① What is the Olympiad? What's the use of olympiad

Mathematics is a kind of culture, and its content, ideas, methods and language are important components of modern civilization. Mathematical culture is a culture different from art and technology. Mathematical culture belongs to scientific culture, rational culture and abstract science that reflects the laws of nature.

Many children often ask, why do you want to learn math? The reason is that mathematics is gymnastics for thinking, the key to science, and a tool to guide people to learn and explore other cultures. The ability to learn mathematics, especially the Olympic Mathematics, and the mathematical spirit, thoughts and methods you understand will become a wealth that will be used by a person for life.

We often see this phenomenon: many students bury themselves in their studies all day, do several exercises and read a lot of materials, but their academic performance is always not high and their competition results are not ideal. Why?

The reason is that you don't thoroughly understand the basic principles of the textbook and the scientific methods to solve problems. The principle of thorough understanding is the basic guarantee for learning all subjects well. Mastering methods is a powerful weapon to overcome the difficult problem of Olympic Mathematics. Only by understanding the principle can we think clearly and answer calmly; Only by mastering the method can we draw inferences from one another.

This course aims to provide students with the most comprehensive, systematic, practical and complete study of Olympic mathematics. Guided by the outline, the goal is to "emphasize thinking training, stimulate innovative thinking, cultivate problem-solving skills and expand practical knowledge". On the one hand, the curriculum is arranged step by step according to the principle-method-knowledge structure, on the other hand, it is close to the teaching materials and higher than the teaching materials, and strives to reduce students' learning tasks and expand the scope of classroom knowledge, and classify all the knowledge points within the scope of the Olympic Mathematical Examination. The whole course basically contains all the contents of the Olympic Mathematics Examination in grades 4-6 of primary schools, with 35 class hours.

This course is taught by excellent Olympiad math teachers carefully selected by this educational institution. The lecture ideas are clear and smooth, the principles are thoroughly explained, the methods are flexible and ingenious, and the inspiration is just right. There are both example analysis and targeted training, and the question system is comprehensive.

② What's the difference between Olympic Mathematics course and abacus mental arithmetic course?

First of all, their knowledge covers different contents:

1, the course knowledge content of Olympic Mathematics is diversified, covering a variety of mathematical knowledge points, including calculation, application (such as chickens and rabbits in the same cage), graphics, algebra and so on. Calculations are also based on clever calculations.

2. The knowledge content of abacus mental arithmetic course is simplified, with four simple operations. After repeated practice, you can master the operation method skillfully and perform operations such as addition, subtraction, multiplication, division and square extraction in your mind at the fastest speed. It completes abacus calculation in the brain through the process of perception, image and memory, which is abacus mental calculation.

Second, their origins are different:

1, Olympic Mathematical Competition or Mathematical Olympiad, or Olympiad for short. 1934 and 1935, the Soviet union began to hold middle school mathematics competitions in Leningrad and Moscow, and 1959 held the first international mathematics Olympics in Bucharest.

2. abacus mental arithmetic is an activity to obtain results through the calculation of thinking. It is a calculation in the brain by using the abacus representation as the carrier and the abacus rules. Since humans began to have the concepts of numbers and numbers, and can calculate the simplest numbers, there has been mental arithmetic. In order to assist mental arithmetic, the calculation tool of "taking things near and taking things far" appeared, and stones, branches and so on are also the most primitive calculation tools for taking things far. Then, the calculation tools and corresponding algorithms such as calculation, abacus calculation, pen calculation and computer calculation were invented.

Third, they have different effects on learners' brain power and intelligence:

1, olympiad has a certain effect on mental exercise of teenagers. It can exercise thinking and logic through olympiad, which plays a role not only in mathematics, but also in general mathematics.

2. A person's intellectual development is closely related to regular finger exercise, and the operation of abacus calculation is faster, more detailed and more subtle, which is more in line with this principle. Many educational research experts at home and abroad believe that abacus mental state is the advanced stage of abacus, which is more helpful to develop intelligence.

(2) Extended reading of the characteristics of the Olympic Mathematics course:

First, modern mathematics competition is still a problem-solving competition, but it is mainly conducted among students (especially senior high school students). The purpose is to discover and cultivate talents. Olympic Mathematics has a certain effect on teenagers' mental exercise, which can exercise their thinking and logic, and it plays a more profound role for students than ordinary mathematics.

