Language is the coat of thinking, the tool of exchanging ideas and the way of expressing content. The teaching profession is a profession with the fundamental purpose of educating people. The main battlefield of teachers' profession is the classroom. Classroom teaching language is the door for teachers to open students' hearts and the key to guide students to open the knowledge hall. The form of classroom changes with the change of content, but in any case, this change is inseparable from the use of language. Homelinski, a famous educator, said: "Teachers' language largely determines the efficiency of students' mental work in class." It can be seen that teachers' high language literacy is an important condition for the rational use of teaching practice, and teachers' language is an irreplaceable tool to influence students' minds. For teachers, language is the minimum condition to engage in classroom teaching, an important means to complete the task of education and teaching, and one of the most important basic qualities. Teachers should make full use of their own language to make classroom teaching easy, enjoyable and fascinating, thus improving the quality of education. Confucius said, "If a worker wants to do a good job, he must sharpen his tools first." . Teachers' language expression affects students' acceptance of knowledge, and teachers' language emotion directly pulls students' emotion, so teachers' language art is the core of classroom teaching art and directly affects teaching effect. To improve the efficiency of mathematics classroom, we must study the language art of mathematics classroom.

Therefore, teachers' language in mathematics classroom teaching should be cordial, accurate, concise, vivid, humorous and inspiring, and body language should be used properly.

First, the language should be kind.

Mr. Tao Xingzhi said: "Only democracy can liberate the creativity of most people and bring it into full play." Creating a democratic and harmonious classroom teaching atmosphere is the prerequisite for the smooth progress of classroom teaching. The creation of this kind of atmosphere can not be separated from the teacher's kind smile and kind attitude, but also from the teacher's gentle language. Friendly and touching teaching language can best keep students' positive and comfortable learning mood and arouse their enthusiasm, thus generating power that cannot be underestimated. The ancients said, "Those who touch people's hearts should not be sentimental first." Teachers should be kind and emotional in teaching, whether they impart knowledge or treat students. Especially for students with learning difficulties, we should do this, maintain their self-esteem, self-motivate, find their "bright spots", so as to give them "praise and encouragement", let them feel their progress and stimulate their enthusiasm for learning. Of course, praise and encouragement must be targeted and measured. On the contrary, if teachers criticize and accuse students too much, even satirize and dig at their mistakes, students will lose their confidence in learning mathematics and change from hating math teachers to hating math subjects, which is a failure of teaching. Therefore, as teachers, we should do this: for example, when a student feels insecure about his answer, the teacher immediately walks up to him, pats his shoulder with his hand or touches his head with his hand, and says, "Never mind, boldly speaking, you are smart, and this question will certainly not be difficult for you." Only in a relaxed, happy and constantly encouraged environment can students think positively and solve problems creatively.

The famous math educator Paulia attaches great importance to this point. Sometimes he can see the students' calculation mistakes at a glance, but he still looks at the students line by line with gentle attitude, kind tone and kind eyes. When students answer questions, use "You answered well", "You are no worse than others" and "You may have forgotten to review before class, but I believe you can answer them" to encourage you more and blame you less. More positive guidance, less face training, so that students have the confidence and enthusiasm to learn, so as to "kiss their teachers and believe in their ways."

However, "discussion" is also the expression of equality and harmony and the guarantee of free conversation. Using the language of discussion can not only narrow the professional distance between teachers and students, but also narrow the psychological distance between teachers and students. In class, I often ask, "Are the students ready?" "Where have you done it?" "Let's see how to solve this problem, shall we?" "Do you have any questions?" On the surface, these languages reduce the dignity of teachers and weaken their authority. In fact, they can mobilize students' enthusiasm for learning, stimulate students' enthusiasm for learning, and make teachers' position in students' minds change from terrible to respectable, from respectable to amiable, and from amiable to credible. The formation of this relationship between teachers and students will fully mobilize students' awareness of participation, cooperation, inquiry and innovation.

