During the teaching process of Zhang Ailin in Jiawang Cai Ying Middle School in Xuzhou, Jiangsu, many teachers felt that students' written expression of geometric calculation or proof questions was very confusing and lacked logic. Students are also very anxious, and they will know what is going on as soon as there is a problem. When they write, they either don't know where to start, or the conditions are insufficient, or the logic is chaotic and the organization is weak. At this time, if the rules are not taught, students will find the reasoning process too difficult to describe and produce. The author thinks that one of the important reasons is that students' mathematical language expression ability can't keep up with the pace of logical thinking. The mathematical language here contains two meanings, one is the oral language of mathematics, and the other is the written language of mathematics. In the teaching process, teachers mostly explain problems, focusing on the analysis and discussion of problem-solving ideas, and students lack opportunities for language practice. In other words, the purpose of teachers' understanding and applying students' mathematical language is not in harmony with the development level of students' logical thinking ability, but restricts the development of students' thinking. Engels pointed out: "Language is the material shell of thinking". Students' mathematical language expression ability and logical thinking ability complement each other and restrict each other. First of all, provide students with a vast world to cultivate their mathematical language expression ability in class. 5438+0. Cultivate students' listening habits. Learn to listen to teachers and classmates. Students lack rigor, organization and logic when answering questions. These characteristics of mathematical language hinder the expression of students' mathematical language and the cultivation of their thinking. Therefore, in classroom teaching, teachers must cultivate students' good habit of listening carefully in standardized mathematical language and learn to "listen", which is the premise of improving students' mathematical language expression ability. Imitate the expression of mathematical language in listening carefully. 2. Don't let students learn by rote in concept teaching. On the basis of understanding, let students abstract and summarize in their own language, and then teachers and students complement each other to be accurate and perfect. Perhaps the students' expressions of concepts are inaccurate, incomplete and have omissions, but they are all summed up by the students themselves, reflecting the students' thinking process. As Boglia said, what the teacher said is not unimportant. But ten million times more important is what the students think. Students' thoughts should be generated in their own minds. Accurately expressing this thinking process in mathematical language is the concrete embodiment of thinking quality. In this process, students have deepened their understanding of concepts and improved their ability to express and think in mathematical language. 3. Guide and cultivate students' good habit of reading carefully, and carefully understand, discuss and ponder the mathematical language in the book. Cultivate students' sense of mathematics language. 4. Give full play to the exemplary role of mathematical language expression in example teaching. At the same time, teachers should carefully prepare mathematical language, reflect its demonstration and guiding role, infiltrate students, and gradually let students transform mathematical language into mathematical symbols, so as to achieve a subtle effect. 5. Stimulate students' desire and courage to answer or ask questions in class, and train students' ability to quickly organize and accurately express their thinking process. For example, in learning "in a right triangle". If an acute angle is equal to 30, then the right-angled side it faces is equal to half of the hypotenuse. "A classmate overthrew this reasoning process three times in a row, and finally got a different reasoning process from the book. In the process of sorting out his reasoning, he promoted the development of his logical thinking and cultivated his innovative consciousness. 6. When solving problems in class, students can complete the problem-solving process after the teacher makes the necessary ideas. After the performance, give full play to the collective strength of students, find out the mistakes, inappropriateness or trivialities in the process of solving problems, correct them one by one, and let students criticize each other, so that students' mathematical language expression ability will be greatly improved in the process of constant conflict, comparison, correction and arrangement. It is necessary to completely say "the number with an absolute value of 5 is 5" instead of simply saying "5" and correct the improper points in time. Example: calculate (-3ab)+(2ab) solution: original formula =-27ab+4 ab (power law and power law of product) =-23 ab (law of merging similar terms). At the same time, it also deepens students' understanding and memory of concepts, rules and formulas. Third, take students' homework seriously and improve their mathematical language expression ability through homework feedback. 1. Homework should be assigned blindly and excessively, so as not to waste students' time and increase their burden, but to get twice the result with half the effort. 2. Avoid being sloppy, perfunctory or even just arranging without correcting homework. In this way, homework loses the function of mutual feedback between teachers and students and promotes students' development. 3. The ways of correcting homework are flexible and diverse, including teachers' whole batch and whole class correction, individual face-to-face approval, student groups and mutual approval. In teaching practice, the author thinks that students' grouping and mutual approval is very effective in cultivating students' logical thinking expression ability. Under the guidance of the teacher, ten people in each group, one day, each corrects four to five books at a time, and gives feedback on the same day. In this way, every student feels his own existence and respect, and when correcting other people's homework, he should also carefully scrutinize and try to figure out whether his reasoning process is wrong and appropriate. In this process, he improved his ability to analyze problems, deepened his understanding of problems, broadened his horizons, standardized and improved the logic and organization of written expression. In a word, students' mathematical language expression ability and logical thinking ability complement each other, influence each other and promote each other. As math teachers, they should deal with students.