If a successful class is a touching symphony, then the vivid language in the class is undoubtedly a shocking note in this music.
When studying the relationship between the size of the angle and the edge, students feel the reason by operating the active angle, but they can't express it. "Teacher, I think the bigger the side of the angle, the bigger the angle." "No, no, the farther apart the two sides of the angle are, the bigger the angle is." "It should be that the farther apart the two sides of the angle are, the bigger the angle is." ..... Then I nodded and smiled: "Oh, you mean the two sides of the corner are forked like branches? The greater the fork distance, the greater the angle, the smaller the fork distance and the smaller the angle. " In a word, the students danced with joy: "Yes, yes, that's it!" " "The word' split' made the students suddenly realize that the language of the image made the key points and points clear without trace. It can be seen that adding some "materials" to mathematics classroom language and using vivid language to guide in the classroom can make students learn in an atmosphere full of temptation and appeal, and let students' emotions and thoughts fly under the influence of teachers' words.
First, the image language is an eraser to get rid of the old and update.
The simple superposition of knowledge points often makes us feel that math class is very boring. If we can fully understand children's childlike innocence in the process of study and discussion and use some vivid language to help us teach, we can greatly stimulate their interest and make this moment unforgettable. When students first know fractions, they often can't tell the denominator from the numerator. I had a brainwave and said to them earnestly, "classmates, when you were young, you always let your mother carry it." You see, the denominator carries the numerator, just like your mother carries you. How great your mother is! "Suddenly there was silence in the classroom. Since then, no one has reversed the denominator and numerator. I think students' memory of numerator and denominator should be unforgettable.
When learning reciprocal in the first volume of the sixth grade, students always like to use an equal sign to associate this number with its reciprocal when writing the reciprocal of a number. After several corrections, they still can't change it. In a homework evaluation class, I pointed to my notebook to imitate the countdown and said, "I am very angry." Don't think that I am the reciprocal of it, I must like it! " Who knows me? "A student immediately realized that he stood up and said," I know you! "This number is not equal to its reciprocal." Many students changed it below. I smiled cunningly: "Oh? Really? " Those students who want to reform are sitting up and taking notice again, right? I said slowly, "No special circumstances?" "Yes, when this number is 1, its reciprocal is 1. At this time, the number is equal to its reciprocal. " The whole class is sighing, so that's it. A class, when you use your full and vivid language to guide and communicate, is bound to win the students' * * *.
Second, image language is a magnet for gathering thoughts.
The ancients said, "Those who touch people's hearts are not in front of them." It is hard to imagine that a teacher with an average language can attract well-informed and challenging children. Teachers who can only speak a lot of abstract mathematical languages make students feel out of reach.
On the issue of steel calcination, I found some students very confused. Cuboid steel is calcined into cubes. Faced with such a problem, the head in the classroom can't help being half an inch shorter. "Haha" I laughed and joked: "What, only transformers are allowed to change, but cuboids are not allowed to change?" Ha ha laugh ... all eyes in the classroom are looking at me. I strike while the iron is hot: "Change, cuboid becomes cube, what has changed and what hasn't?" The students began to think, "Teacher, the shape has changed, but the volume is the same." "Yes, just like a student's plasticine, you can knead a piece of plasticine into a cuboid or cube. However, their volume is constant. "The lively and interesting language suddenly caught the attention of the students, and I became the focus of the whole class. At this time, all the teaching activities are of high quality. For another example, when students calculate 94-(24- 17), they will calculate 94-24- 17 by removing the brackets. Many teachers will think of comparing brackets to an umbrella, with which they can calculate first. If you want to get rid of this umbrella, you should look at the weather sign outside. When you meet "+",it means that the sun is shining and you can go out. Teachers use humorous language to arouse students' emotions, shorten the distance between teachers and students and create a good teaching atmosphere.
Someone once said: The mind is not a container that needs to be filled, but a spark that needs to be ignited. In order to light the torch of students' knowledge, teachers need unique guidance in teaching, so that they naturally have the need to learn.
Thirdly, the image language is a stage play full of life.
"Spread like a branch", such a concrete image language has won the favor of students, and this is a living life stage play. There are countless examples of this. For example, when teaching decimal cycle, teachers rack their brains to let students better understand what cycle is. Some take the repeated spring, summer, autumn and winter as an example, and some read a doggerel saying: "Once upon a time, there was a mountain, a temple on the mountain, and there was an old monk in the temple. The old monk told the young monk that there used to be a mountain ... "Let the students feel the cycle repeatedly in these words, so as to understand the cycle. This process not only improves students' understanding ability and classroom efficiency, but also really links mathematics with life.
I can't help but think of a teacher who said, "If the sensibility of Chinese and the rationality of mathematics are organically integrated, the mathematics classroom will be radiant!" Yes, mathematics classroom language is to add some "materials" to turn simple descriptive language into situational interesting language; Turn boring reasoning language into suspenseful heuristic language; Change the blunt evaluation language into euphemistic encouragement language ... make interesting math classes full of rational thinking, lively teaching forms full of humanistic atmosphere, and make active and harmonious math learning fragrant.