Language refinement means that the teaching language should be less but better. Concise language requires teachers to summarize and concisely express the main points, key points and difficulties. Mathematics teachers should accurately describe definitions and theorems, and students should not be confused and misunderstood. Teachers should do the following two things: first, they should have a thorough understanding of the essence of concepts and the meanings of terms, such as divisibility and division, digits and digits, tangents and tangent lengths, and if they are confused, they will violate identities; Second, we must use scientific terms to teach, and we cannot express concepts, laws, properties, etc. In dialects and dialects. For example, a vertical line cannot be described as a vertical downward line, and the simplest fraction cannot be described as the simplest fraction. What students don't understand or are important should be said more or in detail, and it should be said just right. In the teaching process, teachers' language is not concise, sloppy, grandiose and flashy, which affects the full use of class hours. Subjectively, some teachers also want to grasp the key points, solve doubts, enlighten and induce. However, due to their low level of language control, they often use a lot of other words in lectures without any purpose. As a result, the teachers talk nonsense, but the students don't understand what they mean. Some experienced teachers attach great importance to the training of teaching language, and they explain the key and difficult points of the textbook concisely and pertinently. This will free up some class hours for students to think and practice fully, which will help students develop their intelligence, reduce workload and improve learning efficiency.
Li once said: It can be said that logic and systematicness are the deep structural strength of the teaching language, just like the steel bars in the building. When teaching, teachers ignore the organic connection between teaching contents, so each class is either a list of concepts or a combination of ideas, which is of course monotonous and boring. If teachers can dig deep into the inner part of the textbook and use logical reasoning to teach on the basis of students' existing knowledge level and thinking ability, they will certainly go deeper and achieve better results.
Second, the classroom teaching language should have rhythm and cadence.
The rhythm of language is to reasonably control the priority of speech speed according to the students' acceptance of knowledge and information in the teaching process. The rhythm of teaching language directly affects students' thinking activities. If it is the beginning of a class, students relax because of the break, and some have not prepared and reviewed well, because they are nervous for fear of teachers asking questions. At this time, whether teachers review old lessons or introduce new lessons, the classroom language should be slow, just like cars and ships have just started, and there is a process of gradually introducing track courses. When students' emotions are mobilized and their thinking enters the normal track, the progress of language and teaching can be gradually accelerated. When the teacher analyzes the key points and difficulties of the textbook, the language should be slow rather than fast because these contents need to be transformed into the students' brains. When teachers transition from one teaching link to another, the teaching language at this time should be fast rather than slow. When teachers consciously train students' thinking agility and the ability to organize or memorize languages in a limited time, they can appropriately speed up the language rhythm. In short, you can't just talk about yourself, regardless of the actual situation of students, and speak too fast, so students have no time to think; Speaking too slowly can't satisfy the students' thirst for knowledge.
The change of tone is directly related to the effect of the lecture. It is always dull and low tone or slow tone, which makes the classroom atmosphere too dull and often plays the role of lullaby. On the contrary, it is always loud and deafening, which affects students' thinking and taste and easily causes fatigue. Good tone rhythm is to meet the needs of students' hearing, conform to the laws of students' thinking activities, enhance the artistry of language and achieve good teaching results.
Stagnation, also known as pause. This is an indispensable means to express ideas in audio language. In the lecture, a proper pause can better express the teaching content and reflect the language structure and teachers' feelings. It helps students to understand what the teacher said more clearly and think and digest during the pause. Generally speaking, there are the following situations: one is to pause to attract students' attention; Second, pause to strengthen logic and hierarchy; The third is to pause in order to highlight key points and difficulties; The fourth is to strengthen the climax and further sublimate it.
In a word, teachers should change the intonation appropriately, high or low, and use pause appropriately according to the content of the textbook, so as to make the language rhythm cadence, thus greatly improving the expressive force of the language and achieving good teaching results.
Third, the classroom teaching language should be humorous and infectious.
The interest of language is one of the most attractive factors of teaching language. Humor is the crystallization of teachers' wisdom, knowledge, alertness and inspiration in language use, and it is a dazzling spark that flashes in an instant. Humorous language can relieve tension, ease opposition and create a teaching environment that makes both teachers and students feel comfortable psychologically. Chekhov, a Russian writer, has a famous saying: If a person doesn't know what humor is, he won't make great achievements, even if he has natural talent, he is not really smart. Humorous teachers will not only add happiness to students, but also realize the true meaning of knowledge in laughter and laughter, and make their language full of charm. So students welcome teachers with a sense of humor very much.
Fourth, the volume of classroom teaching language should be moderate.
The volume in the classroom should not be too high or too low. The volume is too high, which exceeds the psychological endurance of students, making them feel harsh, uncomfortable and even bored, leading to low mood in class. If the volume is too low, students will find it hard to hear, and they will not get effective perception, which will also lead to boredom and reduce their interest in learning. Generally speaking, the volume of lectures should be such that students in any seat in the classroom can clearly hear the teacher's voice. However, we can't always keep the volume in a class, because people's auditory system has an instinctive inhibitory effect on monotonous external stimuli. Under certain conditions, this inhibition will lead to people's rebellious psychology, thus forming anxiety, boredom and resistance, which will weaken and disappear the stimulation. In order to prevent this boredom, the volume should be high and low. When it is necessary to emphasize the key words in a certain concept or principle, when students are tired and inattentive, the volume can be increased appropriately to attract students' attention and cheer up their spirits. When students concentrate and all their thoughts are mobilized, the volume can be reduced appropriately. In short, political teachers should master the examination paper scientifically and pay attention to improving the teaching effect.
If a teacher can achieve the above four points, then the artistry of his classroom teaching language will certainly be achieved. The artistry of teachers' language is not only a technical operation problem, but also a comprehensive reflection of teachers' world outlook, political inclination, moral concept, thoughts and feelings, ideal sentiment, knowledge accumulation and language environment.