Wei conggui

Abstract: Teachers' timely and witty evaluation language can not only promote the agility and flexibility of students' thinking, but also make the classroom interesting and fully mobilize students' learning enthusiasm. German educator Dostoevsky said: "The art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging." Indeed, a teacher's inspiring language can stimulate students' intrinsic motivation and improve their enthusiasm and initiative in learning. Tolstoy said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "

[Keywords:]: Mathematics teaching appropriate incentive language

One of the main tasks of primary school mathematics teaching is to stimulate and cultivate students' interest in learning mathematics, so that students can enjoy learning happiness. In primary school mathematics teaching, teachers should seize the opportunity, use inspiring language in time, stimulate students' interest in learning, and let students experience and enjoy the success of learning in pleasure, which can achieve twice the result with half the effort. Below, I will talk about my experience in using motivational language in combination with my usual teaching practice.

First, appropriate use of motivational language.

Teachers' motivational language should be appropriate, otherwise praise will flood and students will be bored. In the classroom, the most frequently heard evaluation is the teacher's "You are great! Great! " Even if the students did a simple calculation correctly, the teacher lost no time in praising "You are great!" Will such general praise and excessive praise also make students feel the depreciation of teachers' praise? What we should see is that some students look around in class and stop listening carefully because they are called "great" by teachers.

If a student obviously doesn't get to the point when answering a question, the teacher encourages him with very exaggerated language: "You are really something. The answer to this question is perfect. " Instead of being praised, the students felt embarrassed. Other students also feel that the teacher's evaluation is not objective, so they are tired of the teacher's encouragement.

Second, flexible and diverse use of motivational language.

Teachers should also learn to be flexible and diverse when using motivational language. In the usual teaching, many teachers' motivation language is very simple, and even they rarely hear words like "very good" and "very good". Students receive too little encouragement, which will naturally make them tired of the classroom.

(A), the use of good body language for motivation. The so-called "body language" is a look, an expression and an action. "Eyes": the eyes should be kind and natural, so that the eyes will gradually deepen with the learning content, a look of approval or expectation or inspiration or trust; "Expression": either there is passion in peace or trust in doubt; [Body]: gentle gestures, exaggerated movements ...

All these will bring unexpected incentives to students, urge them to correct themselves and improve their learning confidence. More importantly, teachers should be good at grasping every breakthrough point in teaching and using vivid spoken English to make appropriate immediate evaluation. For example, I often praise students when they answer the questions correctly:

1, "Look, he can think. Give him applause! "

2. "Your answer makes me feel that your mathematical thinking is logical."

3. "Your idea of solving this problem has far exceeded the teacher's expectation. You are really great! "

4. "That's a great question you asked! Very challenging, keep working hard! "

These evaluative languages are great encouragement to students, and teachers should not hesitate to send encouraging evaluation words to every student. A little encouragement may motivate students to explore knowledge all their lives.

I remember teaching the lesson "Understanding of Millimeter and Decimeter", when the course went to "Say, what things in life are generally measured in millimeters?" In this part, because the third-grade students don't know much about the reality of life, when the first student raised his hand carefully, I first gave him a trusting look, and then gave the students a message that they could stand up and answer questions with gestures. When the students answered in a very small voice, "When measuring the thickness of glass, we can use millimeters as the unit", they looked at me with nervous and careful eyes, waiting for my answer.

Seizing this opportunity, I enthusiastically and exaggeratedly said, "Why didn't I expect the thickness of glass to be measured in millimeters?" Your answer not only broadened my thinking, but also broadened my imagination for my classmates. "The short evaluation made the student sit proudly in his seat, and it was this short evaluation that brought the students an active lesson of answering questions first. In this way, the students completed the learning task of this class in a warm and orderly teaching.

(2) Motivation language should be appropriate and targeted. Teachers should have strong listening and discriminating abilities, give timely feedback according to students' performance in participatory learning, accurately and objectively point out students' advantages, and give incentives. For example, "You are very creative, which is very valuable. Can you say it again loudly? " "You listen very carefully, your ears are really smart. You noticed such a delicate place. " "What you said is very reasonable. If you can slow down, other students will hear more clearly. " "ah! Your extracurricular knowledge is so rich that you can be my teacher. " ..... This kind of evaluation can give full play to the incentive function of evaluation.

(3) Motivation language should be humorous, vivid and witty as far as possible. Teachers' humorous language will inevitably have a subtle influence on students, thus helping to cultivate students' good humanistic quality. Children 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. When a student is talking, he can say, "Children are so quiet today! Look, the first group lasts the longest. " If you find a student dozing off on a hot day, you can ask him, "You dreamed of the Monkey King. Don't forget to ask him to lower the temperature today!" In this way, the classroom atmosphere will be active immediately, and students' attention will naturally be concentrated. The teacher has achieved the goal of criticism, and the students will not be disgusted, which can be described as the best of both worlds.

