Kind and touching language can best keep students' positive and comfortable learning mood, and can best mobilize students' enthusiasm, thus generating power that cannot be underestimated. When students answer questions, they use "You answered very well", "You are no worse than others" and "You may have forgotten to review before class". If you read it before class, I believe you can answer it. " Doing so encourages more and blames less; More positive guidance, less training with a straight face, so that students have confidence, enthusiasm and enthusiasm for learning, and let them "trust their teachers." For example, when I was teaching "Green Space" in the first semester of senior one, I showed the topic "Bus Station No.89". I asked: What did you see? What story can you make up? Where's the formula? Most students replied, "There were four children, and then four more came. How many children are there now? " The formula is: 4+4=8. "Is there anything else?" I asked again. "It doesn't matter if the answer is wrong." At this time, a child who is not good at verbal expression raised his small hand and told a different story and formula: three children are eating ice cream, and five children don't eat ice cream. How many children are there? The formula is 3+5=8. At that time, I gave positive praise, enthusiastic encouragement and extra points to this group. At the same time, I suggest that the child observes carefully and answers well. The teacher also found some stories and formulas. Can you find them? In a word, it immediately aroused the students' interest. They had a heated discussion and raised their hands to speak enthusiastically, adding points to the group and winning glory for the group. The atmosphere of the class reached a climax. It takes a process for primary school students to develop study habits, and good study habits can only be gradually formed under the patient guidance of teachers. When teaching the topic of "Bus Station No.89", I created a harmonious, pleasant and relaxed teaching atmosphere, stimulated students to speak, and gave appropriate praise to students who raised their hands to speak, no matter how they spoke. In particular, a student who is not good at verbal expression at ordinary times should be actively praised and warmly encouraged, so that students can develop the habit of wanting to speak and dare to speak. At the same time, it cultivates students' ability to observe and solve practical problems carefully, and also cultivates students' spirit of active exploration.
Second, give methods to make students speak.
When training students to "speak", I am not afraid to let students speak freely, which will lead to trouble. You can't accept everything you say. I give full play to the leading role, guide students appropriately, and train them to "speak" completely to avoid repetition. In order to make students speak completely, give students enough time to think, let students speak quietly while thinking, adjust their thinking by speaking, and promote their thinking by speaking. In the process of "speaking", let the students say whatever they say. If students have difficulty in speaking independently, they should be inspired and instructed to follow suit and represent the theory, or let them speak after designing some questions to reduce the difficulty of speaking.
For example, when I teach the teaching content of "times", in order to let students know and understand the concept of times. I start from the perspective of the combination of language and thinking.
The first stage rowing chart adopts the following method: "There are three yellow boats, two green boats, and the number of green boats is twice that of yellow boats."
"There are three yellow boats and three red boats. The number of red boats is three times that of yellow boats." Follow the teacher first, and then students with strong oral English will lead students with poor oral English.
In the second part, the representative theory method is adopted in the rotating cup diagram: "There are four people in the green cup, three people in the red cup, and the number of people in the red cup is four times that in the green cup". There are four people in each cup, so there are five, and the total number of people in the cup is five times that of four, which makes the language expression very imitative.
The third part adopts the method of combining hands and brains: two people cooperate to talk about the relationship between time, which consolidates the concept of time and expands students' thinking. Multiplication is one of the important meanings of multiplication. Let students talk more about their own thinking process, on the one hand, help students understand and consolidate the concept of multiplication, and the most important thing is to improve their oral expression ability. At the same time, student representatives are selected to speak in group discussion, and then students are allowed to speak alone, softly, freely or at the same table and in groups to encourage all students to participate in learning.
Third, with the help of hands-on operation, the mathematical problems are expressed in an orderly way.
After hands-on operation and brain thinking, students initially obtain the formal representation of perception. However, the math activity is not over. With the help of students' hands-on operation and brain thinking, guide students to express the process of operation and thinking in language in time and strengthen the thinking in images caused by operation. But we should not stop there. We should continue to let students speak freely and summarize formulas or laws in concise language. For example, taking 9 plus several as an example, when students put 9+2 by adding 10 and can dictate the operation process of 9+2, they continue to ask: What should we think if there is no real thing? Enlighten students to say, "First, think of 9 plus several to get 10, 9 plus 1 to get 10, and then divide 2 into 1 and 1, 9 plus 1 to get 10 and/kloc." And in the next few examples, Lenovo example 1 hierarchical operation integrates operation, thinking and language expression, thus abstractly summarizing the "add up to ten" oral calculation method of 9 plus several, thus completing the teaching task of 9 plus several. This promotes the integrity, orderliness and agility of language and thinking, and develops students' oral expression ability and thinking ability of mathematical language.
In short, in classroom teaching activities, students' oral expression is an important source for teachers to obtain teaching feedback information, and it is also the main basis for teachers to adjust teaching strategies. By cultivating students' mathematics language, we can optimize the classroom teaching mode, give full play to students' initiative, enhance students' awareness of participation, communication and cooperation, stimulate students' learning enthusiasm and improve classroom teaching effect.