Information and analytical certificate based on the results of the EGE on literature. Excel Template "Analyzer EGE's results on literature" with automatic output of the analysis report

Informational and analytical reference

according to the results of the library

In the liberty of the literature 1 puller took part ... The duration of the exam was 235 minutes.

general description of work

In the examination, two parts are allocated and the end-to-end numbering of tasks. The content and structure make it possible to check the knowledge of the meaningful side of the course (history and theory of literature), as well as the skills on the subject.

Part 1 included 16 tasks, including questions for analyzing literary works. Tasks 1-7, 10-14 were estimated with 1 point with the right choice of response (only 12 points); 8.15 were evaluated in two criteria (only 8 points); Tasks 9, 16 were evaluated by one criterion (only 8 points)

In this part, the ability to determine the main elements of the content and artistic structure of the studied works, as well as the ability to consider literary works in relationships. Tasks 9, 16 of the first part assumed the exit to a wide literature context, as it should be found and justifying the connection of this text with other works on the aspects of comparisons specified in the tasks.

Part 1 included two sets of tasks: to an epic and lyrical product.

Part 2 required writing a detailed essay on a literary topic.

The results of the tasks requiring a brief response 1-7.

The tasks of this type required the examinations of terms and concepts, historical - literary facts, knowledge of the content of texts. The analysis shows that the difficulties cause the definition of the genus and the genre of literature. Errors are also allowed in the tasks inspecting good knowledge of the text of the literary work, which indicates a weak knowledge of the plot basis of works (the material of the task is based exclusively on key plot elements and basic characters). The difficulty caused the task 4, aimed at checking the knowledge of the text of the artistic work through the establishment of conformity between its meaningful elements. The results of the execution of tasks requiring a brief response of 10-14.

The analysis shows that the graduate does not fully own the terminology, errors are allowed in determining expressive agents. Not enough formed the ability to determine the poetic size.

Results of the tasks 8.9, 15.16.

Tasks 8, 9, 15, 16 are based on the traditions of writing works on a literary topic and require the creation of written monologue statements of different types on the dream of an artistic work. They are aimed at checking the skills to give an extended response in the amount of 5-10 sentences. The tasks 9.16 suggest the inclusion of the analyzed artistic work into a literary context. The analysis shows that errors are allowed in the tasks, where it was necessary to justify the thesis or compare the selected works. This indicates that the graduate lacks knowledge of both specific lyrical works and classical lyrics in general. The difficulty caused the execution of the "context" task. This is explained by a low level of quality.

Results of the task 17

The task 17 required writing a detailed essay and relies on the tradition of writing works on a literary topic and require the creation of written monologue statements of different types on a dream of an artistic work. It checked the ability to deeply reveal the topic, the ownership of theoretical and literary concepts, the reasonableness of attracting the text, the logicality of the presentation. An analysis of the work showed that the topic is disclosed unconvincingly, the text of the artistic work was unreasonably attracted.

Distribution of tasks in parts of the examination work

Element analysis of work

Essayment analysis of the fulfillment of tasks 1-7 and 10-14, requiring writing (basic difficulty level)

An elemental analysis of the fulfillment of tasks 8 and 15, requiring writing an expanded response in the amount of 5-10 sentences (elevated level of complexity)

Task 8.

Task 15.

An elemental analysis of the fulfillment of tasks 9 and 16, requiring writing an expanded response in the amount of 5-10 sentences (elevated level of complexity)

Task 9.

Task 16.

An elemental analysis of the fulfillment of tasks 17.1 - 17.3. Requiring writing an expanded argue response in the composition of the composition of no less than 200 words (high level of complexity)

conclusions

The analysis shows, the topic is disclosed partially, the text was not always reasonable and the text was attracted, actual errors were allowed, the logic of the material is broken.

Main errors:

Improper definition of text belonging to a particular genre;

Insufficient knowledge of language agents and determining their role in the disclosure of the content of the work;

Insufficiently deep knowledge of literary works;

Violation of the sequence of material presentation;

Insufficient formation level of self-search for an answer to the question, commenting on artistic text.

The main causes of the results of the work criteria:

A small practice in creating your own texts.

Insufficient work on the compositional construction of texts of different functional styles and functionally semantic types of speech.

Insufficient level of ownership of theoretical and literary concepts.

To seek good knowledge of schoolchildren to works, as it is a key, fundamental condition for the successful passing of the EGE on literature;

To analyze the mistakes made in more detail, organize assistance in eliminating gaps in knowledge,

Work on the development of literary terminology provided for by the programs and textbooks, and take special measures to continuously actualize theoretical knowledge;

Continue to work on repetition of read works;

Develop and improve the skills of comparing various artistic works;

All of the above allows us to conclude that the most relevant requirement is the knowledge of artwork texts and the ability to apply these knowledge to directly analyze them. The principle of text centers, which laid the current model of the EGE on literature, orients teachers on systematic work in this direction, covering the entire period of studying the school course of literature.