Third, seize the opportunity to use motivational language.

Teachers must seize the opportunity when using inspiring language. Teachers can get twice the result with half the effort by using inspiring language at the best time. Teachers should seize the opportunity of encouragement, praise students in time and properly, and let them establish firm self-confidence through their own emotional experience, so as to experience and enjoy the success of learning in happy mathematics learning.

(A), the development point of view, immediate incentives.

Classroom immediate motivation is an immediate evaluation. Teachers themselves should seize the fleeting opportunity, conduct incentive evaluation in time, conduct dialogue and exchange evaluation, and promote spiritual communication between teachers and students. The real-time evaluation of motivation should be based on students' different personalities, temperament, characteristics and learning level, from person to person and from time to time, and make a targeted and artistic evaluation. Every child wants to be inspired by teachers and classmates, especially children with poor academic performance, who are more eager for motivation. For example, when teaching simple operations, I prepared a 10 crossing calculation problem before class. I asked an underachiever, and he only got four correct answers. I immediately commented: "You are amazing! All four questions were answered correctly in one breath! " Another example: in the conversion of teaching units, I asked students to explore a topic by themselves: 1 m 5 cm = () m and talk about their own ideas. A classmate replied, "I only divide the meter by 5cm times 100, which equals 0.5m, and add 1 m, which is 1.5m, so 1 m 5cm =( 1.5) m". If you are more careful, it will be perfect! " "Students build self-confidence in teachers' praise, and teachers' evaluation helps students experience and enjoy success. In short, in the implementation of incentive evaluation, students should be evaluated from the perspective of development. No matter how unsatisfactory the current situation is and how far it is from the educational goal, students should be affirmed through evaluation to encourage continuous progress and development.

(2) Pay attention to different findings and motivate them immediately.

Einstein once said, "It is more important to ask questions than to solve them". There is an old saying in China: "Learning begins with thinking, and thinking begins with doubt". The process of learning mathematics is the process of constantly asking questions. The traditional teaching view holds that mathematical knowledge is static and exists independently of individuals. But this is not the case in essence. Students should not passively copy book knowledge, but actively construct new knowledge and develop their own thinking and emotions in the process of construction. In mathematics teaching, teachers must provide students with a good atmosphere of "asking questions", teach students the methods of asking questions, and guide students to be good at finding problems and dare to ask questions. In this process, teachers' inspiring language undoubtedly provides students with essential psychological guarantee and strong motivation to ask questions.

For example, when teaching how much do you know, students encounter such a problem: using scores to represent the shadow part: many students take the initiative to use their brains. When reporting communication, some students think that the shadow part can be expressed by the score of 1/2, while others think that it can be expressed by the scores of 2/4 and 4/8. Each student gives his own reasons. At this time, some students have doubts: why can the same shadow part be expressed by different scores? I praised the student's love for the brain and said in inspiring language, "Are you confident to discover the mystery yourself?" The enthusiasm of students is unprecedented. Through students' independent exploration, they found that the sizes of the three scores are actually the same, but the average number of copies and the number of copies expressed are exponentially expanded or reduced. In this way, students have a preliminary understanding of the basic nature of fractions, which they only learned in the fifth grade. Through this teaching, I realized that the potential of students is infinite. As long as teachers are good at sowing hope, students will give you endless surprises.

In the teaching of "numbers with letters", the teacher asked the students to learn a passage from the book by themselves, and then asked: What have you learned? Most students are taught by the book and told to everyone according to the contents of the book. Then a student said, "I found that the multiplication sign between letters can also be omitted, for example, s=v×t can also be written as s=vt." This part of the content is not in the book, but students will combine extracurricular knowledge to understand the learning content, showing students' ability to integrate. Therefore, I encouraged the student to say, "You are good at grasping the connection between knowledge. This is a very good way to learn knowledge. " After class, the student told me that he was greatly encouraged after listening to my words.

(3) Students who are confused should be encouraged immediately.

It is meaningful for most children for teachers to do so. Because, for students, most of the learning content is unknown to them, and they all need to "cross the river by feeling the stones". Therefore, it is very normal for students to encounter difficulties in their studies. At this time, teachers should give full play to the role of encouragement and guidance to help students overcome psychological obstacles and thinking obstacles. For example, in the class "The Meaning of Equation", after the teacher has made the necessary preparations, let the students try to talk about what an equation is. A student said, "The equation is an equation first, and the letter X should also be included in this equation." What a simple and valuable language! The student's speech not only contains a profound understanding of the meaning of the equation, but also has some deviations, that is, the unknown in the equation does not have to be represented by the letter X, so I told him in enlightening language: "Your words are very close to the standard language in the book, but only one place needs to be corrected." Can you find out for yourself? "With my encouragement, the student finally corrected his language defects and deepened his understanding of the concept.

