Research On Teaching Trigonometric Functions In Senior High School Based On The Perspective Of Knowledge Construction

As one of the basic elementary functions,trigonometric function has not only the general properties of functions but also its own characteristics,which contains profound mathematical thoughts.However,in actual teaching,some teachers skip the process of knowledge generation and thinking formation,leading to the fragmentation of trigonometric function teaching.Students still stay at the level of mechanically reciting formulas,weak knowledge construction ability,and need to improve their autonomy and critical learning.On the basis of clarifying the research background and determining the research question,this paper takes trigonometric function as the carrier,adopts the literature analysis method and the content analysis method,and obtains the characteristics and theoretical analysis of the knowledge construction of trigonometric function in senior high school,including four aspects: characteristics,approaches,mechanisms and influencing factors.Through interviews and classroom observation,the current situation of trigonometry teaching in senior high school is investigated,and the teaching methods,teaching concepts,knowledge construction,use of mind maps and evaluation methods of interviewed mathematics teachers are deeply understood,so as to provide practical reference for the subsequent proposal of teaching strategies to promote knowledge construction.The group experiment method was adopted to carry out the teaching practice of trigonometry,and two parallel classes were taken as the teaching practice objects.Three types of classes,concept class,exercise class and review class,were selected for specific teaching implementation,and the difference analysis was made on the math scores of the two classes before and after testing.In summary,based on the above theoretical basis and practical investigation,this paper puts forward teaching strategies to promote the construction of trigonometric function knowledge for senior high school students,and divides the strategy system into five parts according to the logical sequence of senior high school mathematics teaching.First,master the foundation of students’ trigonometric function construction,which can be divided into two aspects: understanding students’ cognitive thinking characteristics and trigonometric function knowledge foundation.Secondly,the reasonable creation of the problem situation,stimulate the construction motivation,including the creation of problems from the reality of life and other disciplines,the introduction of mathematical culture and intuitive mathematical language situation four aspects;Third,guide students to construct independently.The strategies include six aspects: leave students time to explore,attach importance to the construction of knowledge community,encourage students to think critically,attach importance to the cultivation of transfer ability,make good use of mind mapping,and use holistic teaching method.Fourth,cultivate problem awareness,divided into classroom and outside the classroom two kinds of situations;Fifth,update the evaluation method,pay attention to the process of evaluation,train students to form the consciousness of reflection.