An Investigation On The Obstacles Of Senior High School Students In Learning Trigonometric Functions

Trigonometric function plays a significant part in high school mathematics,which is not only closely related to algebra and geometry,but an important bridge between elementary mathematics and advanced mathematics.In teaching practice,it has been found that most high school students have learning disabilities in learning trigonometric functions.In order to understand the specific obstacles of high school students’ learning trigonometric functions and effectively improve teaching efficiency,students from four classes of Senior 2 of a middle school in Anshun City,Guizhou Province were selected,and literature analysis method,survey research method and interview method were used to carry out the research to approach the following problems:(1)What are the obstacles in learning trigonometric functions for high school students?(2)What are the related factors that hinder high school students in learning trigonometric functions?(3)What are the teaching strategies for overcoming the obstacles in learning trigonometric functions for high school students?It is found that the obstacles to high school students’ learning trigonometry mainly include the following four aspects:(1)Learning emotions.Students’ learning mentality is unstable,they have low interest and self-confidence in learning,and they are lacking in active thinking consciousness.(2)Learning methods.They fail to pay attention to the topic,preview and summarize learning contents in time,and take the initiative to build a knowledge system,and they apply the formula mechanically.(3)Learning contents.Students are unable to use formula skillfully and flexibly,they are of weak arithmetic literacy,they can understand what the teacher says but they fail to attack problems on their own,they have difficulty in understanding images,properties as well as topics,and the function of trigonometric function is not well understood.(4)Learning environment.Learning atmosphere affects students’ learning enthusiasm,they are more willing to accept external encouragement,and a good example can stimulate their learning motivation.(5)In addition,most students’ thinking level is at the level of multipoint structure and relevance structure.There is little gender difference in learning disabilities and a negative correlation between learning basis and learning disability.And the learning disability of liberal arts students is higher than that of science students.Based on the above research results,the corresponding teaching strategies are put forward.In students’ emotion,attention is paid to emotional communication so as to cultivate students’ learning interest,and enhance their learning confidence.In terms of learning methods,it is of necessity to plan learning time,make students learn to ask questions and build a learning mind map.As for teaching contents,the teaching of mathematical principles,the cultivation of the idea of combining numbers and shapes,and the introduction of Polya’s problem-solving idea are highlighted.With regard to the learning environment,a class culture with a strong learning atmosphere is established and the role of example is valued.Finally,a teaching case is designed as a reference.It is hoped that these studies can provide some references for front-line teachers and follow-up readers.