Fourth, respect differences and use inspiring language.

Curriculum standards require us to "cherish students' unique feelings, experiences and understanding." "Students are the main body of learning, and their unique experiences are valuable educational resources. For example, "the question you asked is of great thinking value. Let's study it together and see if we can find the correct answer. " "I admire you! You have seen it, thought and personality! " "I don't agree with you, but I admire your courage to express your opinions. "Teachers should first respect students' unique experience, especially when students' value orientation and teaching materials and teachers' understanding are deviated. If we can understand children with a tolerant eye and protect their innocent hearts, then our evaluation language will be tolerant, cordial and sincere, and students will feel the respect and appreciation of teachers, thus enhancing their confidence in continuing to surpass themselves.

"Respect for differences and diversity of values" is another basic feature of curriculum evaluation. While sincerely praising, teachers should skillfully use well-meaning criticism and respect students' understanding differences. Every student is a living individual, and there are bound to be differences in cognitive level. Therefore, teachers should pay attention to students' inner feelings and protect their self-esteem when criticizing their mistakes in learning. For example, in teaching, students answer wrong. This is my evaluation:

1, "Speak your mind, make full preparations and you will have a wonderful speech!"

2. "It doesn't matter if the answer is wrong. The teacher hopes that you will answer correctly next time. "

2. "yes. It doesn't matter if the answer is wrong. Give it a try! "

3. "People who dare to show their strengths are lovely, and those who dare to expose their weaknesses are respectable! Only those who correct their shortcomings can truly grow up. "

I still remember that there is such a two-step calculation application problem: "There are 55 tourists in the park in the afternoon, 3 more than in the morning. How many tourists came to the park on this day? " As a classmate's answer appeared on the blackboard: 55-3=52 (person), all the students sitting below laughed. The students who came to the blackboard realized from their laughter that they might have done something wrong, blushed with nervousness and tears swirled in their eyes.

How can this situation make the teacher reprimand this classmate again? I first used gestures to ease the students' laughter, and then made this comment: "Students don't laugh, XXX, you didn't do anything wrong, but you haven't finished writing yet. Please check it again. You can do it, right? " I believe you! I believe his classmates give him applause! "After listening to my words of concern and warm applause from my classmates, he calmed down and carefully read the topic again. After simple analysis, he finally solved the problem correctly: "55-3=52 (person), 55+52= 107 (person)", and I could see that he showed a successful smile when he returned to his seat.

Such timely and positive evaluation greatly inspired other students, who put forward different methods to solve problems: "55155 =10 (person),113 =107 (person). Through this evaluation, I not only tactfully explained the reasons for his mistakes, but also protected his self-esteem and self-confidence. Such a harmonious teaching atmosphere provides an emotional foundation for other students' innovative thinking, and such education will inevitably have a far-reaching impact on their future study. On the other hand, if I laugh at him like other students: "Really, I can't do such a simple question …" I think we will see a student who hates learning mathematics in future teaching.

From this example, we can see that sometimes a student can't solve a problem, not because he has a bad learning attitude. Our teacher should make an appropriate evaluation of his study, and should give priority to encouraging evaluation. Just like the evaluation fragment above, suggestive criticism not only takes care of students' self-esteem, but also corrects a small mistake in students' study. Respect and criticism are equally important, and the effect of education is self-evident.

"Mathematics Curriculum Standard" points out: "The purpose of evaluation is to fully understand students' learning situation, stimulate students' learning enthusiasm and promote their all-round development." It also pointed out: "Evaluation should pay attention to students' personality differences and protect students' self-esteem and self-confidence." Incentive evaluation should also pay attention to students' personality differences. Teachers should determine each student's "nearest development zone" and make a positive evaluation of students' academic performance separately. For example, for a student who doesn't finish his homework carefully, when he plays seriously on the blackboard, the teacher can appreciate his serious attitude in writing this time. Then, he will face his next homework with this positive and serious attitude.

Facts have proved that it is unrealistic for primary school students to make long-term efforts only for the final reward if they don't often give appropriate praise and encouragement. Small and frequent praises are more valuable than big and few rewards. Therefore, as a teacher, we must pay attention to the use of motivational language in the classroom.

References:

1, Liang Xu, How to Use Motivation Language in Primary School Mathematics Teaching.