Teachers' emotions have a direct infection on students, and lectures should not be simply instilled, but should be based on psychological compatibility and sound emotions, so as to be truly reasonable. In mathematics teaching, teachers should give lectures with full enthusiasm to show their feelings. Teachers should also be good at creating situations, using images as a means, aesthetic education as a breakthrough, and emotions as a link to stimulate emotions, arouse doubts and guide thinking. Teachers should also control the emotional education materials in textbooks purposefully, planned and step by step, and educate students in ideological, moral and aesthetic innovation. Make students psychologically excited and improve learning efficiency.

Second, the language should be accurate and concise.

First of all, the teaching language of mathematics teachers should be standardized, such as clear articulation and accurate sentence-breaking, and adhere to the standardized Putonghua commonly used throughout the country. This can not only avoid the so-called "southern accent" in the teaching language, but also make the students' language develop correctly.

In life, we often have some teachers who talk elegantly in order to show their talents, full of "what is it?" Still written in white, neither fish nor fowl. In fact, such a language will only make students feel obscure. In the end, it will widen the distance between teachers and students and make students "stay at a respectful distance from their teachers". We also have teachers who mix dialects in teaching. They didn't teach students standard Mandarin at first, and they didn't put forward any requirements for students' Mandarin in class, so students had to worry about nonstandard pronunciation because of various needs when they grew up. Therefore, teachers' language should be standardized and should be taught in Putonghua.

Secondly, math teachers are required to be accurate in language. The accuracy of mathematics teaching language means that the words used to describe mathematical things should be appropriate, conform to the characteristics of mathematics and not violate the scientific requirements of mathematics. Mathematical language is a scientific language and a logical thinking language that expresses mathematical concepts, judgments, inferences and theorems, with outstanding characteristics of accuracy and rigor. Compared with flexible literary language, mathematical language has an "iron face". Every word and phrase in it has an exact meaning and cannot be confused. For example, "straight line and ray", "coordinate and coordinate axis" and so on, the difference between a word or a word means two completely different concepts; If the word order is reversed, it will also express two different meanings, such as "none is zero" and "none is zero", "solution of equation" and "solution of equation" and so on. Therefore, the teacher's description of mathematical definitions, theorems and axioms must be accurate, the teaching language should be logical, the causal relationship should not be reversed, the analysis and synthesis should be reasonable, the drawing on the blackboard should be neat and standardized, and the questions should be clear and unambiguous, not ambiguous, and not nonsense. For example, "corresponding angles are equal" and "corresponding angles are equal", and "tangent" and "tangent length" are two completely different concepts. For another example, languages such as "all prime numbers are odd numbers" and "all even numbers are complex numbers" are inaccurate, and it is not accurate enough to say that the midpoint of a line segment is the point in the middle of a line segment, the vertical line is the vertical downward line, the simplest fraction is the simplest fraction, and the square is the figure of a square.

Junior high school students have strong imitation ability. Teachers' language is a role model for students, which exerts a subtle influence on students' language habits and abilities. If the teacher's language is inaccurate and irregular, students will have a vague understanding of mathematics knowledge. Therefore, mathematics teachers must be proficient in the expression of mathematical scientific language to make it orderly and reasonable, which is also of great benefit to cultivate students' rigorous scientific spirit and mathematical thinking methods.

Third, the language of math teachers is required to be refined. The so-called language refinement requires teachers to express richer content with the least sentences in classroom teaching. That is, the teaching language should be clean and tidy, the important sentences should not be lengthy, the key points should be grasped, and the summary should be concise and targeted; According to the age characteristics of different students, use words that they can easily accept and understand; Be accurate, don't beat around the bush, and convey the maximum amount of information in the shortest time.

Some teachers have too many "catch phrases", which distracts students' attention and undermines the coherence and fluency of teaching language. Some students even count the number of times the teacher says "mantra" in class, which wastes the limited time in class and affects students' enthusiasm. Some teachers are afraid of students' indigestion, and the teaching language is cumbersome or even comprehensive, which is not conducive to students grasping the key points of knowledge and understanding the relationship between knowledge, developing intelligence and cultivating students' ability.

