph for 3 seconds. Then close your eyes and imagine this image in every detail. At the same time, you can ask yourself guiding questions:
Are there people or animals in the image?
If yes, how can I describe them?
Are there plants? Which?
What can I remember from the objects shown in the picture?
Open your eyes and compare the picture you presented with its original.
Exercise 2.
Try to remember the following information. Write down what you remember. Try to spend as little time remembering as possible.
Write down the phone numbers that you remember as a souvenir.
Write the first and last names of your classmates in grades 1, 3 or 5, 9.
Write the titles of the books you have read over the past year and the names of the authors.
This task can be varied: for example, try to remember your friends' home addresses, postal codes, etc.
Exercise 3.
Underline all the letters A that you come across.
LLRTSYUSHTSIAPTsNPEOKUAARLLATSKHZUULORDPVAPUTSSHGUVFFSHORUZSHGUHZSHCHGLDRGUSCHSHKRASHSHSHSHRUSHZYTSKHZOLEKHSCHUGNKROAISHNUORSHGUHZSHUHZSHKRZYHHUKSHKSHKSHKSHKHPADSCHRYDYULROSHNRZSCHOASCHGOAILGPRSHCHR PAGEAASCHOGRTsZSHCHGTSZHSHCHGTSTSRRLZTSYUSHTSIAPTsNPEOKUAARLLATSKHZUULORDDDVPAKHUTSCHSHGUVVPSHORNRZSHCHGOAUZCHGUHZSHGLDRKUSCHSHKRASCHSCHGUHZSHUHZSHKRZYHHUKSHGPADSCHRYYULROSHNRZSHCHGOAAY LGPRSCHPAGEASCHOGRTSZSHCHGTSZHSHCHGCTSLLLRTSYUSHTSIAPTsNPEOKUAARLLATSHZUULORDPVAPUTSCHSHSHGUVFFSHORUZSHGUHZSHGLDRKUSCHSHKRASCHSCHGUHZSHUHZSHKRZYHHUKSHGPADSCHRYDYULROSHNRZSCHOASCHGOAILGPRSHPAGE ASCHOGRTSSCHOASHGOALLRTSYUSHTSIAPTsNPEOKUAARLLATSHZUULORDPVAPUTSSHGUVFFSHORUZSHGUHZSHGLDRKUSCHSHKRASHSHSHSHRUSHZYTSKZOLEHHSHCHUGNKROAYSHNUORSHGUHZSHUHZSHKRYZHHUKSHGPADSCHRYYULROSHNRZSHCHOOASCH GOAILGPRSCHPAGEASCHOGRTsZSHCHGTSZHSHCHGTS
This exercise develops the ability to quickly grasp the necessary information.
Exercise 4.
Remember the list below. Close the text, write the list, following the same order.
Tomatoes
Chickpeas (chickpeas)
Prunes
Yogurt
Coffee
Cleaning agent
Sunflower oil
Brynza
Rye bread
Orange juice
Flour
Exercise 5.
You see the first and last letters of words in front of you. Write the remaining letters to make a word.
K____________________R
G____________________D
K____________________N
B____________________I
Z____________________N
T____________________P
R____________________T
N____________________Z
I WOULD
N____________________K
D____________________G
R____________________K
Maksimova Alena Innokentievna
Job title: teacher of Russian language and literature
Educational institution: MBOU Mar-Kyuel Secondary School
Locality: village of Mar-Kuel
Name of material: article
Subject: Methods of preparation for the Unified State Exam and Unified State Exam
Publication date: 29.03.2018
Chapter: secondary education
Methods of preparation for the Unified State Exam, OGE in the Russian language
Maksimova Alena Innokentievna
Teacher of Russian language and literature, 1st category, MBOU "Mar - Kyuelskaya Secondary School", Suntarsky ulus (district), Republic of Sakha (Yakutia).
Relevance of the topic is that currently
the main indicator of the successful functioning of a school in conditions
modernization of the education system is the high results of passing the Unified State Exam and the Unified State Exam in the Russian language. In order for graduates to successfully
passed exams, it is necessary to identify students’ gaps and create favorable conditions and preparation methods for deep learning
subject.
Object of study: 9th grade students (2015, 2016, 2017) graduates of 2007, 2017, “Mar-Kyuel Secondary School”.
Subject of study: graduates’ achievements, monitoring.
Research hypothesis: if students pass exams successfully, then in the future this will affect their future life, will help
enroll in your favorite educational institution, become good specialists.
Goal of the work: identify an algorithm for preparing for the Unified State Exam, the Unified State Exam in the Russian language.
The main task of a Russian language teacher is targeted, systematic teaching of all types of various preparations for
exams.
In educational activities, it is important to focus on the development of cognitive and independent activity of students.
It is impossible to solve this problem using old methods. All this requires teachers to develop their own teaching system aimed at
promotion
quality
students,
development
creative
abilities
through
information
technologies.
today's time
in the age of new information technologies The teacher's work has become more meaningful and accessible. There are various
materials, books, new information technologies, Internet. What makes a teacher’s work more successful and fruitful.
Work with students to prepare for the Unified State Exam should be carried out systematically. Every job has high results if it
carried out year after year more purposefully and deeply. More in-depth basic preparation state certification starts in 8th and 10th grade.
and complete these tasks correctly. Another important argument for high-quality mastery of the subject is compulsory work
with texts of various styles and types of speech. An analysis of the results of the OGE and the Unified State Exam in the Russian language showed that the most difficult for students
is that part of the tasks that is related to the text. Also, the guys do not know how to succinctly and clearly formulate the problem posed in
essays are arguments that have various problems. Then students learn to freely find the problem of the text, the author’s position,
learn to express their own opinion on this issue.
It is also required to write literary arguments on this issue. In that
The final essay, which students write as an admission to the Unified State Exam, helps; students also learn to reason freely about types of texts
various styles.
In the 11th grade, writing a final essay became the entrance to the Unified State Exam. This is the most labor-intensive work, because it’s no secret that children today
They don’t read classical literature. – In order to prepare for the final essay, starting from the 9th grade, it is necessary to write in a separate notebook.
write down the main themes and problems of each studied work of literature. Then students can easily find arguments based on
this topic in various directions. Arguments in all directions are written in advance. Only the structure of the introduction changes and
conclusions. And students automatically learn to write essays on a given topic clearly and coherently.
Preparation for the Unified State Exam in the Russian language is carried out throughout the entire period of its study at school, because, first of all, children
must master the content of the course and at the same time special skills that allow them to apply knowledge in various
according to the level of complexity of situations. Pupils from the 5th grade must be taught methods of self-control and self-examination. Then the students learn
independently analyze own mistakes and learn to complete tasks correctly. It is necessary to systematically carry out various
tests and at the end of each lesson identify the most
difficult tasks and subsequently work on difficult questions. Starting from the 5th grade, students should develop certain
ideas about general sections Russian language. And each section should have different tasks: gaming methods, creative work,
tests, written and oral reflections on the proposed topic.
