Analysis Of "Trigonometric Functions" In The Mathematics Test Paper Of The College Entrance Examination Based On The Comprehensive Difficulty Model

The new curriculum reform is in full swing.In the 2019 series of general high school mathematics textbooks,the trigonometric function has undergone relatively big changes.As the final assessment method of the college entrance examination,what will be the change in the difficulty of the trigonometric function questions in the corresponding high examination paper?In order to measure this problem,this paper uses the comprehensive difficulty coefficient model modified by Wu Xiaopeng’s team to conduct question statistics and calculate the difficulty coefficients for the I,II and III volumes of the new curriculum standard（science）from the aspects of background factors,calculation level,reasoning ability,knowledge content,thinking direction,and cognitive level,and plot the corresponding chart。The relevant data are analyzed by means of literature analysis method and comparative analysis,and finally the relevant characteristics of the difficulty of trigonometric function test questions in recent years are obtained according to data analysis:In the high examination paper,the background and operation of trigonometric function questions tend to be symbolized,the knowledge content tends to be comprehensive,the reasoning ability tends to be complex,the cognitive and thinking factors are stable,and the difficulty structure as a whole is similar.Predict that the difficulty of the trigonometric function questions in the new course paper will remain high in the next few years.In order to better solve the trigonom etric function problem,in order to closely follow the changes in educational goals,promote the development of students’ mathematical core literacy,and effectively improve the college entrance examination scores.In view of the above charact eristics,teachers should pay attention to the cultivation of computing ability in the teaching process to help students improve their symbolic transformation ability;pay attention to reasoning ability training to help students develop high-order thinking;carry out teaching from the perspective of large units to lead students to form metacognition in the way of brain maps;pay attention to the integrated teaching of unit knowledge to help students grasp the relevance of knowledge;rationally arrange afterschool homework to comprehensively improve students’ ability to solve trigonometric function test questions.