First of all, classroom language should be concise
The so-called language refinement requires teachers to express richer content with the least sentences in classroom teaching. Some teachers are afraid of students' "indigestion", and the teaching language is cumbersome and comprehensive. In fact, this practice is not conducive to students' grasp of the key points of knowledge and understanding of the relationship between knowledge, nor to the development of students' intelligence. It should be noted that 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 definition of an ellipse, "the locus of a point whose sum of the distances from two fixed points on a plane is equal to a constant is called an ellipse", and the essential attributes of the ellipse are extremely concise and concise, without any redundant components.
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 only plays the role of finishing touch.
Second, the classroom language should be logical.
Logic is another basic feature of mathematics content and also a basic requirement for teachers' language. In mathematical language, language must be logical, thorough and rigorous, and the integrity of language can not be ignored. On the one hand, the language should be organized. Teachers should comprehensively consider the combination of actual operation sequence and students' thinking habits to make the language orderly. For example, when teaching "the solution of one-dimensional quadratic inequality", "both sides of inequality are multiplied or divided by the same positive number, and the direction of inequality remains unchanged." Ignore the premise of "simultaneity" because the language is not rigorous.
On the other hand, mathematical language should be scientific and rigorous. We sometimes ignore the scientific nature of mathematical concepts for the convenience of students' understanding, which is very imprecise. Teachers' language in demonstration and explanation should be easy for students to understand and accurate. For example, when talking about the concept of mapping, in order to strengthen students' understanding of mapping, teachers should use the concept of function for analogy teaching, so that students can have a reference and understand the concept of mapping more easily.
Third, the classroom language should be enlightening.
In classroom teaching, teachers should not only ensure the rigor of core content expression, but also be enlightening and guide students to divergent thinking. High-quality problems can stir up a thousand waves with one stone, while inferior problems are a waste of time, which ultimately affects the actual effect of classroom teaching and restricts the all-round development of students.
Therefore, in order to stimulate students' interest in learning, teachers should use encouraging language to inspire students, such as "his plan is reasonable, who can add it?" "Who will give it a try?" "I believe many students can draw more beautiful patterns." "I'm sure you can figure it out yourself." Wait a minute. Teachers should pay attention to the inspiration, so as to be "not angry, not angry, not angry" and create good external conditions through inspiring language, so that students can acquire knowledge through their own positive thinking, thus developing their thinking ability. Therefore, "mathematics is gymnastics to exercise their thinking".
Fourth, classroom language should be interesting.
The language humor of a math teacher can help students understand and remember. Teachers should use interesting, vivid and intelligent language according to students' psychological characteristics in class, so as to entertain and entertain. Let students understand the rich connotation of language in laughter. For example, when explaining the concept of index, we can hold the four little fingers of the hand, raise the mother finger and say to the students, "The so-called index is like this: the bottom is like a fist, and the finger is like a finger." In this way, students will have a good sense of understanding and deep memory, stimulate students' thirst for knowledge and achieve the purpose of teaching and learning. The language humor of mathematics teachers can enliven the classroom atmosphere and adjust students' emotions. Students all like humorous teachers. Such a teacher can give students a kind and approachable feeling. If teachers use humor properly in class, it will narrow the distance between teachers and students and form a good classroom atmosphere. 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.
Fifth, classroom language should have feelings.
Teaching language is the carrier for teachers and students to transmit information and exchange thoughts and feelings. A kind and touching teaching language can best keep students' positive and comfortable learning mood and arouse students' enthusiasm, thus generating power that cannot be underestimated. The ancients said, "Those who touch people's hearts should not be sentimental first." We should carefully look for their "bright spots" and give them "praise and encouragement" so that they can feel their progress and stimulate their learning motivation. 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. Sometimes it is clear at a glance that the students' calculations are wrong, but we still have to check with the students line by line with gentle attitude, kind tone and kind eyes. Let students be confident, enthusiastic and motivated in their studies, so as to "learn from others and believe in their ways". In teaching, teachers should adopt the principle of encouraging and evaluating more, so that students can be confident and active in their studies.
Six, silent language should be used properly.
Silent language in mathematics includes teachers' expression language, sign language and body language, which can assist vocal language to achieve teaching purposes. As a teacher, you can't be expressionless. People who are not good at using expressions can't be good teachers. A teacher can only become a real teacher if he learns to make different expressions on his face, posture and voice. The learning communication between teachers and students in the classroom often depends on their eyes. They all capture the students' eyes with kind eyes, let their eyes spread all over the classroom, and let every student feel that the teacher is paying attention to themselves, which virtually plays a role in controlling the classroom. Teachers can criticize students who violate discipline in class with serious and warning eyes. Compared with loudly reprimanding, this silent criticism is easier for students to accept and does not affect the attention of most students. As a teacher, good-will expression and good-will words are the most effective means to bring students closer.
In a word, a good mathematical language is a creative applied art, which is the perfect combination of teachers' advanced educational ideas, rich knowledge accumulation, skilled educational skills and superb language application ability. We should constantly hone our language in teaching practice, get rid of what we have lost and what we have gained, and forge it repeatedly, so as to create a lively classroom atmosphere, ignite the spark of students' wisdom and optimize mathematics teaching.