1. With the curriculum reform, the teaching mode has also changed. "Independent inquiry, cooperation and communication, hands-on operation" has been tried in our class. "In mathematics teaching, we should give full play to students' subjective initiative and enhance students' awareness of participation, communication and cooperation", and we are also striving to achieve it. Then in the process of realizing this reform, language, as the ideological carrier of students' participation, communication and cooperation, is even more important. Mathematical language is a tool for students to learn mathematics and the best carrier of mathematical thinking. It emphasizes accuracy, standardization and rigor. For younger pupils with little knowledge of mathematics, it is difficult to ask them to master the language that we think is relatively "standard" and very "mathematical", and there is often a phenomenon of soliloquy in mathematics class. Therefore, we must strive to cultivate and improve the expression ability of primary school students' mathematical language.
2. The new curriculum concept puts forward that "effective mathematics learning activities can not only rely on imitation and memory, but also hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics", and puts forward that "teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematics activities, and help them truly understand and master basic mathematics knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, and gain rich experience in mathematics activities". However, there are often some uncoordinated situations in our classroom implementation: after careful thinking, students can only make an answer to the question, but they can't write the problem-solving process clearly; When communicating with classmates and teachers, students often just answer dryly with one or two words, words or formulas, which lacks the minimum integrity and the coherence and accuracy of the content. Therefore, there is still a phenomenon that teachers summarize mathematical activities for students.
3. Judging from the changes of the primary school mathematics textbook (People's Education Edition) currently used in our school, students' learning content is constantly emerging in the form of various mathematical activities. Teachers are constantly required to cultivate students' ability to express problems and communicate in mathematical language, thus forming the consciousness of using mathematics. Encourage students to participate in mathematics activities, think and explore in the activities, communicate with teachers and classmates, and finally form knowledge. But for a long time, the teaching of mathematical language has not been paid enough attention in our school.
Many teachers have a one-sided understanding of the teaching position of mathematical language expression, and think that language expression teaching should be attached to literacy, reading and writing teaching.
, did not attract attention from the ideological. Therefore, in the classroom of our majority of math teachers, there is still a phenomenon that students' written expression is emphasized and students' oral expression is ignored, which leads to students' learning difficulties because they have not passed the language barrier. Students with low level of mathematical language have poor sensitivity to mathematical language information in class, and the conversion between languages is not smooth, and their thinking is slow, so it is difficult to accept and deal with mathematical knowledge. When most classes in our school cooperate and communicate, only a few students compete to speak, and the vast majority of students become "machines" that only listen but don't talk. Even if forced to speak, they hesitated. When expressing opinions, the language is verbose and the words are unclear, and some simply stand and don't talk. This is a common phenomenon in teaching. Many math teachers talk too much in classroom teaching, and students have little chance to speak, and some even "cram", turning the "bilateral activities" of classroom teaching into "one-way activities". Teaching practice shows that students with low mathematical language level have poor mathematical understanding ability, so that there are many obstacles in solving mathematical problems with the growth of grade. Therefore, the development of mathematical thinking is inseparable from the synchronous development of mathematical language.
4. One of the important tasks of primary school mathematics teaching is to cultivate and develop students' thinking ability. Language is the "shell" of thinking, and thinking is the "inner shell" of language. Therefore, the cultivation of students' thinking ability and mathematical language expression ability must be carried out simultaneously.
5. With the development of society, the progress of science and technology and the "mathematicization of society", social people who don't have the ability of mathematical language have obviously exposed their shortcomings, such as being unable to explain the instructions of some products by mathematical methods and analyze objective things by statistical charts. These phenomena show that the language expression ability required by modern and future society is no longer just the language expression ability of pure Chinese, but the language expression ability based on Chinese, including foreign language expression ability and mathematics. Therefore, in today's relatively neglected education, it is more and more important to cultivate primary school students' mathematical language expression ability.
"Mathematics is the gymnastics of thinking, and language is the shell of thinking."
"Say" itself is the further processing of thinking. Cultivating students' various mathematical abilities and improving the effectiveness of mathematics classroom can not be separated from the cultivation of mathematical language expression ability.
Third, the theoretical basis of the research.
1. From the perspective of innovative education theory, cultivating students' mathematical language can create an authoritative, democratic and free environment and provide opportunities for students' innovative learning. Only by cultivating students' mathematical language can we change the teaching method of centralized teaching, stimulate students' enthusiasm and interest in learning, enhance their innovative spirit and improve their innovative ability.
2. From the perspective of people's all-round development.
The fundamental purpose of education is to promote the development of students. The purpose of development should focus on the generation of subjectivity and the development of potential, cultivate students' mathematical language expression ability, reflect the all-round and individual development for all students, and also provide opportunities for each student to participate, so that they can fully develop in participation.
3. Bruner, an American educational psychologist and educator, pointed out: "Once children can internalize language as a cognitive tool, they can show their experiences and laws in a more effective and flexible way than before, and carry out systematic transformation." Therefore, cultivating students' mathematical language expression ability can not only internalize knowledge, but also promote the development of thinking.
4. Language is not only a tool for thinking, but also a tool for internal intellectual activities. Students must master knowledge through language. According to the former Soviet psychologist Gary Peilin's theory of intelligence formation, the development of intelligence should go through the stages of activity orientation, materialization, external silent speech and internal language. Piaget, a famous psychologist, clearly pointed out that language is an accelerator of intellectual development.
