Research On The Application Of Polliat’s Problem-solving Theory In The Teaching Of Trigonometric Function Exercises

As a basic elementary function,trigonometric function is the required content of the college entrance examination,which can cultivate students’ learning ability and learning thinking.The questions are changeable and flexible,and students will feel confused in the process of solving problems.In order to exercise students’ thinking ability and better improve the teaching effect,the teachers will teach exercises to help students grasp knowledge better eliminate confusion and deepen cognition.This paper is guided by Polya’s theory of problem solving,combined with the problems existing in the exercise teaching,and combined with the contents of trigonometric function chapters.This paper makes theoretical research and practical exploration on the application of Polya’s problem-solving theory in the teaching of trigonometric function exercises through literature research,questionnaire survey,experiment and other research methods.First of all,it introduces the research background,problems of this paper,and summarizes the relevant concepts of exercise teaching at home and abroad,the relevant content of trigonometric function,and the relevant research of Polya’s problem-solving theory through the literature research method to form the theoretical research basis of this paper.First of all,it introduces the research background and problems of this paper,and summarizes the relevant concepts of exercise teaching at home and abroad,the relevant content of trigonometric function,and the relevant research of Polya’s problem-solving theory through the literature research method to form the theoretical research basis of this paper.Secondly,to understand the learning and teaching situation of the trigonometric function chapter in senior high school.Through a questionnaire survey of 220 senior high school students,we have learned about the students’ learning interests,understanding the topic,making a plan,implementing a plan,reviewing and reflecting,and learning situation of the mathematical exercise class.At the same time,in order to understand the teaching situation of the trigonometric function and the mathematics teachers’ understanding of Polya’s problem solving theory,we interviewed 14 senior high school mathematics teachers.Thirdly,according to the problems in teaching,combined with the teaching content of trigonometric function,and under the guidance of Polya’s problem solving theory,the teaching strategy of trigonometric function exercise class is designed.(1)Teachers should lead students to understand the topic first,mark key information,and explore hidden conditions;(2)Establish the relationship between the known quantity and the unknown quantity,and construct the problem solving plan;(3)When implementing the problem-solving plan,the answers should be based and self-monitoring ability should be strengthened;(4)After completing the topic,review and reflect in time.Finally,apply the teaching strategy of trigonometric function exercises to the actual classroom teaching,set up the experimental group and the control group to carry out the teaching experiment,carry out the pre-test before the experiment,and carry out the post-test after reviewing the contents of trigonometric function,and carry out statistical analysis of the results of the two groups of students,combined with the classroom performance and homework situation,draw the conclusion that the Polya problem solving theory can promote the trigonometric function teaching.Through the application of Polya’s problem-solving theory in the teaching of trigonometric function exercises,we can find that in the classroom,students’ participation is increased,they are better at solving various mathematical problems,and they have a deeper understanding of knowledge;After class,They are better at summarizing,thinking constantly and drawing inferences from one instance;Students’ concentration is enhanced,logical thinking is clear,and they can quickly find the key to solving problems.Students are more interested in mathematics.