(1) What's the difference between mathematical thinking training and Olympic Mathematics?

1, different definitions

Mathematical thinking training: Olympic mathematical competition or mathematical Olympics, referred to as olympiad. 1934 and 1935, the Soviet union began to hold middle school mathematics competitions in Leningrad and Moscow, and named them Mathematical Olympics.

Olympiad: As an international competition, the International Mathematical Olympiad was put forward by international mathematical education experts. The scope of the topic exceeded the level of compulsory education in various countries, and the difficulty greatly exceeded the college entrance examination.

2. Different roles

Mathematical thinking training: fully develop children's left and right brain potential, improve children's learning ability, problem-solving ability and creativity; Through mathematical activities and strategy games of thinking training, children can learn to think, explore actively and learn independently, and comprehensively train the breadth, depth and creativity of thinking.

According to the characteristics of children's physical and mental development, improve children's mathematical reasoning, spatial reasoning and logical reasoning ability, promote the development of children's multiple intelligences, and lay a good foundation for shaping children's future. Use magical and fast mental arithmetic training and thinking enlightenment training to improve the basic ability of the five most related areas of IQ. Prepare for solving the problem of young convergence.

Olympiad Mathematics: Olympiad Mathematics has a certain effect on the mental exercise of teenagers. Thinking and logic can be exercised through Olympic Mathematics, which has a more profound effect on students than ordinary mathematics.

3. Different characteristics

Mathematical thinking training: the page style of the textbook is vivid and interesting, covering many aspects such as shape, correspondence, space, orientation, comparison, classification, sorting, graphics, spelling and so on. The series of courses gradually guide children out of simple knowledge memory and easily acquire the abilities of observation thinking, analytical thinking, critical thinking, creative thinking and hands-on coordination.

Olympiad Mathematics: The range of questions exceeds the level of compulsory education in various countries, and the difficulty is much higher than that of the college entrance examination.

⑵ What are the specific contents of Xue Tao Panda's Olympic Mathematics course?

At present, the grade span of Panda Xue Tao Olympic Mathematics course is from the third grade to the sixth grade in primary school. The specific content covers four parts: number and operation, clever questions, graphic geometry and application, and the content of subsequent courses will be more abundant.

⑶ What should I choose in the course of Olympic Mathematics in Beijing Normal University?

Teaching, whether it is Olympic or not, the most important thing is how the teacher teaches and who you teach. It is most important to have a positive class. The Olympic mathematics textbooks are all the same, and it's almost the same which one to choose.

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

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

5. Ask the education and training institutions to introduce the curriculum of the sixth grade Olympiad class in primary schools.

[Wuhan Giant] 20 12 Spring Mathematics (Grade 6) Course: Introduction to the Olympic Mathematics Course

The type is clear and the content is detailed.

Students who study situation analysis have a solid level foundation and a certain Olympic mathematics foundation.

Existing problem children lack the ability to analyze projects independently, and often need teachers to explain before they can complete new projects. Even if you can understand examples, you lack the ability to draw inferences from others, feel embarrassed about difficult problems, and are not active enough in learning.

Learning is necessary. The key children in the sixth grade are about to cope with various competitions and junior high school entrance examinations. February-June will be the key stage of the final sprint. They will sort out the Olympic Mathematics in primary schools as a whole, make their knowledge systematic and complete, check and fill gaps, consolidate key knowledge, meet the junior high school entrance examination with the most positive attitude, the strongest self-confidence and the most effective results, and make a perfect sprint for entering key middle schools.

Course introduction, course nature, synchronous connection, special review sprint

The course goal enables students to master some problem-solving methods of the special topic of Olympic Mathematics, and cultivate students' logical thinking ability and mathematical problem-solving ability.

Teaching content, classroom content, classroom content

1 Surface area of cylinder and cone 2 Volume of cylinder and cone

3 the application of proportion (1)4 the application of proportion (2)

Comprehensive application is 5 points and 6 percentage points.

7 Graphic Synthesis and 8 Stroke Problems

9 Travel Issues 10 Comprehensive Selected Lecture (1)

1 1 comprehensive lecture (2) 12 comprehensive lecture (3)

13 Comprehensive Lecture (IV) 14 Comprehensive Lecture (V)

15 Comprehensive Lecture (VI) 16 Comprehensive Lecture (VII)

Course features The sixth-grade Olympic Mathematics will sort out the knowledge of Olympic Mathematics in the whole primary school, and comprehensively review important knowledge such as calculation, number theory, graphics, itinerary and principle, so as to achieve the perfect effect of missing and filling vacancies. For experimental classes in junior high schools and key middle schools,

The course service is provided free of charge once a week and three times a semester.

Teaching form: face-to-face teaching √ online teaching.

The sixth-grade giant Orsay

The explanation of the teaching materials emphasizes basic, systematic, interesting and informative, and the combination of teaching and practice makes children draw inferences.

Does the self-purchased tuition fee not include teaching materials?

Class setting Class size is 20 people/class.

Class time: 16 times (32 classes), 45 minutes/class.

[6] Primary school Olympic mathematics curriculum preparation

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.

What's the difference between olympiad 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.

(7) Introduction and extended reading 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 a total of 6 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.

⑻ Summary and reflection on 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.