The Research On Teaching And Studing Of Trigonometric Function In Secondary Vocational Schools

Mathematics is one of the important and basic courses in secondary vocational education.There has been a need to improve mathematics teaching in secondary vocational education,but it is still a weak link. Mathematics for secondary vocational education mainly consists ofelementary algebra, plane geometry, solid geometry and plane trigonometry. Trigonometricfunction is the most concise and basic mathematical model and its most importantcharacteristic is the periodicity which has a unique role and function in astronomy, mechanics,electromagnetism, engineering, and medicine. Trigonometric function is the foundation of therelated professional courses. Trigonometric function in mathematics for secondary vocationaleducation plays an important role in mathematics teaching in secondary vocational educationor even the whole teaching area in secondary vocational education.There are many reasons why mathematics teaching in secondary vocational education isstill a weak link. This paper aims to analyze and explore the reasons from the aspect ofteaching. On the basis of the teaching practice of trigonometric function, this paper discussesand studies the teaching history, teaching materials and teaching methods of mathematics insecondary vocational education, and combines the actual teaching experiences in WeifangUniversity of Science and Technology to expound the ways to effectively teach trigonometricfunction and therefore improve mathematics teaching.This paper is composed of five parts. The first part is introduction, mainly representingthe necessity and importance of the research on teaching trigonometric function in secondaryvocational schools. The second part is divided into research achievements and literaturereview. It is mainly about the literature researches on trigonometric function at home andabroad. The third part is the factors influencing trigonometric function teaching insecondary vocational schools. In this part, this paper, based on the related theories ofpedagogy and psychology, studies the factors influencing students’ trigonometric functionlearning in secondary vocational schools from the perspectives of the selection of the teachingmaterial and the distribution of the knowledge points, teachers’ teaching, students’ learning,teaching methods, teaching environment, software for mathematical teaching and the historyof mathematics. The forth part is teaching design. Closely connected to the third part, this partshows three teaching designs related to trigonometric function and studies the feasibility of the teaching designs through questionnaires and experimental tests. Meanwhile, this part alsodemonstrates that the three teaching designs can greatly enhance the learning efficiency. Thefifth part is conclusion and suggestions. First, according to the syllabus, the selection of theteaching material should be closely connected to the professional courses and attachimportance to the close connections between trigonometric function taught in secondaryvocational schools and the teaching of related professional courses. Second, starting withchanging the students’ thinking, teachers should try to change the students’ nonintellectualfactors and help students develop good attitudes and habits of study. Third, concept is the corecontent in learning trigonometric function, so the concept of trigonometric function should behighlighted. Forth, in the process of teaching trigonometric function, the design of theteaching environment should be taken seriously and the students should be provided a goodlearning environment and be taught learning methods in order to lay the foundation for theirlifelong study. Besides, attention should be paid on teaching the mathematic ways of thinkingand improving the students’ mathematical abilities. Fifth, teachers should master the usageof some necessary software for mathematic teaching, such as Super Sketchpad, TheGeometer’s Sketchpad in order to make the trigonometric function more vivid and herebyovercome the difficulties in teaching trigonometric function. Sixth, the teaching methodsabout trigonometric function should be integrated and refined to guide the trigonometricfunction teaching in secondary vocational education.