The overall goal of the new curriculum standard requires: learn to cooperate with people, and be able to communicate with people about the process and results of thinking, clearly explain their own views and make sense, and use mathematical language to discuss and ask questions logically in the process of communicating with people. The standard has different requirements for mathematical languages in different fields. In class, we find that some students want to speak but can't, some students dare not speak, and some don't speak at all. The use and expression of students' mathematical language is still far from the requirements of the Standard.
Based on the above situation, the author analyzes the reasons, and holds that: ① Mathematics classroom teaching is limited by the traditional educational tendency of "focusing only on results, ignoring process" and "only knowing how to do without dictation", and is infringed by exam-oriented education, which makes students lack opportunities for language practice, thus restricting the display of students' thinking. (2) Teachers don't know enough about the function of mathematical language and neglect the cultivation of students' mathematical language, which leads to the inaccuracy, nonstandard and imprecision of students' mathematical language and hinders the development of students' thinking. (3) Limited by the number of classes, there are too many students, some introverted students want to talk but can't speak clearly, and some good students often have no patience to listen. Over time, these students can't express mathematical language accurately and standard. ④ Students' own reasons are mainly influenced by non-intelligence factors.
To sum up, in today's primary school mathematics classroom teaching, it is imperative to strengthen the cultivation of students' mathematical language ability.
First, teachers' accurate and standardized mathematical language has a subtle influence on students.
Teachers' words and deeds have a subtle influence on students, so we should cultivate students' mathematical language expression ability, standardize teachers' language and set an example for students. Mathematics teachers should accurately describe concepts, laws and terms, and don't let students have doubts and misunderstandings. To this end, teachers should do the following two things: First, they should have a thorough understanding of the essence of concepts and the meaning of terms. For example, if we confuse "divide" with "divide", "number" with "number", and "number" with "number", we violate the law of identity. Some teachers instruct students to draw pictures, saying that "these two straight lines are not parallel enough" and "this right angle is not drawn at 90", which violates the law of contradiction. However, languages such as "the figure composed of three sides is a triangle" and "leap year is a multiple of 4 in the Gregorian calendar year" lack accuracy. Second, it must be explained in scientific terms. For example, we can't say "vertical line" as "vertical downward line" or "simplest fraction" as "simplest fraction". In addition to accuracy, rigidity should also have normative requirements. For example, speak clearly, read sentences clearly, and insist on using Mandarin. Conciseness means that the teaching language should be clean, important words should not be lengthy, focus on the key points, be simple and targeted; According to the age characteristics of primary school students, say what they are easy to accept and understand; Be accurate, don't beat around the bush, and deliver more information in a shorter time.
Second, let students train their mathematical language expression ability in oral expression.
In order to train all students' mathematical language, teachers can flexibly use the training mode of "deskmate communication, group discussion, classroom evaluation and student summary", and implement the teaching idea of "language training as the main line and thinking training as the main body" in classroom teaching, so that students at different levels can have something to say, stimulate students' enthusiasm for speaking and improve their speaking ability in positive evaluation.
1. deskmate communication
It is very convenient to communicate at the same table, and it is also a good way to let students express their opinions and cultivate their language ability in classroom teaching. Especially in the new teaching, students have mastered certain methods, which need to be summarized in time. Mutual communication between deskmates can help students master ideas, draw inferences from others and use them flexibly. Students with learning difficulties in the class can also learn to describe and answer correctly step by step under the guidance of their deskmates.
2. Group discussion
Group discussion is a common way in class. Select team leader, recorder, etc. In each group. When there are difficulties in learning, students can be invited to discuss in groups, and representatives can communicate after the discussion. By doing so, every student has the opportunity to speak and listen to others. Have the opportunity to express their views in front of several people and the whole class. In order to express the opinions of the group, students think, listen and organize more actively, and use old and new knowledge flexibly, so that they are fully excited about active learning, and at the same time increase the classroom density and get twice the result with half the effort.
3. Classroom evaluation
After the group discussion, the students' enthusiasm for learning was high, and the teachers also took advantage of the situation to organize the whole class evaluation, which once again provided students with opportunities to exchange information and study together, so that the information channels were fully unblocked, the students' language expression was gradually improved, and their thinking was sublimated. When evaluating the whole class, one group or one person will speak and report first, and other groups will make comments and supplements. When necessary, there will be discussions and debates among groups. Finally, teachers and students sum up knowledge together to form * * * knowledge.
4. Student summary
Summary is an important part of classroom teaching. By summing up, students' comprehensive generalization ability can be improved and the main points of this lesson can be clearly recalled. Although the expression ability of primary school students is limited, it can be correctly summarized as long as it is correctly guided. When I sum up in class, I often ask my students, "What have you gained in this class?" After sorting out the memories, the students raised their hands to speak one after another, and even the students who are usually quiet and some underachievers are very active. Although some students are concise, they have grasped the key points of this lesson, which not only deepened their understanding of knowledge, but also developed their learning ability. Moreover, regular and purposeful classroom summary can improve students' logical thinking ability such as analysis, generalization and classification, and achieve the goal of intelligent progress and comprehensive education.
Various forms of training, so that every student has the opportunity to speak, at the same time, students speak their own ideas, there will be a sense of pleasure, but also the need for self-expression and self-realization
Third, develop the mathematical language expression ability of different disciplines.
Whether the mathematical language is complete, accurate, concise and organized depends to a great extent on the training focus of teachers of different classes. Therefore, in the process of classroom teaching, we should not only pay attention to the cultivation of students' oral English in each link, but also focus on the cultivation of students' oral English in different classrooms.
