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我国开展数学竞赛始于1956年,自1985年我国参加国际数学奥林匹克(IMO)竞赛以来,成绩越来越好。1989年,中国代表队首次夺得第30届IMO团体总分第一名,1990年在北京又夺得第31届IMO的桂冠,这说明我国已成为国际数学奥林匹克竞赛的强国,成绩斐然,来之不易。这是我国多年广泛开展数学竞赛活动的成果,也是广大数学教育工作者辛勤耕耘的收获,成功的喜悦更加鼓舞了师生的士气和信心,数学竞赛的高潮正在国内形成,这种形势给我们提出了某些值得思考的问题,其核心是奥林匹克数学教育的科学化。这个课题有广泛的研究领域,本文仅就奥林匹克数学教育的性质与教育价值以及奥林匹克数学教学指导思想谈些粗浅认识。
The mathematics competition in our country began in 1956. Since our country participated in the International Mathematics Olympiad (IMO) competition in 1985, it has been getting better and better. In 1989, the Chinese team won the first place in the 30th IMO group and won the 31st IMO in Beijing in 1990. This shows that China has become a strong country in the International Mathematical Olympiad and has achieved remarkable success. It is not easy. This is the result of China’s extensive mathematics competition activities for many years. It is also the harvest of the vast number of math educators. The joy of success has inspired the morale and confidence of teachers and students. The climax of the math competition is forming in China. This situation is presented to us. Some of the issues worth pondering are the core of the science of Olympic mathematics education. This topic has a wide range of research areas. This article only talks about the nature and educational value of Olympic mathematics education and the guiding ideology of Olympic mathematics teaching.