Take part!

Among the tasks with the parameters of the Mathematics included in the profile of Mathematics, you can select a special class of tasks, which are almost impossible to solve with standard school techniques. Often the functions in the left and right parts of the equation have a fundamentally different nature, which does not allow using an analytical approach. And the complex appearance of these expressions makes the construction of graphs. An output in this situation may be a minimax method for solving problems with parameters, which relies on the use of monotony and limited functions.

Some lessons may seem boring children. And then discipline starts to suffer in classes, schoolchildren quickly get tired and do not want to participate in the discussion.

Case lessons were created to combine training school knowledge with acutely necessary competencies, such as creativity, systemic and critical thinking, dedication and others.

Thanks to Cases, you can help the schoolboy to benefit and enjoy learning, cope with his personal problems!

Read new articles

The maximum number of USE points on literature (100 points) none of the students scored.

In the examination, two parts are allocated and the end-to-end numbering of tasks. Kim includes 17 tasks that differ in the form and level of complexity.

In Part 1, it is proposed to perform assignments that include questions about the analysis of literary works. The ability of graduates is checked to determine the main elements of the content and artistic structure of the studied works (themes and issues, heroes and events, artistic techniques, various types of trails, etc.), as well as consider specific literary works in relationship with the course material.

Part 1 includes two sets of tasks.

The first set of tasks relates to a fragment of an epic, or a limier, or dramatic work: 7 tasks with a brief answer (1-7), requiring writing words, or phrase, or a sequence of numbers, and 2 tasks with an expanded response in the amount of 5-10 sentences ( 8, 9).

The second set of tasks refers to a lyrical product: 5 tasks with a brief response (10-14) and 2 tasks with a detailed answer in the amount of 5-10 sentences (15, 16).

The overall structure of part 1 is subject to the problem of a wide meaningful coverage of literary material. The artistic texts offered for analysis allow you to check not only the knowledge by graduates of specific works, but also the ability to analyze the text, taking into account its genre affiliation, 2 tasks suggest exit to a wide literature context (justifying the connection of this artistic text with other works on the aspects of comparison aspects ). Thus, the support for the intraconductible bonds of the studied course allows for additional coverage of the content of the verified literary material.

Following the proposed work algorithm allows examined to identify the place and role of the episode (scene) in the overall structure of the work (fragment analysis), disclose the plot-composite, shaped-thematic and stylistic features of the analyzed text, to summarize their observations with entering the literary context.

Part 2 of work requires the participants of the EGE writing a full-format detailed essay on a literary topic (thus, another substantive component of the conducted course of the checked course is added to the literary material spent in part 1. The graduate offers 3 questions (17.1-17.3), covering the most important milestones of the domestic historical and literary process: 17.1 - on the works of the ancient Russian literature, the classics of the XVIII century. and the first half of the XIX century; 17.2 - on the works of the second half of the XIX century; 17.3 - by the works of the XX century. A graduate chooses only one of the questions and gives it a response in the form of an essay, justifying its judgments by referring to the work (by memory).

Distribution of tasks in parts of the examination work

In structural terms, two complexes of the tasks of part 1 are highlighted: from the basic levels aimed at checking the theoretical knowledge of the literary knowledge (1-7 and 10-14), to the tasks of the increased level of the generalizing type (8, 9 and 15, 16). Part 2 contains an alternative task of a high level of complexity (17.1-17.3), to the greatest extent reflecting the requirements of the standard of profile level.

The examination work includes the tasks of the basic, increased and high levels of complexity. Part 1 contains 12 baseline tasks (1-7, 10-14) and 4 tasks of the increased level of complexity (8, 9, 15, 16). Part 2 contains 1 task of a high level of complexity (the examiner is offered a choice of three tasks: 17.1-17.3), which requires a participant in the examination of an independent full-length text on a literary topic.

Systematic multi-year observation of the dynamics of the results of the participants of the exam in literature shows that the tasks requiring a brief response cause difficulties only in examined with a low level of educational training on the subject. Well-prepared participants of the exam with the tasks of this group in their mass core successfully.

Students coped with tasks 1-7, 10-14, typing from 8 to 13 points.

Thus, all students crossed the permissible threshold and showed a 100% level of training.

Analysis of the results shows that the most successfully learning copes with the tasks of the base level requiring a brief response. The tasks of this type require from learning hard knowledge, the exact wording of the results of observation of the text.

The greatest difficulties cause settings for the level of increased and high, requiring the expanded response on a given problem.

