Research On The Learning Situation Of "Trigonometric Function" Of Secondary Vocational School Students

With the continuous deepening of the reform of secondary vocational curriculum and the the college entrance system,the Gansu Provincial Education Department has revised and perfected the subjects and categories of the province's secondary vocational college entrance examination in 2021,and the mathematics has changed from 50 points to 60 points,which shows the improvement of the position of mathematics in secondary vocational education.As one of the core points of the content system of secondary vocational mathematics,trigonometric function is not only the basis and auxiliary tool for the study of professional knowledge in many related disciplines,but also an important test point of secondary vocational college entrance examination.It can be seen that the learning of trigonometric functions is crucial to the formation and subsequent development of secondary vocational students' learning ability.This thesis selects trigonometric functions as the research content.It takes 371 secondary vocational school students and 5 first-line teachers who have long been engaged in secondary vocational mathematics teaching in a secondary vocational school in Zhangye,Gansu Province as the research objects,and analyzes secondary vocational students from two aspects of knowledge and emotion.The current situation of trigonometric function knowledge mastery of secondary vocational students is analyzed through the test method,and the current situation of the learning emotion of secondary vocational students is explored by the questionnaire survey method.On this basis,combined with the interview method,corresponding countermeasures are proposed to improve the trigonometric function teaching quality.Based on the statistical results of the survey data,it is found that the learning situation of trigonometric function of the secondary vocational school students is mainly manifested as:(1)The secondary vocational school students' scores in the test of basic trigonometric knowledge are generally low,and are highly polarized.They tend to do multiple-choice questions,followed by fill-in-the-blank questions,not good at answering questions.From the perspective of different majors,industrial students are better than other major students,especially in the application of images and properties.There are still some problems such as vague understanding of the concept of trigonometric functions and weak foundation;unclear formula memory and weak calculation ability;poor drawing ability and inflexible application in nature.(2)The secondary vocational school students' learning emotion scores on the trigonometric function are low overall.And each dimension has a significant positive correlation with the test scores of basic knowledge of trigonometric functions.That is,the low learning emotion of vocational students for trigonometric functions will affect the mastery of basic knowledge of trigonometric functions.From the perspective of different majors,the industrial major's score significantly higher than other majors,especially in terms of learning interest and learning habits.The existing problems are lack of learning interest,insufficient learning motivation,poor learning habits,and low learning self-efficacy.Based on the above situation,this research proposes relevant countermeasures to promote the learning of trigonometric functions for secondary vocational students from two aspects: knowledge mastery and learning emotion:(1)Strategies to promote students' mastery of basic knowledge of trigonometric functions: focus on the process of knowledge generation to deepen students' understanding of concepts;adopt the teaching strategy of "low starting point,heavy connection,small gradient";strengthen students' memory of trigonometric formula related formulas and training of operational skills;combine Information-based teaching methods and focus on the generation and change of images,and cultivate students' abstract ability.(2)Strategies to promote students' emotions in learning trigonometric functions: Combine professional characteristics and adopt flexible teaching methods to stimulate students' interest and motivation in learning;guide students to correct their learning attitudes and enhance their self-confidence in learning trigonometric functions;help students clarify learning goals and develop good learning habits.