Is language expression really irrelevant to math class? The answer is no, of course. The author noticed from the classroom lectures that in mathematics classroom teaching, teachers talk too much and students talk too little, which seriously hinders the development of students' thinking, so that there is a phenomenon of "asking questions but not answering them" or "answering irrelevant questions". "Mathematics is the gymnastics of thinking, and language is the shell of thinking." Only when students think clearly can it be clear that "speaking" itself is a process of further processing and refining thinking to make it accurate and orderly, and it is also a step in the formation of theoretical system. Therefore, teachers believe that to improve students' various mathematical abilities, it is inseparable from the cultivation of language expression ability. High-rise buildings have sprung up, and the cultivation of children's mathematical language expression ability must start from grade one or two. This is because junior students are young, have narrow knowledge, and their oral language is ungrammatical and unsatisfactory, not to mention abstract and concise mathematical language? According to the physical and mental characteristics of junior children, combined with teaching practice, teachers have been committed to the research of "cultivating junior middle school students' mathematical language expression ability" since September 2007, taking grade one as the research object. Second, discipline definition Mathematical language is very important for mathematics. Concepts, laws, theorems and properties in mathematics need to be expressed in language, and the accuracy of words, the rigor of structure and the logic of language are not inferior to Chinese. Mathematical language should be accurate, clear and concise, and not ambiguous. Therefore, the cultivation of mathematical language expression ability is one of the important tasks of mathematics teaching. Secondly, language is the shell of thinking and the material carrier of students' mathematical thinking. Learning mathematical language well can help students better understand and master mathematical knowledge and develop logical thinking, thus achieving the purpose of developing thinking. Thirdly, junior students are young, have little life experience and have a narrow language area. There is a phenomenon in teaching that they can do but can't speak, and want to speak bad things. If we don't pay attention to language training, students' thinking will be difficult to externalize, and language will not only become an obstacle to thinking, but also affect the development of thinking. Junior students are in the best period of language development. In this special period, teachers need to strengthen the training of students' mathematical language. In view of the above understanding, I think it is necessary to pay attention to the cultivation and training of students' mathematical language in mathematics teaching from the lower grades of primary schools in order to improve students' expressive ability and thinking ability. Third, the research design (1) The research goal is to cultivate students' ability to refine, understand, translate and express mathematical language in the teaching of mathematical questioning, otherwise students will be at a loss when they encounter practical problems. First of all, students should firmly grasp the basic knowledge of mathematics. Only by accurately understanding the concepts, formulas and laws of mathematics and mastering the methods of deducing theoretical proofs can mathematical language be correctly refined, translated and expressed in practical problems. 1, select examples to cultivate the ability to refine mathematical language; 2. Cultivate the ability to understand mathematical language accurately; 3. Cultivate the ability of mutual translation between languages; 4. Cultivate the expressive ability of mathematical language. (2) The subjects are all students in Class 07 14 and Class 07 15, in which Class 07 15 is the experimental class and Class 07 14 is the control class. Four. Research Strategy In order to ensure that the project can be carried out step by step, the following measures are formulated. (1) Observe and guide, discuss and revise 1, discuss how to design the process before class, understand it in simple terms, and determine the learning objectives to guide students from the knowledge of the characteristics of mathematics. 2. Explore the development law of students' mathematical language ability, take teaching as the starting point, promote students' development, and let students fully discover or search their favorite and most challenging problems in autonomous learning. 3. Explore the teaching form of * * * to improve and promote the accurate mathematical language level of teachers and students, so as to sum up the best operation mode suitable for this research goal. (B) Comparative evaluation, the development of student evaluation scale. 1, hold a grade group math competition. According to the four aspects of mathematical reading, mathematical explanation, problem-solving process and correct calculation, objective and true comparative data are obtained. 2. The research group published papers collectively, selected papers with certain validity and reliability, conducted regular surveys, measured in many aspects, and obtained deeper objective data. 3. The research group conducted a mid-term discussion and developed a standardized scale of students' accurate mathematical language ability with certain difficulty, reliability and validity. (3) Discuss and reflect regularly, and correct the deviation in time. 1. The research group will communicate once a month, collectively analyze the problems in the research and make correct explanations according to relevant information. 2, timely consultation with relevant education experts, to make a clear explanation of their own problems can not be solved. (4) carry out prototype evaluation, develop teaching diagnostic tool 1, and investigate the diversity of teaching methods in organizational forms and their popularity among students; 2. Investigate the scientificity and practicability of teaching methods; 3. Investigate the effectiveness of teaching methods in promoting students' accurate mathematical language training; 5. Practice and innovation to cultivate the language expression ability of junior students, focusing on six aspects: 1, encouraging "speaking". Junior students are very competitive and eager to be praised by their teachers. Therefore, cultivating students' motivation to "speak" should start with protecting students' self-esteem. In the process of students' speaking, teachers should always smile, listen patiently and encourage them in time, such as "speak well" and "speak slowly". And ask all the students to pay attention to the lecture and applaud or send small red flowers to the students who speak well. Teachers should fully affirm every student's speech and encourage students to like and have confidence in speaking. 