Tasks 8 and 15 are evaluated in two criteria: "Depth of the leading judgments and persuasiveness of arguments" and "following speech standards". If, when checking the tasks 8 and 15, the first criterion expert puts 0 points or 1 score, then on the second criteria, the task is not estimated (0 points are set to the answer verification protocol). Thus, for the successful execution of each of the tasks 8 and 15, the examiner receives the maximum 4 points.

Tasks 9 and 16 are estimated by one criterion: "Inclusion of the work into a literary context and persuasiveness of the arguments." For the successful execution of each of the tasks 9 and 16, the examiner gets the maximum 4 points.

The task of part 2 (17.1-17.3) is estimated at five criteria: "The depth of the composition of the composition and persuasiveness of judgments", "the level of ownership of theoretical and literary concepts", "the validity of attracting the text of the work", "compositional integrity and logicality of the presentation", "Following the standards Speech. The maximum score according to the criterion "The level of ownership of theoretical-literary concepts" is 2 points, for each of the other criteria, the maximum score - 3. The maximum score for performing the task of part 2 (writing) - 14. Only Inna carpenko began to perform this task, but its did not finish.

Graduates successfully coped with the tasks of the base part: 1, 3, 5, 7,12.

Almost half of the tasks of increased and high part, students have completed successfully.

Special attention in the preparation of students to pay for the writing of mini-essays and deployed essays.

Methodological assistance to teachers and students when preparing for the USE can provide materials from the site of the FIPI www.fipi.ru:

-Documents that determine the structure and content of KIM EGE 2017 (codifier of elements of content and requirements for graduate training, specification and demo version of the CIM);

-Open bank assignments of the USE;

Teacher: Popova O.V.

Preview:

Deputy Director MBOU Lyceum No. 5

According to the training activities of Lokton L.I.

Popova O.V.,

teachers of Russian language and literature 11 in class.

Explanatory.

Analysis of the final essay conducted in December showed a fairly good level of preparation. In 11 in class, the tests received 100% of students. To such a result, a systematic work was facilitated, aimed at learning writing an essay:

1) In the lessons of development of speech in Russian language and literature, much attention was paid to systematic work with textual information. This ensured the formation of the communicative competence of a schoolboy: "plunging into the text", it is competent to interpret it, allocate different types of information and aware of the originality of the author's meaning and conceptual position declared in the text.

2) Sufficient attention, in my opinion, was paid to working with students of the practice of an argued retrailer, providing competent transmission of information using the assessment of the facts outlined by the author, with attracting their own facts. These practical skills made it possible to avoid errors in the examination writings related to the literal transmission of the author's text.

3) Increasing time during additional studies to the work of students on the prevention of speech and grammatical errors in the written statement gave a positive result, since the overall level of a graduate speech culture is largely determined on the basis of an assessment of the practical development of the regulatory requirements of the Russian literary language.

4) The lessons carried out such productive types of readings, such as search with the orientation of the selection of necessary information, research and other, systematically improving the humanitarian skills of working with reference, literary and linguistic literature.

Preparing for literature lessons, selecting didactic electronic material (portraits, music, painting paintings, images of sculptures and architectural structures, photo, video and film documents, etc.), reflecting the features of the writer's creativity or the main characteristics of the historical and cultural era. When preparing for the composition, I actively use the combination of traditional types of training activities with reference to electronic libraries (search for books in one or several libraries, texts, writing writers, film recorders, etc.), virtual museums and sites dedicated to individual writers. Creating based on ICT media presentations of cognitive nature and methodically competently using them in class.

The introduction of ICTs in the lessons of the Russian language and literature allowed me to realize the idea of \u200b\u200bdeveloping learning, to increase the rate of lesson, reduce the loss of working time to a minimum, increase the volume of independent work, to make a lesson more bright and fascinating. It was ICT that it was allowed to see the language and literary processes with other eyes, become their participants. In the lessons I use electronic books, where inserting a video from electronic textbooks, musical works, created on the words of poetics poems, whose creativity is studied. So under the musical accompaniment pass my lessons on the work of Tyutchev, Feta, Yesenin. I will introduce students with the content of software works. Come to the aid and disks with the records of the film on the motives of artistic works. Of course, there is no time to watch the film in full, but separate episodes can still be used and compared with the author's text, thereby incorporate in the analysis of the literary work even the weakly speaker students, and also interest the guys, inviting the film for home viewing. So, my students fully viewed the house of the film Sergey Bondarchuk "War and Peace" and a new version of this film, a joint project - France and Russia. Later in the lesson, their discussion resulted in a discussion about their merits and disadvantages. I enjoyed the film "Hero of Our Time" and discussed the game of artists. Now in the lesson of literature there is an opportunity to get acquainted with theatrical productions of great playwrights. So the lessons came the "auditor" N.V. Gogol, "Thunderstorm" N.A. Oostrovsky, "Cherry Sad" A.P.hekhov.

