Research On The Teaching Design Of Trigonometric Function In High School Driven By Primitive Problems

The new curriculum standards require the development of core literacy,the implementation of the fundamental task of Lide's cultivation of people,and how to improve the teaching position to promote life-long learning of students and achieve all-round development is a problem that teachers need to face.Current teaching ignores students' thinking about the essence of knowledge The cultivation of acquisition and learning ability.The original problem-driven classroom teaching concept is based on problems reflecting the essence of mathematics,creating driving problems to promote teaching,so as to cultivate students' thinking in mathematics and continuously improve the ability of lifelong learning.Trigonometric functions are highly abstract,problems Complexity and change have brought great difficulties to students' knowledge mastery and in-depth understanding.Therefore,I launched a research on the teaching design of high school trigonometric functions based on the original problem-driven classroom.This article uses the literature research method to sort out the relevant concepts of the original problem-driven classroom and the research status of trigonometric functions;through questionnaires and interviews,to understand the teaching status of trigonometric functions;according to the guidance of ideas,combined with the combing of the knowledge of trigonometric functions,First determined the originality of the trigonometric function;then put forward an effective teaching strategy based on the concept,select the "concept of trigonometric function","induction formula","sine function,cosine function image" three class hours as Specific research cases are used for teaching design;finally,the teaching practice is implemented with the "concept of trigonometric function" lesson,through classroom observation and analysis and after-class tracking,to verify the effectiveness of the original problem-driven classroom teaching.The main conclusions of this article are as follows: First,the current situation of trigonometric function teaching is as follows: students' understanding of the essence of trigonometric function concepts is superficial and not proficient in formulas;teachers' awareness of the originality of trigonometric functions driving classroom teaching is shallow.Teaching is difficult to reflect the integrity.Second,the teaching strategies of original problem-driven classrooms include:(1)tracing the source and extracting the original problem;(2)in-depth layer by layer,creating driving problems;(3)ingeniously setting the situation,Stimulate learning motivation;(4)follow benevolence and temptation to develop thinking patterns;(5)explore cooperation and focus on key issues;(6)speculative analysis to acquire authentic mathematics;(7)integrate and apply new knowledge;(8)transfer variants,Improve problem-solving ability;(9)Communication and induction,unit cognitive construction.Third,the teaching concept of original problem-driven classroom helps students to look at trigonometric functions from a functional point of view,and develop the follow-up study of trigonometric functions from the perspective of function research.Teaching,to promote students' understanding of the nature of knowledge,improve thinking and learning ability,and optimize classroom teaching.