| Pick to Concepts are the basis of the knowledge system of any subject.It can be seen that the starting point and foothold of any subject teaching must be focused on the concept,so is the subject of mathematics.Scientific research and practice shows that students before accepting formal scientific education is not a piece of blank white paper,the influence of factors such as daily life experience before produce concept topics related concepts,the former concept compared with scientific concept,sometimes is wrong and one-sided,we will with the scientific concept of different concepts are collectively referred to as myth.The stubborn nature of misconceptions hinders teachers’ teaching progress and teaching quality to a certain extent,and easily leads to the phenomenon of students "listening but not knowing" and "knowing but not understanding".Therefore,concept transformation teaching has always been a hot topic in the field of science education.Based on the author’s own internship experience and after-class communication with seniors,I agree that numerous "misconceptions" are revealed by students in the learning process,and the more abstract and difficult to understand the learning content,the more obvious the misconceptions will be,such as "trigonometric function".Trigonometric function,as the last kind of special function in high school,is the bridge connecting geometry and algebra,and is an essential content in the mathematics system of high school.From the perspective of course content,trigonometric function is the main model to study periodic phenomena,and it has inextricably relation with plane vector learned later.In addition,trigonometric functions also play an important role in trigonometric operations.Mathematicians Euler used the relationship between trigonometric functions and exponents to expand the definition domain of complex functions,thus being known as "the bridge of mathematics" in the field of complex number theory.At the same time,trigonometric functions are also closely combined with the sine and cosine theorem learned in high school to work out the Angle and area of a triangle.Based on the above reasons,this paper takes "the myth of trigonometric functions" as the theme and carries out the following research work:First,the author read a large number of relevant literature,combined with the research status at home and abroad,to determine the theoretical basis of this paper:constructivism theory,Piaget’s cognitive development theory,conceptual transformation theory and so on.Second,determine the research tool of this thesis-two-stage measurement and diagnosis tool.The author strictly follow the preparation process of 2-phase measuring tool for student to study the myth of trigonometric function concepts to practical exploration,investigation for Harbin middle school high student,and with the help of the questionnaire analysis software Spss22.0 questionnaire for the analysis of the system,it is concluded that students in learning of trigonometric functions held myth concepts.Thirdly,based on the analysis of the results of the questionnaire survey,it is concluded that there are many misconceptions in the trigonometric function learning of senior high school students,and the reasons for the existence of the misconceptions are complicated.Fourthly,according to the cause analysis of students’ misconceptions that is the theoretical basis of research,the paper puts forward teaching strategies to transform the misconceptions of trigonometric functions of senior high school students.That is,mathematics history teaching strategy,concept map teaching strategy,advance organizer teaching strategy,problem-driven teaching strategy and so on. |
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