Second, the benefits of abacus mental arithmetic: it can develop intelligence. The human brain is divided into two hemispheres. The left hemisphere (left brain) is mainly responsible for the theoretical functions of reasoning, thinking and judgment, such as speaking, writing and calculating. The right hemisphere (right brain) is mainly in charge of the perceptual ability of painting, writing, imitation, imagination and other spatial structure forms or the musical ability related to emotions. The process of mental arithmetic in abacus is a combination of comprehensive thinking and practice.

When calculating, it is necessary to count instantly, while making virtual bead images, while simulating and drawing beads, while internalizing the bead images. Therefore, when mental arithmetic is carried out, the left and right hemispheres need to work together. It can be said that abacus mental arithmetic is the golden key to developing intelligence.

Third, abacus mental arithmetic is abacus mental arithmetic. There are certain rules and formulas in the skill of transporting beads. When users can skillfully operate the abacus, they can not only get the correct answer quickly, but also describe the disk type, grade and floating change of the abacus in their minds through the growth of brain cells. This vivid abacus image is called "virtual disk".

③ What is the relationship between Olympiad and mathematics?

The better thing about Olympic Mathematics is that it can train students' mathematical thinking ability. Excellent thinking mathematics course can also play such a role, and the teaching method is more vivid. Children can easily train their mathematical thinking ability in interesting classroom learning, which is helpful to improve their exam results. Whether you take part in the competition or not, you can train your children's mathematical thinking through this course. If you are interested in participating in the competition, you may be able to get some rankings, which will also be of great help to your child's thinking development and future junior high school study. Mathematics training is not necessarily limited to the knowledge points in textbooks, but focuses on your understanding of the meaning of problems, finding problems, analyzing problems and solving problems. As for the olympiad, I don't need to say more. It is characterized by focusing on solving problems. To put it bluntly, it is a problem-solving competition, and Olympiad is a good means of thinking training.

"It would be helpful to get a place in the Olympic Games before, but this part has gradually weakened in the past two years. Many schools do not attach great importance to the cup ranking of Olympic mathematics. More importantly, the improvement of children's thinking ability.

The better thing about Olympic Mathematics is that it can train students' mathematical thinking ability. Excellent thinking mathematics course can also play such a role, and the teaching method is more vivid. Children can easily train their mathematical thinking ability in interesting classroom learning, which is helpful to improve their exam results. Whether you take part in the competition or not, you can train your children's mathematical thinking through this course. If you are interested in participating in the competition, you may be able to get some rankings, which will also be of great help to your child's thinking development and future junior high school study.

If you want to improve your child's mathematics knowledge in all aspects, you can ask Youjiao. Thinking mathematics seems to be such a course. "

(4) What courses are there in MCDA Olympic Mathematics Class?

As far as olympiad is concerned, it is divided into seven branches: calculation, counting, number theory, geometry, combination, itinerary and application questions.

⑤ What should be mastered in the basic of Olympic Mathematics in primary schools?

First, why do you want to learn the Olympics?

Whether or not to learn Olympic Mathematics has always been a problem that puzzles many parents and students. The fundamental reason is that many parents and students don't know what to learn in Olympic Mathematics. Skills and thinking are two important conditions for solving mathematical problems. They complement each other. Only thinking can't solve math problems, and only skills can't solve them well without thinking. Primary school textbooks focus on the cultivation of students' mathematical skills, while Olympic Mathematics focuses on the cultivation of students' thinking ability. Mathematics is gymnastics to exercise thinking, and the cultivation of thinking ability is an indispensable part of mathematics learning. It can be seen that Olympiad is not only a product driven by interests.

Many parents often mention this phenomenon of "stopping the Olympic Games". Nowadays, many experts (experts are not necessarily engaged in education) say that students who study Olympic Games can't become mathematicians, and students who study Olympic Games can only solve problems, but can't create problems. Answering this question is actually very simple. Students who study Olympic Games can only solve problems but can't make them. So will students who don't study Olympic Mathematics create? In fact, on the contrary, many mathematicians have studied Olympiad. In fact, this phenomenon is the product of exam-oriented education and should not be attributed only to the study of Olympic mathematics. It is precisely because of the influence of traditional exam-oriented education that the lack of thinking ability is a common phenomenon among students at present. Therefore, it is necessary to cultivate appropriate thinking ability for current students.