There are always the weakest students in the class and individual work should be done with them, starting with easier tasks
gradually complicating them.
Conduct training at the end of each lesson.
Training is a group of simple, similar examples. If the student
answered incorrectly - it is shown to him detailed explanation and the next, similar task is given. And gradually the students learn
perform tasks automatically. Also, for better mastery of the subject, it is necessary to conduct a mini-
testing on the topic covered, then the knowledge is firmly and permanently consolidated.
Great importance is attached to such a form of preparation for the Unified State Exam as completing online USE tests, OGE and tasks included in
online lessons and simulators for the Unified State Exam, OGE. Here the subjective factor in assessment is canceled, it is checked by the system online and
is evaluated automatically. To complete tasks, much attention is paid to studying each task separately in each lesson.
For example, Task 1 and a deep theoretical and practical immersion into it. Rules for completing task 1 first with the teacher,
then on your own. During the first lesson, it is also necessary to monitor the completion of tasks, which student makes mistakes in exactly that
assignment and analyze mistakes in each lesson. With each subsequent lesson, students learn to perform data correctly and accurately
tasks. Monitoring the quality of knowledge in all subjects also makes it possible to identify the range of skills that need to be developed
great attention was paid to quickly identifying gaps and responding promptly to them. On what task does the student make mistakes every time?
and learns to eliminate these mistakes.
Since the test is not a universal means of control, capable of covering all aspects of independent and
tests on the subject, it is necessary to carry out others that require a detailed answer, writing essays on various topics.
Children must freely express their thoughts and for this purpose work is systematically carried out from the 5th grade. First the guys write in
free themes. On topics that interest them. Then they gradually learn to write on topics given by the teacher.
Also, in order to improve their performance, students must be interested in the subject being studied and be motivated to study it.
subject. In view of the special importance of Unified State Examination assessments when preparing for exams, there is also a special approach to planning. Every lesson
takes place in clear, targeted training on this topic. Additional classes are also provided for weaker students.
motivated for high results.
And of course, teach how to manage time correctly. Right down to the fact that each task is clearly completed in minutes. Start off
need to start with easier tasks. Gradually moving on to the most difficult ones.
A special place in preparing for the final certification is occupied by working with parents. She is also given great importance. In many ways
depends on how familiar they are with the content of the exam and how highly they rate their own readiness for it. Parents
should become the teacher’s allies in preparing for exams. their task is to ensure that they create favorable conditions for
their children. Firstly, that students strictly adhere to the school regime, secondly, they are provided with proper nutrition, thirdly,
psychological situation in the home (home climate) of each student. They must understand the seriousness of the exams and be supportive and
support for your children. Parents can even try to pass the Unified State Exam themselves, so this year they felt like they were in their children’s shoes and
They came to take the Unified State Exam with their passports and gel pens. Parents should be invited more often to talk with the class teacher,
teachers
subject specialists,
deputy
directors
necessary
inform
parents
structure
parents to successfully pass the exam.
Algorithm for preparing for the OGE, Unified State Exam:
practice weekly in class the topics included in plans for individual work with low-performing students and
students motivated to achieve high results; conduct monthly verification tests at the end of each section of Russian
2) systematic (training is carried out consistently preparing students in various areas - information,
subject, psychological);
3) understanding of each task (individual approach to each student);
4) in order to prepare for the final essay, students start a separate notebook and write the problems of each text and arguments for
works being studied.
increase students’ motivation to learn, develop in them a responsible attitude towards mastering knowledge, skills,
skills.
6) ensure monitoring of the quality of students’ knowledge for each quarter;
Only in combination will all these techniques and methods help improve the quality of passing the OGE, Unified State Exam in the Russian language.
OGE results in Russian language
Students of 2014 - 2015 passed the OGE in the Russian language with 100% academic performance, quality 44.5%..
expressiveness (visual and expressive means of language), ways of expressing the main members of a sentence, rules for placing signs
punctuation in sentences with words and constructions that are grammatically unrelated to the members of the sentence, introductory words appeals and
clarifying special circumstances, are able to correctly identify grammatical bases in a sentence and the difference between complex compounds
sentences from complex subordinates, have an idea of groups of coordinating conjunctions, are able to identify sentences with non-conjunction and conjunction
coordinating and subordinating connections.
Common mistakes
sentence with non-union and allied coordinating connections, methods subordinating connection in phrases, punctuation marks when addressing,
introductory words
Corrective action plan
analyze your mistakes and eliminate them yourself.
Students of 2015–2016 passed the OGE: academic performance - 100%, Quality 37.5%,
The topics have been mastered well: Students have mastered well semantic analysis text, lexical and syntactic means are well distinguished
The students conveyed the content of the presentation well, used techniques for compressing the source text, and all gave examples - arguments in the essay,
Students’ work is characterized by semantic integrity, verbal coherence and consistency of presentation. The works are characterized
compositional harmony and completeness; students have no errors in construction. Half of the students lack spelling skills,
punctuation and grammatical errors. Factual errors in the presentation of the material, as well as in the understanding and use of terms.
Common mistakes: spelling of suffixes of various parts of speech, punctuation for homogeneous and isolated parts of a sentence, complex
sentence with non-union and allied coordinating connection
Corrective action plan: Work with students in all sections of the Russian language, select the most difficult tasks and teach
complete these tasks flawlessly. Carry out individual work with each student. Teach each student independently
analyze your mistakes.
Students of 2016 – 2017 passed the OGE: academic performance – 100%, 62.5%
The topics have been mastered well: Students have mastered well semantic analysis of the text, lexical and syntactic means are well distinguished
expressiveness (visual and expressive means of language), types of subordinating connections in a phrase, ways of expressing the main members
sentences, know the rules for placing punctuation marks in sentences with words and constructions that are grammatically unrelated to members
sentences, introductory words of address and clarifying isolated circumstances, are able to correctly highlight grammatical bases in a sentence
and the difference between compound sentences and complex sentences, have an idea of groups of coordinating conjunctions.
The students conveyed the content of the presentation well, used techniques for compressing the source text, and all gave examples - arguments in the essay,
Students’ work is characterized by semantic integrity, verbal coherence and consistency of presentation. The works are characterized
compositional harmony and completeness; students have no errors in construction. Half of the students lack spelling skills,
punctuation and grammatical errors. There are no factual errors in the presentation of the material, as well as in the understanding and use of terms.
Common mistakes: spelling of suffixes of various parts of speech, punctuation for homogeneous and isolated members of a sentence, vocabulary and
phraseology.
