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Study on the Algorithm Understanding Level of the Middle School Student and the Difficulty of Algorithms Courses

Author: LiWei
Tutor: QinDeSheng
School: Northeast Normal University
Course: Subject Teaching
Keywords: algorithm algorithm level of understanding course difficulty
CLC: G633.6
Type: Master's thesis
Year: 2011
Downloads: 61
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Abstract

As information technology continues to evolve and to calculate the total and our lives are becoming increasingly close, as an important foundation for computer science algorithms and more attention. Knowledge of the past algorithm is set up for mathematics, but many countries have already realized the importance of knowledge, algorithms, and algorithms into the secondary school curriculum, as a basic mathematical literacy to develop. China’s Ministry of Education was in April 2003 issued a "high school mathematics curriculum standards (Experimental)" (hereinafter referred to as "Curriculum Standards"), in this new high school curriculum reform is an extremely important part of the "Algorithm in "As required content is included in the compulsory module in the required 3, and used a chapter to introduce an independent algorithm, showing emphasis."Algorithm in" for both teachers and students for a new content and has not been contacted, that is, no experience can learn from forming. With the implementation of the new curriculum, although teachers gradually deepen knowledge about algorithms, but many teachers still part of the contents of this set have many questions. This article attempts to analyze the quantitative understanding of the level of secondary school students between the algorithm and by the difficulty of high school mathematics textbook model of teaching materials and information technology courses in the difficulty compared algorithms, hoping to fight in the forefront of a number of educators help, I hope to provide some basis for textbook writers.The main conclusions:(A) The level of students understanding of the difference algorithm1. The four grade students study the "direct operation" and "abstraction" no difference in the level.2. Two days and the high one, between the senior grade, and high for a third day, senior grade in the "means" very significant differences in the level, for understanding the algorithm at this level was significantly lower than junior high school students. Which in natural language to representation and analysis algorithms, as well as analysis and presentation of the order of the block diagram structure of the four students was no difference between, and in the conditions of the block diagram analysis and presentation of the structure and circulation structures and algorithms for analysis and programming language between high school and junior high school students there is a difference.3. The first two days and the high one, between the sophomore year there was significant difference, that is, between two adjacent grades for the analysis and modeling almost the same level of understanding, but every year there are significant differences between students .(B) Comparison of the difficulty of teaching method1. For the "algorithm the concept of" this part of the difficulty slightly lower than the information technology, math class, this is due to an average of two hours of course content in the same amount but the average hours of objectives and requirements of information technology courses to be slightly higher.2. In "algorithm that the block diagram and algorithm for natural language" of the overall difficulty of math class in the smaller, mainly due to the depth required (target request) is relatively high, but the arrangement a little more class, than the depth of information technology than lower classes.3. In the "algorithm programming language" of mathematics classes in information technology courses more difficult than, for while knowledge points (namely, curriculum breadth) is not much involved, the objectives and requirements (ie courses depth) is not high, but because of class tight arrangement resulted in this part of the more difficult.4. For the "case method" this part of the difficulty slightly lower than the information technology, math classes, the average hours required knowledge points (comparable breadth) essentially the same on the two classes, the average hours of objectives and requirements (comparable depth) low math But if math teachers are not more accurate interpretation of "Curriculum Standards", will give this part of the increased difficulty.

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