(1) Pay attention to let students tell the essence in concept teaching.
Speaking training in concept teaching is a bridge from intuitive knowledge to rational knowledge. Therefore, in concept teaching, teachers should pay attention to let students describe the essence of concepts, so that students can not only say specific contents such as definitions, theorems, formulas, laws and properties in their own language, but also say the key words of concepts. For approximate concepts, ask students to tell their similarities, internal relations and confusion.
(2) Pay attention to let students tell the reasons in calculation teaching.
In computing teaching, strengthening computing teaching and paying attention to the process of speaking can not only help students consolidate the computing methods they have learned, but also cultivate their thinking and expression skills. In computing teaching, teachers should let students talk about arithmetic and operation order, and introduce their own algorithms and the reasons for optimization. At the same time, let students tell the reasons for the calculation errors and their own opinions, so that students' observation, attention and thinking ability can also develop simultaneously.
(3) Pay attention to let students speak freely in the teaching of applied problems.
In the teaching of practical problems, let students analyze and reason methodically and reasonably, express their ideas through oral problem-solving ideas, and fill in quantitative relations. And carry out mathematical language training. In class, what students say can not only arouse students' learning enthusiasm, but also enable teachers to get feedback information in time and understand students' mastery of knowledge.
(4) Pay attention to let students tell their own characteristics in geometry teaching.
The teaching of geometric shapes can cultivate students' spatial concept and develop their oral expression ability. Therefore, in the teaching of geometric figures, through discussion and communication, let students talk about their characteristics and their connection with life; We also attach importance to the participation of students in the process of formula derivation. Through practical operation and oral formula derivation, students can combine the acquisition of knowledge with the development of mathematical language, stimulate students' desire to explore space, seize the opportunity and develop their oral ability.
Fourthly, enrich the mathematical language in students' mathematical reading.
Mathematical language is highly abstract, and mathematical reading requires strong logical thinking ability. Only by learning relevant mathematical terms and symbols and correctly analyzing logical relations according to mathematical principles can we really understand books. At the same time, mathematics has its accuracy, every mathematical concept, symbol and term has its precise meaning, there are no ambiguous or ambiguous words, and the conclusion is obviously wrong. Therefore, math reading needs careful thinking, but also hard thinking. In order to really learn mathematics well, implement the goal of mathematics quality education, and make mathematics no longer difficult to learn, we must attach importance to mathematics reading. This is actually a very simple truth-people who read more books have better oral expression ability and composition level than those who read less, and at the same time, they can truly achieve the "double-qualified" teaching thought with students as the main body and teachers as the leading factor.
Fifth, in students' "writing", strengthen the mathematical language.
Language is a tool of thinking. Pay attention to students' mathematical language training, and also cultivate students' written expression ability. In teaching, students can be trained in mathematical language by compiling practical problems and writing math diary, which not only improves their mathematical language expression ability, but also helps them understand the structural characteristics of practical problems. By keeping a diary about mathematics, students can sum up what they have learned in mathematics and write down their feelings, attitudes, difficulties or interests like talking to themselves. Teachers can learn more about students through math diary. Because mathematical language is abstract, an accurate understanding of mathematical language can only be gradually formed in the process of continuous application. Therefore, in the process of writing, there may be some phenomena such as imprecise language, improper words and circuitous ideas. At this time, teachers should patiently guide students to make them gradually transition from daring to write, from vague understanding and children's natural language to standardized and accurate mathematical language writing.
In short, the cultivation and improvement of students' mathematical language expression ability is not a one-off event, but a gradual and subtle process. In actual teaching, teachers must delve into teaching materials, actively demonstrate and guide, provide students with opportunities to learn and use mathematical language, develop students' mathematical thinking and improve their language application ability. Language has always been an indispensable "excellent example of human wisdom" in human society, which has the potential to enhance memory and the ability to explain concepts. Mathematical language is a scientific language, which refers to the expression of mathematical concepts, formulas, formulas, arithmetic rules, rules, problem-solving ideas and derivation processes. Mathematical language has the characteristics of accuracy, abstraction, conciseness and symbolism. Its accuracy can cultivate students' honesty and integrity, its abstraction is conducive to cultivating students' ability to reveal the essence of things, and its conciseness and symbolism can help students better summarize the laws of things and help them think.
The overall goal of the new curriculum standard requires: learn to cooperate with people, and be able to communicate with people about the process and results of thinking, clearly explain their own views and make sense, and use mathematical language to discuss and ask questions logically in the process of communicating with people. The standard has different requirements for mathematical languages in different fields. In class, we find that some students want to speak but can't, some students dare not speak, and some don't speak at all. The use and expression of students' mathematical language is still far from the requirements of the Standard.
Based on the above situation, the author analyzes the reasons, and holds that: ① Mathematics classroom teaching is limited by the traditional educational tendency of "focusing only on results, ignoring process" and "only knowing how to do without dictation", and is infringed by exam-oriented education, which makes students lack opportunities for language practice, thus restricting the display of students' thinking. (2) Teachers don't know enough about the function of mathematical language and neglect the cultivation of students' mathematical language, which leads to the inaccuracy, nonstandard and imprecision of students' mathematical language and hinders the development of students' thinking. (3) Limited by the number of classes, there are too many students, some introverted students want to talk but can't speak clearly, and some good students often have no patience to listen. Over time, these students can't express mathematical language accurately and standard. ④ Students' own reasons are mainly influenced by non-intelligence factors.