Research On The Current Situation Of Trigonometric Function Learning And Teaching Strategies For Senior High School Students Under The New Textbooks

Function is the soul of high school mathematics,in which trigonometric function is one of the important basic elementary functions.For senior high school students,trigonometric function is a rare function of periodic change law,and it is a function of many to one correspondence that they began to contact in the first year of senior high school.Many domestic scholars have studied the teaching of trigonometric functions and the current situation of students’ learning trigonometric functions,which indicates the importance of trigonometric functions.However,with the reformation of education,mathematics teaching materials have also changed,teaching content,teaching methods also have many differences.What are the differences between the new and old textbooks? How about senior high school students’ trigonometric function learning in the context of the new textbook? The domestic research on the new textbooks is just starting,The current situation of trigonometry students in the new textbook is rarely studied.In order to understand the current situation of students’ trigonometric function learning and the research on teaching strategies in the context of the new textbook,this thesis takes six classes of the 10 th Middle School in Hefei as well as mathematics teachers in the first year of senior high school as the research objects,and uses questionnaires,face-to-face interviews,and literature analysis to deeply investigate the current situation of students’ trigonometric function learning in senior high school and teachers’ teaching experience and suggestions.In the research,I mainly rely on questionnaires,literature analysis methods,analysis,summary and collection of information.First of all,the author read the trigonometric function in Chapter V of Mathematics Compulsory Volume I of Senior High School Textbooks and the triangle solution in Chapter VI of Mathematics Compulsory Volume II of Senior High School Textbooks published by the People’s Education Press in 2019.And the chapter of trigonometric function in 2004,which is the compulsory part of the standard experimental textbook for mathematics curriculum in senior high schools,found that its knowledge content,number of exercises,and teaching methods have changed a lot.In response to these changes,the author conducted face-to-face interviews with teachers.At the same time,the author designed two paper questionnaires according to the content of trigonometric function,classified the current situation of students’ trigonometric function learning,analyzed the obstacles of students’ learning trigonometric function,and then gave a teaching case of trigonometric function.According to the analysis,we found that there are four problems in our teaching and learning: first,in the aspect of students’ knowledge: students do not grasp the basic knowledge of trigonometric functions firmly,are not skilled in some problem-solving skills,and lack flexibility in doing problems;Secondly,in terms of students’ ability: students’ ability to examine questions needs to be improved,their computing ability needs to be strengthened,and their thinking is not rigorous in the process of doing questions;Thirdly,students’ emotion;Students have strong utilitarianism to learn trigonometric functions.At the same time,they have many psychological obstacles,such as fear of difficulty,anxiety,inferiority,weak willpower,etc;Finally,in terms of teaching: some teachers still follow the traditional teaching,and do not know enough about students,focusing on results rather than processes.According to the problems reflected in the trigonometric function questionnaire for senior one students in Hefei No.10 Middle School,we put forward the following suggestions for frontline students and mathematics teachers: first,students’ knowledge level: students are recommended to improve classroom efficiency,timely summarize the knowledge content of chapters,pay attention to learning methods,and lay a solid foundation of trigonometric function knowledge;Secondly,students’ ability and emotion: take good notes in class,learn to ask questions,correct wrong questions,pay attention to summary,preview in advance,and actively participate in the class;Thirdly,teachers’ teaching level: take new textbooks as the benchmark,study more new textbooks,use large unit teaching design,and pay attention to knowledge systematic teaching;Fourthly,teachers’ emotional ability: teachers should communicate with students in time to overcome students’ emotional barriers.Properly cultivate students’ ability to solve problems and calculate,and pay attention to the cultivation and development of students’ mathematical moral education and intellectual education.