Teaching Design Of Trigonometric Function Unit Based On Deep Learning

At present,China’s education reform is carried out in order to enable students to develop all their lives,cultivate their key abilities and character to adapt to the society,pay more attention to their personality needs and characteristic development,and put forward the training goal of implementing core literacy.However,the core literacy only puts forward what kind of students are the training objectives,and does not give an effective specific way to implement the core literacy.Some scholars put forward that in order to cultivate and develop students’ core literacy,in-depth learning theory is a matching learning method,and unit teaching design is a matching teaching form.High school trigonometric function chapter plays an important role in high school mathematics learning,and it is also the basic elementary function that students need to learn systematically.In practical teaching,we find that students are ambiguous about the establishment and of concepts such as arbitrary angle trigonometric function and the generation of formulas under periodic changes.They often just memorize and apply formulas,lack flexible understanding and application,and are difficult to understand and apply in the comprehensive problems of other knowledge points in Senior High School.Therefore,based on the students’ many problems here,the theory of in-depth learning and the form of large unit teaching design,try to design corresponding teaching links and modes in the classroom.Students can strengthen in-depth learning and understanding of knowledge points through this way,and can effectively implement the core literacy.Taking the trigonometric function knowledge in the compulsory textbook of people’s education version a as the carrier,using the methods of questionnaire,interview and literature review,and taking the in-depth learning theory as the carrier,this paper will build an evaluation system for the difficulties and causes of senior students in learning trigonometric function chapters,determine the evaluation object,prepare the evaluation questionnaire,analyze the evaluation results,etc,Integrate students’ overall problems from qualitative and quantitative perspectives and conduct attribution analysis.Taking the large unit teaching design as the carrier,this paper constructs the interview questionnaire on the current situation and confusion of teachers’ trigonometric function teaching classroom,determines the interview object,prepares the interview questionnaire,analyzes and integrates the interview results,and determines the problems and puzzles to be solved in the front-line classroom.Finally,based on the deep learning theory,large unit teaching design is carried out to promote the effective teaching of teachers and the implementation of students’ classroom core literacy,so as to provide reference for the teaching of front-line teachers.The evaluation results show that students’ learning difficulties and causes of trigonometric function mainly focus on the following points:(1)the definition of trigonometric function of any angle is relatively new to the definition of junior middle school,and the definition makes students feel afraid of difficulties in the dynamic process;(2)In the practical application of the combination of number and shape,it is difficult for students to define and represent the angle of terminal edge symmetry and characterize the relationship of trigonometric function in the formation of induction formula;(3)There are many new concepts and scattered knowledge points,which are difficult to understand.In the interview with teachers,we also found some puzzles and problems to be solved:(1)there are many trigonometric function chapter formulas,which are difficult for students to apply flexibly;(2)There are many new concepts,and students retain them at the level of shallow memory,which is difficult to apply without understanding;(3)The algebraic symbols of arbitrariness,periodicity and symmetry make students fear difficulties and have difficulties in understanding.Finally,according to the interview and evaluation results of teachers and students,this paper integrates and layers the teaching of trigonometric function chapters,triggers students’ in-depth thinking by carefully designing problems,refines problems,reduces thinking gradient,promotes students’ understanding of concepts,carries out teaching design in combination with students’ cognitive development,and takes unit teaching design as the leading idea,The case of class division under the unit teaching design is given to preliminarily cultivate and guide the systematicness and integration of students’ learning,and provide reference for the teaching of front-line teachers.