Study On Changes In The Content And Teaching Status About Simple Linear Programming In High School

Linear programming has a great of significance in real life. Now, a simple linear programming has become a new content in high school. However, how about the changes on this content under the new curriculum? Then, How about the teaching situation on a simple linear programming? This paper will study on it and draw some conclusions.Main contents of this articleFirst of all, we make a comparative analysis between the 2000 curriculum standard and curriculum standards in 2003 to make which mainly related to training objectives, teaching content arrangements, teaching goals and so on.Secondly, we make a simple comparison between the old and new materials as well as the version to do between the new textbooks, mainly from the surface of the knowledge and the characteristics of the analysis. We obtained some conclusions about analysis of the textbook's content in teaching simple linear programming.Finally, we have investigation and analysis of curriculum-action. The survey about teacher found that: teachers think that there are obvious changes on the contents of linear programming between the old textbook and new textbooks in both content and placement; teachers think that the " the geometric significance of objective function " and "finding the most value in feasible region " are the most difficulty in teaching of simple linear planning, but the difficulties of modeling has been neglected; teachers'situation on the understanding to the core idea of simple linear programming is not optimistic, and so on. The survey about student found that: High school students'extent in which understanding and solving simple linear programming problem can be divided into three levels: the computing, transformation between graphics and the function and modeling. Among these, the students'power of computing and transformation are better than the capabilities of modeling. There is no significant difference in the level of computing and transformation. As can be seen through the questionnaire, there are certain difficulties to the students in learning linear planning. It can be broadly divided into three species: operational difficulty, transforming problem and difficulty in modeling. High school students are in the level of experiential abstraction and formal abstraction, and they do not meet the level of theoretical modeling.In a word, this paper studies as follows: the national level→the textbooks'level→the curriculum implementation level. I hope such a study can give some useful idea to the curriculum designers and teachers.