First of all, in view of the present situation that students like to listen quietly in class and have low enthusiasm for raising their hands to speak, this paper puts forward some strategies to improve students' interest in "talking about mathematics".
1. Personalized evaluation, to establish students' desire to "speak mathematics".
(1) When fewer students raise their hands when throwing a question, I will use such language to motivate my classmates, such as: "Use your head and compare who is the bravest. You can boldly tell everyone what you think." Another example is: "The teacher doesn't quite understand this question. See who can be a little teacher and teach everyone. "
(2) When the students answer the questions correctly, my evaluation is: "You are really good! The teacher applauds you. " "The little teacher speaks very well. We want to hear it again. Can you tell us again? " "You have a beautiful voice." "Your problem-solving ideas are really unique!" ……
(3) If the student answers wrong, I will say, "Never mind, think again and listen to what other students have to say." "Although XXX is wrong, the teacher thinks he is brave and can express his opinions boldly. Well done. " It is uncivilized and disrespectful to prevent students from laughing at each other and to educate students to laugh at others through empathy. Try to make the students feel that the teacher is not angry because of his wrong answer. In class, he can really speak freely, even if he is wrong.
2. Reward "speaking cards" and enhance students' desire to "speak mathematics".
I printed the voice card on colored paper, which is divided into two colors.
Yellow reads: "You are great, you can boldly raise your hand and speak!" " "It is used to reward students who raise their hands and speak actively but answer questions incorrectly. The purpose is to affirm that they actively participate in thinking and communication, and will not be lost because they have not answered correctly.
It says in red, "You are great. You think positively in class and answer correctly! " It is used to reward students who answer the questions correctly.
Students have collected 10 small card, and can exchange a letter of commendation with the teacher about "Listen carefully in class, think positively and speak boldly".
After a period of practical operation, it is found that students like small cards very much, and students can often be seen sorting out their small cards during recess or at noon. I can also feel the joy when my classmates exchange letters of commendation with me with 10 cards. Some students also have an agreement with their parents that they can get corresponding rewards if they get a few letters of commendation, so the effect is good.
Second, in view of the lack of opportunities for students to "talk about mathematics" in class, create various opportunities for students to "talk about mathematics".
1. When correcting wrong questions, the reason and thinking process of "saying" wrong.
When correcting mistakes, students often make mistakes because they don't look at the questions, so erase them first. Some students repeat the same mistakes for the second time because they can't find the cause of the mistakes, which is very inefficient. Therefore, I have two requirements for students to revise their homework:
(1) Ask students to read the mistakes carefully after getting the exercise book, and don't erase them blindly. Analyze or think about why I am wrong according to the error. What's the matter? Then start writing the correct answer.
(2) When you come to my side to re-approve the wrong questions, you should be able to express the reasons for the mistakes in your own language and talk about your own thinking process.
2. In the process of classroom teaching, arrange a "deskmate talk" session.
For example, when teaching Chapter 24 "similar triangles" in the ninth grade of Shanghai Science Edition, I asked my deskmates to tell each other the meaning of similar triangles in order to let students really understand similar triangles's judgment method after getting a preliminary understanding of similar triangles. After you create similar triangles, let your deskmates talk to each other about the characteristics of the similar triangles you created.
3. Be a little teacher and help students "talk" about solving problems.
When there are many wrong questions in the homework of students with learning difficulties, I will ask students with excellent grades to help me explain them one by one. In this way, by explaining the meaning of the topic, the top students make their thinking of solving problems clearer, their language expression ability is well trained, and they also help students with learning difficulties. Students with learning difficulties listen to their classmates' explanations, because they avoid being nervous around the teacher, so they listen better and more effectively than around the teacher.
Third, for students who can't speak or speak clearly, teach them the method of "speaking mathematics".
1. Repeat what the teacher and classmates said, and let the students say it completely.
Imitation is a good way to practice oral English. Students with learning difficulties are weak in language organization and generalization. For some sentences that are difficult to express, I often deliberately emphasize who has the brightest ears in the teaching process. After the teacher has finished speaking, please tell it to everyone to see who listens most carefully and what XXX can be repeated. For example, the following question:
"On Arbor Day, the teacher led 24 girls and 32 boys to plant trees in the Botanical Garden. The teacher divided these students into several groups, and the number of boys was equal. How many groups can these 56 students be divided into at most? "
The answer to this question is hard to say, and some students can't say it completely. So I demonstrated: "The greatest common denominator of the numbers 24, 32 and 56 is 8, so 56 students can be divided into 8 groups at most, with 3 girls and 4 boys in each group." Then I pointed to the formula to let the students with strong oral English speak first, and then let the students with poor oral English imitate the previous students to speak completely and clearly.
2. Evaluate the teachers' and peers' answers, and let the students speak wonderfully.
According to the teachers' or students' answers, we can reasonably organize our own language to evaluate whether others are right or not, and sometimes even have a debate, which is conducive to the mutual communication between students, can achieve the effect of mutual inspiration, and can also give play to students' creativity and thinking initiative. Because in an argument with others, if you want to win, you have to think quickly and use your brain quickly. Therefore, I often ask students in class: What do you think of XXX? Is such a solution possible? Do you agree with him? ……
Language is the carrier of thinking, and mathematical language is the carrier of mathematical thinking. Mastering mathematical language is one of the foundations of learning mathematical knowledge effectively. Strengthening students' training in "speaking" mathematics is to improve their ability to use mathematical language. Through the training of "speaking" mathematics, students' eloquence, courage and wisdom are cultivated.