Corrective action plan: Work with students in all sections of the Russian language, select the most difficult tasks and teach
complete these tasks flawlessly. Carry out individual work with each student. Teach each student independently
analyze your mistakes and complete each task correctly.
Unified State Examination results in Russian language
Unified State Examination results in Russian language 2016 – 2017 academic year. year
Academic success 100%
Quality – 57.1%
The topics have been mastered well: Students are good at identify the main information contained in the text, observe grammatical and
syntactic norms of the Russian language, are able to distinguish between the spelling of derivative conjunctions, adverbs, prepositions, know punctuation in
compound sentence and simple sentence with homogeneous members, punctuation marks in complex sentences, know well
types of text as a speech work. They are able to find the semantic and compositional integrity of the text, distinguish between figurative and expressive
means of the Russian language.
The students wrote a well-written essay - reasoning, formulated the problem of the original text, wrote comments on the formulated
coherence and consistency of presentation, accuracy and expressiveness of speech. Pupils adhere well to language and ethical standards.
Common mistakes: spelling of vowels in the root of a word, spelling of personal endings of verbs and suffixes of participles, spelling of not and nor with
different parts of speech, punctuation marks in sentences with dissociated members, punctuation marks in sentences with different types of connections,
functional – semantic types of speech. Description - narration - reasoning, lexical means of expression, means of connecting sentences in
When working on an essay-argument, the most mistakes were made in observing punctuation, language norms and in observing
factual accuracy in background material.
LLC Training Center
"PROFESSIONAL"
Abstract on the discipline:
"Geography»
On this topic:
“Methods of preparing schoolchildren for the State Examination and State Examination”
Executor:
Kononova Daria Nikolaevna
Moscow 2018
Content.
Introduction………………………………………………………………………………………. 3
Features of the OGE in Geography…………………………………. 5
Structure of the examination paper………………………………8
Analysis of OGE graduates’ performance in 2017……………… 11
Analysis of the implementation of the examination work in the MBOU "Mastakhskaya Secondary School" of the Kobyaisky ulus of the Republic of Sakha (Yakutia)………… 15
Determining the level of knowledge of students………………………….. 22
The most effective forms of training……………………….. 24
Methods of preparing students for passing the OGE…………………….. 25
Student’s psychological readiness for the OGE………………… 29
Theoretical foundations for conducting the OGE in geography
Methods of preparing schoolchildren for the State Examination and State Examination
Conclusion……………………………………………………………………………….. 30
References…………………………………………………………….. 31
Introduction
According to the “Law on Education in the Russian Federation”, the development of general education programs of basic general education ends with mandatory state (final) certification (hereinafter referred to as GIA) of graduates educational institutions regardless of the form of education. What results will be obtained largely depends on the school’s preliminary preparation for this intense and very important period.
A student graduating from 9th grade is required to pass 4 or 5 exams. Of these, two are compulsory - mathematics and the Russian language (taken in the State Examination Form) and two are optional (can be taken both in the State Examination Form and with tickets).
Geography is also an elective subject. In the modern education system, geography is not given the highest priority, but at the same time, students choose this subject for certification in the 9th grade. The teacher’s task is to properly prepare the student for the State Exam. In modern literature there are no clear methodological recommendations for the actual preparation of students for the State Examination in Geography, as well as for drawing up a training program. Thus, this topic is very relevant.
Purpose of the work: to characterize the OGE in geography in grade 9, to determine the methodology for preparing students.
In accordance with the set goal, the following tasks were formulated.
Analyze literary sources on this issue.
Consider the theoretical basis for conducting GIA-9 in geography.
To identify the features of the state (final) certification of 9th grade graduates in geography.
Describe the structure of the examination paper.
Describe the experience of preparing 9th grade students.
To solve the problems, a set of methods was used: theoretical analysis of the problem of preparing for the final certification in geography of school graduates based on pedagogical and methodological literature; analysis regulatory documents; complex of diagnostic methods
When writing the work, the following methods were used: theoretical analysis of literature, studying the work experience of teachers, testing middle and high school students, observation and comparison.
Structure and scope of work: the work consists of: introduction, 2 chapters with 2-3 sections, conclusion, list of references.
Features of the OGE and Unified State Exam in Geography
Theoretical foundations for conducting GIA and OGE in geography
Geography is the only school subject of an ideological nature that forms in students a holistic, comprehensive, systematic understanding of the Earth as a planet of people. The scope of consideration of this subject includes natural (natural) and public (population, social issues, economy) objects and phenomena.
common goal geographical education schoolchildren - to form a comprehensively educated personality; in a narrower sense, this goal is for students to master a complete system of geographical knowledge and skills, as well as the possibilities of their application in various life situations.
Since 2008, in the regions of the Russian Federation, as part of the creation of the All-Russian system for assessing the quality of education, state final certification of 9th grade graduates has been carried out (in a new form). The main difference between the new form of certification and traditional exams is that it results in an independent “external” assessment of the quality of preparation of 9th grade graduates. Despite the fact that the exam in the new form is still being conducted in experimental mode, the number of regions implementing this form of final control is steadily growing.
The main task of the GIA in Geography is to assess the level of general educational preparation in geography of graduates of IX grades of general education institutions for the purpose of their state (final) certification. The exam results can be used when admitting students to specialized classes in high schools, primary and secondary institutions vocational education.
Tasks for the state final certification of 9th grade graduates (in a new form) and options for examination papers are developed by specialists Federal Institute pedagogical dimensions(FIPI). When preparing exam materials for grade 9, the vast experience of the federal subject commissions of the FIPI in developing test materials for the Unified State Exam is used and creatively processed. The ongoing improvement of examination materials is also facilitated by the Scientific research in Pedagogical Measurement.
GIA in Geography is an optional final exam at the end of 9th grade. Graduates choose it if they need geography to enroll in the specialized 10th and 11th grades. Also, this exam can be chosen if the student is well versed in the subject and this is one of the easiest exams for him, because in the 9th grade he will have to choose two exams in optional subjects. In addition, the geography exam, like any other, can be chosen at the regional level for all graduates of the year in a particular region, republic, region or city.
The examination paper consists of 30 tasks of different types. Duration of work – 120 minutes. The assignments test geographic knowledge, which forms the basis of graduates’ geographic literacy, as well as the ability to apply knowledge and skills in various situations.
A special feature of the examination papers is their focus on testing the development of skills that are in demand in the modern world, such as how to use different sources of information - statistical materials, geographical maps, texts. When developing examination papers, the requirements for focusing modern education on developing the ability to apply acquired knowledge in a wide variety of situations were also taken into account. Emphasis was placed on competency-based tasks, i.e. those that test the ability to apply existing geographical knowledge to analyze phenomena and processes occurring in the modern world. For this purpose, tasks have been developed that require determining from the proposed situation what geographical knowledge is required for its understanding and analysis, and then applying them in situations close to life, testing the ability to extract information from text, statistical tables, and maps.