5. American linguist bloomfield said, "Mathematics is only the highest level that a language can reach." Ignoring the teaching of mathematical language is tantamount to buying gifts and returning pearls.
Fourth, the definition of the topic
Because our school implements the two-part system of one school, the research group of this topic is located in the north campus, which is one high school and one small department, so the "primary school students" in the topic refer to middle and high school students. "Mathematical language" is a special language, which is different from the general language used in our daily life, but it exists in our real life. It is a scientific language composed of mathematical symbols, mathematical terms and reformed natural language. It can be roughly divided into three categories: written language, symbolic language and graphic language.
"Expressive ability" means that students can transform life language, written language and mathematical language into each other, express their thinking process clearly and methodically, and learn to cooperate and communicate with others. "Cultivating primary school students' mathematical language expression ability" refers to cultivating students' mathematical language ability in mathematics classroom teaching of middle and senior grades in primary schools, so that students can understand mathematical language, express their thinking process clearly and methodically in mathematical language, learn to use mathematical language correctly for mathematics learning, learn to simply express their mathematical thoughts in mathematical language, and communicate appropriately in mathematics, and on this basis, let students have something to say, have confidence, learn to speak and like to speak.
The goal and content of verb (the abbreviation of verb) research.
Research objectives:
1. Through investigation and study, find out the main reasons that affect the students' oral expression ability of mathematical language in our school, and make corresponding countermeasures.
2. Through training and exploration, students can speak mathematical language accurately, concisely and methodically. Promote the development of integrity, orderliness and agility of language and thinking, and develop students' oral expression ability and thinking ability of mathematical language.
3. By cultivating students' mathematical language, the classroom teaching mode is optimized, students' subjective initiative is fully exerted, students' awareness of participation, communication and cooperation is enhanced, students' learning enthusiasm is stimulated, and classroom teaching effect is improved.
4. Make teachers form a correct teaching concept, get rid of outdated teaching concepts, enhance the consciousness of teaching reform, truly embody the spirit of "new curriculum standard" and continuously improve the quality of classroom teaching.
Main contents:
1. Research on the present situation of primary school students' mathematical language expression ability.
The Curriculum Standard for Primary Mathematics emphasizes that learning should proceed from students' reality, and students' existing knowledge, ability, emotion, attitude and values will affect their subsequent learning. Therefore, investigating and analyzing students' original situation is the basis of our research. We can conduct regular surveys and discussions between students and teachers, analyze the factors that affect students' mathematical expression ability, and formulate corresponding countermeasures.
2. Research on training primary school students to improve their mathematical language expression ability.
① Pass
Mathematics reading makes students feel accurate mathematics language. Paying attention to mathematics reading and enriching mathematics language system is of great practical educational significance for improving mathematics language level. Few primary school students can consciously read extracurricular books, and there are even fewer books related to mathematics. It is difficult for students to enrich and improve their own mathematical language system only by listening to the teacher in class. This requires teachers' conscious guidance to help students develop good reading habits. Only by reading and communicating in the standard mathematical language of books can we standardize our own mathematical language, exercise our ability of understanding and expressing mathematical language and improve our level of mathematical language.
② Make students form accurate mathematical language in teachers' subtle influence. The language of a math teacher should be an example for students. Teachers' language strives to use words accurately, concisely, clearly, coherently and logically. We should constantly improve teachers' own language literacy, and have a good influence on the formation of students' initial logical thinking ability through teachers' language demonstration role.
③ Cultivate students' mathematical language through hands-on practice. When instructing students to operate hands-on, students should organically combine hands-on operation, brain understanding and language expression, describe the operation process in an orderly way with mathematical language, and express the thinking process of acquiring knowledge, so as to deepen their understanding of knowledge.
(4) Guided by life experience, promote students to change from life language to mathematics language. In the process of cultivating mathematical language, we should pay attention to the translation between life language and mathematical language. The language of life is familiar to students, and what it expresses is friendly and easy for students to understand. Any language learning must take the language of life as the interpretation system. The same is true of mathematical languages. Through the mutual translation between the two languages, the abstract mathematical language can be used for reference in real life, so that it can be thoroughly understood and used freely.
⑤ Take various forms to develop students' mathematical language. Through various forms of training, such as group discussion, deskmate communication and students' summary, every student has the opportunity to speak. At the same time, students will have a pleasant feeling when they speak their minds, which is also the need of self-expression and self-worth.
Sixth, the research method of the subject.
(1) investigation and research method: under the guidance of scientific methodology and educational theory, investigation and research method is a research method that uses scientific methods such as questionnaire, interview and measurement to collect information about educational problems or educational conditions purposefully and systematically, so as to obtain scientific facts about educational phenomena and form a scientific understanding of educational phenomena. General steps of investigation and research: (1) Determine the object of investigation: According to the nature, purpose and task of the research topic, determine the object and place of investigation, and choose the corresponding investigation type and method. (2) Drawing up the investigation plan: When drawing up the investigation plan, the following aspects are mainly considered: ① Determining the investigation method adopted. ② Determine the investigation items. ③ Determine the investigation process. (3) Carry out investigation: According to the specific requirements of various investigation methods, use prepared investigation tools to carry out investigation. Formulate survey forms, observation records, questionnaires, interview outlines and test questions. (4) Sorting survey materials: make statistics, sorting and analysis on the collected survey materials, and draw concluding comments. (5) Write an investigation report: explain the problems studied and put forward opinions and suggestions on the problems.