Correct language is the basis of mathematical thinking, which directly affects students' learning enthusiasm and classroom teaching effect. In math class, students often can't say what they have done, but they love to say. Especially junior students, because of their lack of life experience and poor language skills, often can't tell what they think when solving a problem, or their expression is incomplete. Therefore, teachers should pay special attention to the training of students' mathematical language in classroom teaching.

First, stimulate interest and guide students to say

In order to make students "willing to talk", teachers must fully tap the factors that can stimulate students' interest in learning, strive to create familiar life situations for students, attract students to actively participate in teaching activities, and let students have something to say. For example, teaching the first lesson of Book One: Counting, which is the first math lesson. Everyone is full of longing, curiosity and thirst for knowledge about the study life in primary schools, but also mixed with a little fear, confusion and inadaptability. At this time, we can start with the kindergarten life that children are familiar with and guide everyone to talk about their favorite activities. Then observe all kinds of amusement items in the theme map in the book, and then introduce the teaching content. Let every child dare and be willing to "speak" and find his familiar feeling in a strange environment. Over time, it has become a habit for children to raise their hands and "speak".

Second, it is persuasive and encourages students to dare to speak.

In a pleasant, relaxed, equal and democratic teaching atmosphere, students' psychological orientation of finding problems and actively exploring is activated. It often happens in class that some students are afraid to raise their hands to answer questions because they are afraid of making mistakes, and some finally get up the courage to falter out their answers. In this case, teachers should encourage them. When the students were speechless, the teacher said kindly, "Never mind, take your time. The teacher will call you later." When a student makes a mistake, he will say, "It doesn't matter. You may be confused or wrong in some ways. Think again. " When students are hesitant, they will say, "This is a good answer. If the voice is louder, they will be more confident. "

Third, guide it to the law and train students to say.

(A) Imitation of narrative

Assuming that children are willing to speak and dare to speak, if they can't speak, they still can't become people with strong expressive ability. Therefore, teachers must give correct guidance in class, and the language of math teachers should be an example for students. Children have strong imitation ability, and teachers' mathematical language directly affects students' mathematical language. Especially for the first-year students, their mathematics language is almost blank, so in teaching, teachers should strive to use words accurately, concisely, clearly, coherently and logically.

For example, when teaching the first volume of Eight Plus Several, after instructing students to explain the arithmetic and algorithm clearly, according to the students' thinking process, first give students a complete description of how to make up ten, and then let students describe their own thinking process. For example, how to calculate "8+5", let the students observe first, and the teacher demonstrates: (there are 8 trumpets in the box and 5 trumpets outside the box) is 8+5. Divide 5 into 2 and 3, 2 and 8 (in the box) make up 10, and then add 3 (out of the box) to get it. Then let the students learn from the teacher's statement and try to say it themselves, and then find a student with strong expressive ability to tell it to everyone. Let the classmates at the same table talk to each other and check the right and wrong. Individual students can't say it completely. Teachers can lead the way and students can talk about it.

(B) Let students use illustrations to describe.

One of the highlights of the textbook is that there are many beautiful and vivid cartoon patterns. Using these favorable materials, according to the characteristics of junior students, teachers can make full use of illustrations and objects in teaching materials for oral training. For example, according to a picture, say the meaning of the picture and the format is correct; According to this picture, you can sort out the application questions and then answer them in columns, so that students can get a preliminary understanding of the quantitative relationship of application questions.

If the duck map is shown, please tell the students what they have observed. The student union said, "There are five ducks on the shore, and seven ducks have swam away (in the river). How many ducks are there? " Just praise the student for speaking very well, and continue to guide the students to express the same meaning in different mathematical languages: "Do you have different opinions?" Then another student said, "There are seven ducks in the river and five ducks on the shore. How many ducks are there? " Let students express the same picture in different mathematical languages, which is helpful to cultivate students' ability to express accurately in mathematical languages.

(c) Ask students to describe the operation.

Under the background of the new curriculum, the textbook of Jiangsu Education Edition not only attaches importance to the use of learning tools by teachers, but also emphasizes the use of learning tools by students, and strengthens the content of inspiration and students' hands-on operation. According to the characteristics of teaching materials, students' operation is emphasized in teaching, and thinking and language expression are organically combined in the process of operation. When teaching the division and combination of 8, let the students say, "8 can be divided into 1 and 7, 1 and 7 can be divided into 8 ..." Students can master knowledge in conversation.

(D) standardize students' language

Children in grade one often have a head and no tail and lack integrity. They always give simple answers to other people's questions. For example, the teacher asked, "How many birds are there on the picture?" Students often say "five" directly. At this time, students are asked to answer completely, saying, "There are five birds on the picture."

For example, when teaching pictures and writing formulas, let students say three sentences, two known conditions and one question. At the beginning, students stuttered, so let them speak sentence by sentence first, and then connect the meanings of the three sentences to speak coherently, which greatly reduced the difficulty of speaking and made students improve quickly.

Fourth, strengthen students' oral practice in various forms.

(1) soliloquize.

If you look at the picture and say what you mean, you can let the students say it to themselves gently first. After discussion and communication, you can talk to yourself again and compare the differences between the two times, which not only improves your oral English, but also consolidates what you have learned. For another example, after teaching 1 1 ~ 20, the teacher showed the counting requirements: count from ten to twenty, from seven to eighteen, from twenty to one, and then let the students count freely.

(2) Talk to each other at the same table

Tell it to your deskmate. This form will give every child the best chance to speak. After learning the composition of numbers, I asked the students to talk to each other in the form of passwords. When one student said that 6 can be divided into 1 and 5, another student immediately said that 6 can be divided into 5 and 1. Students like this form very much. Children who usually dare not raise their hands to speak are also very enthusiastic.

(3) Group discussion

In class, students can be properly arranged into groups of several people to guide them to discuss with each other and express their opinions in groups. Group discussion can not only train students' language skills, but also cultivate their sense of cooperation.

(D) the form of relay theory

In class, students can often be asked to answer questions in the form of "opening the train" relay, especially in the teaching of oral calculation and counting.

In a word, junior students' language is in the primary stage, which is the best period for language development. Every class should insist on cultivating students' mathematical language expression ability, and create every opportunity for students to speak according to the key and difficult points of teaching. Only by making persistent efforts can students make continuous progress, "speak well", enhance the teaching effect and improve the comprehensive quality of mathematics.