The Analysis On High School Trigonometric Function Of College Entrance Examination And Research On Teaching Strategies

With reform of high school courses, General High School Mathematics Curriculum Standard(Experiment) which refers to Standard issued by the Ministry of Education,proposes the request for high school mathematics teaching. Although some adjustments have been made on the contents of learning trigonometric functions, it did not shake the central position of the trigonometric functions. Trigonometric function still plays an important part in high school mathematics teaching as well as a key point in the college entrance examination.Triangle function is informative and it is helpful for students to improve their mathematical skills and abilities.Based on above, this paper mainly includes three main aspects:(1) Analysis of trigonometric function of College Entrance Examination in the past two years;(2) The main problems for students in answering trigonometric function questions in College Entrance Examination over the past three years;(3) How to construct the teaching strategy which can improve the teaching effect of trigonometric function.First of all, based on the analysis on questions in College Entrance Examination, I have found out the regularities and characteristics of setting questions and they are:(1) the focus on the understanding and usage of basic knowledge of trigonometric function;(2) focus on questions that can mix several aspects which shows the practical applications of trigonometric function;(3) new questions have been raised which aims to test students’ mathematic thoughts,methods and skills.Secondly, I have summarized the main problems that students may meet while they are dealing with trigonometric function in College Entrance Examination. The problems lie in:(1)Students haven’t mastered the basic knowledge firmly and lack the ability to connect and summarize;(2) They should improve their arithmetical operation skills, geometrical analysis abilities and innovation ability.Finally, based on the above two aspects, I have constructed the teaching strategies:(1) to firm basic knowledge, grasp the core content;(2) to refine the inner-relations of the knowledge and improve the integrated use of capacity;(3) to improve students’ mathematicalqualities by training their skills and abilities.