Research On The Evaluation Of Senior High School Students' Academic Achievement In Algebra Formula Learning ——Take The Induction Formula Of Trigonometric Function As An Example

Algebraic formula plays an important role in high school mathematics learning,but the domestic research on mathematical formula mostly focuses on the macro level,and the quantitative analysis of formula learning is less.Based on the framework of concept understanding evaluation by Lesh?Landau,the author establishes an academic achievement evaluation model of algebra formula learning for senior high school students from the three dimensions of formula understanding,connection and application.The specific problems are as follows:1.How do high school students master trigonometric function induction formula(including understanding,connection and application)?2.How relevant are the relevant situations of senior high school students in learning trigonometric function induction formula?3.What are the obstacles and causes of high school students' learning of trigonometric function induction formula?The author takes 204 senior one students in a high school in Y City as the survey object,and issues test papers to evaluate their mastery of trigonometric function induction formula,then analyzes their formula learning obstacles and causes through interviews,and thinks about and puts forward methods to help students improve formula learning efficiencyThrough the sorting and analysis of the test paper and interview results,the author draws the following conclusions:1.From the overall results,students' mastery of trigonometric function induction formula is not ideal,the phenomenon of score polarization is obvious,and the average score rate is low The mastery level under different dimensions is unbalanced,in which the students' understanding of formula is close to the learning level under the application dimension,while the connection level of formula is quite different,which is a major weakness of students From the specific performance of different dimensions:under the understanding dimension,students perform best in formula memorization,.but lack the ability of derivation,and most students' understanding is at a relatively vague level in mathematical thinking methods;Under the connection dimension,the overall performance of students is poor,and there are great differences among different students' levels;In the application dimension,students' performance in the application of formula mathematics is obviously better than that in the practical application of formula,but their score is low in the subjects with strong comprehensiveness2.By analyzing the correlation of high school students' learning of trigonometric induction formula,it is found that gender factors have a significant impact on their performance in the dimension.of understanding,and girls' performance is better than boys' performance;Then we study the correlation between the examination results and the final results,and find that there is a significant relationship between the understanding,application and total results and the final results;Finally,when studying the correlation between the scores of different dimensions,it is found that there is a moderate correlation between the dimensions of understanding and application;There is weak correlation between understanding and connection,and between connection and application3.According to the results of survey and interview,the main learning obstacles of students in learning the induced formula of trigonometric function are as follows:? confusion in formula memorization;? The formula derivation ability is generally low;? Vague understanding of mathematical thought and method;? There are difficulties in conceptual connection;? Lack of ideas in comprehensive topics and poor mathematical modeling ability The causes of obstacles are mainly attributed to the following points:? the mechanization of students' memorization of formulas;? the students' understanding of relevant concepts is not in place;? Teachers' teaching methods are backward and the arrangement of classroom time is unreasonable;?Teachers' infiltration of mathematical thinking and methods is not enough;? Teachers do not pay enough attention to the correlation between new and old knowledge in teaching...