An Investigation And Research On The Cognitive Level Of Trigonometric Functions Of High School Students Based On SOLO Theory

Trigonometric functions have a very important position in the field of mathematics,and are also widely used in other fields,such as physics,computers,and chemistry.Trigonometric functions are closely related to geometry and algebra.It is an important mathematical model for senior high school mathematics.It has been the focus of college entrance examinations over the years.At the same time,it also has a very positive effect on the cultivation of students' mathematical thinking and core literacy.At present,the evaluation of trigonometric function learning is more focused on quantitative evaluation,which is mainly based on the evaluation methods of various tests,classroom tests,and homework assignments,but it lacks a qualitative evaluation.The research takes this as an opportunity,based on combing relevant literature,and using the SOLO classification evaluation theory to build an evaluation framework of the trigonometric function cognitive level,investigate and study the distribution of the trigonometric function's cognitive level among senior students,and analyze the impact on their cognitive level Factors,and put forward corresponding teaching suggestions.The survey method is used to conduct research,mainly including testing and interviews.The former analyzes the cognition level of the trigonometric function of freshman students by examining the three aspects of the concept of trigonometric functions,the identity transformation,and the comprehensive use of these three aspects.The problems in the learning of trigonometric functions and the teacher's handling of the teaching content of trigonometric functions are unfolded.Finally,the investigation conclusions are drawn and teaching suggestions are put forward.The main conclusions are:(1)the cognitive level of the trigonometry concept of most high school students is distributed on the multivariate structure and related structure,and the acute-angled trigonometric function learned at the junior high school level has a certain negative transfer to the trigonometric function of any angle;(2)The cognitive level of trigonometry identity transformation of more than half of the freshman students is in the relational structure or abstract extended structure.The main problem is that it is easy to confuse individual formulas,lack of directionality when performing trigonometric identity transformation,and lack of overall understanding of the problem.(3)The distribution of cognition level of the comprehensive application of trigonometric function for freshman students is relatively scattered and low,especially the lack of consciousness of using the combination of numbers and shapes to solve problems;The main factors include: teachers' teaching methods,student learning habits,and class schedules.Teaching Suggestions: In particular,they should guide students to develop good learning habits to better adapt to the learning rhythm of high school mathematics.In the teaching process,they should focus on mathematical concepts and Infiltration of principles and mathematical thinking methods to improve students 'problem-solving and learning abilities;students should be guided through the process of modeling to gain knowledge of trigonometric functions in order to develop students' mathematical thinking and core literacy;reasonable curriculum arrangements,appropriate Increase the Q & A hours to improve teaching efficiency.