Research On The Development Of Senior High School Students’ Trigonometry Learning Level Under SOLO Classification Theory

This thesis takes SOLO classification theory as the theoretical basis,and combines the secondary index of Wang Guangming’s mathematical literacy level division to construct a trigonometric learning level division hierarchy.Through the study of curriculum standards and textbooks and the trend of propositions in the college entrance examination in recent years,the test paper is designed from the five dimensions of the concept of trigonometric functions,the basic relationship of homogonal trigonometric functions,the induction formula,the image properties of trigonometric functions,and the comprehensive application of trigonometric functions,and the evaluation criteria of the test paper are formulated according to the trigonometric learning level division hierarchy.Then,we distribute the test papers to 200 senior one students and200 senior three students who were randomly selected,and according to the answers of the stude nts’test papers,we explored the trigonometric learning level of senior students of different grades,the following conclusions were obtained:(i)The learning level of trigonometric functions of senior three students in all dimensions was generally higher than that of senior students,among which the learning level of image properties of trigonometric functions was the most obvious,and the difference in learning level of induced formula was the smallest.(ii)The learning level of the concept of trigonometric functions,the basis relationship of homogonal trigonometric functions and the induction formula of the first year of high school students was better,but the image properties of trigonometric functions and the comprehensive application learning level of trigonometric functions were slightly biased;The four dimensions of the definition of trigonometric functions,the basis relationship of homogonal trigonometric functions,the induction formula and the image properties of trigonometric functions were all good,and only the comprehensive application learning level of trigonometric functions was slightly deviated.According to the results of the test paper review,an interview outline was developed,and the first year students,senior three students and teachers were interviewed,and the factors affecting the trigonometric learning level of high school students and the reasons for the difference in trigonometric learning level between high school students and senior three students were analyzed.The main factors affecting the learning level of trigonometric functions of high school students include students’ low interest in learning,single and boring form of teachers’ classes,unclear basic concepts,poor understanding of essential concepts and unskilled mathematical thinking methods,failure to form a knowledge network system,solidification of problem-solving thinking and lack of reflective thinking.The reasons for the difference in trigonometric learning level between senior one students and senior three students are mainly the maturity of mathematical ideas of senior three students,the improvement of mathematical ability of senior three students,the improvement of the knowledge system of senior three students,and the influence of knowledge transfer.Finally,corresponding strategies are proposed for teacher teaching and student learning.Teachers’ teaching strategies include the following seven points: pay attention to stimulate students’ interest in learning and build students’ confidence in learning;Use modern information technology and attach importance to the dynamic generation of knowledge;creating problem situations and enhancing conceptual teaching;Infiltrate mathematical thinking methods and improve students’ core mathematical literacy;Attach importance to holistic teaching and clarify the intersection of knowledge;Strengthen the guidance of mathematical learning methods and improve the level of mathematical thinking;Optimize evaluation methods and adopt multiple evaluations.Student learning strategies include the following four points: learn to learn and develop good study habits;Learn to migrate,drawing inferences from one example;Enhance reflective awareness and strengthen metacognitive monitoring;Clarify the context of knowledge and integrate the knowledge system.