The Investigation Of Error Levels When Tibetan-chinese Bilingual High School Students Solving Trigonometric Function Problems In Qinghai Province

In the process of learning math, errors are inevitable. But we hope that students can master corresponding knowledge well, and improve the ability,then reduce the error rate in the process of learning.Trigonometric function is an important part of math content in high school, it can not only connect algebra,but also connect geometry, and simplify complicated problems. Therefor,investigating the errors that students make in the process of learning Trigonometric function,classifying these errors,and analyzing the cause of formation has significant meanings. From the present study, related study is very few, so the author compiled a trigonometric function test paper,and tested on Tibetan-chinese bilingual students from high school of six states in Qinghai province,to know about their ability in solving trigonometric function problems.Collecting the statistics according to the general order of solving math problems,to analyze the error levels. The order is reading,comprehensive,transform, operation, and coding. The statistics is analyzed by SPSS(20.0),and come to the conclusion that when Tibetan-chinese bilingual high school students solving trigonometric function problems,their error levels increase along the order of comprehensive,coding,operation,reading and transform. The main reasons that students fail to solve the problems are that they can not transform the text into math model, and they can not choose the proper solving strategies. The distribute are as follows :For students that their scores are between 0 and 50, they can’t identify key symbols and words, resulting in reading errors.For students that their scores are between 51 and 90, they can read the questions, but fail to understand the deep meaning of key symbols and words, resulting in comprehensive errors.For students that their scores are between 91 and 100, they can find a proper strategy,but they can’t operate properly, resulting in operation errors.Based on above conclusions,the author reflects the current math teaching situation in national high school of Qinghai province,and gives several suggestions on Tibetan-chinese bilingual teaching in trigonometric function.