Mathematical communication and cooperation are very important in learning, especially the expression of mathematical ideas. I think the most intuitive thing is language. Only when teachers' teaching language reaches a certain level can we guide them. It is very important to teach students to learn to express, be good at expressing and be brave in expressing. Learning to express is very active. Correctly expressing one's thoughts and communicating with peers are conducive to understanding, accepting and digesting knowledge. Therefore, teachers should strive to improve their language art, and now it is good to improve the language art in mathematics classroom and talk about personal understanding and experience. Language is the direct embodiment of teaching ideas and the most widely used and basic information carrier for teachers. Mathematics classroom teaching process is the transfer process of mathematics knowledge. In the whole classroom teaching process, the transfer of mathematical knowledge, the feedback of students' acceptance of knowledge and the emotional communication between teachers and students must rely on mathematical language. The way and quality of teachers' language expression directly affect students' acceptance of knowledge, and the emotion of teachers' language triggers students' emotion. Therefore, we say that teachers' language art is the core of classroom teaching art, and some people say that teaching is both science and art, which is true, because classroom teaching should not only rely on the guidance of scientific theories, but also pay attention to the art of communicating with people. After all, teaching is not something that teachers can accomplish by their own wishful thinking, but a bilateral activity of teacher-student interaction. This requires teachers to have certain classroom scheduling ability, so, specifically, it mainly includes: (l) the ability to design mathematics teaching. Primary school math teachers should fully understand the students before class, understand the students' mathematical knowledge base, the different needs of mathematics learning and the emotional state of mathematics learning. At the same time, it is necessary to analyze teaching materials, process teaching contents and develop curriculum resources, choose appropriate teaching modes, and arrange students to participate in certain mathematics activities. (2) Teachers should have the wisdom and ability to create a good learning atmosphere. Students are the masters of learning. Traditional teaching methods should be changed from teachers explaining examples and students imitating exercises to teachers guiding students to participate in mathematics activities and students asking questions to solve problems themselves. In this way, teachers' responsibility mainly lies in creating a good learning atmosphere for students. A good learning atmosphere is based on a democratic and equal relationship between teachers and students. Therefore, teachers are required to respect, love and understand students, treat students fairly, actively communicate and cooperate with students, and flexibly and tactfully solve contradictions with students. (3) Teachers should be resourceful, that is, educational wit. There will be some situations in teaching that have never happened before. Teachers should be able to make quick judgments on these sudden problems in the classroom and solve them in time, and must not be perfunctory. At the same time, teachers should carefully observe students' learning emotions and students' reactions in class, and adjust and organize their own teaching at any time. All these require teachers to use their own educational wisdom to deal with them well. I remember listening to a class not long ago, and the classroom atmosphere was very active, but the effect was not good. Because in this class, students don't follow the teacher, but the teacher is driven by the students and finally becomes confused and doesn't know what he is talking about. I think in this class, the teacher didn't make good use of language art, and at the same time, the teacher's teaching wit was not enough. Teachers should use language to guide students to concentrate, use vivid and interesting language to arouse interest, answer teachers' questions, and make the classroom enter an orderly and positive procedure. Only in this way can we be an excellent teacher, a teacher that students like, and let children think positively and keep their eyes open when they are in class, and be a teacher in hands in the air. Everything the most successful teachers tell their students, whether it is a 50-minute speech or a 2-minute explanation, is a dialogue rather than a performance. They interact with students, inspire and allow students to communicate with each other. A math teacher, if he can skillfully combine the characteristics of language art and mathematics, will certainly create wonderful moments for classroom teaching and inject life. In order to achieve this goal, in the process of primary school mathematics teaching, teachers should strive to improve their language artistic quality, carefully design mathematics teaching language, and carefully improve teaching evaluation language, so that their language can quickly attract students' attention, thus improving classroom efficiency. First, strive to improve the artistry of language. First, improve your language skills. So, what is language expression ability? Simply put, language expression ability refers to the ability of teachers to express relevant information quickly, coherently and methodically after entering the classroom, so that students can immediately enter the state of thinking. A teacher who is confused, inarticulate and dogmatic can't attract students' attention and thinking. As a teacher, if you want to improve your language expression ability, you can only enrich your language accumulation by reading more books and let language expression prove the benefits of reading. (2) It is a step-by-step process to train the narrative ability of mathematical language step by step. Teachers should always describe the process consciously and methodically, sum up conclusions, elaborate ideas, and make good use of mathematical language to express ideas. The language in the classroom should be concise, clean and tidy, and the important sentences should not be lengthy, and the key points should be grasped and summarized simply. Through appropriate vivid metaphors and easy-to-understand language, profound knowledge is clearly explained, and students' profound cultural heritage is used