When performing work, it is allowed to use atlases of grades 7-9. But not in the tasks direct instructions for the use of atlas maps. Students themselves must determine which atlas maps are appropriate to use and for which tasks. This tests the ability to identify the geographical component of the proposed situation and select an adequate source of information to solve it.
Along with checking the formation subject competencies, the work traditionally tests knowledge of geographical facts, patterns, understanding of the essence of geographical phenomena and processes, their manifestations in different territories. An important part The work also includes testing spatial ideas about the world and our country.
In connection with the requirements of the standard, the examination paper checks the formation of ideas about the countries of the world and regions of Russia. When conducting certification in the new form, tasks of a standardized form are used, including tasks with a choice of answer, as well as with a short and extended answer (similar to the Unified State Exam). Completing these tasks allows us to establish the level of mastery of the federal state standard of basic general education by 9th grade graduates.
The following are admitted to the GIA: graduates who have annual grades in all general education subjects of the curriculum for the 9th grade are not lower than satisfactory, students who have an unsatisfactory annual mark in one subject with a mandatory exam in this subject, Foreign citizens, stateless persons, refugees and internally displaced persons studying in a general education institution.
Structure of the examination paper
The structure of the examination work is most fully reflected in a document such as a specification. The specification of an examination paper in geography is a list of features peculiar to this work. Its features are as follows:
1. The purpose of the examination work is to assess the level of general educational preparation in geography of graduates of 9th grade of general education institutions for the purpose of their state (final) certification. The exam results can be used when admitting students to specialized classes in secondary schools.
2. The content of the examination paper is determined on the basis following documents:
Mandatory minimum content of basic general education in geography (Appendix to Order of the Ministry of Education of Russia dated May 19, 1998 No. 1236 “On approval of temporary requirements for the mandatory minimum content of basic general education”).
Federal component of the state standard of basic general education in geography (order of the Ministry of Education of Russia “On approval of the federal component of state standards of primary general, basic general and secondary (complete) general education” dated 03/05/2004 No. 1089).
The standard's requirements for the level of graduates' training relate to three main types of activities: reproduction of knowledge and skills, application of knowledge and skills in a familiar situation, application of knowledge and skills in a changed or new situation. Reproduction of knowledge requires naming basic facts and patterns, signs of geographical objects and phenomena; show and describe the position of the most important geographical objects and areas of distribution of geographical phenomena on the map; solve cartometric problems; extract information from one source geographic information, presented explicitly. The number of tasks to reproduce knowledge in the examination paper is 6.
The application of knowledge and skills in a familiar situation presupposes the ability to determine indicators characterizing geographical objects, processes, phenomena, based on information presented in various forms; provide geographic information to different types; give examples of the manifestation of geographical processes and phenomena, geographical patterns; recognize, identify geographical objects, processes and phenomena by their characteristics; compare geographical objects and phenomena, the degree of manifestation of geographical processes in different territories according to the specified characteristics; establish and explain relationships between geographical phenomena and processes; identify empirical dependencies based on data obtained as a result of observations; classify geographical objects and phenomena. The greatest number of tasks on applying knowledge in a familiar situation in the examination paper is 15.
The application of knowledge in a changed and (or) new situation involves the ability to recognize in real life situations questions, ideas or problems that can be solved by means of geography; explain events in the context of real situations using existing geographical knowledge; assess geographical objects, processes and phenomena, predict their development. There are 9 such tasks in the exam paper.
The work presents tasks of different difficulty levels - basic, advanced, high. Basic level tasks have a planned percentage of completion - 60-90%, advanced level - 40-60%, high level - less than 40%.
Exam assignments are graded different amounts points depending on type and difficulty. Correct completion of multiple-choice and short-answer tasks is scored 1 point; for completing tasks with a detailed answer, you can receive from 0 to 2 points, depending on the completeness and correctness of the answer.The maximum primary score for completing the entire examination work is 33 points, since 2016 - 32 points.
It is recommended to assign marks on a five-point scale depending on the total number of points (primary score) received by graduates for completing all tasks of the examination work. For this purpose, a scale is used to convert the primary score for completing the examination work into a mark on a five-point scale - table.
Table - Scale for converting the primary score for completing an examination paper into a mark on a five-point scale by year
Mark on a five-point scale"2"
"3"
"4"
"5"
2014
0- 11
12-19
20-27
28-33
2015
0- 11
12-19
20-27
28-33
2016
0- 11
12-19
20-26
27-32
2017
0-11
12-19
20-26
27-32
2018
0-11
12-19
20-26
27-32
When determining the lower limit of the “3” mark, the results of pedagogical and subject examinations were taken into account. In order to score 12 points, a student had to complete 67% of tasks at a basic level of complexity in 2009 and 75% in other years. A grade of “4” is given if the student scored at least 21 points, that is, completed all tasks of the basic level and 50% of tasks of an increased level of complexity in 2008, at least 19 points in 2009 (all tasks of the basic level and 1 task of an advanced level) and at least 20 points - in subsequent years (all basic level tasks and 37% of advanced level tasks).
A grade of “5” is given if the student scored at least 28 points in 2014-2015 and at least 27 points since 2016, that is, he completed all tasks at the basic level, all tasks at an increased level of complexity, and at least one at a high level.
Analysis of OGE graduates’ performance in geography 2017
Analysis of the performance of OGE exam papers in geography
Analysis of the results of the state (final) certification in geography allows us to obtain objective information about the state of school geographical education. Level information geographical training graduates are needed by education workers at all levels.
When analyzing the results in 2017, calculations were made that showed the average performance indicators.
There have been changes in the assessment criteria for tasks 28-34, and there is some objective and reasonable flexibility in approaches to assessment. For example, the requirement to reduce points for incorrect answers and reasoning on a task that is not related to its content has been removed. A setting of 1 point is also given if the calculations are performed step by step correctly, but the obtained result is incorrect due to a mechanical error when performing computational actions. It is allowed to consider the answer correct if the calculations are performed correctly and the corresponding result is obtained correct number, but 2 with the wrong sign (+ or –). In task 28, the permissible error at the base of the profile has been increased from 1 to 2.5 cm. A very important addition to the evaluation criteria “Different wording” has also been retained.
The 2017 KIM included tasks testing the content of all main sections of school geography courses (“Sources of geographical information”, “Nature of the Earth”, “World population”, “World economy”, “Nature management and geoecology”, “Country studies”, “ Geography of Russia"). The largest number of tasks (11) were based on the content of the Russian geography course. The work checks all groups of requirements of the FC GOS: “know and understand”, “be able to” and “use acquired knowledge and skills in practical activities and Everyday life».