The real problem in learning Olympic Mathematics is how and when to learn it.

Second, when do you learn Olympic Mathematics?

The development of thinking ability must be based on basic skills, so the main goal of primary school students' learning is to cultivate students' basic math skills. It's unrealistic to study Olympiad too early, just like Gai Lou in the air. The cultivation of thinking ability is a necessary condition for the development of mathematical skills, and it is also necessary to cultivate the thinking ability of primary school students appropriately. Therefore, when and what to learn Olympic Mathematics is not determined by students' age, but by students' mastery of mathematical skills.

Third, how to learn the Olympics?

The goal of primary school students' mathematics learning is to cultivate basic mathematics skills, develop students' thinking ability appropriately, and more importantly, cultivate students' interest in learning.

What's your interest in learning? How to cultivate students' interest in learning? It is also a problem that puzzles parents and students. In fact, the idea of cultivating interest in learning is one-sided, and it should stimulate students' learning motivation. There are many factors that affect learning motivation, such as external factors such as teachers and learning tasks, internal factors such as interest, autonomy, self-efficacy and attribution. What we call interest in learning is only one aspect of learning motivation.

First of all, students will be interested if they feel capable; If students feel powerless, they will lose interest in the task. Many students are not qualified for the Olympic Mathematics course that is not based on students' basic mathematical skills, which is also an important reason for "stopping the Olympic Mathematics" and "reducing the course tasks" at present. Its purpose is to reduce the difficulty of learning tasks, make students competent and improve their interest in learning.

But note that it is not that the lower the learning task, the higher the students' interest in learning. We divide the difficulty of learning tasks into three categories: one is that it can be solved without thinking; Second, it can be solved after some thinking; Third, after a long time of thinking, no. The first kind of tasks may cause students' boredom, and the third kind of tasks may lead to students' frustration, which is not conducive to students' sense of accomplishment. The second task is more likely to bring students a sense of self-efficacy, thus stimulating their learning motivation. Therefore, appropriate learning difficulty can stimulate students' interest in learning. In fact, students who can learn the Olympics well, that is, students with strong ability, will be more interested in mathematics. Don't blindly increase the difficulty of reading in primary school Olympic mathematics learning.

Secondly, even if students are not interested in a subject or activity at first, they will become interested if they succeed. If students' basic skills are poor, they may be interested in Olympic Mathematics because of their success. Therefore, the study of Olympic Mathematics is not only suitable for "geeks" and "amateurs", but also beneficial and harmless as long as it is based on students' mathematical skills.

Stimulating interest and curiosity can improve the level of individual awakening. There are many interesting and novel contents in the Olympic Mathematics, which can arouse students' interest and curiosity in learning. In fact, many great scientists succeeded at first because of their curiosity or interest in a certain problem.

Task value is also a factor that cannot be ignored in the process of primary school students learning Olympic Mathematics. Task value can be divided into the following three categories:

1, achievement value, which shows the importance of students' good performance in the task. The value of achievement is related to personal needs and the meaning of success. For example, if a person wants to be smart and thinks that a high score in the exam can show his intelligence, then the exam has a high achievement value for him.

? This is also one of the important reasons why many students' grades fall instead of rising after studying Olympic Mathematics. Many students have a high sense of accomplishment when they study basic courses. After learning Olympic Mathematics, teachers and parents are eager for success, and they don't understand and support students enough, which makes students lose their sense of accomplishment and leads to a decline in their grades. Therefore, a good learning environment is also an important condition for learning Olympic Mathematics well.

2. Intrinsic value or interest value means that individuals get fun from the activity itself. Olympiad really cultivates students' thinking ability, which is the principle and thinking method of Olympiad. A lot of repeated practice may lead to the increase of learning tasks and make students lose the fun of learning. Therefore, the study of Olympic mathematics should pay attention to the study of principles and methods.

Utility value refers to the value of helping individuals achieve a short-term or long-term goal, such as learning a foreign language and communicating with foreign friends. For primary school students, this concept is rather vague.