Language refinement is not simply to reduce the number of languages, but to improve the quality of languages, which requires highlighting key points, grasping key points and distinguishing difficulties. For example, when explaining the vertical diameter theorem and its inverse theorem, the teacher only needs to explain the relationship between the sector and the isosceles triangle. As for the vertical chord division theorem and its inverse theorem, students can deduce it by themselves according to the properties of the three lines of the isosceles triangle. Language refining must abide by the teaching rules and adopt the best teaching methods, so that students can think, discuss, guess and summarize boldly. Teachers' language can only make the finishing point.

Third, the language should be vivid and humorous.

Although mathematics is highly abstract and logical, its relationship between form and quantity exists in a certain form. In mathematics teaching, teachers should combine the teaching content with their images, explain abstract mathematical concepts with intuitive language, and drive students' mathematical imagination. The learning psychology of middle school students is still in the "open period". They are pure and active, showing a strong thirst for knowledge and curiosity. Therefore, teachers should be good at using examples close to students' lives, concise formulas, popular sayings and language full of the flavor of the times in teaching, turning abstract into concrete and abstruse into simple, vivid, humorous and popular teaching content, so that students can understand knowledge more deeply.

How can we make mathematics classroom language vivid?

First of all, proper use of rhetorical skills can enliven the classroom atmosphere and increase the attraction and teaching effect of teaching language. In mathematics teaching, the commonly used rhetorical skills are as follows:

1, metaphor and personification. Metaphor means that in mathematics teaching, in order to describe mathematics things or processes more vividly, we use other things to make an analogy. For example, when learning the unary quadratic equation ax2+bx+c=0, for the conditions 1A ≠ 0 and ②△≥O, students can be told that these are two "reefs" and asked to "solve problems" in the process. This metaphor vividly emphasizes the concealment and importance of a≠0 and△≥ O in the quadratic equation of one variable, improves students' interest in learning, creates a relaxed and happy learning situation for students, and enables them to master this knowledge difficulty well.

I have heard such a class. In the hot afternoon, students have had seven or eight classes, and 45 minutes of constant "repetition" always feels boring. Continuous high-intensity mental work makes it difficult for students' brains to stay excited all the time. When the teacher was in the class of "Classification of Rational Numbers", he designed a question for the students: "Please help the children below find their own homes"; Then, the question "Their homes are on the side of the road. Now, due to the road reconstruction, only two rooms can be left. Please put the children who look alike in the same room "; When the last one stood outside the house, the teacher said, "What should I do? It will be eaten by wolves if it stands outside. " At this point, the students immediately scrambled to express their views. Finally, she and her classmates successfully completed the task of this class in this active atmosphere.

Therefore, we find that humorous language can break the dull and active atmosphere in class, thus achieving twice the result with half the effort.

2. reference. Quoting refers to quoting idioms, poems, aphorisms, allusions, etc. When explaining mathematics, the explanation becomes concrete and full, the teaching atmosphere becomes more enthusiastic, and students can easily accept and remember it. For example, when calculating the hypotenuse length of two right-angled triangles with right angles of 3 and 4 respectively, I often quote the words "Hook 3, String 4 and String 5" in Nine Chapters of Arithmetic, which not only facilitates the calculation, but also makes students proud of the splendid mathematical culture in ancient China.

Secondly, teachers can also compile mathematical knowledge into short and pithy formulas and jingles. These are easy to remember.

Mathematics, for many middle school students, is very boring to learn and difficult to remember in the face of complex knowledge points. If these knowledge points are compiled into some short and concise formulas, students will find them fresh, interesting and easy to remember. Students have mastered these knowledge points easily and happily. For example, the law of polynomial multiplication can be recorded as: two groups of students get together and shake hands and salute each other. Speaking of perfect squares, it can be summarized as follows: the first square is the last square, and the second square is the first and last one in the center. When determining the solution set of a linear inequality group, it can be summarized as follows: the same small takes the small, the same big takes the big, the small takes the middle, and the small is nowhere to be found. Another example: when explaining factorization, it can be summarized as: one mention, two sets and three groups, and cross multiplication is also counted; None of the four methods works, so we have to split the items and add items to reorganize them; If the same type of multiplication occurs, this ability means remembering. In this way, students can easily master relevant knowledge through vivid teaching.

