Using the system of Olympiad tasks in physics in the tenth year of secondary school

The article considers the results of the pedagogical experiment. The particular system of Olympiad tasks in Physics was in the tenth School Year. The functional scheme of the pedagogical experiment included multi-stage control (one test at the beginning of pedagogical practice, self-studying after two weeks of classes, final test with Olympiad tasks). The pedagogical experiment implied a consistent and planned increase in the complexity of tasks and different task variants offered to the members of the experimental group. It is established that the chosen scheme for increasing the complexity of assignments (the «pyramid of success») makes it possible to select effectively the best students, actively develop the abilities of children, progressively increase the amount of theoretical knowledge and skills in Physics acquired by the members of the experimental group. The inclusion of Olympiad tasks contributed to the intensive learning process of all the participants, and the best students had a desire to be the leaders. The article proves that the development of modern methods of teaching students to solve the Olympiad tasks in Physics should develop the creative component of thinking, the formation of its creativity and originality.