The Teaching Of The Trigonometric Function To Carry Out The Research Activities "speaking Mathematics"

The trigonometric function is a kind of basic and important function, widely used inmathematics, other disciplines as well as the production practice. The trigonometric functionstudy is the deepening of function concept, portraying the mathematical model withperiodically-changed phenomenon in real world. Today, when all people are advocating qualityeducation, exertion of students’ initiative and subjective activity and manifestation of classroomteaching with student-centered, teacher-led teaching concept, the trigonometric function teachingis still mainly based on the mold like students listen to what the teacher say, for the pursuit ofenrolment rate and the economy of classroom teaching time. Sometimes, teachers eliminatesome procedures in class in order to catch the teaching schedule. As a result, students fail toexperience the development of knowledge, their opportunity to express themselves andcommunicate is neglected and students’ study initiative and thinking positivity fail to bemobilized. However, the launching of the activity “explaining mathematics” in the teaching oftrigonometric function can fully manifest the student-centered, teacher-led teaching concept,exert students’ initiative and motivate students to be talkative through the bold question, discussand conjecture. Also, it can improve the interactive exchanges and cooperation between studentsor between students and teachers and promote the understanding and internalizing ofmathematics knowledge, gradually forming a reasonable cognitive structure and enhancingstudents’ study initiative and thinking positivity. Such activity meets the requirements of qualityeducation and it has some certain theoretical and practical significance in enhancing students’mathematical literacy.The main body of this thesis is divided into five parts:Part I is the introduction of the problem, discussing its background and study meaning. Inthe presentation of the mathematics curriculum standards in General High School MathematicsCurriculum Standards, it is clearly indicated that the Mathematical expression and exchangeabilities should be improved. But the only thing that is emphasized in the mathematic class is thewritten expression ability and the learning form the activities of talking about mathematic topromote the students’ learning on mathematics course have always been overlooked. Thedominant position of the students can be fully exerted and the interactions and exchanges can beconducted among the teachers and students, which can improve the students’ learning interestand mathematics ability. Such activities have great theoretical and practical significance forimproving the mathematical literacy of the students.Part II mainly discusses the exertion of the activity “explaining mathematics” in trigonometric function teaching, including the definition of this activity and its value andmeaning in classroom teaching. On the basis of discussing the importance and function oftrigonometric function and requirements of curriculum standards to the trigonometric functionteaching, this part specifically illustrates the necessity of exerting “explaining mathematics”activity in trigonometric function teaching, according to the main questions in it at present stage.Part III carries out practical research of “explaining mathematics” activity in trigonometricfunction teaching. In this study, the thesis selects the teaching of arbitrary angle, inductionformula, the image and property and exercises in trigonometric function to practice the“explaining mathematics” activity, and specifically writes the teaching design case of exerting“explaining mathematics” in the image teaching of function y=Asin(x+).Part IV is the experimental study of exerting “explaining mathematics” activity intrigonometric function teaching, studying the validity of “explaining mathematics” activity totrigonometric function by experiment.Part V concludes the exertion of “explaining mathematics” activity in trigonometricfunction teaching. Through the teaching practice, the author believes that in the teaching oftalking about mathematic, the attentions shall be put on the aspects as follows:1.Focus onprocess evaluation and create the teaching atmosphere for talking about mathematics.2. Focuson the application of other teaching methods so as to promote the teaching result.3.Make effortto class control to ensure the smooth implementation of talking about mathematics. In the futureteaching, the students should be encouraged to put the talking about mathematics into theextracurricular life and talking about mathematics should be covered by the teaching andresearching activities of teachers.4. A good relation should be properly dealt with betweentalking about mathematic and doing mathematics exercises.Through theoretical discussion and survey, conclusions are as followed:1. The exertion of “explaining mathematics” activity in trigonometric function teaching canpromote students’ master of trigonometric function and improve their academic achievement inmathematics.2. The exertion of “explaining mathematics” activity in trigonometric function teaching canimprove students’ interest and confidence in learning mathematics and enhance their sense ofself-efficacy in learning.3. The exertion of “explaining mathematics” activity in trigonometric function teaching canpromote students’ establishment of subject consciousness and enhancement of their mathematicallanguage expression ability and mathematical thinking ability.4. The exertion of “explaining mathematics” activity in trigonometric function teaching can promote the cooperation and communication between students or between students and teachers,which is good for forming harmonious teacher-student relationship.