Humor, on the other hand, is a higher level of speech, full of fun and meaningful. The language humor of mathematics teachers has many functions:

1 can enliven the classroom atmosphere and adjust students' mood. The effect of students' relaxed study is quite different from that of students' fear of study. Teachers should be good at using humorous language and create a classroom atmosphere conducive to emotional communication between teachers and students. For example, in view of the fact that students don't pay attention to analyzing the known conditions and ignore the implied conditions, combined with the fact that students have many typos, after analyzing the meaning of the question, I said, "This classmate has gone astray" and deliberately pronounced "evil" as "tooth", which caused students to burst into laughter, which not only improved the importance of students' careful analysis of the known conditions, but also told them that they didn't have to "pay more attention to literature".

2. It can improve the effect of criticism and convince the students who violate discipline in class. Teachers encounter some special situations in class. If they can't control their emotions and reason, they will get angry and reprimand the students. Its shortcomings are well known. If they are handled in humorous language, their functions and effects will be very different. For example, in the last part of the lecture, I did find a pair of male deskmates whispering in the corner behind the classroom. Staring at it carefully, I realized that they were stealing cakes below. I glanced at them and they didn't notice. So I said, are you two discussing the nature of the circle on the following sesame cake? The students laughed at this, and the two students were embarrassed. Students also take this opportunity to relax. In the next class, two students have been listening carefully, and the other students are more enthusiastic.

Humor can also enlighten students' wisdom and help them understand, accept and remember new knowledge. To improve the quality of thinking and humor in classroom teaching, we should go hand in hand with profound insights and fresh knowledge. For example, when talking about the operation of rational numbers, students often do not pay attention to determining the symbols first. In view of this situation, the teacher can say humorously: "For the operation of rational numbers, first ask if your molecule has a surname?" If so, is it' positive' or' negative'? "In this way, it is much better to grasp the crux of the problem and answer the question in fluent, humorous and witty language than to give the standard answer directly. Of course, not everything that makes people laugh is humor. Humor in teaching language should have profound wisdom, so that students can understand the rich knowledge contained in the teacher's language through laughter. Teach students to reason, students will have a knowing smile and get aesthetic enjoyment.

It is worth mentioning that, when using humorous language, we should pay attention to distinguish humor from boring gags and glib mouths, and we should not artificially insert some jokes that have nothing to do with teaching, let alone abuse humor to satirize students, because no matter how clever humorous criticism is, it is inevitable that there is no irony. If students' personality is intentionally or unintentionally degraded and their self-esteem is bruised, it will have a great negative impact.

Fourth, language should be stimulating.

The Analects of Confucius said: "Knowing is not as good as being kind, and being kind is not as good as being happy." It can be seen that interest is the best teacher to learn mathematics well. In classroom teaching, it has become a kind of * * * knowledge to stimulate students' interest through various means and let students devote themselves to learning with full enthusiasm.

However, teachers often only pay attention to the cultivation of students' interest, but ignore the persistence of interest. The self-control of junior high school students is still relatively weak. Intentional attention is often replaced by unintentional attention, and they appear absent-minded and trance in class. How can we make students' interest last? Let them enjoy the joy of success is one of the essential links, because people can activate brain cells more and keep the excitement of thinking ability when they are happy. Therefore, teachers should give full play to the role of language in the classroom, especially to evaluate students through inspiring language. We should seize the opportunity to give full affirmation, encouragement and praise to students at different levels. In classroom teaching, you should use "You read well!" "Your answer is so good!" "Even such a difficult question can't beat you, it's amazing!" Encouraging and praising students' success, even if it is a little light, will certainly make students gain self-esteem, self-confidence and the joy of success psychologically, stimulate their learning motivation and arouse their strong interest in learning. Improve their learning enthusiasm and achieve the goal of "being close to their teachers and believing in their teachings". Even in case of unsatisfactory events, teachers should adjust the classroom atmosphere through nonverbal prompts, individual reminders and appropriate criticism, so as to encourage more and blame less, control their emotions as much as possible, and promote the establishment of an equal, democratic and harmonious relationship between teachers and students.

