Research On The Obstacles And Countermeasures Of "Linear Planning" In Senior High School Students

The simple linear programming is required in the high school mathematics knowledge,which is of great help for the students’ future study. Also, it is one of the main tests in thecollege entrance examination. The college entrance examination, which is focus on the valueof the objective function, the algebraic expression of geometric meaning, and the questionwith parameter linear programming, would be quite hard for these students who cannotunderstand this knowledge easily. And Given all these above, it needs us to study the teachingof simple linear programming seriously, so that we can find the reason of the learningdisabilities among these students, thus, to find a better way to help them.First of all, in this paper we made a concept definition about the learning disabilities forthe "linear programming" in high school students based on the review of the relevant linearprogramming of the literature at home and abroad, the cognitive psychology theory, and thetheory of the zone of proximal development and education psychology. At the same time thisarticle comprehended the content of the new standard of the linear programming, and on thesebases, we put forward research hypothesis of learning difficulties and teachingcountermeasures for these high school students.Secondly, in this paper we compiled the investigation and test questionnaire based on thetwo big obstacles which came from psychological and operation, in the process of research.We made this research among208students who came from Minghu middle school inDongping, Tai’an and High school attached to Shandong normal university with the researchtool of SOLO. According to data collected by classified analysis, we come to the conclusionthat high school students "linear programming" learning disabilities can be roughly classifiedas psychological barriers and operation obstacles. At the same time, this paper put forward thecauses of high linear programming learning disabilities. Psychological barriers are dividedinto emotional disorders, cognitive dysfunction and willpower obstacles. Emotional disordersis that the student who is not interested in linear programming problem, and can’t understandthe significance for the study of the linear programming, which made them fear of this kind ofquestion, lack of confidence and spirit. Cognitive impairment consists of comprehensionobstacles of linear programming problem description, memory disorders for the formula oflinear programming, having difficulty in inequality knowledge migration, cannot applicate theknowledge flexibly, directional thinking, etc. Willpower obstacles are that students who getweak willpower in learning, have difficulty to continue to learn and learning is not active, etc. Operating difficulties is divided into decoding, characterization, processing and perform fourobstacle. Decoding obstacle is that it is difficult to abstract the mathematical model accordingto the linear programming problem. Characterization is that the students cannot listcorresponding linear constraints with the information in the title. Processing obstacles is thatstudents can’t draw the corresponding feasible region, and cannot transform the objectivefunction. Perform barrier refers to the students whose operation ability are poor, as well as thewritten communications.Finally, the author puts forward the countermeasures respectively for the students’psychological barriers and operation obstacles, aiming at these high school students "linearprogramming" of learning disabilities, on the basis of the analysis of the causes. Teachingstrategies for the psychological barriers are:(1) To overcome the emotional disorders and tostrengthen the confidence to solve problems. In teaching, teachers can set the practicalproblems according to students’real life, design interesting linear programming problemsituation, mobilize students’ thirst for knowledge fully, and develop students’ interest in linearprogramming knowledge.(2) Putting emphasis on reading comprehension, improvinglanguage ability. To analyze the mathematical characteristics of linear programming problembased on the awareness of the problem.(3) Deepening the concept, teaching students withskills.(4) Emphasizing the emotion in learning. In addition, teaching strategies for theoperation obstacles are:(1) Paying attention to the thought method, improving the ability ofthinking. Teachers should summarize the mathematical thinking method in teaching and makestudents understand the mathematics knowledge system.(2) Emphasizing on drawingteaching, promoting understanding in procedural knowledge. Teachers need to know theprepared knowledge in new teaching, and to supplement corresponding declarativeknowledge to students.(3)To overcome the thinking-set and to promote the transfer inlearning.(4)Strengthening the skills training, emphasizing on problem solving standard.Teachers should strengthen students’ operation ability training in daily teaching to make thestudents master of operational technique.