Research On Diagnosis Teaching Practice Of Trigonometric Function In The First Round Review

In the existing research of mathematical diagnostic teaching,the design of teaching objectives is carried out along the "three-dimensional objectives",and the design of teaching content mainly focuses on three aspects: value orientation,basic structure and appropriateness.In the new teaching,this is reasonable,but in the first round review,it is not enough.In the first round review,if the teacher regards the teaching objectives and contents of the whole module as a simple accumulation of that in the previous new teaching,then such review is not different from "frying cold rice".The study uses the method of literature analysis to sort out the related research of diagnostic teaching,mathematics review teaching in senior three and trigonometric function teaching,and puts forward the focus elements and diagnostic criteria of diagnostic teaching of the first round of trigonometric function review.The focus elements of the goal are:(1)Based on the requirements of the curriculum standard,lay a solid foundation.(2)Build internal and external links,accumulate strength and make a thorough understanding.(3)Grasp mathematical thinking,implement learning for practical use.(4)Pay attention to mathematics learning reflection,cultivate innovative consciousness and develop innovative thinking.The focus elements of the content are:(1)Based on the curriculum standard,dig the teaching materials deeply,and be good at borrowing the review guidance books.(2)Analyze the internal structure,"link the pearl river to form a line",and then "weave the line into a net".(3)Based on the learning situation,refine the problem group,guide the reflection,and implement the general solution method.(4)Take the trigonometric function as the main body,expand outward,and focus on the examination of intersection knowledge.The diagnostic criteria of objectives and contents are based on their respective concerned elements,which are shown in table 4-1 and table 4-2.The practice of this study follows the diagnosis and response before,during and after class.(1)The objects of pre-class diagnosis include students,teachers and teaching materials.Based on pre-class diagnosis,teachers make a preliminary plan for the teaching of trigonometric function review.(2)The main carrier of diagnosis in class is students' classroom reflection,after class Q & A and homework reflection.Based on the above carrier,teachers make timely response according to the diagnosis results——set question groups from a more detailed perspective,guide reflection and reveal the essence.(3)After class diagnosis has the characteristics of double subjects according to the statistics of the students' answers and the analysis of the draft of the paper,the teachers can understand the students' current knowledge;the students can make self diagnosis with the help of the two-way list.The diagnosis and timely remedy of the two subjects will help to improve the efficiency of the review.In teaching practice,students generally feel "novelty" in the part of "building internal and external connection" of trigonometric function.Therefore,in the process of explaining basic knowledge in class,students are more focused.But there are still some students who are not suitable for this kind of explanation.Consequently,the author thinks that if the teachers of grade one and grade two in senior high school can guide the students to actively construct the internal knowledge connection of the unit after the whole unit teaching,and establish the external connection between the unit knowledge and other relevant knowledge that they have learned,then this kind of practice will not make the students feel abrupt in the first round review.