A Study On The Cognition Of Variant Teaching Of Mathematical Trigonometric Functions In Senior High School

Mathematics variant teaching is very important in the process of Chinese traditional mathematics teaching. It is the basic skill that all the mathematics teachers should have grasping the variant teaching theory and rationally using it. Teachers need to pay attention to students’ feeling, and control the rhythm, dimensions and depth of variation in order to make students think and compare by themselves. This can help students establish the contact and form a personalized knowledge structure.Trigonometry function has been in a pivotal position since it occurred, and formed a huge system with many mathematicians’ continuous study and expansion. The learning of trigonometry function in secondary school is fundamental and closely related with other mathematical content, and the applications are more flexible, which is very difficult for most of the students. We can also see the status of trigonometric function from the college entrance examination questions. Therefore, it demands the teachers who teach trigonometric function should have strong ability.It surveyed and found that the teachers, especially the pre-service teachers, are not familiar with variant teaching and its applications. There are many wrong views when they using variation.This study proposes the hierarchical theory of mathematics variant teaching, in which variation is divided into four levels: primary level, intermediate level, senior level and high level based on the analysis above and by comparing different mathematics teachers’ differences in using variant teaching. The new teaching should meet the primary level, appropriate to the intermediate extension; consolidate lessons need to deepen the intermediate level, transition to the advanced level; the review class should deepen high-level in this chapter to make a part of the students can reach. With a more detailed division, each type of class includes basic concepts,theorems, formulas or conclusions, mathematical problem-solving thinking.This study suggests that variant teaching exists a degree. Variation is not the more the better,so teachers should grasp the actual level and mathematics learning emotions of students instead of being confined by the theory causing rigid variable teaching method. So teachers can improve the effectiveness of teaching, and promote the students to understand and master the knowledge.