Exploration Of Trigonometric Function Teaching In The Context Of Core Literacy

In 2022,the college entrance examination in Shanxi will be used as the national B-test.On February 23,2022,an education work conference was held in Shanxi Province,which decided to implement the reform of college entrance examination starting from the freshmen of senior high school who will be enrolled in the autumn of 2022,and choose the "3+1+2" model.The new college entrance examination is bound to face new challenges.The new college entrance examination evaluation system emphasizes the requirements of "one core","four layers" and "four wings".The mathematical core literacy of "four layers" mainly includes the cultivation of students’ six abilities of mathematical abstraction,data analysis,logical reasoning,intuitive imagination,mathematical modeling and mathematical operation.How to better reflect the core quality of mathematics in the new curriculum standard is a very concerned problem for teachers.As one of the important contents of college entrance examination,trigonometric function has been concerned by students and teachers.Trigonometric functions not only test students’ understanding and application of basic concepts and formulas,but also test students’ mathematical operation,logical reasoning ability and mathematical thoughts and methods such as combination of number and form,transformation and reduction.Its wide application makes it closely related to algebra and geometry.However,it is found from the current practice in and out of class and at ordinary times that students still have some defects in their mastery of trigonometric functions.This result has many factors,which are closely related to the teaching methods of teachers in the teaching process and the learning methods of students.In the current context of developing students’ mathematics core literacy,every teacher is faced with the challenge of how to implement mathematics core literacy in the classroomFirst of all,through the analysis of trigonometric functions in the national papers(national A paper,national B paper,new curriculum standard Ⅰ paper,new curriculum standard Ⅱ paper,national Ⅰ paper,national Ⅱ paper,national Ⅲ paper),the following conclusions are drawn,and strive to lead the teaching direction with real questions.Secondly,this paper mainly uses literature method,survey method,statistical method and other research methods.First,based on the background of core literacy,the author first analyzes the content of the textbook of trigonometric functions and studies the corresponding core literacy of each part of the knowledge points in this chapter.Second,the current situation of students learning trigonometric functions is investigated,and a questionnaire is issued to study and analyze the core quality of mathematics that students lack when learning trigonometric functions.It is found that students’ core literacy is weak when they do trigonometric function image and properties,trigonometric function application and other content.Thirdly,the author conducts a survey on core literacy of teachers in the school where the author works,mainly from four parts:teachers’ understanding of core literacy,teachers’ implementation of core literacy in teaching,understanding of students’ lack of core literacy and cognition of core literacy on students’ learning ability.Through the above investigation and analysis,the importance of implementing core literacy in teaching is further determined.Then,based on the previous research,with core literacy as the basic orientation,put forward the basic strategies to cultivate students’ core literacy.Finally,according to the above strategies,the teaching design of a part of trigonometric function is constructed,so that theoretical knowledge can be applied to practice,and the core quality of mathematics can be truly implemented into the classroom.Learning strategies and other aspects of some suggestions,so that better students...