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有关三角函数符号討論及选取工作,学生开始接触是在“根据同角三角函数关系,由已知角的某三角函数值求其它各三角函数值”的問題里;而系統地、全面地接触是在学习加法定理的一章中。在加法定理中,有关三角函数符号的討論的教学,可以培养学生全面地思考問題能力,灵活地运用公式处理問題的方法。可是有关三角函数符号的討論工作,在現行高中三角課本中没有得到較詳地阐述,因此学生对这方面的問題常常掌握得不够好,并且往往随之产生畏惧心理,以至较严重地影响到进一步学习。为此,笔者根据自己的教学体会,对有关符号討論和选取工作以及处理方法提出一些拙見,供同志們参考,不妥之处尚希指責。
Regarding the discussion and selection of the trigonometric function symbols, the student begins to contact the question “based on the trigonometric function of the same angle, from the value of some trigonometric function of the known angle to find the value of each other trigonometric function”; and the systematic and comprehensive contact is In the chapter on learning the addition theorem. In the addition theorem, the teaching of the discussion of the symbols of the trigonometric function can cultivate students’ ability to think comprehensively and use the formulae to deal with problems flexibly. However, the discussion on the symbols of the trigonometric functions has not been elaborated in the current high school triangle textbooks. Therefore, students often do not have good enough understanding of the problems in this area, and they often have fears and even more serious impacts. Learn. For this reason, according to my own teaching experience, the author put forward some glimpses of discussion and selection of relevant symbols and handling methods for the reference of comrades.