The Analysis On Trigonometric Function Of College Entrance Examination And Research On Teaching Strategies Based On SOLO Classification Theory

With the promulgation of curriculum standards for general high school mathematics(2017 edition)(hereinafter referred to as “curriculum standards”),a new round of high school mathematics curriculum reform in China has started.The core quality of mathematics has become a hot spot in the new curriculum reform,which means that the new curriculum reform pays more and more attention to the development of students' mathematical thinking and quality.However,under the background of college entrance examination,the contradiction between "examination-oriented education" and "quality-oriented education" is becoming increasingly fierce.The new curriculum standard makes some new requirements and adjustments to the content of trigonometric functions,which further strengthens the core position of trigonometric functions as the main content of high school mathematics and is an essential content of the college entrance examination.Trigonometric function contains rich mathematical thought and method,which is an important knowledge base for college entrance examination.With the help of SOLO classification and evaluation method,this thesis takes high school trigonometric functions as the carrier to think about how to deeply explore the guiding value of college entrance examination for teaching activities and promote the transformation of teachers' teaching mode from "teaching by examination" to "teaching by learning".This thesis adopts literature research method,data analysis method,case analysis method,test method and interview method.Firstly,by reading and studying relevant papers and lierature,the research questions are formed,the research framework is constructed and relevant terms are defined.Secondly,the research contents of this paper are clarified as follows :(1)collect the trig function examination questions of the college entrance examination in the recent three years,analyze and summarize the examination situation;(2)trig function over the years to carry out the test paper survey,with the help of SOLO classification evaluation method,the thinking level of students to solve the college entrance examination trig function questions to diagnose,further from the perspective of cognitive analysis of the causes of the obstacles to solve the problem;(3)puts forward the trig function teaching strategy from the angel of promoting thedevelopment of students' thinking level.The research results of this thesis include:(1)the thesis summarized the rules and characteristics of trigonometric function examination in college entrance examination in recent three years;(2)the thesis analyzes the main reasons why students with different thinking levels have problems in solving trigonometric functions in college entrance examination;(3)based on the rules and characteristics of the examination of trigonometric functions in college entrance examination and the differences in cognitive thinking level reflected by students' obstacles to solving problems,a hierarchical teaching strategy of trigonometric functions is constructed.In the stage of thinking level,the relation between knowledge should be strengthened and mathematical thinking method should be infiltrated.At the stage of high thinking level,attention should be paid to ability cultivation to improve students' mathematical literacy.