First, the basic requirements of mathematical language training
1, integrity. Pupils, especially those in lower grades, often have fragmented and unsystematic understanding of things, single thinking and incomplete language, and will not consciously say a complete sentence. According to this weakness of students, we should pay attention to let students answer other people's questions with complete sentences when training students. Use questions to guide them to say complete words. Pay attention to the following points during training: (1) More times. Teachers should ask questions many times in different forms. I have to train every class every day. Every time, we should emphasize the integrity of the language, so as to enhance students' awareness of sentence completion and promote students to develop the habit of sentence completion. (2) The method is novel. When students are asked to answer questions in complete sentences, students are encouraged to answer the same question in different ways, and their spirit of seeking differences is fully affirmed in time. This helps to develop their thinking and flexibility of seeking the opposite sex, and their language expression ability is also developed.
2. accuracy. The scientific nature of mathematics determines the accuracy of its language. Whether it is a definition or a judgment, it is required that the words are appropriate, scientific and reasonable, and there can be no deviation. If a triangle is a "figure surrounded by three sides", it cannot be said that "a figure composed of three sides is called a triangle." Because the meanings of "surround" and "constitute" are very different. The figure surrounded by three sides is just a triangle, and the figure composed of three sides is not necessarily a triangle. Therefore, words should be used accurately and descriptions should be appropriate, and there should be no ambiguity or ambiguity.
3. organization. The logic of mathematics determines the order of its language. The formation of concepts, the derivation of formulas and the induction of laws must follow certain laws. To cultivate students' language expression ability is to let students learn to use judgment and reasoning, "think systematically and systematically, and then describe the thinking process completely, so as to know both what is and why." Learning formula requires that you can tell the derivation process; Learning rules require that the inductive process can be enumerated; Learning rules require that calculation principles can be listed; Doing application problems requires that you can tell the way to solve them. "In short, students are required to speak coherently, reasonably and perfectly.
Second, the basic ways and methods of mathematical language training
1, look at the picture and talk. In teaching, we can train students' mathematical language by looking at pictures and expressing meaning. In teaching, students should be taught to look at the picture in an all-round way, see clearly what is painted on it, and let students learn to say a few words according to different meanings. For example, when teaching "A Preliminary Understanding of Multiplication Formula", you can first show pictures of dolls, and then ask the students to say, what is painted on the pictures? How many dolls does a * * have? How do you know that? Guide the students to say: each line has 4 lines and 3 lines; Or three in each column, four in each column. Then ask the students to make an equation. Students usually list addition formulas. Then guide the students to observe the formulas and talk about their characteristics. On this basis, tell the students that finding the sum of several identical addends like this can be calculated in another way, and then lead to the multiplication formula, telling that "×" is a multiplication symbol. Then I will talk about two ways to write multiplication, and the meaning of reading and expressing multiplication formula. Students practice reading multiplication formula and retell the meaning of multiplication formula according to the teacher's explanation.
2. Compile the application problem. Language is a tool of thinking. Paying attention to students' mathematical language training and cultivating students' oral expression ability is one of the important links in mathematics teaching. In teaching, we can train students' mathematical language by compiling practical questions. This not only improves students' mathematical language expression ability, but also helps students understand the structural characteristics of application problems. Because mathematical language is abstract, an accurate understanding of mathematical language can only be gradually formed in the process of continuous application, so in the process of expression, there may be some phenomena such as imprecise language, improper use of words and circuitous ideas. At this time, teachers should patiently guide students from daring to speak, from vague understanding and children's natural language to standardized and accurate mathematical language.
3. Group discussion. Group discussion is a common way in class. Select team leader, recorder, etc. In each group. When there are difficulties in learning, students can be invited to discuss in groups, and representatives can communicate after the discussion. By doing so, every student has the opportunity to speak and listen to others. Have the opportunity to express their views in front of several people and the whole class. In order to express the opinions of the group, students think, listen and organize more actively, and use old and new knowledge flexibly, so that they are fully excited about active learning, and at the same time increase the classroom density and get twice the result with half the effort.
4. Communicate at the same table. It is very convenient to communicate at the same table, and it is also a good way to let students express their opinions and cultivate their language ability in classroom teaching. Especially in the new teaching, students have mastered certain methods, which need to be summarized in time. For example, if you change the name number: 2m 6 cm = () cm, students can tell that 2m is 200 cm, and 200 cm plus 6 cm is 206 cm. Two simple sentences, through the mutual communication between the deskmates, enable students to master ideas, and can draw inferences from others and use them flexibly. Students with learning difficulties in the class can also learn to describe and answer correctly step by step under the guidance of their deskmates.
5. Summarize. After a math class, we often sum up arithmetic, calculation rules, the structure of application problems, quantitative relations and so on. This link is also an excellent opportunity to cultivate students' mathematical language. In this link, the teacher must not do everything instead, but let the students speak. For example, after teaching divisor is the division of two digits, we should summarize the calculation method. At this time, students can recall their learning process, discuss in groups, and then raise their hands to speak. Of course, the students may not have summed it up completely, or they may not have expressed it accurately. At this time, the teacher can guide the students appropriately and let them speak out bit by bit.
6. hands-on operation. The thinking of primary school students is mainly intuitive, mainly thinking in images. In teaching, we should make full use of the demonstration of visual teaching AIDS and the operation of learning tools to develop children's mathematical language. In class, let students operate, think, do and speak, and let the brain, hands and mouth participate in activities together to achieve harmony and unity. For example, teaching the understanding of cylinders, after students intuitively understand the shape of cylinders, we can let students further understand the characteristics of cylinders through hands-on operation. (1) Roll the cylinder on the table; (2) cover a group of cylinders with iron; (3) Press the upper and lower sides of the cylinder on the paper in turn, draw it down with a pencil, and compare their sizes. Divide the students into several groups to carry out the experiment, and ask them to observe and analyze the phenomena carefully. Discuss in the same group: What does this phenomenon show about the cylinder? Because it is a hands-on process, students can talk about the characteristics of the cylinder after discussion, so that students feel more relaxed. Most students can accurately tell three characteristics of a cylinder: the cylinder can roll back and forth; The cylinder is equally thick from top to bottom; The upper and lower sides of the cylinder are round and have the same size.
In short, primary school mathematics teaching should cultivate students' language ability, so that students can further improve their mathematical perception, thinking ability and understanding and expression ability through the improvement of language ability.