The contradiction between diverse teaching contents and less study time. Informatics Olympic Games involves a wide range of contents, including basic computer knowledge, basic computer operation, data structure, algorithm processing, programming ability, etc., including a lot of professional knowledge learned by freshmen and sophomores in computer science. As far as teaching is concerned, systematic learning takes at least four years. On the other hand, the teaching activities of the Informatics Olympic Competition can win very little time. First of all, the teaching content of Informatics Olympic Games is very different from that of information technology, so the classroom time is almost useless. Secondly, because the subject of information technology itself is not an important college entrance examination subject, informatics has an awkward position in the Olympic Games, and it is more difficult to win outstanding students to participate in it, and it is also more difficult for students to invest more time in it. Thirdly, students are scattered in all grades and classes, so it is difficult to concentrate on training often.
Students' inadaptability to competition teaching. The essence of olympiad mathematics in informatics teaching is elite education, and its process embodies three "highs": (1) high information. Students should receive a lot of knowledge in the process of training and consult a lot of materials in the process of self-study. (2) High strength. The general practice time of Informatics Olympic Games is about 3 hours, far exceeding the time of comprehensive college entrance examination, and such practice games are "common". Of course, what is more difficult to calculate is the learning intensity that students experience in "gnawing" a certain knowledge difficulty in their usual study. (3) The elimination rate is high. With the above two points, it is normal to eliminate high imagination, but this is what teachers try to avoid. In the face of this elite teaching, students' inadaptability is manifested in the following aspects: First, the learning style cannot be changed. Competitive learning first requires students to change their learning methods and learn to study independently and actively, but many students who have just joined competitive learning are still used to the popular "hands-on" teaching in junior high schools. Second, you can't keep a good learning attitude. The students participating in the competition have completely different learning experiences. Some start competition training from junior high school, and some start from scratch, so there is a level difference. These students are usually the best students in the class. It would be a pity if they can't correctly treat the poor level and lose confidence in themselves at the beginning of the competition. In addition, some students have poor tolerance for learning setbacks and are easy to give up. Third, it can't adapt to high-intensity training. The training activities of Informatics Olympic Games are very hard for middle school students. It always solves problems for hours on end. Without a certain quality of will and a certain spirit of suffering, it is difficult to stick to it. Many beginners are defeated at this point.
Cultivating students' various abilities in teaching activities. Judging from the information science Olympic Games in previous years, the competition not only reflects the knowledge of students, but also reflects their ability. Many competitive problems have no fixed and ready-made solutions. Players should rely on their own strength and experience, sort out ideas at the competition site, establish mathematical models, write algorithms and programs. Because the competition adopts the evaluation method of "black box" test, the only criterion for scoring is test data, and the computer judges that the solution of the problem only recognizes the result, but not the process, which leads to a very high "zero score rate" in the computer competition. This "cruel" competition environment urges competition instructors to pay more attention to the cultivation of students' various abilities in teaching activities, including imagination and creativity, ability to understand and analyze problems, mathematical ability and logical thinking ability, and oral and written expression ability of objective problems and subjective thinking. , increasing the difficulty of competition teaching.
From teachers' point of view, the Olympic spirit of "Faster, Higher and Stronger" challenges teachers' knowledge and ability. Teaching needs more and more extensive knowledge and the difficulty is constantly improving. Many teaching contents involving computer major in universities make teachers' teaching uncomfortable. Teachers are in urgent need of charging, but the usual daily teaching has made teachers work at full load and overload. Where can I have more time to be busy with the game? In addition, teachers' energy and thinking quality are obviously different from those of outstanding students, so teachers can't always be at the forefront of competitive learning.