高中生三角函数学习障碍的调查研究

发布时间：2018-04-05 07:39

本文选题：高中生　切入点：三角函数　出处：《赣南师范学院》2015年硕士论文

【摘要】：三角函数是高中数学中很重要的一部分内容,作为基本初等函数的模型,也是高考考察的重点环节。三角函数因内容较多,公式的逻辑关系较强,公式变化的形式多样,一直是高中生不能全面掌握的重要知识。为了了解高中生三角函数学习的具体学习障碍,有效地提高教学效率,在本研究中选取本校高三年级六个班级(三文三理)的学生,采用了问卷调查、试卷测查、学生访谈和教师访谈等研究方法,围绕以下几个问题开展研究:1、心理因素(或者说学习态度)、学习方法、学习能力、以及教师因素等对学生学习效果的影响有多大?学生在这些方面都有哪些表现?2、学生感觉三角函数难学,具体在哪些知识点上困难?作为三角函数学习的元认知过程中,学生都容易出现哪些知识的理解偏差?在实际的教学中,教师和学生该怎样克服三角函数学习障碍?研究发现:1、学生在三角函数学习中存在心理上的畏惧,学习的兴趣不高,学习的自信心不强,一旦碰到三角函数公式运用困难,就会退却下来,没有解决问题,迎难直上的精神。2、学生运算能力和联想能力欠缺,不能很好的把握从角、函数名、函数公式的结构三个角度去分析问题,观察力和分析力不足,不能正确的理解和记忆公式,在灵活运用公式上比较欠缺。3、学习方法上不注意审题,面对较多的三角函数公式,大部分学生停留在凭印象机械套用公式,缺少对公式功能的分析,缺少题后反思,平时学习不注意归纳总结。4、教师在三角函数公式推导和运用时,讲解过快,没有很好的结合学生的学习认知规律。教师高高在上,教学进度不符合学情,不能很好的把握教材编写意图。课堂教学气氛不活跃,学生难以亲近,同时,专题指导效果不佳,就题讲题,缺少思想方法的渗透。基于以上研究结论,提出研究的建议:学法改进上,建议学生培养学习的兴趣和学习的自主能力,构建完整的知识结构;教法改进上,建议教师适当进行分层教学,注重知识概念的理解,有效的开展专题辅导。
[Abstract]:Trigonometric function is an important part of mathematics in senior high school. As a model of basic elementary function, trigonometric function is also the key link of college entrance examination.Trigonometric function is an important knowledge that high school students can not master all the time because of more contents, stronger logical relation of formula and various forms of formula change.In order to understand the specific learning obstacles of high school students' trigonometric function learning and improve the teaching efficiency effectively, in this study, we selected the students of six classes (three words and three principles) in the third grade of our school, adopted the questionnaire survey, the examination paper examination.The research methods of student interview and teacher interview focus on the following questions: 1. How much do psychological factors (or learning attitude, learning methods, learning ability, and teachers' factors) affect students' learning effect?Students in these areas have what performance 2, students feel that trigonometric functions are difficult to learn, specifically in what knowledge points are difficult?As a trigonometric function of learning the metacognition process, students are prone to what knowledge understanding deviation?In practical teaching, how should teachers and students overcome the obstacles of trigonometric function learning?The study found that in the study of trigonometric function, the students had psychological fear, their interest in learning was not high, and their self-confidence in learning was not strong. Once they encountered difficulties in applying the trigonometric function formula, they would retreat without solving the problem.The spirit of facing difficulties. 2. The students lack the ability of calculating and associating, they can not grasp the problem from three angles of angle, function name and structure of function formula, the observation and analysis are insufficient, and they can not correctly understand and memorize the formula.In the flexible use of formula is lack of. 3, learning methods do not pay attention to the examination of the problem, faced with more trigonometric function formulas, most students stay on the impression of mechanical formula, lack of analysis of the function of the formula, lack of reflection after the problem,Usually learning does not pay attention to summing up. 4, teachers in the trigonometric function formula derivation and application, explain too fast, not a good combination of students' learning cognitive law.Teachers are high, teaching progress is not in line with the situation, can not grasp the intention of textbook compilation.Classroom teaching atmosphere is not active, students are difficult to get close, at the same time, the effect of topic guidance is not good.Based on the above conclusions, some suggestions are put forward: to improve the learning method, to cultivate students' interest in learning and their autonomous learning ability, to construct a complete knowledge structure, to improve the teaching method, and to suggest that teachers should properly carry out layered teaching.Pay attention to the understanding of the concept of knowledge, effective development of thematic counseling.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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