The Study Of Trigonometric Function Learning Obstacles And Teaching Countermeasures For Students Majoring In Mechanical And Electrical In Secondary Vocational Schools

Trigonometric function is an important part of mathematics teaching in secondary vocational schools,which includes trigonometric function,trigonometric identity transformation,triangular solution and other knowledge.The study of trigonometric function is of great significance to the students majoring in mechanical and electrical engineering in secondary vocational schools,whether they study mechanical and electrical courses smoothly or take part in the college entrance examination for further study.But in the actual teaching,the author found that the effect of learning trigonometric function is not good,academic achievement is generally low,there are serious learning obstacles,affecting the students' continued development.It is urgent to study the learning disabilities of trigonometric function for the students of mechanical and electrical specialty in secondary vocational schools.However,at present,there are few studies on trigonometric learning disabilities for students majoring in mechanical and electrical engineering in secondary vocational schools.Therefore,the innovation of this paper is to study the learning disabilities of trigonometric function and teaching countermeasures for the students majoring in mechanical and electrical engineering in secondary vocational schools.Starting from the research status of mathematics learning disability and trigonometric function teaching at home and abroad,this paper points out the main problems and significance of this study,and then analyses the related theories of trigonometric function learning disability of vocational students majoring in mechanical and electrical engineering and defines mathematics learning disability and trigonometric function learning disability.A questionnaire survey was conducted among 234 students in 6 classes of 2016 in Rizhao Ocean Engineering School to find out the obstacles and causes of trigonometric function learning and to formulate corresponding countermeasures.Finally,two parallel electromechanical classes are conducted to test the effectiveness of the countermeasures.The research shows that there are two types of trigonometric function learning obstacles in mechanical and electrical specialty of secondary vocational school: one is non-cognitive obstacle,including lack of interest in learning,low motivation,weak will to learn,passive learning emotion and incorrect learning attitude;the other is cognitive obstacle: students have obstacles in comprehensively understanding concepts;students have obstacles in understanding concepts,formulas and images;and students have obstacles in understanding concepts;There are obstacles in the memory of formulas and images;students have obstacles in the recall of concepts,formulas and images;students have obstacles in the generalization of concepts,formulas and images;and students have obstacles in the application of concepts,formulas and images.The survey found that there are two reasons leading to the formation of trigonometric function learning obstacles for mechanical and electrical students in secondary vocational schools: one is that students do not develop good preview habits,good listening habits,lack of independent and effective classroom exercises,lack of active participation in classroom exchanges,lack of timely and active after-school review;the other is that teachers do not pay enough attention to students' learning foundation.According to the actual situation of students,teaching methods are not reasonable enough to teach students correct and practical learning methods,such as preview,lecture,review and so on.It pays attention to students' memory of conclusions rather than understanding of the deduction process and does not show the process of knowledge occurrence and development.In view of these factors,the author has formulated a series of teaching countermeasures through research and practice.Teachers guide students: guide students to do triangular function pre-class preview,strengthen students' pre-class preview awareness,clear preview methods,feedback preview results;teachers guide students how to listen,listen to the problems they encounter in the preview,listen to key points and take notes while listening;teachers guide students to practice in class;teachers encourage students to interact in class and choose out.The most appropriate way of presentation is to give students the initiative of thinking,to create a relaxed and pleasant atmosphere of communication,to guide students to question and ask questions;to guide students to review after class;to guide students to correct attribution of trigonometric function learning;to cultivate learning perseverance,to hone students' will;and to cultivate students' positive feelings of learning trigonometric function.Teachers' own changes include: clarifying the practicability of trigonometric functions and stimulating learning motivation;deepening the understanding of concepts and improving students' cognitive level;emphasizing ideological methods and summing up trigonometric function problem solving strategies;strengthening operation training to improve students' calculation ability of trigonometric functions;adopting computer-aided teaching to change abstraction into intuition.