In the 2017 KIM, tasks with a short answer in the form of one number corresponding to the number of the correct answer were excluded. Instead, new models of tasks were included (with a short answer), requiring to indicate the correct answers from the proposed list (without indicating the number of correct answers that were required to be selected), and a task in which it was required to fill in the gaps in the text with words or phrases from the proposed list . It was these tasks that caused significant difficulties for graduates in completing their work; less than half of the exam participants successfully completed each of them.
Analysis of the completion of Unified State Exam tasks in 2017 showed different levels of completion of tasks of basic, advanced and high levels of complexity.
Part 1 (tasks 1-27)
Most high level completion of tasks of a basic level of complexity was shown in content: Administrative-territorial structure of Russia. Capitals and large cities (B 66.9%); Geographical features reproduction of the world population, sex and age composition. Level and quality of life of the population (B 60.2%); Time zones (P 59.3%), Geographical models. Geographic map, area plan (B 45.8%)
The tasks of the basic level of complexity in content turned out to be the most difficult: Geography of Russian industries. Geography of agriculture. Geography the most important species transport (11%, compared to 34% in 2016); Lithosphere. Composition and structure. Geographical envelope of the Earth. Latitudinal zonation And altitudinal zone(12.7 versus 8% in 2016)
Part 2 (tasks 28-34)
The most successfully completed tasks were of an increased level of complexity in the content of CMM: geography of the main branches of production and non-production spheres (the percentage of completion increased from 12.5% in 2016 to 25.4 in 2017). The performance indicators for tasks of a high level of complexity of the content of CIM have increased: lithosphere, hydrosphere, atmosphere, biosphere, nature of Russia, dynamics of the Earth's population, gender and age composition of the population, production location factors, geography of industrial sectors, the most important types of agricultural transport, rational and irrational use of natural resources, features of environmental impact various fields and sectors of the economy (from 2.5% in 2016 to 10.2% in 2017).
A low percentage of completing tasks of a high level of complexity was shown by the content of the CIM: the Earth as a planet, the modern appearance of the planet Earth, the shape, size, movement of the Earth (5.1%). The performance indicators for completing assignments on the topics: geographical models, geographic map, terrain plan (B level from 14% in 2016 to 37.3%) and (P level from 7% in 2016 to 24.6% in 2017) have increased significantly. ). The percentage of completion of High-level assignments on the topics: Lithosphere has decreased. Hydrosphere. Atmosphere. Biosphere. Nature of Russia. Dynamics of the Earth's population. Sex and age composition of the population. Factors of production location. Geography of industries, the most important types of agricultural transport. Rational and irrational use of natural resources. Features of the environmental impact of various sectors and sectors of the economy from 10% in 2016 to 6.8% in 2017.
Analysis of the exam results also made it possible to identify some typical shortcomings in the educational preparation of Unified State Exam participants. Taking into account these shortcomings is of great importance for increasing the effectiveness of teaching geography. A significant drawback in the preparation of exam participants is their poor command of the conceptual apparatus of physical geography and insufficient understanding of geographical phenomena and processes in geospheres. Taking into account the fact that general education organizations are currently transitioning to work according to the Federal State Educational Standard, it is necessary to note the insufficient development of meta-subject skills. First of all, this is a poor command of linguistic means - the inability to clearly, logically and accurately express one’s point of view, to use adequate language means, geographical terminology. An analysis of the detailed answers of the Unified State Exam participants shows that in most cases, although they coincide in meaning with the elements of the content of the correct answers, they are formulated illiterately not only from the point of view of the use of terminology, but also from the point of view of the norms of the Russian language. A significant proportion of graduates are not able to use the sources of information at their disposal (included in the KIM reference materials) to solve problems. So, when completing the task of identifying a country by its brief description, which indicated that the country was located on a peninsula in the Western Hemisphere, many graduates indicated Norway, Sweden, and Denmark, although with the help of a map it was easy to verify that these countries were located in the Eastern Hemisphere.
Knowledge of geographic nomenclature and the position of geographic objects on the map is necessary when performing not only those exam tasks that directly test it, but also for many other tasks. For the least prepared students, we can recommend signing up for contour map selectively (the most significant and frequently tested in the Unified State Exam) geographical objects marked on it by the teacher (islands and peninsulas, landforms of continents, parts of the World Ocean, rivers and lakes).
As practice shows, a significant proportion of students have insufficiently developed functional literacy, and without purposeful comprehension it is difficult for them to understand what they are asked about in the task. When preparing to perform tasks to establish the correct sequence with weak students, it is recommended to analyze WHAT and HOW is tested in a particular task. This can be done in various ways.
Analysis of the implementation of examination work in the MBOU "Mastakhskaya Secondary School" of the Kobyaisky ulus of the Republic of Sakha (Yakutia)
Analysis of the results of the state (final) certification in geography allows us to obtain objective information about the state of school geographical education in a given school. Information about the level of geographic training of graduates is necessary for education workers at all levels.
Let's look at passing the OGE in Geography for the last two years, 2017 and 2018.The number of participants in the OGE in geography in Mastakh secondary school (over the last 2 years) is shown in Table 1.
Table 1
The percentage of boys and girls: boys - 71.4%, girls - 28.6%.
There is a tendency to increase the number of participants in the OGE in geography. Compared to last year, an increase of 20%.
Examination paper assignments different levels difficulties; 17 basic, 10 advanced and 3 high-level tasks.
Basic level tasks tested the mastery of the requirements of the Federal component of the educational standard at a level that ensures the ability to navigate the flow of incoming information:
1. Knowledge of basic facts, geographical nomenclature.
2. Understanding the meaning of basic categories and concepts.
3. Understanding the basic cause-and-effect relationships between geographical objects and phenomena.
4. The ability to extract information from statistical sources, geographic maps of certain content.
5. The ability to determine directions, distances and geographic
object coordinates.
To complete advanced level tasks, it was necessary to master the content necessary to ensure the success of further professionalization in the field of geography.