to teach students rich mathematical literacy, thus stimulating students' interest in learning mathematics, deepening their understanding and memory of knowledge, promoting the development of students' abstract thinking ability and achieving certain teaching effects. (3) Constantly honing your classroom language has accumulated well, but it is not enough. Speak more and practice purposefully. Jiaozi cooks in a teapot, but it won't pour out. There are always a thousand words in his chest that are hard to express. This is also true, which depends on the teacher's constant practice at ordinary times. At the beginning of class, I made full preparations before class, but when I got to class, I found that my language organization ability was not enough and I couldn't express what I wanted to express. It is often explained in many sentences, and the effect is not very satisfactory. This has also troubled me for a long time. With the increase of teaching experience, it is much better than before. This is the result of accumulated experience in the teaching process, and I believe that more practice of smoking can be improved. In a word, the improvement of teachers' language artistic accomplishment is a process of quantitative change and qualitative change. Second, carefully design the mathematics teaching language (1). The design of the mathematics teaching language should be rigorous, accurate and scientific. As we all know, mathematics is a subject that emphasizes the teaching of rational knowledge. It has a rigorous knowledge system and abstract and concise expression. In mathematics teaching, teachers should delve into textbooks, understand the intention of compiling textbooks, and design teaching languages strictly and accurately. Therefore, teachers should learn to answer all kinds of mathematical questions with accurate and scientific mathematical language. Students have language problems in class, and teachers should correct and explain them in time. Classroom teaching is the unified expression of knowledge content and its language form, and the scientific nature of knowledge determines the scientific nature of language, so the scientific nature is the fundamental attribute of classroom teaching language in various disciplines, and the scientific nature of mathematics teaching language has its unique connotation. Stolyar pointed out: "Mathematics teaching is the teaching of mathematical thinking", so the language of mathematics teachers should strive to cultivate students' thinking ability effectively. For a long time, due to the influence of the so-called "logical rigor" in mathematics, teachers have emphasized logical deduction in teaching, wrongly believing that "accurate, rigorous and logical language" is the only scientific mathematics teaching language. In fact, the scientificity of mathematics teaching language should aim at students' characteristics, not only pay attention to strict logical deduction, but also punctuate illogical language that can guide students to carry out activities such as association, imagination, conjecture, analogy, induction and epiphany, so that students can fully understand and understand mathematics and actively discover and create mathematics. 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 thoroughly understand the essence of concepts and the meanings of terms, such as divisibility and division, numbers and digits. If they are confused, they will violate the law of identity; Another example is that some teachers say that "the volume of a cone is equal to one-third of the volume of a cylinder", ignoring the condition of "the same bottom and the same height"; Some teachers who instruct students to draw pictures say that "these two parallel lines are not parallel enough" and "this right angle is not drawn at 90", which violates the law of contradiction; Language errors such as "all even numbers are composite numbers" and "the smallest integer is 0" lie in generality and lack of accuracy. Second, we must use scientific terms to teach, and we cannot express concepts, laws, properties, etc. Use invented dialects and dialects. For example, we can't say "vertical line" as "vertical downward line" or "simplest fraction" as "simplest fraction". The teaching language should be rigorous, and besides being accurate, there should be standardized requirements, such as clear words and sentences, and insisting on teaching in Putonghua. Conciseness means that the teaching language should be clean and tidy, the important sentences should not be lengthy, the key points should be grasped, and the summary should be concise and targeted; According to the age characteristics of different students, use words that they can easily accept and understand; Be accurate, don't beat around the bush, and convey the maximum amount of information in the shortest time. Some teachers have too many "catch phrases", which distracts students' attention and undermines the coherence and fluency of teaching language. Some students even count the number of times the teacher says "mantra" in class, which wastes the limited time in class and affects students' enthusiasm. (2) The design of mathematical language should be vivid and enlightening. Sukhomlinski, an enlightenment educator, pointed out: "Teachers' high language literacy is an important condition for rational use of time, which largely determines the efficiency of students' mental work in class." Teachers' language expression ability directly affects the teaching effect. Simple, vivid and childlike language can not only give students a sense of beauty, but also arouse their strong aesthetic emotional experience, thus driving their enthusiasm for learning. & gt=< For example, after the students know the greater than sign and the less than sign, the teacher uses a stick figure to read: "The greater than sign, the less than sign and an equal sign are a face (let the students draw while reading)". Visualized language summarizes the difference between greater than sign and less than sign, which accords with students' aesthetic taste and leaves a deep impression on students. Although teaching language can convey all kinds of mathematical information, without gestures, classroom teaching is as cold and stiff as a running machine. In classroom teaching, the proper use of gestures can enhance the language power, strengthen the mathematics knowledge to be taught, and add bright colors and vitality to the classroom. After all, the classroom is different from the stage, so it is necessary to emphasize nature and truth, and there is no need to pursue a certain form deliberately, but the following principles should be followed: 1) Don't repeat a gesture too much to avoid boring students. 