Investigation On The Cognitive Level Of "The Solution Of The Triangle" Of High School Students

As an organic part of trigonometry,solving triangles is used as an instrumental application in multiple disciplines and fields,and is closely related to human life.Solving triangles in high school mathematics appears as a separate chapter,which plays a role in the knowledge system and plays an important role in high school mathematics learning and college entrance examinations,but the scores of students are not satisfactory.So,what is the cognitive level of high school students in solving triangles?To this end,a survey was conducted on the cognitive level of high school students in solving triangles.This research selects 260 students from the non-graduating class of three schools as the research objects.It uses the test survey method,questionnaire survey method,interview method,etc.,based on SOLO classification and evaluation theory,mathematics learning classification view and four basic theory as the theoretical basis.The conclusions of the study are as follows:(1)The cognitive level of high school students in solving triangles is at the R level on average,and the R1 level accounts for the highest proportion of the R level.On the whole,the cognition level score of the law of sines dimension is the highest,mainly concentrated at the R2 level;in the comprehensive application dimension,the practical application cognition level score is the lowest,mainly concentrated at the M level.(2)There is a statistically significant difference in the overall triangle-solving cognitive level of all high school students in the school and gender dimensions,and girls are better than boys;specifically,there is not a significant difference between any two schools Differences,not every school has significant differences in gender.There are also differences in class type dimensions,but there are not differences between any two types of classes.In general,key classes are better than characteristic classes,and characteristic classes are better than ordinary classes.(3)The main problem that students have in solving the problems of the triangle chapter is the imperfect knowledge system,which is manifested in the ignorance of the hidden condition "big side to big angle" application,vector angle judgment,basic formula memory errors such as area formula,The basic concepts such as the number product formula and the direction angle involved in the actual application are not well understood,and the solution method is single.the students' perception and perception of their own knowledge level are consistent with the actual whole.Based on the problems reflected in the survey,some teaching suggestions are put forward from the teacher's perspective:(1)Implement the four basics,with particular emphasis on the implementation of basic knowledge;(2)Focus on theoretical study and renewal of ideas;(3)Focus on cultivating students' good study habits.