Teaching Research Of Trigonometric Based On Historical-Genetic-Principle

With the deepening of the new curriculum reform, and a new curriculum reform began to break from the concept, the students change from passive learning to active learning as an important goal of the new curriculum reform. The new curriculum,trigonometric help improve students’ thinking skills, students analyze problems and problem-solving skills, so that students feel the idea of mathematical modeling. But I found that in actual trigonometric teaching, teachers teach, there are many difficulties in the process of learning while students are also often confused. Mainly due to the junior high angle triangle ratio is the independent variable, but to the arguments of trigonometric functions expressed in high school is any real number; secondly, trigonometric functions are a student in high school only to conduct a comprehensive study of the periodic function, which is a difficulty for students; third, when students learn trigonometric functions, to master and skilled use of a large number of formulas is in great need; fourth,the concept of functions in high school began to function to "Correspondences" collection and a collection of inter-transition surface for so many complex abstractions together,allowing students to truly understand and digest the content is a certain difficulty.Therefore, this paper aims to solve some of the difficulties of teaching and learning trigonometric functions, which is based on Historical-genetic-principle.Firstly, the theory will do a certain amount of research and analysis on the basis of the Historical-genetic-principle, on the history of trigonometric functions of the sort, and summarize and collect a number of different corners trigonometric derivation of the relationship which appeared in the history.Secondly, combine the present situation of teaching and learning trigonometric appeared in high school mathematics textbooks, with corners and difference sine formula as instructional design entry point for the derivation of trigonometric relationships corners were heavy history structure, which was designed based on the Historical-genetic-principle and(differential) equation of teaching. Classroom Practice Act and in accordance with the instructional design into practice, then the accepted basis for the design of educational programs teaching classes conducted comparative tests, and teacher questionnaires and interviews, and then analyze the results obtained, before teaching design a revised and improved. Through comparative analysis of student test results, has been more effective learning difficulties instructional design principles basedon Historical-genetic-principle than the textbook-based instructional design in addressing students, so that students experience during the development of knowledge, improve the students’ interest to promote the students’ mastery of knowledge and understanding. For teachers questionnaires and interviews found that teachers tend to use instructional design principles based on the Historical-genetic-principle.Finally, combined with interviews with some of the results of this study reflect the course explores the difficult middle school mathematics teaching in the Historical-genetic-principle is applied, and propose some solutions strategy. To promote the Historical-genetic-principle more widely used in Middle School Mathematics Teaching.