Teaching Inquiry Based On "Problem-inquiry" Teaching Model Of Trigonometric Function Teaching In Senior High School

After entering the high school, junior middle school students will find mathematicslearning is difficult, especially the trigonometric function, because there are too manyconcepts, formulas; the requirements of the definition are more stringent; the content ismore abstract, and requirements on the use and transformation of symbol are higher, soin the actual teaching, trigonometric function becomes one of the most difficult contents ofmathematics. Trigonometric function is the last basic elementary function of high schoolstudy. It is the further understanding of the function definition and further understanding ofthe periodicity and the ideas of function. At the same time, these ideas of trigonometricfunction are applied to solve a lot of problems. It is often difficult for the students to adaptto the use of deformation, the conversion formula and the idea of the combination ofnumber and shape. In recent years’ Jiangsu college entrance examinations, trigonometricfunction is one of the8C level in test sites, and the college entrance examination testcontents, accounting for about20points (out of160). Thus the trigonometric functionlearning is important to students. At the same time, the trigonometric function teachingalso puts forward higher requirements to the teachers. This paper tries to do research to themodel of the "problem–inquiry" teaching, to analyze and research the Trigonometricfunction, using "problem–inquiry "teaching mode, to discuss how to use "problem–inquiry "teaching mode to optimize the trigonometric function, to improve the students’ability to solve problems, to improve the validity of the trigonometric function teaching,and to put forward the reflection of teaching design and practice related.This research mainly includes the following three aspects:(1) Analyze and research the related literature of the "problem–inquiry" teachingmode.(2) Expound Necessity and feasibility of the application of the "problem–inquiry" teaching in the trigonometric function teaching while doing research on thetrigonometric function teaching and learning situation.(2) Design the teaching of a point in the teaching content of teaching based on"problem-inquiry" teaching model and make it a kind of effective teachingparadigm by reflecting in the classroom teaching practice.This paper is focused on the "problem-inquiry” teaching mode of trigonometric functionand teaching design, and practice and exploration under the guidance of it so as to explorethe trigonometric function teaching way based on the "problem-inquiry" teaching mode,to look for more suitable fit to the teaching and learning to offer reference of the highschool of trigonometric function teaching and "problem-inquiry" teaching model ofpractice teaching.