2) Don't put your hands crossed or straight on the teaching platform and pretend to be self-serious, and don't scratch your eyes to distract students. 3) Don't end the gesture too soon, lest the students feel suddenly. 4) Keep the gestures natural and moderate, and do it "if the hand is out of the heart", don't make big moves, don't exaggerate, and don't overdo it. For example, the use of gestures is very important when learning addition and subtraction within ten. First, students should be familiar with the gestures of numbers within ten. If the teacher gives the numbers, students can respond quickly with gestures. Then start practicing simple number addition and subtraction, such as less than five. Dull narration is so boring. In the combination of hands-on and brains, students get happiness and learn knowledge. Practice has proved that this teaching method is very useful in practice. The thinking ability of junior students is limited, and hands-on can help them improve their thinking ability. In our ordinary primary school math class, most people only pay attention to the use of teaching tools and teaching media such as oral English and blackboard, and it seems that they don't pay much attention to body language in teaching. In fact, body language is very important in teaching. According to some research data, in the transmission of information, only 7% of the content is expressed by words, 38% by pronunciation, and the remaining 55% comes from the speaker's body language such as posture, expression and movement, so body language is very important in teaching. More importantly, it also carries many new teaching ideas. Body language in class generally includes eyes and facial expressions, gestures, body posture, physical contact and so on. Rational use of them has important teaching significance. Eyes and facial expressions are important and convenient body language to convey information and create a good teaching atmosphere. Someone summed up the formula: fluent spoken English+body language with "body" emotion = a new realm of oral expression, which makes sense. Indeed, in teaching activities, teachers' body language is a color screen that attracts students' attention. Teachers should make full use of it to create a relaxed and harmonious classroom atmosphere, interpret their own thoughts and feelings, and guide students to learn actively, so that we can better complete the sacred mission entrusted to teachers by the times. (3) Mathematical language design should be humorous and artistic in teaching humor, which is not only a teaching art, but also a teaching wit and educational style. Humor can open students' wisdom and improve the quality of thinking. Humor in classroom teaching should go hand in hand with profound insights and fresh knowledge, teach students rationality, and students will show a knowing smile and enjoy beauty. Teaching humorous language is the expression of teachers' wisdom, which can make the relationship between teachers and students more harmonious and narrow the psychological gap between teachers and students. Understanding can arouse students' interest, stimulate learning motivation, improve classroom atmosphere and help cultivate students' cheerful personality; Develop students' creativity and so on. The use of humorous language art should be elegant and decent. Humor is by no means a shallow joke, grandstanding, or vulgar taste. It is a simple language strategy based on a deep understanding of teaching content, an important aspect of teachers' language modification and a reflection of teachers' personality tendency. Through evaluation, we can not only evaluate students' mastery of what they have learned, but also improve their learning ability, expand their knowledge and cultivate their creativity, which is more conducive to students' perfecting their own meaning structure. When teachers encounter some special situations in class, it is well known that if they can't control their emotions and reason, they will get angry and reprimand their students. If we use humorous language to deal with it, the function and effect will be very different. Third, carefully improve the teaching evaluation language (1) Positive affirmation In the classroom, for a considerable number of students who can make correct or basically correct answers, we can use positive evaluation language, such as "You answered very well", "You summarized very comprehensively" and "You analyzed very thoroughly" to make appropriate evaluations. For those students who have creative questions and answers, in addition to giving affirmation, we should also praise their learning spirit of being brave in thinking and exploring. This can not only encourage students to answer questions, but also stimulate the enthusiasm of the whole class to actively explore. Jess. Ray once said, "Praise warms the soul like sunshine. Without it, we cannot grow and blossom. " Even the small advantages in students' learning process, whether it is warm applause, enthusiastic applause, or the teacher's praise in a few words, smiling and nodding, will have an immeasurable positive effect on students. I remember once finishing my homework and my classmates tested me. I said "good". She happily returned to her seat and told other students that the teacher said I had done a good job, which was just a two-word praise. I didn't expect to play such a positive role, which deeply moved me. Another class, I asked the students a rare question. Some students didn't speak, and one said, I don't know the teacher. I still remember that I didn't criticize the student at that time, but encouraged him and praised him, saying that he was brave and honest. Everyone should learn from him. Later, the student became very active and actively answered questions in class. Mathematics teaching language should be kind and affectionate. Mathematical language is the carrier for teachers and students to transmit and exchange thoughts and feelings. A kind and touching teaching language can best keep students' positive and comfortable learning mood and arouse their enthusiasm, thus generating power that cannot be underestimated. The ancients said, "Those who touch people's hearts should not be sentimental first." Whether imparting knowledge or treating students, teachers should be kind and affectionate in teaching. Many experts also believe that intelligence comes from emotion, and emotion dominates intelligence. For people's success, EQ is more positive