In recent years, due to the separation of junior high school and senior high school, the school has become a pure senior high school, without its own junior high school, and it is necessary to organize informatics Olympic Games activities, but it may not be supported by stable and high-quality students with the foundation of informatics Olympic Games. Therefore, we consider training our own players among freshmen from the zero starting point of high school. After several years of experiments and efforts, some achievements have been made, and it also proves the feasibility of cultivating high school beginners' informatics Olympians.
The selection of Olympic athletes in senior high school informatics is very important. Considering the three years of high school, students have to make certain achievements from scratch, and time is very limited. We usually choose materials from freshmen in senior high school. The specific method is to do a good job of publicity first, and send a selection notice to each class of senior three as soon as the school starts, so as to attract students' attention and encourage students with strong logical thinking ability to participate. Then concentrate on the exam. Multiple choice questions are generally logical reasoning, logical judgment and some interesting mathematical problems, such as summation of series, evaluation of remainder of series, permutation and combination, judgment and reasoning, simulation of program instruction operation, etc. Students with good logical thinking and mathematical foundation are generally interested in the contents of the Informatics Olympics, which provides favorable conditions for future training.
The training of informatics Olympians needs reasonable planning and unified layout. Three years in high school, training time is only one year in high school and two years in high school. Grade three students need to go all out for the college entrance examination. In two years, students need to start from scratch and get good grades. Besides their high quality, they also need a systematic and reasonable training plan. In the first and second grades, students have to learn a lot, including the basic language Pascal. Programming and debugging environment, basic data structure, basic algorithm, operational research foundation, algorithm optimization strategy, etc. As a whole, it is important to lay a foundation for senior one students and deepen and improve the problem-solving algorithms and strategies on the basis of senior two students. Our guidance is based on the cultivation of students' own quality and the long-term interests of students. We are not in a hurry to let beginners get immediate results, but hope that students have a relatively complete knowledge system.
Everyone has a door in his heart, some are easy to open, some take some time, but as long as there is a door, you can always find a way to open it. Once opened, it's wonderful. The same is true of the entries in the Informatics Olympiad. Some students are receptive and get into the state at once, while others are not so sensitive to the computer programming environment and may need more time to get started smoothly, which has little to do with the students' own intelligence level. At first, teachers should devote more energy and patience. Beginners should slow down the teaching progress a little, and at the same time, they should consider those students who are particularly acceptable. Design more suitable exercises for students to practice, and teachers should give students more individual guidance. It is necessary to emphasize some regular questions several times to strengthen students' cognition. At the same time, we should pay attention to cultivating students' good study habits and standardizing programming formats.
In the specific training process, students are first required to master Pascal programming language. The choice of teaching materials is very important. Pascal Programming, published by Tsinghua University, is a good textbook with standardized content and strong professionalism, but there may be some shortcomings in the practical requirements of Informatics Olympics. Refer to other Pascal textbooks specially written for Informatics Olympics. Not so standardized. In practice, we can give priority to Pascal programming, supplemented by other teaching materials, and flexibly use various teaching materials for training and teaching. In the teaching process of Pascal programming language, we also began to slowly penetrate the knowledge about algorithm design and data structure. For example, when talking about circular sentences, we arrange more algorithm exercises in practice, such as finding any number of qualitative factors and verifying Goldbach's conjecture. When it comes to structured data types such as arrays, it is arranged to insert data structure contents such as linear tables and tree structures, so that students can understand the data structure and algorithm connotation from the simple to the deep. After basically completing the explanation of Pascal programming, arrange to explain the basic composition of data structure to students. Then, according to the content of computer algorithm, the basic algorithm is explained and practiced. In this way, the introductory counseling for students is basically completed in about one school year. In the process of introductory counseling, the ratio of course explanation to computer practice is about 3 to 7. In the initial stage, students spend more time in class and more time on the computer later. Informatics Olympics itself is a very practical subject. Players' practical ability and experience must be obtained through computer operation. Therefore, in the process of training players, we should constantly emphasize the importance of doing problems and arrange various types of problems for students to practice. At the same time, we should focus on some typical problems, such as the basic operation of finding prime numbers in circular sentences, several different sorting algorithms, and the solution of the eight queens problem in array exercises. These problems can be practiced many times or solved in one problem, so that students can understand the diversity of problem solutions and the optimization of algorithms.
Various problems will also be encountered in the practical counseling of the introduction to informatics Olympics. For example, the brain drain of Olympic athletes in informatics. At the beginning, there are usually more than 100 students signing up for the competition. After the selection, we will usually determine a maximum of more than 30 students, because the number is too large to carry out counseling work. After a semester, about half of the students will quit. At the end of a school year, there are only about ten people left in the whole group. The brain drain is still serious on the whole, and there are many reasons. Informatics Olympic Games itself is a very mental activity. Many students are enthusiastic about it at first, but as time goes by, they gradually find that they can't keep up and naturally fall behind. This is the result of natural elimination. The other is that students who have a good foundation in mathematics and physics generally take part in the Olympic Games in other disciplines at the same time, which may lead to conflicts in time and energy. After weighing, they may give up the study of informatics Olympics. It's a pity that such students should try to keep them. We believe that students' participation in the Olympic Games of Mathematics and Physics and the Olympic Games of Informatics should promote the cultivation of students' intelligence and comprehensive quality. Therefore, our usual practice is to encourage students to participate in mathematical and physical Olympic Games, and at the same time, try to arrange tutoring time so as not to conflict with other Olympic Games activities, so as to promote students' all-round development and strive to retain them. Some students were expelled from the team because of disciplinary problems. Because there is more computer time for information science Olympic Games tutoring, some students with poor self-control ability may not be serious in class, often play games, surf the Internet or do other irrelevant things, which will have great adverse effects on other classmates. We will educate these students individually first, and if there is still no big improvement, we need to expel them from the team, which is good for him and other students.
Compared with junior high school or primary school, the introductory counseling of informatics Olympic Games in senior high school has its own characteristics. The knowledge system of senior high school students is much more complete, and their cognitive level and acceptance ability are much better than those of junior high school and primary school. Therefore, it is much easier for senior high school students to have introductory counseling in junior high school and primary school, but the time for senior high school students is relatively tight, and it takes one to two years to cultivate their grades. It is still necessary to do a good job in overall planning and efficient counseling. After several years of trying, many students in our high school who started from scratch have won the first, second and third prizes in the National Informatics Olympic Competition. From the perspective of effectiveness, there is still a broad space for high school zero-starting information counseling.