The correct study of Olympic mathematics aims at cultivating students' learning interest and thinking ability. Olympiad mathematics, which aims at competition and further education, is only the product of exam-oriented education. On the one hand, it can't really play the role of cultivating students' thinking ability, on the other hand, it may obliterate students' sense of accomplishment and lead to the loss of students' learning motivation.

Fourth, the characteristics of personalized Olympiad Education.

Some people ask, why do some students become very smart after learning Olympic Mathematics, and why do some students become even more disappointing after learning Olympic Mathematics? Teaching students in accordance with their aptitude according to their different mathematical skills is the most basic premise of Olympic mathematics learning. Only appropriate and rare learning tasks can effectively stimulate students' learning motivation and cultivate their thinking ability. In the study of Olympic mathematics, we should pay more attention to teaching students in accordance with their aptitude.

We often see this phenomenon: many students bury themselves in their studies all day, do several exercises and read a lot of materials, but their academic performance is always not high and their competition results are not ideal. Why?

The reason is that you don't thoroughly understand the basic principles of the textbook and the scientific methods to solve problems. The principle of thorough understanding is the basic guarantee for learning all subjects well. Mastering methods is a powerful weapon to overcome the difficult problem of Olympic Mathematics. The purpose of learning Olympic Mathematics is to cultivate students' thinking ability. Mathematical principles and thinking methods in Olympic Mathematics are the basis of cultivating students' thinking ability. Only paying attention to the principles and methods of the Olympic Mathematics course can not only reduce students' tasks, but also effectively cultivate students' thinking ability.

The center looks forward to providing students with the most comprehensive, personalized, practical and effective personalized learning of Olympic Mathematics. Guided by educational psychology, combined with students' cognitive level, with the aim of "attaching importance to thinking training, stimulating learning motivation, cultivating problem-solving skills and expanding practical knowledge", different courses and learning tasks are formulated according to different learning situations of different students, so as to cultivate students' learning interest, pay attention to the explanation of mathematical principles and thinking methods, and improve students' thinking ability without increasing learning tasks.

This course is taught by our company's carefully selected excellent Olympic math teachers. The lecture ideas are clear and smooth, the principles are thoroughly explained, the methods are flexible and ingenious, and the inspiration is just right. There are both example analysis and targeted training, and the question system is comprehensive.

The whole course basically contains all the contents of the Olympic mathematics examination in the primary school Olympic mathematics syllabus, and the contents are as follows.

Course arrangement: (The content and difficulty of the following courses will be tailored according to the different situations of students)

The first part: thinking practice (training students' thinking ability and cultivating their interest in learning)

Lecture 1: Logical Reasoning

Lecture 2: The Mystery of Formula

The third lecture: the problem of one stroke

Lecture 4: Countermeasures and wits.

The second part: mathematical principles (mainly to understand mathematical principles)

Lecture 5: Pigeon Cage Principle

Lecture 6: Principles of Addition and Multiplication

Lecture 7: Principles of Inclusion and Exclusion

The third part: problem-solving methods (cultivating problem-solving skills)

Lecture 8: Clever Calculation and Fast Calculation

Lecture 9: Push to the extreme

Lecture 10: Solving Equations

Lecture 11: Indefinite Equation

Lecture 12: digital array fans

The fourth part: interesting famous questions (typical famous questions of Olympic mathematics, comprehensively cultivating students' ability to solve Olympic mathematics problems)

Lecture 13: Sum and Difference Multiplication

Lecture 14: planting trees

Lecture 15: profit and loss problem

Lecture 16: Reduction.

Lecture 17: The problem of chickens and rabbits in the same cage

Lecture 18: Travel Problems

Lecture 19: engineering problems

Lecture 20: Overall Planning

Lecture 2 1: Numbers.

Lecture 22: congruence problem

Lecture 23: the problem of sequence of numbers

Lecture 24: Graphics and Area

The fifth part: knowledge expansion (expanding classroom knowledge)

Lecture 25: New Definition Operation

Lecture 26: Divisibility of Numbers

Lecture 27: Odd and Even Numbers

Lecture 28: prime numbers, composite numbers and factorization prime factors

Lecture 29: greatest common divisor and least common multiple

Lecture 30: Addition and subtraction of fractions

Lecture 3 1: multiplication and division of fractions

Lecture 32: Who is older and who is younger

Lecture 33: Application of Fractions

Lecture 34: percentage application problem

Part VI:

Lecture 35: comprehensive inspection

6. What's the difference between Olympiad Mathematics and Thinking Mathematics?

First, the nature is different.