High-level tasks implied mastery of content at a level that ensured the ability to creatively apply knowledge and skills. Basic level tasks accounted for 53% of the maximum primary score for completing the entire work, advanced and high level tasks accounted for 34% and 13%, respectively.
table 2
Dynamics of OGE results in the subject over the past 2 years
% completion for two years – 100, quality: 2017 – 100%, 2018 – 40%. There is a decline in quality. It turns out that in 2018, students who had satisfactory grades in the subject chose geography.The summarized results of the exam participants completing each of the work tasks are presented in Table 3
Table3
Designation of a task in workChecked elements
content/skills
Task difficulty level
Percentage of completion by year
2017
2018
Geographical features of the nature of continents and oceans, geography of the peoples of the Earth; differences in the economic development of different territories and water areas; connection between geographical location, natural conditions, resources and economy individual regions and countries; Know and understand the geographical features of the nature of the continents and oceans, the peoples of the Earth; differences in the economic development of different territories and water areas; outstanding results geographical discoveries and travel
Base
Specifics of the geographical location and administrative-territorial structure of the Russian Federation; features of its nature, population, main sectors of the economy, natural economic zones and regions; Know the specifics of the geographical location of Russia
Base
100
Features of the geographical location of Russia Know and understand the features of the nature of Russia
Base
Nature of Russia. Know and understand the natural and anthropogenic causes of geo-ecological problems; measures to preserve nature and protect people from natural and man-made disasters
Base
100
Features of the industry and territorial structure economy of Russia. Know and understand the features of the main sectors of the Russian economy, natural economic zones and regions
Base
Nature of Russia. Main types of environmental management. Be able to give examples of natural resources, their use and protection, the formation of cultural and everyday characteristics of peoples under the influence of their habitat; be able to find information from different sources necessary to study environmental problems
Base
Population of Russia. Know and understand the characteristics of the Russian population
Base
Geographical objects and phenomena, different territories of the Earth, their provision with natural and human resources, economic potential, environmental problems; Be able to find the information necessary to study different territories of the Earth, their availability of natural and human resources
Base
100
100
Economy of Russia. Be able to analyze information from different sources necessary to study different territories of the Earth, their provision with natural and human resources
Elevated
100
100
10.
Atmosphere. Composition, structure, circulation. Distribution of heat and moisture on Earth. Understand geographical phenomena and processes in geospheres
Base
11.
Weather and climate. Study of weather elements. Be able to analyze the information necessary to study different areas of the Earth
Base
12.
Natural and anthropogenic causes of geoecological problems at local, regional and global levels; measures to preserve nature and protect people from natural and man-made phenomena Know and understand the natural and anthropogenic causes of geo-ecological problems
Base
13.
Earth's crust and lithosphere. Composition, structure and development. Earth's surface: landforms, the bottom of the World Ocean; Minerals, dependence of their placement on structure earth's crust and relief. Mineral resources Lands, their types and assessment Be able to identify (recognize) essential features geographical objects and phenomena
Base
14.
Geographical models: globe, geographical map, terrain plan, their main parameters and elements (scale, conventional signs, cartographic image methods, degree network)
Be able to determine geographic coordinates on a map
Base
100
15.
Natural and anthropogenic causes of geo-ecological problems at the local, regional and global levels; measures to preserve nature and protect people from natural and man-made phenomena Be able to explain the essential features of geographical objects and phenomena. Know and understand the natural and anthropogenic causes of geo-ecological problems
Base
16.
Continents and countries. The main features of the nature of Africa, Australia, North and South America, Antarctica, Eurasia. Population of the continents. Natural resources and their use. Changes in nature under the influence of human economic activity. The variety of countries, their main types. Know and understand basic terms and concepts; be able to use acquired knowledge and skills in practical activities and everyday life to solve practical problems
Base
100
100
17.
Population of the Earth. The size of the Earth's population. Human races, ethnic groups Use acquired knowledge and skills in practical activities and everyday life to determine differences in time, read maps of various contents
Elevated
18.
Determination on the ground, plan and map of the distance, direction, height of points; geographical coordinates and location of geographical objects. Be able to determine distances on a map
Base
100
100
19.
Determination on the ground, plan and map of the distance, direction, height of points; geographic coordinates and location of geographic objects Be able to determine directions on a map
Base
100
100
20.
Determination of the quality of the environment and its use. Be able to use acquired knowledge and skills in practical activities and everyday life to solve practical problems in determining the quality of the environment in one’s area and its use
Elevated
100
100
21.
Reading cards of various contents. Be able to use acquired knowledge and skills in practical activities and everyday life to read cards of various contents
High
22.
Study of geographical objects and phenomena, different territories of the Earth, their provision with natural and human resources, economic potential, environmental problems; Be able to find in different sources the information necessary to study geographical objects and phenomena
Base
100
100
23.
Specifics of the geographical location and administrative-territorial structure of the Russian Federation; features of its nature, population, main sectors of the economy, natural economic zones and regions; Know and understand the features of the main sectors of the economy, natural economic zones and regions
High
24.
Definition of standard time. Be able to use acquired knowledge and skills in practical activities and everyday life to determine standard time
Elevated
100
25.
Geographical features of the nature of continents and oceans, as well as the geography of the peoples of the Earth; differences in the economic development of different territories and water areas; the connection between the geographical location, natural conditions, resources and economy of individual regions and countries; Know and understand the characteristics of nature, population, main sectors of the economy, natural economic zones and regions of Russia; connection between geographical location, natural conditions, resources and economy of individual countries
Base
100
26.
Geographical consequences of the Earth's movements, geographical phenomena and processes in the geospheres, the relationship between them, their changes as a result of human activity; Know and understand geographical phenomena and processes in geospheres
Base
100
27.
Geographical objects and phenomena, different territories of the Earth, their provision with natural and human resources, economic potential, environmental problems; Be able to analyze the information necessary to study different areas of the Earth
Elevated
28.
Measurements in different forms, identify empirical dependencies on this basis. Be able to identify empirical dependencies based on measurement results presented in different forms.
Elevated
100
29.
Geographical consequences of the Earth's movements, geographical phenomena and processes in the geospheres, the relationship between them, their changes as a result of human activity; Understand the geographical implications of the Earth's movements
Elevated
100
30.
Essential features of geographical objects and phenomena; Be able to identify (recognize) essential features of geographical objects and phenomena
Elevated
100
Analysis of the work showed that the students mastered the topics “Continents, oceans, peoples and countries”, “Nature management and ecology” quite well, while answering the questions “Nature of the Earth and Man” caused great difficulties. Students were most successful in completing tasks that required specific knowledge or well-practiced skills; students identify well-known geographical phenomena and objects, and are able to use familiar maps. Less successful were the answers to questions where it was necessary to use geographical knowledge and skills in a new creative situation, i.e. solve practical problems through geography.It should be noted that the practical skills work with various sources of geographic information (maps, site plans, tables, diagrams, etc.) Approximately 40% - 50% of students are able to recognize geographical objects and phenomena by their characteristics, but only 20% - 50% are able to explain their essential characteristics.
