Trigonometric Functions From The Perspective Of Inquiry Teaching Study On Instructional Design Of Induction Formula

Trigonometric functions play an important role in the high school function system,which is a kind of basic elementary function which is different from the previous cognitive experience of students.The trig function has always been an important test point in the college entrance examination paper,although it is not difficult to study it,but the score is not low,and the highest score can reach 22 points.Since the new curriculum standard,especially with the wide implementation of multimedia teaching patterns in recent years,the ministry of education departments of trigonometric function of scheduling,significantly reduced,and the teachers of trigonometric function formula of the professor,the student to the formula derivation process is not clear,the grasp of the formula is not strong,cannot achieve the degree of flexible application.Based on the above all sorts of the status quo,high school teachers should be combined with the characteristics of high school students cognitive level and triangle function itself,reasonable arrangement of teaching,in order to achieve the purpose of raise the level of high school students knowledge trigonometric function.This provides an important thought for the research of this topic.The first chapter analyzes the background of the research.The second chapter analyzes the content arrangement of trigonometric function induction formula and the examination of trigonometric function knowledge in the textbook of high school math teaching A.The third chapter investigates and analyzes the cognitive level of trigonometric function induction formula of the research object(200 students in grade 1 of baiyun xingnong middle school of guiyang city);The fourth chapter designs and implements the inquiry teaching cases of trigonometric function induction formula;Finally,in the fifth chapter through to the subjects(guiyang baiyun are sug gested for middle schools,110 students)were analyzed,and the test results of sampling interview subjects and the high school mathematics teachers,the necessity of teaching design and effectiveness.