A Study On The Teaching Design Of Trigonometric Functions Based On SOLO Classification Theory

The General High School Mathematics Curriculum Standard(2017 Edition)divides the compulsory course into five major themes,which require 144 class hours,of which the function theme accounts for the largest proportion of class hours,while trigonometric functions,as a main branch of the function theme and an important examination point in the college entrance examination,require teachers to spend a lot of time and energy to organize teaching.In addition,with the implementation and implementation of the 2019 edition of the new high school mathematics textbook,the knowledge content of trigonometric function has also been greatly changed,which requires teachers to adjust the teaching according to this change and the characteristics of trigonometric function.Improve the efficiency and quality of classroom teaching by learning new ideas and updating teaching design.SOLO classification theory is a widely accepted teaching theory model after a lot of practical attempts.By judging the level of students' thinking structure in answering a specific question,SOLO classification theory provides a powerful theoretical framework for teachers to evaluate and plan teaching design.Accordingly,this paper proposes to optimize the teaching design of trigonometric functions under the guidance of SOLO classification theory in order to help students digest trigonometric function knowledge better while improving teaching quality.First of all,through the study of relevant literature,the author of the SOLO classification theory,trigonometric functions and their related research in senior high school mathematics teaching in-depth understanding of the current situation,for the next research to lay a corresponding theoretical foundation;Secondly,the author focuses on the level of students' thinking structure and guides the teaching design of the chapter of trigonometric function based on the theory of SOLO classification.It mainly combines it with the previous analysis,the establishment of teaching objectives,the analysis of teaching emphasis and difficulty,the design of classroom questions,the compilation of example exercises and the design of teaching evaluation,and puts forward concrete teaching design strategies and related case analysis,so as to achieve the effect of optimizing teaching design;Thirdly,by means of questionnaire and interview,the author makes a comparative experimental study on the example of "the concept of trigonometric function(class 1)".Through the collation,comparison and analysis of the sample data,it is found that the modified teaching design under the guidance of SOLO classification theory can guide the students' thinking structure to a deeper level,and verify that the teaching design model established by SOLO classification theory has certain effectiveness and applicability in the high school mathematics teaching design;Finally,the author summarizes and reflects on the whole research process,and puts forward the prospect and deficiency of this study at the end of the article.SOLO classification theory provides a different "qualitative" evaluation method from the past,which guides the teaching design of trigonometric functions by SOLO classification theory,and pays more attention to the sustainable development of students' cognitive structure and thinking level.By establishing a link point between knowledge and students' thinking,we can improve the quality and efficiency of classroom teaching,improve the students' learning situation,and provide a certain reference value for future teaching and research.