1, The Essence of Olympic Mathematics: 1894 The mathematical competition held by Hungarian mathematical circles in memory of the mathematician Eotvos Roland.

2. The mathematical essence of thinking: a form of thinking activity that uses mathematics to think and solve problems.

Second, the characteristics are different.

1. Characteristics of Olympic Mathematics: Stimulate the mathematical talent of teenagers; Stimulate young people's interest in mathematics; Discover the reserve army of scientific and technological talents; Promote the exchange and development of mathematics education in various countries.

2. Mathematical characteristics of thinking:

(1) Give full play to children's left and right brain potentials and improve their learning ability, problem-solving ability and creativity; Help children learn to think, explore actively and learn independently.

(2) Comprehensive training of thinking breadth, depth and creativity is carried out through mathematical activities and strategic games of thinking training.

(3) According to the characteristics of children's physical and mental development, improve children's mathematical reasoning ability, spatial reasoning ability and logical reasoning ability, promote the development of children's multiple intelligences, and lay a good foundation for shaping children's future.

(4) Using magic, quick mental arithmetic training and thinking enlightenment training can improve the basic abilities in five aspects which are most closely related to IQ.

(5) In order to solve the problem of contact between children.

(6) Extended reading of the characteristics of the Olympic Mathematics course:

Professor Roman, a Romanian mathematician, put forward an initiative from 65438 to 0956, and held the first International Olympic Mathematical Congress in Romania from 65438 to 0959. Only Bulgaria, Czechoslovakia, Hungary, Poland, Romania and the Soviet Union participated.

Since then, the Olympic Games have been held once a year (only once in 1980), with more than 80 countries and regions participating. 1985 China participated in the International Mathematical Olympiad for the first time.

The Olympic Mathematics test questions were provided by the participating countries, then selected by the host country and voted by the examiner, resulting in six test questions. The host country does not provide test questions. After the test questions are determined, they are written in English, French, German, Russian and other working languages, and the team leader translates them into Chinese.

⑦ What are the benefits of primary school students learning Olympic Mathematics? What does learning olympiad bring to children?

Yesterday, among parents, the mother of a sixth-grade student has been regretting that she didn't enroll her child in the third-grade Olympic class.

At first, it was a self-enrollment math volume of a private school, in which several Olympic math problems appeared. This led to her excellent grades at ordinary times, and the children who had never studied Olympic Mathematics just passed. Another student, whose grades are not as good as children's, actually scored more than 80 points. This incident annoyed her and made her regret it. At the same time, her experience has also aroused heated discussion among many parents.

Strangely, every time the group talks about the Olympics, most of them are not because of the competition, but because of the usual questions and exams. For example, a thinking question in the workbook, or the finale of an exam, or "Do you know? .

After learning how to solve problems, parents will sigh: "Why is primary school mathematics so difficult? ! Then how can I be a coach in junior high school? ! "In fact, if we change our thinking, or know some clever formulas, these seemingly sharp and strange problems can be solved. This is the thinking of Olympic mathematics.

For example, this question:

Xiaoming has a group of kittens at home. Today, he took a bucket of fish to them. If each kitten takes six fish, it will lose 20 fish. If each kitten takes five fish, there are 15 fish left. How many kittens and fish are there in a box?

All the following laws are derived from the previous basic formulas. When children get to junior high school, they will find that the formula "mass = density × volume" in physics class can also introduce similar laws. This is the universality of mathematical thinking methods. In addition, this teaching method is also suitable for the thinking mode of "combination of numbers and shapes", which is also one of the focuses of mathematics thinking in junior and senior high schools in the future. At the same time, the step-by-step teaching logic is easy for ordinary students to accept.

Secondly, the super classroom pays attention to the relevance with textbook knowledge. We just extended the content of the textbook instead of explaining some brand-new knowledge. I will never do it for the sake of the Olympics, which will increase the burden on students. For example, the trip problem above is an important knowledge in elementary school mathematics, junior high school mathematics and even junior high school physics. If we can learn this knowledge well in primary school Olympic Mathematics, on the one hand, we can strengthen students' understanding of textbook knowledge, and after learning it, there will be a kind of "stones from other mountains, all of which seem to be dwarfs under the sky." Feelings about textbook knowledge; On the other hand, it is easier to face science study in junior and senior high schools. This is also the reason why all primary school students who can learn Olympiad well can maintain their advantages in future science studies.