than the usual mental activities and the improvement of intelligence level, which is irreplaceable by any other language. This should be true for all students, especially those who are not interested in learning mathematics. If teachers criticize with harsh words again, their self-esteem will be seriously hurt and their self-motivation will be destroyed. We should try our best to guide and encourage them, affirm their evaluation of things in time, and create various conditions to give them opportunities to display their talents. If teachers don't give students a correct evaluation of their small achievements, they will also lose their confidence in learning mathematics. (2) Enlightening and guiding this evaluation language is suitable for the evaluation of incomplete, incomplete or defective answers to questions. Because of students' narrow knowledge, weak ability of understanding and summarizing, and single angle of analyzing problems, they often pay attention to one thing and lose sight of another when answering questions, which is not rigorous and comprehensive enough. Therefore, teachers should first affirm students' correct answers, and then use the sentence "If students' answers are correct, but repetitive and illogical, they can say that" the answers are basically correct. If you pay attention to carefully organizing the language, it will be better to answer with simple and clear words. "When some students are eager to express their views, they will speak quickly, leading to incoherence. At this time, the teacher might as well comment: "What you said is very reasonable. If you can slow down, other students will hear more clearly. " If some students dare not raise their hands to speak, the teacher should encourage them from the side: "Look, many students have knocked down their cowards and raised their hands!" " Some students can express themselves by saying, "Don't worry, think again, you will speak very well!" " ""Think with your little brain. It doesn't matter if you are wrong. Teachers like students who are willing to think! "Use euphemistic sentences to point out the shortcomings in students' answers. Students are not only willing to accept them, but also pay more attention to them in their future studies, and other students can also benefit from them. In addition, students can be guided to continue thinking and answering by asking questions. Because many students seem to understand or even don't understand in teaching, teachers should give full play to the role of guides and organizers, and use "questions" to fully understand those students who seem to understand, so that those students who don't understand can understand. For example, when the teacher asks a question for the students to answer, and the students feel insecure about their answers, they immediately go to him, pat him on the shoulder or touch his head with their hands, and say, "Never mind, boldly say that you are very smart, and this question will certainly not be difficult for you." Such an evaluation not only fully respects his opinions, but also protects his self-esteem. It also cultivated his confident personality, made him feel more intimate, positioned the relationship between teachers and students on the basis of equality and democracy, stimulated his interest in independent exploration and innovation, and was also an encouragement to all students. Only in a relaxed, happy and constantly encouraged environment can students become active in thinking and solve problems in unconventional ways. Language can also be combined with eyes, and the change of eyes can convey silent information and maintain the perceptual channel of both sides' thinking. For example, in teaching, if you encounter different narrative methods of content, different answering strategies of questions, diversified application methods and so on. Teachers should ask challenging questions: "Do you want to know the answer? How do you want to solve this problem? " At the same time, he scanned all his classmates from time to time and said, "Teacher believes that you can figure out a way yourself, please try!" In this way, every student feels that he is the teacher's "attention center" rather than the "left out", so that students can feel the diversity of problem-solving methods through personal experience and have greater interest in exploring the mysteries of new knowledge. At the same time, teachers can criticize students who violate discipline in class with stern and warning eyes. Compared with loudly reprimanding, this silent criticism is more acceptable to students and does not affect the attention of most students. In addition, language can also be combined with expressions. Human facial expression is the external expression of human emotional experience, which contains a lot of emotional communication information. In class, students like the teacher to smile at them. Even if they don't perform well in class, teachers can encourage or encourage students with smiles, which is more likely to arouse students' enthusiasm, make them love learning and establish their confidence in learning. In teaching, we should let students have a real inspiring language feeling, let students really experience the joy of success, and encourage them to make continuous progress on the original basis to meet their psychological needs. However, the language of motivation should also be grasped to a certain extent, and scientific motivation should be carried out according to the differences of students and the difficulty of questions. We shouldn't give any students some "grand" praise just because they answered any extremely simple question. In name, it is to appreciate education and encourage education, but in fact, this kind of praise without deep guidance will make students tired of listening, and it also shows the hypocrisy of teachers, which does not play any incentive role at all. According to the requirements of quality education, mathematics teachers should constantly explore, summarize and improve their own teaching language in teaching practice, so as to better promote teaching reform and improve teaching quality and efficiency. Language art not only embodies teachers' teaching ability, but also is closely related to the quality of teaching effect. According to the requirements of quality education, mathematics teachers should constantly explore, summarize and improve their own teaching language in teaching practice, so as to achieve the dialectical unity of scientific and artistic mathematics teaching language. If so, our teaching level will naturally continue to improve.