In the work on the writing I offer several types of works that students can perform apprentices using the Internet:

1. Search for a review for any literary work, creativity of the poet or writer of a certain literary direction.
2. Creating a multimedia presentation on a specific topic.

3. Selection of the thematic or most liked poems poems, whose creativity will be considered on the upcoming lesson.

4. Preparation of vocabulary. On the Internet now there are a variety of dictionaries, reference books, encyclopedias.

6. Creation of reports and abstracts on the topic.

I prefer to work in the Commonwealth - "Teacher - Student": a report of the student + teacher's presentation, often students find ready-made presentations to the lessons on the Internet, and we use them in the lessons. On the websites of teachers there is a link with permission to use free materials on different topics of lessons. I use a variety of sites in your work.

With the features of the exam in literature, they got acquainted through the Page Personal Cabinet. After reading, the algorithm of work on the writing was made.

Help prepare for the composition of electronic textbooks.

In practice, I use the "encyclopedia of Russian literature", "phrase", "Kirill and Methodius. Russian language. 5-11 class "," Russian. Tutor "," EGE in Russian ", wheels mp3 with records of texts of literary works (I.S. Turgenev, A.P. Chekhov, M.Yu. Lermontov et al.) And much others. In the textbook "Encyclopedia of Russian Literature" we use the page "Literary Cafe". This method of filing learning material helps at the very beginning of studying the work to interest children, encourage them to read it. In the section "Tutorial" you can find both the biographical data of the writer, and theoretical information, and a rather diverse illustrative material. When monitoring knowledge of students at the end of the school year I use the section "Tests". The use of this textbook is very convenient: all themes are divided into temporary periods, which facilitates the search. Wheels with records of works of various poets and writers use to show the perfect expressive reading performed by professional artists. The desire to read the same way, the desire for perfection is also the necessary and very necessary lesson. In order to increase literacy, I use tests online.

ICT application efficiently: the student works actively and independently; The form of knowledge control changes: the student controls the computer, carefully checking and immediately assessing the work;
it is applied to individualization and differentiation of training,
the student produces the ability to work, observing silence, without interfering with others, its communicative culture is developing.

On the official website of the FIPI in the section "Analytical and Methodological Materials" published "Methodical recommendations for teachers prepared on the basis of the analysis of typical errors of the participants of the 2017 participants of 2017", it is here that you can find information about what a middle score exam in literature was in 2017.

Download document.

Table 1

Medium score exam 2017 in literature

The total number of 2017 participants in the literature amounted to 41,267 people, which is just lower than the number of examined in 2016 (43,585 people), but higher than in 2015 (37,512 people). These data indicate a certain stability in choosing an exam in literature by graduates entering universities of the relevant profile.

The largest number of participants is noted in the following subjects of the Russian Federation: Moscow (5392 people), St. Petersburg (2556 people), Moscow Oblast (2679 people), Krasnodar Territory (1368 people), Rostov region (1090 people), Sverdlovsk region (1035 people), Nizhny Novgorod region (931 people).

The average test point in 2017 amounted to 59.68, which is slightly higher than 2016 (57.91) and 2015 (57.12).

The most numerous groups of the examinations received 41-60 and 61-80 T.B. (41% and 40% of participants, respectively). A group of high-calm is more than 8.6% of the total number of participants. In comparison with 2016 in 2017, the share of examined with the results in the low score range (0-40 TB) decreased. There was a tendency to increase the share of well-trained participants with the results of 61-80 T.B. (an increase of 2%), which is explained, in particular, the tendency to improve the quality of teaching the subject "Literature" in connection with the introduction of the final essay.

The minimum score of the exam, 2017 amounted to 8 PB (32 TB), as in 2016, the share of graduates who did not collect the minimum number of points in 2017 are 2.9%, which is 1.4% less than in 2016 (4.3 %) and 2.4% less than in 2015 (5.3%). This result also indicates an improvement in the quality of graduates in the literature exam.

100 points for the exam in literature in 2017 received 343 people. (0.83%), which in absolute calculus is greater than in 2016 (256 people). The dynamics of the amount of 100-bullfits is associated with improving the quality of graduates, motivated to successfully pass the exam in literature.

The analysis of the results of the EGE 2017 confirms the preservation of the measuring properties of the examination model and allows you to state that the complexity of the tasks of KIM as a whole is adequate to the cognitive capabilities of the examinations and makes it possible to differentiate them for admission to universities with various requirements for the level of training in literature.