| Trigonometric functions is one of the basic elementary functions, it has some other basic elementary function does not have the characteristics: the angle as the independent variable, periodicity, many to one, etc. Therefore, trigonometric not only for algebraic and geometry a bridge, but also ties linking for higher Mathematics and elementary mathematics. Similarly, trigonometric applied in physics, electronics,mathematical analysis, the most important is that it can explain the phenomena of life,it is an important tool for mathematical modeling. The main purpose of the study is to explore the error that appeared in learning of senior one students, and the error cause analysis of a student learning occurs during the trigonometric functions, and put forward teaching suggestions, providing the basis for teaching teachers.Study adopt literature, classroom observation, individual interviews, questionnaires and other research methods. During teaching,Three sets of test volumes about trigonometric functions are compiled, In June 2014, 480 students from 8 classes in Qin'an ** middle school were selected to test.First, According to the test results and the individual student and teacher interviews were classified to sum up the error, It is found that there are 7 main aspects of the learning error of senior one students in trigonometric function:(1)error in students' learning of trigonometric function concepts;(2)error in the learning of trigonometric function formula;(3)error in students' using of trigonometric function image;(4)error in students' application of the nature about trigonometric function;(5)error in study of image transformation;(6)the error in other than the knowledge of trigonometric;(7)error in practical application of trigonometric function.Second,from the students' cognitive structure, Analysis of the above errors for 7 reasons:(1)poor study habits, attitude is not correct;(2)basic knowledge is not solid,poor computing capability;(3)the basic concepts do not understand, forgetting the basic formula;(4) function image and function property is confused,cannot connection between knowledge points;(5)does not apply the method of mathematical thinking,function model can not be established;(6) teaching methods not adapt,low efficiency of the classroom;(7) the curriculum capacity is big, the class hour is tight.Finally, according to above reasons and errors, by way of example provide some coping strategies for universal error that students appeared intrigonometric knowledge:(1)Strategies for the error appeared in the representation of the same final edge angle formula using error;(2)Strategies for the errors in the use of induced formula;(3)Strategies for the error caused by ignore ? the positive or negative in seeking monotone interval;(4) strategies for the error caused by neglect x factor in image transformation;(5) Strategies for the error caused by the inappropriate choice of ? in seeking analytic.Combine error and its causes in the learning of senior one students' trigonometric function,several suggestions are put forward to the teaching:(1) pay attention to the cultivation of students' learning interest, let the students study actively;(2)pay attention to the basic knowledge of teaching, so that students have the confidence to learn;(3)focus on timely resolution and timely reinforcement of errors, so that students in the "trial and error" in learning;(4) focus on the relationship between knowledge, so that students build a complete knowledge structure;(5) pay attention to the method of mathematical thinking, so that students can solve the problem more quickly;(6) focus on teaching methods, so that students can better grasp the knowledge;(7) pay attention to the appropriate increase in class, so that students easily learn. |
PDF Full Text Request