In the process of teaching, teaching materials, teaching methods and teaching language are the three intermediary factors of teaching. With the in-depth development of teaching reform and the continuous improvement of teaching level, teachers pay more and more attention to classroom teaching language. In a good class, the teacher's language is very important. As the saying goes, "it's not honey, but it can stick to everything." What I'm talking about here is the charm of language art. An accurate and vivid teaching language can always catch students' heartstrings and keep their attention. As the educator Suhomlinski said, "Teachers' language literacy largely determines the efficiency of students' mental work in the classroom. As a primary school math teacher, to hone his teaching language and strive to improve his language art, first of all, inspiring teaching language gives students courage and confidence. Teachers should be willing to stand on the same thinking level as students, bend down to listen to children's voices, be willing to find the bright spots in children's thinking process, and use their true feelings to mobilize students' learning enthusiasm. This phenomenon often occurs in classroom teaching. After the teacher asked questions, some students spoke enthusiastically, while others were silent. Either because of introversion, shyness, speech, or because the foundation is not solid, I am not sure about the teacher's questions. How to make them express their views boldly and confidently? A teacher said to his students, "Never mind, you can tell the teacher the answer gently." Then, the teacher came up to him and listened to him whisper. After hearing the students' correct answers, the teacher announced the answers to the public, praised them and guided them in time: "How well XX spoke!" Next time you tell everyone the answer loudly, it will be better! "For the students who didn't answer enough, the teacher slightly revised the answer and fully affirmed the students' thinking and labor achievements:" XX makes sense, and other students will add it! " For the wrong answer, the teacher changed the subject and said, "So-and-so students have taken the initiative to tell me an answer. What do you think? " Guide all students to discuss the problem in depth. "Your answer is very close to the correct answer. Think again, the teacher believes that you will succeed. " Tolerate students' mistakes, be good at seeking success from students' failures, and care about students' self-esteem and self-confidence. In this way, the distance between teachers and students is shortened, and students are full of humanistic care, which effectively enables students who lack self-confidence to gradually establish confidence, dare to express, be willing to communicate and learn to cooperate. Second, the appropriate use of motivational teaching language. The new curriculum reform emphasizes the diversification of classroom evaluation subjects, that is, not only teachers can evaluate students, but also students can evaluate teachers, students evaluate students, and students evaluate themselves, so that students can be more aware of their efforts. For example, "You speak very well, and the teacher thinks exactly like you", "It's amazing, and the teacher is really happy for you", "Your answer is correct, and it would be better if it were louder", "Don't be afraid, speak your mind boldly and let the teacher and classmates share it" and "Wonderful! Today, I will give you the highest honor award, because you have learned to observe with your own eyes, practice with your own hands, think with your own brain, and express with your own mouth. " Inspire students to evaluate the teacher: "Does the teacher think so?" Where is the good news? " "What do you think of the teacher's method?" Students evaluate students: "Teacher, his plan is too troublesome, I have a simpler plan", "I don't think she understands it comprehensively, so I'll add it". "Teacher, I didn't completely do it. Can I change it? " "I think it's important to listen to others carefully." In this way, students think seriously, explore cooperatively, question boldly, take the initiative to learn, and teachers guide skillfully, so that the whole classroom is full of equal and harmonious atmosphere, and then show themselves and form the driving force for sustainable development. Teachers' classroom teaching language art is varied, and a good teaching 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. According to the general law of teaching language, the subject characteristics of primary school mathematics and their own language advantages, teachers can temper the language in the teaching process, get rid of what they have lost and cultivate it repeatedly, thus forming their own style.