Research On Learning Obstacles And Countermeasures Of Trigonometric Function For Senior High School Students

As one of the basic elementary functions in high school mathematics,high school trigonometric function has the characteristics that other basic elementary functions do not have:Taking angle as independent variable,periodicity,etc.,which not only connects algebra and geometry,but also links higher mathematics and elementary mathematics,and is also one of the important models of mathematical modeling.Trigonometric functions have different applications in physics,astronomy and mathematical analysis.The importance and practicality of trigonometric function in senior high school make it the focus of mathematics teaching in senior high school.In high school mathematics learning.trigonometric function content carries many functions:first,learning the periodicity of function.Trigonometric function,as a typical periodic function,is very reasonable after the monotonicity and parity of function 2、The expansion of acute angle trigonometric function in junior middle school mathematics Junior high school mathematics learned acute trigonometric function,and senior high school learning trigonometric function reflected the spiral rise of knowledge.3、The formula in trigonometric function lays a foundation for learning advanced mathematics after entering a university.Because the content of trigonometric function in senior high school is so important,it is particularly necessary to cultivate mathematical ability in trigonometric function teaching.However,in the process of high school teaching,many students are afraid of the content of trigonometric function,and the learning situation is not optimistic.Even after the completion of the first year of senior high school,the students can not flexibly use the knowledge and skills of trigonometric function in the second year of senior high school.and the teachers feel powerless in teaching.There are many trigonometric function formulas,many memory contents,and many formulas are highly similar.Students are easy to fall into the strange circle of rote learning but often making mistakes.The purpose of this paper is to collect the students’ learning obstacles in trigonometric function learning,analyze the attribution of learning obstacles,and finally give the corresponding teaching strategies.According to the teacher interview,the reasons for the students’ learning disabilities are as follows:1.The lesson preparation is not meticulous enough.Some teachers have full confidence in their own teaching because of their rich experience,so they just follow the book in class.2.They did not pay attention to the teaching materials,fully believed in the courseware of teaching auxiliary materials,ignored the contents of the teaching materials,and did not complete the teaching according to the requirements of the textbooks.3.Ignore the basic construction of students,and go straight to new knowledge in the new course.4.Ignoring the cognitive law,teaching and learning are divorced.The way to solve students’ problems is simple and rough.Teachers’ lectures in class and students’ knowledge listening are in a state of separation.5.The explanation of problem-solving thinking is single,and the formation process of thinking is not presented.It is concluded from the test paper that the learning obstacles of students’ learning trigonometric functions are:1.Unclear understanding of concepts;2.The expression of angle range is not skilled,and the conversion from graph to numerical value is not coherent;3.Insufficient absorption of classroom explanations and students’ poor grasp of basic concepts and definitions are largely due to the implementation of classroom knowledge.4.Mathematical reading comprehension disorder.The conditions of the questions in the test questions can not be interpreted and can not be transformed into usable conditions.After reading the questions,there is no idea;5.Lack of mastery of mathematical thinking methods;6.Problem solving thinking,the establishment of model computing system is not mature and complete;7.Dysmnesia of image formula;8.Obstacles to mathematical calculation.Combined with the students’ mistakes in learning trigonometric functions and their causes,this paper puts forward several suggestions for teaching:1.Study the mathematics textbooks for junior and senior high schools to have a preliminary psychological construction for the students’ foundation;2.Based on the new curriculum standard,improve the quality and efficiency of problem-solving teaching;3.Study teaching materials repeatedly and give full play to the basic role of teaching materials;4.Fully study the new textbooks under the new curriculum standards;5.Set up the mathematical thinking frame of students’ model and procedure;6.Set up students’ mathematical confidence and eliminate mathematical anxiety step by step.Finally,the teaching strategies summarized by myself are tested in actual teaching.The experimental verification shows that the teaching strategies proposed in this paper are effective.