The exam tested such cartographic skills as presenting measurement results in different forms (find out the terrain profile built along a certain segment on a topographic map), determine standard time; read a topographic map and determine the best site to use for the proposed purposes. These skills are developed in 50%-60% of graduates. Ability to choose a source of information (map) for a solution specific task(to determine temperature and average annual precipitation, to determine border states) were demonstrated by a total of about 60% of graduates. More than 80% can read a weather map using the legend provided and determine the area of effect of a cyclone or anticyclone. It can also be stated that all examinees can find specific statistics in the table. On average, all examinees (40-60% of graduates) have developed the ability to identify certain geographical indicators based on available data (population density, natural increase, mortality according to statistical data). This indicates the assimilation of these concepts, an understanding of their essence. The ability to identify geographical objects (regions of Russia, countries, natural areas) based on their characteristics was tested by tasks of an increased level of complexity with geographical text descriptions. In general, more than 40% of those certified were able to identify geographic objects by characteristics.
More than 40% can establish empirical relationships based on the data presented. The data obtained indicate that the exam participants have insufficiently developed this important meta-subject skill, as provided for by the requirements of the educational standard. 40% - 50% of students coped with tasks of a high level of complexity with a detailed answer, requiring an understanding of the connection between geographical location, natural conditions, resources and the economy of individual regions and countries. Moreover, this skill is significant for understanding the relationship between the components of nature and the economic activities of individual countries and regions
3.Methods of preparing schoolchildren for the State Examination and State Examination
State final certification is an integral part of the educational process, its completion. It allows us to identify the general level intellectual development students. The structure and content of the examination paper correspond to the purpose of construction differentiated learning in a modern school, which includes two tasks:
one of them is the formation of students’ basic training in geography, a component functional basis general education
the other is the creation for some schoolchildren of conditions conducive to obtaining an increased level of training.
Determining the level of knowledge of students.
Exams for students in grades 9 and 11 are conducted in the form of the OGE and the Unified State Exam. This type of certification involves solving test tasks. The tasks require the ability to analyze and summarize geographic information, correlate knowledge and skills from various courses school geography with life experience, apply the geographical knowledge and skills acquired at school in practical activities.
To determine the level of knowledge9th grade students perform a test version of the OGE, and 11th grade students take the Unified State Exam.This work makes it possible to determine what level of knowledge students have, what gaps in knowledge there are, what tasks to pay special attention to,identify the most common errors.The most common mistakes in assignments:
1. Inability to work with maps and obtain the necessary information from them.
The map is the main source of geographical knowledge, so it is important to use various techniques working with a map in preparation for the Unified State Exam. The use of geographic maps provides enormous opportunities for improving the quality of learning and student development. The wide functionality of the cards allows the teacher to use them in all training courses, implement an activity-based and practice-oriented approach to teaching, and activate cognitive activity students in the lesson, apply different forms and methodological techniques for working with a geographical map, forming the most important geographical skills - cartographic ones.We have to once again explain to students what questions can be answered with the help of cards and give specific examples from the OGE and USE tasks.
For example, identify a country by its brief description.
This highly developed country occupies the territory of four large and several thousand small islands. A feature of nature is the predominance mountainous terrain, high seismicity, active volcanism. The country is poor in mineral resources. Due to its elongation in the meridional direction, the climatic conditions are varied. More than 60% of the territory, mainly mountains, is covered with forests: mixed, broad-leaved and variable-humid (including monsoon). Average density population exceeds 100 people per 1 km 2 . Answer: Japan.
Inattention. Elementary inattention leads to mistakes in the easiest tasks. Students confuse “more-less”, “younger-older”, etc. Here it is important to teach students to read assignments carefully, to teach children to find the main words in questions. For example, place listed cities in order of increasing population size. Write down the resulting sequence of numbers in the table. 1) Lipetsk 2) Novosibirsk 3) Pskov.
3. Problems with mathematical calculations. Many children taking geography have a humanitarian orientation and are not strong in mathematics. It is necessary to talk with students again about how to round a number to hundredths or tenths, how to solve a problem using an equation, etc. This requires training in solving various types of geographic problems. For example, Average salinity of surface waters Baltic Sea is 8‰. Determine how many grams of salts are dissolved in 3 liters of its water. In this problem know: 1‰ = 0.001, 1l = 1000cm 3. Answer: 24
4. Diagnostics of ZUN, GIA participants in geography;
For successful implementation and the correct execution of assignments, students need to be introduced to the specification of control and measuring materials and the codifier.During classes, studentsmust learn:
work with test tasks (carefully read the wording of the task and understand its meaning (without the opportunity to seek advice from the teacher);
strictly follow the instructions accompanying the task;
fulfill Various types test tasks;
independently allocate time for completing tasks;
write clearly printed letters in accordance with the sample specified in the form;
be well versed in the fields of the form to be filled out during the exam;
correctly mark the answer option on the form;
The most effective forms of training
The most effective form of training in preparing students for the OGE is group or individual.
The use of group forms of learning allows students to be subjects of the educational process: set a goal, plan to achieve it, independently acquire new knowledge, control their friends and themselves, evaluate the results of the activities of their friends and themselves. A very important role is played by the ability of students to correctly ask and answer questions, express their opinions (even erroneous ones), the ability to criticize and understand criticism, convince, explain, prove, evaluate, conduct a dialogue and give a speech. All this is applicable to the group form of learning and very well develops thinking and memory, as well as cognitive skills (compare, analyze, synthesize).
The traditional lesson is no longer suitable as a form of organizing an educational lesson. More acceptable forms of organizing training sessions are lessons in repetition, generalization and systematization of the material being studied, as well as a lesson in testing and assessing knowledge, skills and abilities (in the form of OGE tests).
Of the most effective principles learning, one can highlight awareness, activity, independence in learning and the strength of mastery of knowledge, skills and abilities. A very important role in geography is played by the clarity of learning, since 70% of all exam questions can be answered using atlas maps. Therefore, much attention is paid to working with maps (grades 7, 8, 9).
Systematicity, consistency and complexity in training are characteristic of traditional lessons and in this case they become irrelevant.
Methods of preparing students for passing the OGE
Currently, there are many techniques and methods for preparing students for the OGE format, but let’s look at some of them:
1. Training approach
2. Self-education
3. Psychological attitude
For effective preparation The OGE requires constant training. Preparedness for something is understood as a complex of acquired knowledge, skills, abilities, and qualities that allow one to successfully perform a certain activity. The following components can be distinguished in the readiness of students to pass the exam in the form of the OGE:
- information readiness (awareness about the rules of conduct during the exam, awareness about the rules for filling out forms, etc.);
- subject readiness or content readiness (readiness in a certain subject, ability to solve test tasks);
- psychological readiness (state of readiness - “mood”, internal disposition towards a certain behavior, focus on expedient actions, actualization and adaptation of the individual’s capabilities for successful actions in an exam situation).
