And I don't think it's necessary to dwell on the fact that we haven't studied Olympiad in the past. What we should pay more attention to now is how to solve the problems that have arisen, don't you think?

We must admit an objective or relatively common phenomenon, that is, if a child can do well in mathematics in primary school, then he must have certain advantages in mathematics learning after junior high school.

But parents should first understand one of the logical relations: "learning" and "learning" in primary school Olympic mathematics are two completely different concepts.

The so-called "learning" means that any student, regardless of his mastery of mathematics in class or whether he is interested in it, can learn it.

But the crux of the problem is that if a student wants to learn Olympiad well in primary school, the first prerequisite is that his math performance in class is not bad, and he must also be interested in Olympiad, otherwise the learning quality of Olympiad will be poor.

In this way, it is impossible to achieve too good results.

What we need to be clear is that although primary school Olympic mathematics learning will be beneficial to junior high school mathematics learning, it does not mean that primary school Olympic mathematics knowledge has a great relationship with junior high school mathematics knowledge.

In fact, we are more inclined to think that children's mathematical thinking and some problem-solving skills have been effectively exercised when they study Olympic Mathematics in primary schools, and even their interest in mathematics learning has been improved.

In this case, if they go to junior high school to study mathematics, it will lay a certain foundation for them, but this is definitely not a necessary condition for them to learn mathematics well in junior high school.

Take the latest monthly exam in my children's class as an example. There are only five full marks in Grade One of Senior High School. Three of the students with five full marks did learn Olympiad in primary school, but two children did not learn Olympiad in primary school.

My child did learn olympiad in primary school, but we never thought he could get full marks because he studied olympiad in primary school.

In fact, I prefer to think that the reason why children can get high marks in exams depends largely on these reasons:

What's the use of good preview habits?

Many people think that they will learn it after a preview. Do you still need to listen after class? I think this idea is too confident.

The so-called "knowing" is actually just knowing the superficial knowledge points in the textbook. The real "knowing" should be how to use this knowledge flexibly. And this process needs the help of teachers for most students.

It is easy to have this problem in math study, that is, you will find that you can keep up with many classes without previewing, but previewing itself is a habit. When you are used to doing this, you will benefit from some relatively difficult courses. And if you don't have this habit in your daily life, it will easily lead to a decline in the quality of understanding in class when you encounter those problems.

I can't guarantee that it is 100%, but I'm sure all children who are not good at math will do badly in the preview session.

The good habit of attending classes in primary schools, we will find that even if many children don't listen carefully in class, as long as they can keep up with their homework and some extracurricular exercises in time after class, it doesn't seem to have a great impact on their grades.

But after junior high school, some children can't.

First, their knowledge capacity is relatively large, and second, there are more courses in junior and middle schools, and more homework is left every night. In this case, it may be unrealistic for students to spend more time studying mathematics. Therefore, if the quality of students' lectures becomes lower after junior high school, the efficiency of learning quality after class will be greatly reduced, and it is very likely that students will not learn math well.

On the basis of preview, only by listening carefully can we guarantee it.

Follow the teacher's ideas carefully in class, not your own. You must accept and understand what the teacher says. You must solve your doubts or other thoughts after class.

The habit of taking homework seriously Generally speaking, we suggest that students finish their math homework first.

The more homework you have, the better you write math first, because then your brain will be less tired and your thinking will be more active.

In the process of writing homework, we will find some shortcomings. For example, we will find that our calculations are weak. For example, we find it difficult to understand some topics. When you encounter these problems, don't accumulate them. Read books repeatedly, remember the teacher's lectures, and add some special exercises to yourself when necessary to effectively improve the quality of learning.

Expand the habit of supplementing exercises. Many people object to brushing problems in mathematics. In fact, this statement is reasonable, but many people have taken this suggestion to the extreme-in fact, what we are opposed to is not brushing the questions, but over-brushing and blindly brushing the questions.

For the vast majority of students, it is really difficult for them to understand what they have learned without certain guarantee of brushing questions.

Math problems are actually easy to expose, and it is easy to expose one's own shortcomings after one homework and one exam.

In this case, there are only two ways to solve these problems: one is to understand those basic concepts repeatedly, and the other is to help yourself better understand and master them through some examples.

Therefore, it is impossible for most students to learn math well without brushing the questions.

In fact, those children who have studied Olympic Mathematics in primary schools generally do more problems than ordinary students, and of course they will learn more knowledge. On this basis, they have done a lot of exercises, which will naturally help them understand and master many math problems.

The habit test of answering standardized questions not only examines your mastery of knowledge, but also examines some of your answering habits.

For example, the quality of your writing, such as whether your process steps are complete, such as whether you can adjust your state to ensure that every question is correct.

Another situation is the allocation of time. If you encounter a problem that you will definitely not do, don't waste time on it. It would be better to take the time to check those questions that you are not sure about.

In fact, it is not difficult to learn junior high school mathematics well. In addition to the above points, we must analyze the wrong questions in time and solve the shortcomings exposed in real time, so that our shortcomings will not accumulate and our academic performance will naturally improve.

You know, the design of our junior high school mathematics curriculum never means that students still need to learn Olympiad. If there is such a requirement, students will naturally learn in primary school.

Therefore, when you find that your child didn't learn math well in junior high school, there is absolutely no need to leave the pot with bad Austrian math to primary school. What we need to consider now is what problems the child has exposed now, and then effectively solve these problems.

For example, as a freshman, his biggest problem is nothing more than the first problem of rational number calculation ability. If you can only do calculations, but you can't guarantee that every calculation is fast and correct, it means that you need to spend some extra time practicing.

Some Olympic Mathematics institutions will give these students a set of problem sets of rational number calculation in the summer course of junior high school, so on the surface, they have learned Olympic Mathematics, but in fact, they have to spend a lot of time behind them to carry out these basic exercises.

Another example is that children have difficulty in solving equations. In this case, it is easy for children to have difficulties in understanding some typical problems, and the effective way to solve them is to find such problems to understand and consolidate.

For example:

I will talk about some travel problems on the first day of last semester. In fact, the travel problems involved in textbooks will be relatively simple. Then there will be a lot of special summaries and explanations about travel issues in some teaching AIDS or online materials, and you will find that there are many types of topics. Let's clean up and let the children learn and practice, and their ability will naturally improve.

Therefore, parents should not blame their children's poor math learning on the fact that they have not studied Olympiad in primary school. Didn't everyone get high marks when there weren't so many people studying Olympic Mathematics before? It is true that the current exam is getting more and more difficult because of the improvement of students' ability, but the basic principle is the same.

In essence, there is not much difference in learning between students today and students in the past. They all listen carefully, learn the basic knowledge well, and then achieve real mastery through practice. Only in this way can they draw inferences from other countries.