1, enrich life and guide students to acquire mathematical language materials.
Stefan Zweig, a famous Austrian writer, novelist and biographer, said, "Life has become arithmetic, constantly adding, multiplying, calculating, calculating, and mathematics and topics are endless, like a whirlpool. This maelstrom swept away people's last property and sucked them into the bottomless abyss that can never be filled ... "It can be seen that there are many problems in the process of mathematics teaching. To solve this problem, teachers must consciously enrich students' lives, help students obtain a lot of mathematical language materials from colorful lives, and guide students to learn mathematical language from the content.
1. 1, carry out imitation activities.
Teachers' mathematical language directly affects students' mathematical language. Therefore, this requires teachers' mathematical language to be accurate, concise, clear, coherent and logical. In order to enrich students' life, teachers can make students imitate teachers' mathematical language according to the training requirements of mathematical language and the actual situation of students. Because primary school students' imitation ability is quite strong. For example, in the teaching of simple calculation, the teacher gave an example on the blackboard: 16× 125=?
First, 16 can be decomposed into 4× 4 and 16 into 2×8, and then the following calculation method can be obtained by using the multiplicative associative law:
4×(4× 125) 2×(8× 125)
=4×500 =2× 1000
=2000 =2000
After telling the story, ask the students to retell the arithmetic on the podium and give several similar questions for the students to say, such as: 12× 125=? 24× 125=? 32× 125=? After the students finish the calculation of these questions, ask, are there any other ways to solve them? This not only enables students to consolidate this kind of arithmetic, but also provides students with the opportunity to conduct language training again. Students say that the teaching method of teachers' listening not only makes the learning atmosphere relaxed and happy, but also develops students' thinking, which leads to multiplication and division. The teacher told the example again: 16× 125=? You can decompose 16 into 10+6 and 16 into 8+8, then you will get the following calculation method:
16× 12 16× 125
=( 10+6)× 125 =(8+8)× 125
= 10× 125+6× 125 =8× 125+8× 125
= 1250+750=2000 = 1000+ 1000=2000
Ask the students to retell this arithmetic on the platform and use it to solve the following example: 18× 125=? 28× 125=? 48× 125=? Through this practice, we can not only exercise students' mathematical language, but also develop students' logical thinking ability.
1.2, carry out reading activities
Generally speaking, the more books you read, the stronger your language skills. Therefore, in classroom teaching, we can carry out reading activities and let students read by name. Ask after reading: Can you find the conditions to solve this problem through reading? This not only improves students' reading ability, but also expands students' thinking logic ability. For example, if 32 exercise books are distributed to 8 students on average, how much will each student get? Let the students look at the problem first, and then let him find out what is the key to solving the problem. Through reading, students will know that there are always 32 exercise books, which should be distributed to 8 students equally, so that students can review the definition of average score and let them know that the final result is that everyone has so many.
1.3, observe pictures and watch videos.
When students lack detailed understanding of certain topics, they can be guided to watch pictures and videos. For example, when students learn to measure the length of line segments, they can show them pictures in the distant classroom of the school. After reading it, they can ask: Do you know how long the line segment is? What tools are needed? (Ruler) Students can expand their thinking after reading it, and then let them watch the video process of measuring the length of line segments with a ruler. After reading it, they will ask questions. What are the precautions when measuring the length of a line segment? At this time, students will get materials for mathematical language training. Then the teacher summed up: when measuring the length of an object, aim the "0" scale of the scale at the left end of the object, and then see how many objects and centimeters the right end of the object faces. After that, let the students read the summary together and remember it.
1.4, creating a situation
In the process of mathematics teaching, in order to help students achieve the purpose of learning, teachers can create some situations for students to observe with their eyes, think with their brains and describe with their mouths. For example, when teaching "the surface area of cuboids and cubes", students can take out cuboids and cube cartons cut at the front of the classroom, and then lay them flat on the desk, so that students can count how many faces each has. Compare the size of each surface and see what you find. Then talk about how to calculate the surface area. How is it easier? Let the students express that these problems are solved in the students' operation activities. This kind of operation not only makes students deeply understand the calculation formulas of the surface area of cuboids and cubes, but also fully excavates and embodies students' intellectual activities.
2. Strengthen communication, so that students can lay a good foundation for learning mathematics language.
Theoretical research and practice have proved that from thinking to speaking, from writing to speaking is an effective training method to train students' mathematical language, and speaking is a bridge to transform internal language into written language. If you think clearly, you can make it clear and understand when you write.