However, we should use inspiring and encouraging language according to the differences between students and the difficulty of questions, and we should not praise any student just because we answered any extremely simple question. In name, it is appreciation education or encouragement education, but in fact, this kind of praise without in-depth guidance will make students tired of listening, and it also shows the hypocrisy of teachers, which can not play any incentive role at all and can not get the due effect.

Five, the appropriate use of body language

According to experiments, Albert Merabine, an American psychologist, points out that 7% of the information people get comes from words, 38% from language and 55% from facial expressions. Teachers' gestures and smiles are full of distinct emotional colors, and students will be unconsciously influenced and infected in an emotional atmosphere. Body language plays an important role in classroom teaching. In order to help students understand the problem and deepen their impression, teachers should make full use of body language besides audio language. Body language mainly includes the following:

1. Gaze: As the saying goes, "Eyes are the windows to the soul", and staring with eyes can communicate students' hearts. The change of eyes can convey silent information and maintain the perceptual channel of both sides' thinking. Different teaching contents should be described in different ways, and the application methods should be diversified. Teachers' eyes should be more about trust, encouragement and praise, but they should also be critical and negative. All kinds of eyes let students get the message, thus being educated and inspired. Experienced teachers will be quiet when they scan their eyes. "Silence is better than sound", and it is more effective to criticize with eyes than to blame with words.

2. Expression: The teacher's friendly smiling expression helps students to study in a friendly and pleasant atmosphere; A serious and thoughtful expression will inspire students to study and discuss problems; Teachers encourage or encourage students with smiles, which is more likely to arouse students' enthusiasm, urge students to love learning and establish their confidence in learning. Inspirational language should have true feelings, so that students can truly experience the joy of success, thus encouraging them to make continuous progress on the original basis and meet their psychological needs.

3. Action: Although the teaching language can convey all kinds of mathematical information, without gestures, classroom teaching is as cold and rigid as a running machine. In classroom teaching, the proper use of gestures can enhance the language power, strengthen the mathematics knowledge to be taught, and add bright colors and vitality to the classroom. If you approach a student, pat him on the shoulder and touch his head or back to show encouragement and trust. Palm up, please stand up, palm down, please sit down; Improve students' homework to show appreciation and so on.

But after all, the classroom is different from the stage. It is necessary to emphasize nature and truth, and there is no need to deliberately pursue some form. Action language should follow the following principles: (1) Don't repeat a gesture too much, lest students get bored. (2) Don't cross your hands or put them straight on the teaching platform to pretend to be self-serious, let alone scratch your eyes to distract students. (3) Don't end the gesture too quickly, lest students feel suddenly. (4) Keep the gestures natural and moderate, and do "if the hand is out of the heart", don't make big moves, don't exaggerate, and don't overdo it.

Mathematics classroom teaching is like a huge magnetic field. Teachers' teaching language is very important if they want to attract students all the time. In fact, mathematics teachers' classroom teaching language art is varied, far more than the above five aspects. A good teaching language is a creative applied art, a perfect combination of teachers' advanced educational ideas, rich knowledge accumulation, skillful educational skills and superb language application ability. As a junior high school math teacher, we can temper the language in the teaching process according to the general law of teaching language, combined with the subject characteristics of middle school math and our own language advantages, abandon it, lose it and melt it repeatedly, which will usher in the spring of the language art garden of math classroom teaching and build a beautiful landscape of math classroom teaching.

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