Research On Trigonometric Function Teaching Practice In Senior High School Based On Cooperative Learning

The current era is an era of cooperation,and cooperative learning is increasingly integrated with elementary and middle school teaching.Compared with other learning methods,cooperative learning has the functions of promoting communication and enhancing learning enthusiasm.In the senior high school,the trigonometric function chapter has many concepts,formulas can be derived from each other,the image transformation is flexible,and the problem-solving methods of this chapter are diverse and the application forms are flexible.Although many first-line mathematics teachers in high schools apply cooperative learning to trigonometric function teaching,a large number of practical surveys show that cooperative learning is not practically applied,and cooperative learning has not played its due effect.This thesis first collects relevant literature on cooperative learning and trigonometric functions,conducts an integrated analysis of the data,understands the research status,finds the theoretical basis and operating procedures of cooperative learning,etc.,and determines the research framework of this thesis.Then conducted a questionnaire survey in the High School Attached to Shan Dong Normal University to understand the current situation of high school students' cooperative learning trigonometric function teaching,find out the problems,and propose corresponding suggestions based on the actual teaching situation,so as to provide a theoretical basis for future research on cooperative learning trigonometric functions and provide effective teaching implementation suggestions,so this paper not only enriches the theory of trigonometric function teaching,but also promotes the practice of cooperative learning trigonometric function teaching.In the High School Attached to Shan Dong Normal University,we investigated the teaching status of high school students' cooperative learning of trigonometric functions,understood the actual teaching status and problems,found the influencing factors of teachers and students,and developed a questionnaire accordingly.A survey was conducted on high school second-year students,and the questionnaire data was statistically analyzed to find problems in the process of cooperative learning of trigonometric functions,and to further communicate with some teachers and students to analyze the underlying causes of the problems.Through the survey,it is found that there are certain problems at both the student and teacher levels.At the student level,one is that students lack the enthusiasm for group cooperation and are unwilling to participate in group discussions,and the opportunities for group members to participate are unequal;the other is that students do not master cooperation methods,the cooperative learning process is disorderly,students lack the corresponding cooperative skills,and the efficiency of cooperative learning is low.At the teacher level,the first is that the number of group cooperation is small,and the group cooperation is just a formality;the second is that the teacher does not participate in the cooperation process and the help and guidance to the students are insufficient;the third is that the teacher does not properly group the cooperation group,often grouping in the nearest group,without considering in terms of the differences of students in all aspects,the level of the study group is uneven;fourth,the teacher's evaluation method is single,ignoring the role of other subjects,and evaluation only emphasizes results and neglects process.In response to the analysis of the problems,two solutions are proposed accordingly.At the student level,one is to strengthen students' awareness of cooperation and enhance their enthusiasm for cooperation;the other is to teach cooperative learning methods and cultivate cooperative skills.At the teacher level,the first is to strengthen the application of cooperative teaching and select appropriate content;the second is to participate in student group discussions to jointly generate teaching content;the third is to set up cooperative groups reasonably to achieve integrated teaching goals;the fourth is to establish a multi-evaluation mechanism to promote the participation of multiple subjects evaluation;Fifth,make rational use of network resources and expand cooperative learning techniques.According to theoretical and practical investigation and research,the teaching strategy of the above cooperative learning trigonometric function is obtained,and finally a teaching case of the cooperative learning induction formula is given as a reference.