An Investigation On The Present Learning Situation Of "Solving Triangles" In Senior High School Students

In the process of solving the triangle,one should not only be familiar with the knowledge content of the theorems,namely,the law of sine and the law of cosine,but also be familiar with the application of many previous knowledge.At the same time,one should have a higher mathematical ability of operation and solution,reasoning,data processing,application consciousness,combination of numbers and shapes.In recent years,the college entrance examination papers related to "solving the triangle" are mainly examined by comprehensive questions,which require relatively high comprehensive level and ability of students.Students’ answers to such questions are not optimistic,indicating that high school students have some difficulties in learning "solving the triangle".Therefore,this study studies the current situation of senior high school students’ learning of "solving triangle" and the factors that affect their learning of "solving triangle",and puts forward several countermeasures.This study selected the two middle school in longnan city,gansu province and Y(S)of 436 high school students as the research object,using the literature research,test method and questionnaire investigation to the situation of learning of high school students "triangle" solution and investigate the influencing factors,and use the EXCEL and SPSS23.0 software on the questionnaire and test data processing and analysis,some research conclusions.According to test results found that the school high school students "solving triangle" the overall achievement general,test score is 59.72 points,did not achieve the pass mark,by the students in different levels(Y major work class,regular class in the Y,S middle school students)in the test scores of descriptive statistics to see that the existence of significant differences between various levels,poor is 41.4;It is found that there is a great difference in the overall level of learning in the four dimensions of "using sine to understand triangles","using cosine to understand triangles","using sine and cosine to understand triangles" and "the application of solving triangles and examples of practical problems".There are obvious differences in learning dimensions among students of different levels,arts and sciences.The study status of "solution triangle" is as follows:(1)there are some problems in the understanding and application of sinusoidal theorem;(2)there are some problems in the understanding and application of cosine theorem;(3)there are problems in choosing the law of sine and the law of cosine properly;(4)arithmetic error;(5)can not skillfully use other knowledge;(6)unable to connect practical problems with theory;(7)can not excavate the implicit conditions,narrow the range of answers;(8)can not correctly use the combination of numbers and forms of thinking methods.Through students’ questionnaire,it is found that students’ basic knowledge,mathematical ability,learning attitude,learning habit,learning interest,energy investment in the learning process,learning environment and teachers’ teaching all have influences on students’ learning of "solving triangle".However,students themselves are the main factors affecting the content of "solving triangle",which are shown as:(1)lack of knowledge reserve needed for "solving triangle";(2)weak mathematical ability;(3)encounter learning problems,thinking,energy investment is insufficient;(4)weak learning initiative;(5)lack of interest in learning mathematics;(6)too rigid,not flexible application;(7)the psychological quality is not strong.Based on the above analysis,the author puts forward workable teaching countermeasures from four aspects: first,let students have a sense of participation,create a good learning atmosphere,and improve students’ learning interest in "solving the triangle";Second,strengthen the teaching of "solving triangle" knowledge,pay attention to the generation of knowledge,the review of old knowledge and the establishment of the framework system between knowledge points;The third is to cultivate students’ mathematical ability.The teaching starts with carrying out targeted exercises,creating inquiry-based teaching situations,summarizing problem-solving skills,skillfully using the combination of numbers and shapes,and introducing practical problems with examples.Fourthly,we should pay attention to the teaching feedback of "solving triangle" and standardize students’ learning habits.