Study On Teaching Strategies To Students' Mistakes In Trigonometric Function Problem-solving During The Second Round Review Courses For Senior Students In High School

It is normal and natural for students to make some mistakes in math learning.It is of great importance and educational value to face up to the errors,deal with the errors correctly and correct them effectively.In this study,trigonometric functions are used as the carrier to study the problem-solving errors and teaching strategies of students in the second round of review.The trigonometric functions mentioned in this study include trigonometric functions and the solution of triangles.When the author conducted literature review,it was found that many literatures adopted this method,and the contents of the two parts are inseparable.The research questions of this study are:(1)what types of errors are committed when senior students in the second round of review solving mathematical problems related to Trigonometric functions?(2)what are the main causes of these errors?(3)how could students correct these errors effectively?This study adopts the method to actual investigation,including: analysis of students' homework(examination paper),questionnaire survey and case study of error correction.The main research tools include one test paper,one exercise,two student's questionnaires and one teacher's questionnaire.This study analyzes students' problem-solving errors from four aspects:knowledge error,logical error,strategic error and negligent error.Through the study,the following conclusions are obtained:The main types of students' errors are knowledge errors,such as trigonometric function images and properties of the subject images and properties.The second are negligent errors,such as calculation error.Strategic errors also occur occasionally,mainly due to a lack of understanding of the subject's intent.The main reasons mentioned by the students are operational errors,knowledge errors,unclear understanding of the meaning of the question,careless errors,and so on.In addition,some students mentioned the reasons of attitude and emotion.The teachers think that the main reason for students to make these mistakes is that they do not grasp the relevant knowledge,followed by the calculation errors.There are also careless,the meaning of the question is not understood and other reasons.Some teachers think it is related to students' poor understanding ability and lack of practice.As for the ideological methods are not ideal enough for students,I think it is that students do not have the habit of summarizing the ideological methods when learning,and theteachers do not emphasize enough in the teaching process.This study corrected students' problem-solving errors through the following steps: presenting errors;analysing errors;reviewing and summary;consoldation;assessment of correction;reflecting on the correction process and improving the correction plan.Through the analysis of the answers to the questionnaires and the exercises in class,it can be found that the error-correcting course based on "problem-solving errors" has been accepted by students.