2. Demonstrative imitation helps to "say" that junior students are imitative, and teachers' words and deeds play a subtle role. Therefore, teachers should pay attention to the use of language in class. (1) Teachers' speech must conform to the general language rules and logical requirements, and the sentences spoken by teachers in class should be complete, fluent, clear-cut, well-organized and clear-cut ... Is it really irrelevant to develop language expression ability in math class? The answer is no, of course. The author noticed from the classroom lectures that in mathematics classroom teaching, teachers talk too much and students talk too little, which seriously hinders the development of students' thinking, so that there is a phenomenon of "asking questions but not answering them" or "answering irrelevant questions". "Mathematics is the gymnastics of thinking, and language is the shell of thinking." Only when students think clearly can it be clear that "speaking" itself is a process of further processing and refining thinking to make it accurate and orderly, and it is also a step in the formation of theoretical system. Therefore, teachers believe that to improve students' various mathematical abilities, it is inseparable from the cultivation of language expression ability. High-rise buildings have sprung up, and the cultivation of children's mathematical language expression ability must start from grade one or two. This is because junior students are young, have narrow knowledge, and their oral language is ungrammatical and unsatisfactory, not to mention abstract and concise mathematical language? According to the physical and mental characteristics of junior children, combined with teaching practice, teachers have been committed to the research of "cultivating junior middle school students' mathematical language expression ability" since September 2007, taking grade one as the research object. Second, discipline definition Mathematical language is very important for mathematics. Concepts, laws, theorems and properties in mathematics need to be expressed in language, and the accuracy of words, the rigor of structure and the logic of language are not inferior to Chinese. Mathematical language should be accurate, clear and concise, and not ambiguous. Therefore, the cultivation of mathematical language expression ability is one of the important tasks of mathematics teaching. Secondly, language is the shell of thinking and the material carrier of students' mathematical thinking. Learning mathematical language well can help students better understand and master mathematical knowledge and develop logical thinking, thus achieving the purpose of developing thinking. Thirdly, junior students are young, have little life experience and have a narrow language area. There is a phenomenon in teaching that they can do but can't speak, and want to speak bad things. If we don't pay attention to language training, students' thinking will be difficult to externalize, and language will not only become an obstacle to thinking, but also affect the development of thinking. Junior students are in the best period of language development. In this special period, teachers need to strengthen the training of students' mathematical language. In view of the above understanding, I think it is necessary to pay attention to the cultivation and training of students' mathematical language in mathematics teaching from the lower grades of primary schools in order to improve students' expressive ability and thinking ability. Third, the research design (1) The research goal is to cultivate students' ability to refine, understand, translate and express mathematical language in the teaching of mathematical questioning, otherwise students will be at a loss when they encounter practical problems. First of all, students should firmly grasp the basic knowledge of mathematics. Only by accurately understanding the concepts, formulas and laws of mathematics and mastering the methods of deducing theoretical proofs can mathematical language be correctly refined, translated and expressed in practical problems. 1, select examples to cultivate the ability to refine mathematical language; 2. Cultivate the ability to understand mathematical language accurately; 3. Cultivate the ability of mutual translation between languages; 4. Cultivate the expressive ability of mathematical language. (2) The subjects are all students in Class 07 14 and Class 07 15, in which Class 07 15 is the experimental class and Class 07 14 is the control class. Four. Research Strategy In order to ensure that the project can be carried out step by step, the following measures are formulated. (1) Observe and guide, discuss and revise 1, discuss how to design the process before class, understand it in simple terms, and determine the learning objectives to guide students from the knowledge of the characteristics of mathematics. 2. Explore the development law of students' mathematical language ability, take teaching as the starting point, promote students' development, and let students fully discover or search their favorite and most challenging problems in autonomous learning. 3. Explore the teaching form of * * * to improve and promote the accurate mathematical language level of teachers and students, so as to sum up the best operation mode suitable for this research goal. (B) Comparative evaluation, the development of student evaluation scale. 1, hold a grade group math competition. According to the four aspects of mathematical reading, mathematical explanation, problem-solving process and correct calculation, objective and true comparative data are obtained. 2. The research group published papers collectively, selected papers with certain validity and reliability, conducted regular surveys, measured in many aspects, and obtained deeper objective data. 3. The research group conducted a mid-term discussion and developed a standardized scale of students' accurate mathematical language ability with certain difficulty, reliability and validity. (3) Discuss and reflect regularly, and correct the deviation in time. 1. The research group will communicate once a month, collectively analyze the problems in the research and make correct explanations according to relevant information. 