First of all, teachers should use standardized mathematical language to influence students.
Everything a teacher says and does is an immeasurable intangible teaching material. The language of a math teacher should be an example for students. Because students are highly imitative, teachers' mathematical language directly affects students' mathematical language.
For example, in the teaching process, students always write 2 1, 22, 23 when they are in their twenties. After understanding, it is found that the reason why children read like this is because parents don't have correct reading methods in their daily lives, give their children preschool education, and let them develop incorrect reading methods, in order to let them correct the wrong reading methods. I let my children study in their thirties, forties and fifties ... let them find out how to read by themselves, and then go back and let them read in their twenties, so that they can read more accurately. When students learn to say a correct and complete sentence and master the simplest and most basic way of thinking, they can further learn to say a few coherent words and express their thoughts in an orderly way. Therefore, we should start from scratch and standardize the use of mathematical language.
Second, teachers train students to speak in the right way.
The demonstration of teachers and teaching materials is the way for students to master mathematical language. Primary school students have two weaknesses in expressing mathematical ideas: First, they are not good at using mathematical terms correctly. Second, I'm not good at reasoning. In teaching, teachers should give full play to the exemplary role of scientific, logical and rigorous mathematical language, and strive to make the language visual and interesting. Try to avoid such habitual questions as "how about this", "right", "good" and "do you agree", and put an end to the language environment in which students say half a sentence or simply answer with one or two words: good, bad, yes, no, right and wrong.
Secondly, it is also an important means to cultivate students' mathematical language ability to let students read textbooks purposefully and systematically. For example, in the first grade math class "Rectangle and Square", the textbook vividly describes these two kinds of figures. As for what is a rectangle and a square, it is up to the teacher to guide students to understand and communicate while reading, and then form the correct representation of rectangles and squares.
Taking the training of looking at pictures and speaking in junior middle school teaching as an example, I gave some guidance to students: 1. Learn to look at pictures first. Ask the students to look at the pictures in an all-round way, see them clearly and briefly say what is in the pictures, and how many kinds are there. 2. Think hard and understand the meaning. Ask students to analyze and dictate the contents of the pictures on the basis of looking at them, and make clear the quantitative relationship in the pictures. 3. Play association and let the students connect what they see. 4. Open your mouth and let the students elaborate in their own words as much as possible. At this time, the coherence of language needs targeted training.
Third, cultivate students to develop good speaking habits.
1. Make the classroom more harmonious and let students dare to speak.
In classroom teaching, our most common phenomenon is that some students have nothing to say because of insufficient preparation, and some students are criticized by teachers and laughed at by classmates for fear of poor or incomplete answers. These factors hinder the normal development of students' language expression ability. In teaching, teachers put down their airs and no longer pretend to be authoritative, making students feel that teachers are their friends, and they can say anything in front of friends. Students naturally feel free and dare to speak their minds.
When students take the initiative to speak, the teacher must respond to each student's answer, give encouragement and help to students who can't speak well, and let them be full of confidence, not afraid of making mistakes and express boldly. When students can't speak, speak incompletely, make mistakes or have original opinions, teachers should give encouragement and active guidance without stint. In such an environment, students gradually form a good and healthy communicative psychology, which provides a reliable guarantee for the cultivation of language expression ability.
2. Ask students to speak correctly, perfectly, accurately and concisely.
Mathematics is a rigorous subject, and sometimes the meaning of a word difference is completely different. Teachers should correct it in time so that students can form good habits.
3. Speak well-founded, coherent and fluent.
When students answer, teachers should ask more "why", which can not only cultivate students' good speaking habits, but also cultivate students' integrity and logic of thinking.
In a word, students' language expression process reflects students' thinking process, and strengthening students' language training in math class can improve students' logic, flexibility and accuracy of thinking. Therefore, as a teacher, we should pay attention to asking students "What do you think?" "Can you tell us all this?" "Can we share your thoughts together?" And other issues, we should seize the opportunity to provide students with language expression, and use various methods to cultivate students' language expression ability and application ability, so that students can form a good habit of using mathematical language scientifically.