In addition, the super classroom will also customize the scene teaching for primary school students. Because the theory of Olympiad Mathematics is too abstract for ordinary children, which makes them daunting, so the super classroom chooses to introduce questions through stories. For example, the course of operations research itself is a complete and vivid story. And interesting stories can make students deeply understand and remember the methods of solving problems. It can be seen that this kind of learning is more in line with children's cognition.

8 Which is better for the online course of Olympic Mathematics in primary schools?

There is a special Olympic video website, in which special videos are selected by Olympic teachers. The name is "Primary School Olympic Games Video Network", and you can find the website by searching online.

The summary and reflection of the short-term course of Olympic mathematics in primary schools.

There are more than a dozen types of olympiad, and most of them need to apply formulas. As long as you learn and use the formula flexibly, you can master it well.

Take part in the course preparation of Olympic mathematics in primary schools

It's lively and interesting, and it's easy to explain.

The following is the experience of an old math teacher:

How to attract students' attention in primary school mathematics classroom teaching

The attention of primary school students is mainly unintentional attention. Their attention is unstable and persistent, and they are easily controlled by some novel * * *. The attention of junior students is generally about 20 minutes. Therefore, how to attract students' attention in classroom teaching is an important part of teaching success or failure. In the classroom teaching of mathematics in the lower grades of primary schools, I have summed up the following practices through years of practical exploration:

Let's talk about what primary school students are interested in first and introduce new lessons. The first five minutes of primary school students' class is the stage when students' attention changes from relatively scattered to concentrated. If students are interested in telling stories, solve riddles on the lanterns, playing games, watching performances and other forms, they will be interested, so as to better concentrate their attention from the scattered state and then transfer to the learning process of new knowledge.

For example, when teaching "Understanding Time", I let my classmates guess an interesting riddle, "Two brothers race, one step for the elder brother and one lap for the younger brother". Can you guess what this is? The students answered "Zhong" in unison. Although the students haven't got a deep understanding of clocks and watches, they have already felt the close connection between the hour hand and the minute hand from the riddle. Interesting riddles stimulate students' thirst for knowledge. For example, when teaching graphic knowledge to grade one, I first show the houses composed of triangles, squares, rectangles and circles in bright colors, and then let the students take them apart one by one, and then let them spell out cars, butterflies, ships and so on. This fresh and playful opening made the students very emotional.

Video courses and learning materials in primary and secondary schools, video courses, learning materials, open classes, finding teachers and visiting forums make them want to learn more and more.

Second, make full use of intuitive teaching to attract attention. The thinking of junior high school students is mainly concrete. Their mastery and understanding of knowledge always depends on some specific images. According to this characteristic of students, I make full use of physical teaching AIDS and intuitive models in teaching, which not only enhances the attraction of teaching, but also helps to improve students' learning enthusiasm and help students understand and master abstract knowledge. For example, if students "know the number within 10", they can operate the learning tools themselves. I asked students to dial the counter beads, find the connection between numbers, practice counting with sticks, and compare the sizes of numbers with learning tools. Learn the composition of numbers by dividing them into red flowers, so that students can perceive numbers in operation. Practice has proved that it is much better for students to operate by hands than to rely solely on teachers to explain.

Thirdly, flexible and diverse teaching methods are adopted to mobilize the participation of students' various senses, so that students can concentrate on their studies. The constant change of teaching methods helps to eliminate fatigue and maintain attention. In classroom teaching, teachers should be good at letting students do it themselves, use their brains and fully mobilize all kinds of senses. For example, when learning the volume of cuboids and cubes, I ask students to put several small cubes of 1 cubic centimeter into a cuboid as a unit. After posing, observe how it is posed. What is the volume of a cuboid? Students narrate while posing, and then through observation, thinking and discussion, it is concluded that the number of rows multiplied by the number of rows equals the number of the first floor, and then multiplied by the number of the first floor equals the volume of the object.