2, timely consultation with relevant education experts, to make a clear explanation of their own problems can not be solved. (4) carry out prototype evaluation, develop teaching diagnostic tool 1, and investigate the diversity of teaching methods in organizational forms and their popularity among students; 2. Investigate the scientificity and practicability of teaching methods; 3. Investigate the effectiveness of teaching methods in promoting students' accurate mathematical language training; 5. Practice and innovation to cultivate the language expression ability of junior students, focusing on six aspects: 1, encouraging "speaking". Junior students are very competitive and eager to be praised by their teachers. Therefore, cultivating students' motivation to "speak" should start with protecting students' self-esteem. In the process of students' speaking, teachers should always smile, listen patiently and encourage them in time, such as "speak well" and "speak slowly". And ask all the students to pay attention to the lecture and applaud or send small red flowers to the students who speak well. Teachers should fully affirm every student's speech and encourage students to like and have confidence in speaking. 2. Demonstrative imitation helps to "say" that junior students are imitative, and teachers' words and deeds play a subtle role. Therefore, teachers should pay attention to the use of language in class. (1) The teacher's speech must conform to the general language rules and logical requirements, and the sentences spoken by the teacher in class should be complete, fluent, coherent and appropriate in causality. (2) Teachers should use standardized mathematical language. If the teacher's mathematical language is inaccurate and irregular, it will make students have a vague understanding of mathematical knowledge and affect students' correct use of mathematical language. (3) It is a good example for teachers to tell concepts and calculation methods in correct and clear language. Students assimilate by imitating and receiving signals, and gradually become their own language expression. Teachers' demonstration and classmates' demonstration enable students to set an example unconsciously and learn language expression. 3, concreteness promotes "speaking" psychology tells teachers that it takes a long time for children's thinking to change from concrete thinking to abstract thinking in the whole primary school stage. The thinking activities of children in lower grades are still largely related to the concrete things in front of them or their vivid appearances. Therefore, in teaching, we should combine the corresponding teaching content with images, so that students can truly understand what they have learned, tell on the basis of understanding, and deepen their understanding in the process of telling. Because of the combination of language and intuition, students' perception is deeper, and students not only know what it is, but also know why. Not only gained knowledge, but also improved the ability of thinking and language expression. 4. Stimulating people's understanding through practical operation is a process from perceptual knowledge to rational knowledge. Students' hands, mouth, eyes, brain and other senses participate in activities by using learning tools, and external actions are transformed into intellectual activities. As the saying goes, "people have two treasures, hands and brains." Piaget once said, "To know an object, you must use your hands. "Let primary school students learn mathematics while operating, speaking and summarizing, which can greatly enhance students' practical ability and language expression ability. Through operation and narration, students not only satisfy their own active characteristics, but also accumulate perceptual knowledge for understanding calculation methods. 5. Give the opportunity to "speak" An important reason for students' poor oral expression ability is that the classroom is full of teachers, students have no or few opportunities to think and express their opinions, and their oral expression ability has not been trained. In order to change this situation, teachers should give students more opportunities to "speak". First of all, students can be given the opportunity to talk to themselves. Let the students organize the language, prepare what they want to say, let them say it right once, and enhance their confidence. For example, when I was teaching () × 4 < 30, I asked, "What is the maximum number of words in brackets? Why? " I'll let the students speak softly first, then ask the excellent students to demonstrate again, so that everyone can listen, compare themselves and think about whether they are right or not, then sort out their ideas, say it by themselves, and finally raise their hands to communicate. This kind of monologue can narrow the gap between students, encourage the courage to speak and enhance the confidence to answer questions. Secondly, students should be given opportunities to discuss and communicate. Communicate with each other, inspire each other, help each other and improve together through deskmate and four-person group. Finally, students should be given opportunities to show their talents. Suhomlinski said: "There is a deep-rooted need in people's hearts, and that is to feel that they are a discoverer, researcher and explorer. In the spiritual world of children, this demand is particularly strong. " Therefore, teachers must provide a good atmosphere of "eight immortals crossing the sea, showing their magical powers" and consciously ask questions to students of different levels according to the difficulty of the questions. Difficult students answer some difficult questions, and excellent students answer some thoughtful questions. Fully mobilize the initiative and enthusiasm of each student, so that the thinking level and expression ability of all kinds of students can be developed and improved on the original basis. 6. Let students standardize "speaking" the extensive use of mathematics language in mathematics classroom. Mathematical language is composed of natural language, special terms and various symbols, which is scientific, logical and orderly. Junior children's mathematical language is mainly divided into four categories: (1) demonstration operation, so that children can learn to add and subtract verbs. The meaning of addition can be combination, taking, addition, addition, composition and so on; Subtraction refers to reduction, removal, separation, retention, residue, etc. For example, adding a 0 after 50 should be said to be "adding a 0 after 50". (2) Comparing quantity, theory is related to words. Like number, equality, greater than, less than, and initial perception. For example, "8 big and 7 small" is often used in life, but it is expressed in mathematics as "8 is greater than (>) 7, and 7 is less than (