To get the maximum result when preparing for the OGE, you need to start preparing in advance, which is often a significant problem. Systems approach to repeat the studied material - this is one of the main tasks when preparing for the exam. Independent repetition and training in completing tasks, systematic consultations on control and measuring materials (CMMs) contribute to the systematization of complex knowledge on the subject and the formation of skills in performing tasks on forms. Thus, students become familiar with the requirements and structure of examination materials in a new form, get used to the wording of tasks and the types of tests used in CIM, and learn to briefly and logically answer higher-level tasks.
When preparing for the OGE in geography, the graduate must use textbooks and manuals for preparing for the OGE, which are recommended for use in educational institutions, cartographic and statistical sources for searching and retrieving information. “The map is the alpha and omega of geography,” said N. Baransky, a classic of Russian geographical science. Without knowing the map well, it is impossible to know the subject satisfactorily. Therefore, it is necessary in your work to use both general geographic maps and silent maps (contour maps). To successfully prepare yourself, you need to train as often as possible. The tests will help you get an idea of the wording and difficulty level of the Geography exam. A significant result comes from work that does not require additional time, but gives maximum score when assessing the OGE. It is necessary to familiarize students with the codifier in detail. The knowledge gained during preparation and self-study allows the graduate to quickly navigate the questions during the exam and complete the task efficiently.
To successfully prepare for the State Examination, it is necessary, first of all, to simply repeat the entire school material, which is included in the content of the program and is necessary to pass the exam. An excellent assistant in this issue are short student dictionaries that contain important information about certain aspects of each topic studied. But due to the fact that all dictionaries do not serve for explanation, but specifically for refreshing memories, a short dictionary for a schoolchild will be absolutely ineffective for those whose knowledge tends to zero.
In addition, in the process of preparing for the OGE, the right attitude is very important. After all, calm during testing will be much more effective than excitement.
The use of new information technologies makes it possible to diversify and combine the means of pedagogical influence on students, strengthen learning motivation and improve the assimilation of new material, makes it possible to qualitatively change self-control and control over the learning outcome, as well as timely adjustments to both teaching and learning activities. Active work with a computer develops in students a higher level of self-educational skills and abilities - analysis and structuring of the information received. It is necessary to develop the child’s independent work skills, including conducting training and testing on the Internet.
Using the Internet to conduct testing in the State Examination format online (close to the exam format) allows you to assess the level of students’ preparation. When preparing a graduate for the OGE, you can use various training programs that the teacher offers to students, and students can complete interactive training and test tasks. The teacher has the opportunity to organize work with each student and make the necessary changes in their preparation. Testing is carried out outside of class hours or at home, which allows the student to concentrate as much as possible on completing assignments.
Participation in distance competitions and olympiads in the subject contributes to the development of the student’s competence and, as a result, its further implementation in the exam. Students taking the OGE must take an active part in the Olympiads, because The structure of the proposed tasks is close to the exam ones.
Currently, many multimedia teaching aids in geography, which can be used in lessons, when doing homework, in preparing for olympiads, in scientific research research work students in preparation for the OGE. The use of information technology in preparation for the OGE has many advantages: the combination of sound, image and interactivity allows you to quickly monitor and evaluate knowledge. The structures of electronic manuals allow you to quickly make transitions within the course and navigate the contents of the manual. The undoubted advantage of using multimedia in preparation for the OGE in geography allows you to intensify the activities of the teacher and the student; improve the quality of teaching the subject; reflect the essential aspects of geographical objects, visibly bringing to life the principle of visibility; bring to the fore the most important and frequently encountered characteristics of objects and natural phenomena in tests.
Among large quantity It is difficult for graduates to choose electronic textbooks on their own that will help them, in a short period of time, with maximum efficiency, repeat theoretical material in all sections of the basic school course in geography, consolidate knowledge and conduct self-control and objective self-assessment of knowledge using tests and assignments similar to the content of the OGE. Theoretical material Many multimedia textbooks include a lot of unnecessary information, and it is difficult for a ninth-grader to identify the materials needed to pass the OGE.
3.4 Student’s psychological readiness for the OGE
What is the psychological readiness of a student for the GIA:
This is primarily a focus on expedient actions. It is necessary to have a conversation about whether the student can pass the exam in geography, because in geography it is important spatial imagination, and it’s no secret that not all students have it. In geography, specific knowledge is very important, namely a good command of a geographical map. Visual memory is important here. Having analyzed the possibilities with the student, you can safely begin preparation.
It is very important psychologically to form a test culture already in the 6th grade. The test should be a familiar form of work in the classroom, and the habit should be formed gradually, making the requirements more complex with age.
Next, it is necessary to familiarize students with the specifics of the exam procedure. Parents can provide great assistance in preparing students by showing sincere interest both in preparation, including joint preparation, and directly on the day of the exam, setting the child up for success,
It is important for the teacher to show calm and maintain a working spirit. In psychology, there is the concept of “test sophistication” - any subject who has been tested has certain advantages over those who are tested for the first time.
Conclusion
The work reveals the main features of the final certification in geography in a secondary school in the form and OGE materials. An analysis of psychological and pedagogical literature has shown that the introduction of the GIA, as an element of modernization of the Russian education system, is intended to provide a reliable assessment of the quality of education, continuity of general and vocational education. The specificity of the GIA is that the selection of material to be tested in the exam is made in accordance with the mandatory minimums of school geographical education and covers all courses of the school curriculum.
A multi-aspect characteristic of examination materials in geography is given, the dynamics of changes in the structure and content of KIM in geography are revealed, showing a tendency towards more complex examination papers of the State Examination Institute.
A generalization of the results of the geography exam at the experiment stage showed that the number of participants in the Russian Federation is increasing every year. Students demonstrate an insufficiently high level of knowledge and skills, the main reasons for which are the lack of thoughtful, systematic work to prepare students for the State Examination, motivation of students, insufficient work during all years of study, which should include activities aimed at applying knowledge and skills, and not for simple reproduction of knowledge. In addition, it should be noted that there is a contradiction between the volume of content of the standard of geographical education and the number of hours allocated to its study in the curriculum.
Analysis of preparation and work with the 9th grade made it possible to identify the main problematic issues that arose during the preparation process itself, to work on them in a timely manner by means of repeating the material, solving tests, and, in general, to reduce the number of errors made when writing the first “trial test”.
If the work to prepare students for the OGE is purposeful and systematic, then it will be effective.
The main recommendations for improving the educational process, developed on the basis of an analysis of the results of students’ examination work, will allow teachers to make the necessary adjustments to their work: they will focus on developing the ability to apply knowledge, use it to explain the essence of specific geographical phenomena, the features of their distribution, and show some ways prevention of typical deficiencies in geographical training of graduates.
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A textbook for preparing for the exam for the OGE 2017 format (GIA 9) in geography