【摘要】：三角是高中數(shù)學(xué)的重要內(nèi)容,富含深刻的數(shù)學(xué)思想,是研究和解決數(shù)學(xué)問題的重要工具.通過分析教材內(nèi)容發(fā)現(xiàn):高中三角不僅內(nèi)容較多、概念較抽象、公式繁多,而且課時(shí)較少,因此三角內(nèi)容也是學(xué)生學(xué)習(xí)的難點(diǎn).為了探討并優(yōu)化高中三角的學(xué)法和教法,解決高中生三角學(xué)習(xí)困難和教師教學(xué)困難的問題,提高學(xué)習(xí)效率和教學(xué)效率,幫助教師更好地實(shí)現(xiàn)教學(xué)目標(biāo),讓學(xué)生在三角學(xué)習(xí)中夯實(shí)雙基,發(fā)展能力.用自編的“高中三角學(xué)習(xí)情況調(diào)查問卷”,對(duì)學(xué)生學(xué)習(xí)高中三角的情況進(jìn)行了調(diào)查并作了分析.調(diào)查發(fā)現(xiàn),影響學(xué)生三角學(xué)習(xí)的因素有客觀因素和主觀因素.其中客觀因素包括三角內(nèi)容較多,概念較抽象學(xué)生難以理解,三角恒等變換難度大學(xué)生難以掌握,教學(xué)課時(shí)較少等;主觀因素包括學(xué)習(xí)興趣、學(xué)習(xí)情感、學(xué)習(xí)意志.還采用其他學(xué)者編制的“關(guān)于高中教師三角教學(xué)基本情況及教學(xué)態(tài)度的調(diào)查問卷”,對(duì)教師的教學(xué)進(jìn)行調(diào)查,并作了分析,結(jié)果發(fā)現(xiàn)教師的教學(xué)態(tài)度及教學(xué)方式都對(duì)學(xué)生的學(xué)習(xí)效果有影響.針對(duì)學(xué)生學(xué)習(xí)三角困難的原因,提出以下教學(xué)建議:(1)重視培養(yǎng)學(xué)生濃厚的學(xué)習(xí)興趣、積極主動(dòng)的學(xué)習(xí)情感、克服學(xué)習(xí)困難的堅(jiān)強(qiáng)意志等非智力因素;(2)加強(qiáng)學(xué)習(xí)方法的指導(dǎo);(3)新課教學(xué)應(yīng)充分展示知識(shí)的生成過程;(4)三角恒等變換教學(xué)應(yīng)重視公式的活學(xué)活用;(5)教學(xué)過程中應(yīng)該讓學(xué)生體會(huì)到豐富的數(shù)學(xué)思想.
[Abstract]:Triangle is an important content of high school mathematics, rich in profound mathematical ideas, and an important tool to study and solve mathematical problems. By analyzing the content of the textbook, it is found that the triangle in senior high school is not only more in content, abstract in concept, various in formula, but also less in class time, so the triangular content is also a difficult point for students to learn. In order to discuss and optimize the learning method and teaching method of high school triangle, to solve the problems of high school students' triangle learning difficulties and teachers' teaching difficulties, to improve the learning efficiency and teaching efficiency, and to help teachers achieve their teaching goals better. Let students in triangulation learning tamp double base, develop ability. This paper investigates and analyzes the situation of students' learning triangle in senior high school by using the questionnaire of triangle learning in senior high school. The investigation shows that there are objective and subjective factors that affect students' triangular learning. Among them, the objective factors include more triangular content, more abstract concepts, difficult for students to master the transformation of triangle identity, less teaching time, and so on; subjective factors include learning interest, learning emotion, learning will. Using the questionnaire on the basic situation and attitude of Senior Middle School Teachers' Triangle Teaching, which was compiled by other scholars, the author also investigated the teachers' teaching and made an analysis. The results show that teachers' teaching attitude and teaching methods have an effect on students' learning. In view of the reasons of students' learning triangulation difficulties, the following teaching suggestions are put forward: (1) pay attention to cultivating students' strong learning interest and actively learning emotion, Non-intelligence factors such as strong will to overcome learning difficulties; (2) strengthening the guidance of learning methods; (3) the process of knowledge generation should be fully demonstrated in the teaching of new courses; (4) the teaching of triangular identity transformation should attach importance to the active use of formulas; (5) in the course of teaching, it is necessary to pay attention to the active use of formulas. Students should be made aware of the rich mathematical ideas.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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