Research On The Causes Of Learning Difficulties And Teaching Strategies Of Trigonometric Functions For High School Student

As a bridge between geometry and algebra,trigonometric function has good properties and is widely used in the field of mathematics and other fields.In high school,it is a function of the main line of very important content,with the function of the top and bottom,is an effective extension and extension of the trigonometric functions of the junior high school stage,and sets and other functions have a close relationship with the content.The chapter of trigonometric functions involves more concepts,formulas,properties,requiring students to have solid basic knowledge and strong knowledge understanding,in the actual teaching process will find that there are various obstacles to the learning of trigonometric functions,these learning obstacles not only hinder the acquisition of trigonometric functions knowledge,but also affect the learning of subsequent knowledge and future development of students.To this end,this paper investigates and studies the current situation of trigonometric functions learning of senior students,and analyzes the types and causes of trigonometric functions learning obstacles.This paper summarizes the classification of learning obstacles based on the review of relevant literature;takes 309 students in six classes of senior high school in a middle school in Bishan District,Chongqing and their mathematics teachers as the research objects,investigates the current situation of students’ learning trigonometric functions by means of questionnaires,and analyzes the types of obstacles and factors affecting students’ learning trigonometric functions;supplements the analysis results of questionnaires by interviews with teachers,and analyzes the types and causes of learning obstacles of trigonometric functions from multiple angles and levels.In the questionnaire survey and teacher interviews,the following three types of obstacles were found in the learning of trigonometric functions of senior students: cognitive obstacles,problem solving strategy obstacles and emotional obstacles.For the above barrier types,the author analyzed the attribution from students’ cognition,problem solving strategies and non-intellectual factors:(1)senior students’ cognitive structure is not perfect,and there are problems in understanding the knowledge itself;(2)senior students’ application of knowledge is not flexible,and problem solving strategies are insufficient;(3)senior students’ interest in learning trigonometric functions is not high,and their self-efficacy is low.Finally,based on the analysis of learning barriers and attributions,corresponding teaching strategies are proposed in three dimensions: cognitive,problem solving strategies and non-intellectual factors.