Research On The Difference Between Gifted Students And Potential Students Of High School In Solving Trigonometric Function Problems

The "Ordinary High School Mathematics Curriculum Standard(2017 Edition)" points out: "The high school mathematics curriculum is based on students' development,implements the fundamental tasks of the establishment of morality and cultivation of talents,cultivates scientific spirit and innovation awareness,and improves the core literacy of mathematics disciplines.The high school mathematics course is for all students and realizes that everyone can obtain good mathematics education.Different people have different developments in mathematics.As a bridge linking algebra and geometry in high school mathematics teaching,trigonometric functions are important materials to achieve the above goals.To pay attention to the difference between gifted students and potential students in solving trigonometric function problems is to pay attention to the fairness of education and the students 'own development.Therefore,it is necessary to study the difference between high school eugenics and potential students in solving trigonometric function problems.In this study,quantitative and qualitative methods were used,including literature research,text analysis,questionnaire survey,interview and classroom observation.It mainly solves two problems: First,investigate the differences between eugenics and potential students in solving trigonometric function problems,and analyze the relationship between these differences and their metacognitive levels.Secondly,it analyzes the influence of teachers 'trigonometric function teaching on students' solving trigonometric function problems,and tries to put forward relevant teaching suggestions.The main conclusions of the study are: First,there are significant differences in the level of meta-cognition between gifted students and potential students.This difference is more obvious in the six factors of task knowledge,strategic knowledge,cognitive experience,regulation,evaluation,and reflection.Second,the ability of gifted students to solve trigonometric function problems is different from that of potential students.Potential students do not understand the concept thoroughly,and they will misremember or even can not remember the formula.The poor calculation ability makes the correct rate of solving trigonometric function problems far lower than that of gifted students.Third,the ability level of students to solve trigonometric function problems is highly correlated with their metacognition level,but the situation of excellent students and potential students is different.Fourth,the teachers 'teaching has a great influence on students' ability to solve trigonometric function problems.After classroom observation,three teaching design strategies are proposed:(1)Take the principle of historical occurrence as evidence;(2)Take the support teaching method as the guide,design the exploration activity with the heart,and carry out the exploration to the actual place;(3)With variable training as an example to assist.Under the guidance of the teaching strategy,two teaching cases of "arbitrary angle" and "cosine formula of two-angle difference" were designed,and the teaching practice was carried out.The feedback effect was excellent.