Learn to express the general process and results of solving problems and summarize the process of learning mathematics. At present, the new textbook of People's Education Edition used in lower grades has arranged a lot of contents to cultivate students' language expression ability and promote students' thinking development, which is a major feature after the new curriculum reform. Mathematical language is a subject language reflecting the characteristics of mathematics, which has the characteristics of scientific accuracy, strict logic and complete expression. Students' ability to master mathematical language expression will directly affect their subsequent learning and thinking ability development. We should also pay attention to cultivating students' language expression ability in math class. In actual teaching, the class I teach is the first grade of a primary school in a town. Because most of the students' parents are working parents in rural areas, their education level is not high, and their awareness of cultivating children's mathematical language expression ability is not strong, which makes these new school children want to speak and dare to speak, but they just can't express themselves in accurate mathematical language. I found that, in other words, some students speak accurately, concisely and clearly; Others are vague and unwilling to say. So I pay special attention to cultivating students' mathematical language expression ability in class. 1, arouse the first-grade pupils' desire for expression and build their self-confidence. We should: (1) create various situations to stimulate the first-year students' desire for mathematical language expression; (2) Cultivate students' attitude of serious thinking; (3) Cultivate students' willpower, believe that they can learn well, speak well and have confidence in themselves. 2. Explore ways to improve the mathematical language expression ability of first-grade pupils. (1) Create a relaxed, harmonious, democratic and equal math classroom atmosphere, and mobilize the enthusiasm of students to speak in math classroom through various senses and forms. (2) Make more preparations before class, consider the students as much as possible, and let the students feel the teacher's care, encouragement and expectation. Let students like math teachers and math classes. (3) Organize colorful teaching activities, pay attention to students with language expression problems, provide psychological counseling, and enhance their confidence in speaking more. (4) According to the differences of students' mathematical language expression ability, hierarchical counseling is implemented. 3. Pay attention to guidance, strengthen communication and stimulate motivation. In class, I pay attention to the cultivation of students' language expression ability, have enough patience, communicate and guide with students more, and make students feel that answering questions is very interesting and willing to talk. You can't encourage both right and wrong. Let students dare to speak, be willing to speak and be able to speak. 4. Take various forms in practice to stimulate students' desire for expression. Playing is a child's nature. As a math teacher, especially a first-year math teacher, we must grasp the students' nature and make use of it in class, so that students can learn while playing and speak while playing. For example, when studying the conversion of yuan, jiao and fen, many students lack image perception and care about this boring unit conversion, and always make mistakes. So I had a brainwave, combined with the characteristics that students usually love to buy small things, and took a lot of daily necessities for students to buy on the spot with sample coins to see who would use the money. A stone stirred up a thousand waves, and students rushed to buy goods with different denominations, and then used words to describe how they made up the money. The more students there are, the more complicated the transformation becomes. At the same time, it also subtly tells students that mathematics comes from the needs of life. All children will have something to say. In this case, under the guidance of teachers, students will be able to express themselves completely and clearly. 5. Think from the child's point of view, encourage more and criticize less, and establish a harmonious relationship between teachers and students. Teachers should pay more attention to students in class, protect the self-esteem of primary school students as much as possible, treat students with appreciation, find the bright spots in students' language in time, let students dare to think and speak, and give full play to the potential of students' language expression. 6, flexible use of teaching materials, as far as possible to play its role. The contents in primary school mathematics textbooks are carefully selected. Although it only shows students simple words or pictures, it contains rich knowledge. Teachers should carefully study the teaching materials, carefully analyze the teaching materials, combine the actual situation of students, use the teaching materials flexibly and excitedly, and properly use the teaching methods. For example, for the calculation of two digits plus one digit within 100, I will ask students to be capable doctors to see a doctor, and let students say the cause and write prescriptions. This not only trains students to speak, but also lets them know the reasons why they usually make mistakes. Therefore, make full use of textbook knowledge and let students think boldly and speak boldly. 7. Mathematics teachers should have a childlike innocence, be able to play multiple roles and be good at attracting students' attention. After all, students are still children and can't be like teachers. Therefore, teachers should learn to think from the children's point of view, play the role of teachers and friends flexibly, and make students feel cordial and willing to communicate with you. 8. Math teachers should pay attention to the accuracy of language expression. Teachers' language is often the basis of students' imitation. Therefore, in teaching, we should give full play to the exemplary role of teachers, accurately use mathematical language, provide standard language patterns for primary school students, and let students perceive how to express in an orderly way in imitation. 9. In computing teaching, we attach importance to letting students tell the reasons. 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. Therefore, teachers attach importance to the cultivation of speaking ability in computing teaching. For example, they have recently learned the oral arithmetic of carry and abdication corresponding to the addition and subtraction of two digits, let students talk about arithmetic and operation order, and introduce their own algorithms and the reasons for optimization. At the same time, it also takes many forms, such as collectivism, group theory and deskmate theory. For the mistakes in calculation, let students tell the reasons and their own opinions, so that students' observation, attention and thinking ability have also developed simultaneously. 10, in the teaching of applied problems, we attach importance to letting students speak freely. In the teaching of practical problems, let students analyze and reason rationally and methodically, express their thoughts through oral problem-solving ideas, and let students ask different questions according to two conditions. In this way, in the classroom, it not only mobilizes students' learning enthusiasm, but also enables teachers to get feedback information in time and understand students' mastery of knowledge. Recently, in teaching, one question is more (less) than another. By giving full play to students' theories and asking questions according to conditions, students can dictate several questions quickly, which greatly improves their learning enthusiasm and interest. 12, hands-on operation, students' oral training. Junior students' thinking in images is dominant. In teaching, we can make full use of the demonstration of visual teaching AIDS and the operation of learning tools to develop children's mathematical language. In class, students think, do and speak, and let their brains, hands and mouth participate in activities together to achieve unity and harmony. For example, in teaching steps, apply the question: how much less or how much more than a number. There are 15 red flowers and 8 yellow flowers. How much more red flowers are there than yellow flowers? First, let the students look at the question and say the meaning of the question. Many students said: divide the number of yellow flowers by the number of red flowers, and how many flowers do you get? At this time, students are not in a hurry to calculate the formula, but start swinging their school tools (red flowers and yellow flowers). Students see through operation that if the yellow flowers are removed, the number of red flowers left is 15, which is obviously wrong. At this time, ask the students again, knowing two numbers, what should they do to find the difference? Let students observe and operate learning tools. It is easy to master knowledge. Junior students are young, have little life experience, are curious, active and have weak abstract thinking ability. When solving a problem, they often can't say what they think or express it incompletely. According to this feature, in order to promote students' thinking and improve students' language expression ability, textbooks require posing, thinking and speaking when teaching all parts of knowledge, with the aim of strengthening operation activities and operation processes through association. To say something is to express the thinking process clearly with the help of language. Language is the shell of thinking, and the development of students' thinking is closely related to the development of language. In a word, it is a complicated process to gradually cultivate students' mathematical language expression ability. Teachers should not rush headlong into action, but should give appropriate opportunities in terms of ideals, interests, functions and meanings, and create mathematical language occasions and language atmosphere. Teachers usually pay attention to guiding and training a group of students with strong language skills to drive another group of students, so that all students can be improved and finally achieve accurate and harmonious mathematical language.