2. 1, class discussion
Because of the poor teaching equipment, there are only blackboards and chalk in the classroom, and some teachers' classroom teaching organization is monotonous, and they still teach and educate people in a "spoon-feeding" way. How to break the inherent teaching mode and let students learn in fun and grow up in competition is an annoying problem around teachers. Mathematics curriculum standards clearly point out that students are the masters of learning. Mathematics teaching should stimulate students' interest in learning. Pay attention to cultivating students' awareness and habits of autonomous learning. Create a good autonomous learning environment for students and respect their individual differences. Encourage students to choose their own learning style. Teachers are organizers, guides and collaborators of mathematics learning. This requires teachers to use a variety of teaching strategies flexibly in teaching. Fully mobilize students' multiple senses; Use hands, eyes and brains to guide students to learn to learn in a democratic and harmonious atmosphere. I like to play games with students in class, and I like to ask a question so that students can form a study group to discuss, debate and draw conclusions. Students are impressed with the knowledge points and have a deep memory, then our teaching purpose will be achieved. Let's look at two examples:
0.8 hours = (? ) minutes and 720 seconds = (? ) minutes
You can guide students to discuss, discuss at the same table and discuss in groups. After the discussion, the teacher asks questions for students to describe. How many lawyers are admitted between hours and minutes? What is the series of minutes and seconds? What methods are used to transform large units into small units and small units into large units? Through communication, students can know that the series between hours and minutes and between minutes and seconds is 60. Multiplication is used for large units and division is used for small units. Multiply or divide by a series between two units. The result of this discussion is helpful for students to solve such problems quickly, and 0.8 hours =0.8×60=48 (minutes). 720 seconds =720÷60= 12 (minutes). Through discussion, every student has the opportunity to speak and listen to others. In the discussion, in order to express their views, students will think, listen, organize and use old and new knowledge more actively, so that they are in the state of active learning, and at the same time increase the classroom teaching density, thus providing scientific materials for students to train mathematics language.
2.2, education is no small matter, all the time communication.
As long as you walk into the classroom with love, as long as you face the children with appreciation, you and the students, the students and you will have no sense of distance.
2.3. The process of classroom teaching is not only the process of knowledge acquisition, but also the process of emotional communication. Let the emotions of teachers and students achieve real blending in the classroom, even if it is a gesture or an expression.
2.4, encourage and praise
This link is very important. When students make progress, teachers should praise them in time. When students' grades drop, teachers should also encourage them in time. So students will know that the teacher is still paying attention to me, so there is no distance between them. If they don't understand or have problems, they will take the initiative to find a teacher, which provides students with the opportunity to imitate the teacher's mathematical language and helps students learn the mathematical language.
3, flexible training, let students express what they want to express.
Students have accumulated certain materials in their daily life practice and have a desire to speak and write. Teachers should try their best to provide students with opportunities to talk and express themselves in the teaching process, so as to open up a place for students to use. Teachers can ask students to make a summary after class. Because summarization is an important part of classroom teaching, students' comprehensive generalization ability can be improved through summarization. Although the expression ability of primary school students is limited, as long as the teacher guides them correctly, students can sum up correctly.
For example, when teaching the knowledge summary of multiplication and commutation law, the teacher can ask questions. What do you know about multiplicative commutative law through the study of this course? At this time, students will raise their hands to speak after thinking. Some people say that the multiplicative commutative law is to exchange the positions of two multipliers, and the product remains unchanged. Others say that the multiplicative commutative law is the same as additive commutative law's. When exchanging the positions of two numbers, their sum and product remain unchanged. Some say that additive commutative law is represented by letters as A+B = B+A, and the multiplicative commutative law is represented by letters as a×b=b×a, while others say. As more and more people raise their hands to express their ideas, even people who are usually quiet and some underachievers raise their hands to express their views after listening to other people's statements. Although the content expressed is almost the same as that of other students, it not only consolidates additive commutative law's knowledge, but also deepens his understanding of multiplication and commutative law. Let students summarize by themselves, which can improve their analytical ability, generalization ability and logical thinking ability. Through this kind of training, every student has the opportunity to speak, and their mathematical language expression ability is improved.
4. Cultivating students' interest in learning is of great help to students in learning mathematics language.
Interest is the best teacher, and interest is a powerful and lasting motivation for students to learn actively. In the process of teaching practice, the effective way to overcome and solve the problem of students' learning mathematics language is to cultivate their interest in speaking, make them pay attention to the things around them, be willing to express orally, enhance their self-confidence in speaking, and let them say what they see, hear, feel and want.
It is the same nature of primary school students to be interested in colorful activities. Therefore, we should make full use of this psychological characteristic of primary school students in mathematics teaching activities, and start with their interest in activities to stimulate their interest in observation. For example, teaching papers and unit papers. Show the picture below with multimedia for students to observe.
Students can find through observation that the height difference between the two people in the picture is too big. At this time, the teacher changed the subject and asked the students and classmates, do the clothes of these two people in the picture look good? The students must say it's beautiful, and the teacher went on to say, shall we let the younger one wear big clothes and the older one wear small clothes? The students must have laughed after observing, and they all thought it impossible. So the teacher went on to say, why is it impossible? The students said that the tall man's clothes were too big for the small man to wear, and the small man's clothes were too small for the big man to wear at all. At this time, the teacher should shift the topic to the teaching content: this seemingly simple problem in daily life actually contains rich mathematical knowledge, and every student should be good at discovering mathematical problems from life. "Big" and "fat" are actually big. Today, let's learn "volume and unit of volume" together. I believe we will understand it more clearly through learning. This kind of introduction can not only stimulate students' interest in learning quickly, but also arouse students' enthusiasm in answering questions in the teaching process. It helps students to express their own mathematical language, thus improving their mathematical language ability.