First, improve students' mathematical language expression ability, so that students can master mathematical language flexibly.
Mathematics textbooks are not only the basis for students to learn mathematics knowledge, but also the model for students to learn mathematics language. Seriously guiding students to read mathematics textbooks will not only help them master mathematics knowledge more accurately, but also enable them to accumulate standardized mathematics vocabulary. Guide the students to read the textbook, put forward several thinking questions, and let the students think while reading and express them in their own language.
For example, when teaching the calculation rules of dividing two digits by multiple digits, you can ask the following questions: How to divide two digits by multiple digits first? Where should I write the business? Why? What should I do except which one is not quotient 1? Why? What number must the remainder of each division be less than? Why? Read with questions, then answer the questions, and finally summarize the calculation rules of dividing two digits by multiple digits.
Some difficult concepts or nouns and terms should be put into sentences or topics, so that students can read them repeatedly, make comparative analysis and understand their meanings word by word. For example, some words such as "increase", "increase to", "expand" and "expand" should be put in the application questions. Students can read the questions and make a comparative analysis, so as to make it clear that "an increase of 2 1 person this year" means "this year is 2 1 person more than last year." "This year has increased to 278 people" means: "This year has increased the number of people compared with last year, and now there are 278 people." Then let the students write their own application questions according to these words to deepen their understanding of the words.
Second, pay attention to students' reasoning training of new knowledge and improve their mathematical language expression ability.
You can use the first few minutes of class to conduct oral training of basic knowledge such as concepts, laws, rules and properties. For example, ask students to answer what are the laws of multiplication, exchange, association and distribution, and give examples. The arithmetic process of some simple oral examples, such as: 285+752+ 1 15, requires students to tell the simple arithmetic process and what algorithm to use for simple calculation. The training of reading questions needs various forms of language narration, and learn to read correctly with mathematical terms such as sum, difference, product and quotient. For example, "[240×(24+39)]⊙20" can be read as: (1)240 times the sum of 24 and 39 and then divided by 20. What is the quotient? (2) Divide 240 times the product of the sum of 24 and 39 by 20. What is the quotient? Doing so can not only review the old knowledge, but also pave the way for the new curriculum, and at the same time improve students' mathematical language expression ability.
Pay attention to students' reasoning training in the teaching of new knowledge. For example, in the example teaching of application problems, students are required to dictate the meaning of formulas and what to calculate in the first step of solving examples according to formulas. For example, "Zhang Hua and Li Cheng go home from school at the same time, going in the opposite direction. Zhang Hua walks 65 meters per minute and Li Cheng walks 70 meters per minute. Four minutes later, they arrived home at the same time. How many meters are they apart? " For the formula "(65+70)×4), students are required to answer orally, and" 65 "in the formula means that Zhang Hua walks 65 meters per minute; "70" means that Li Cheng walks 70 meters per minute; "4" means that both of them walked for 4 minutes; "(65+70)" refers to how many meters Zhang Hua and Li Cheng walk in one minute, that is, the sum of their speeds; "(60+75)×4" is how many meters they have walked in four minutes, which is the distance between their two houses. This kind of training enables students to communicate the relationship between numbers and things, deepen their understanding of the relationship between numbers and improve their ability to solve application problems.
Third, design training questions, so that students can fill in the application questions with pictures and enrich students' mathematical language.
Mathematical graphics is to express mathematical problems with charts and concise language, which is intuitive, simple and clear. Guiding students to draw pictures and compile questions can effectively enrich students' mathematical language and improve their oral and written expression ability. For example:
Look at the picture and make up an application problem.
Ask the following questions to guide the students to look at the pictures: (1) How many kilograms of apples are there in the picture above? (2) How many times the weight of a pear is that of an apple? (3) What questions are needed? Students can make up for it by answering questions: Xiaohua's grandfather bought 35 Jin of apples and bought three times as many pears as apples. How many kilograms of apples and pears did Xiaohua's grandfather buy?
In addition, students can also look at formulas to compile application problems. In this way, students' thinking is active, language narrative forms are diverse, and their ability to solve application problems can also be improved.
Fourthly, use abbreviations to guide and cultivate students' mathematical language and improve their ability to understand and use mathematical language.
Because students don't understand mathematical language and can't figure out the relationship between numbers, the calculation order is often wrong when formulating. In order to prevent these phenomena, we can use contraction method to guide students' formulation in teaching. The training of abbreviations in text questions is to grasp the key words of the questions and restore them to effective expressions of words and numbers. For example, "360 divided by the sum of 20 and 40, what is the quotient?" Guiding formula: the result is quotient, who and whose quotient? By answering, it is a complete formula to simplify it to "360 peace" and then add "harmony".
In mathematics teaching of middle-grade students in primary schools, teachers should adopt various forms of language training according to their psychological characteristics. The purpose is to develop students' thinking and improve their ability to learn mathematics. Language training should pay attention to two points: first, design interesting classroom situations according to the teaching content to stimulate students to participate in oral training; Second, it is necessary to face all students, starting from the basic level and personality differences of each student, so that students at different levels have the same opportunity to participate in speaking, and gradually cultivate the integrity, accuracy and standardization of students' mathematical language in the training of speaking.
Students' accurate and flexible mastery of mathematical language means mastering the tools of mathematical thinking, mathematical expression and mathematical communication. Therefore, teachers should consciously guide and cultivate students' mathematical language and standardize it in comparative analysis, so as to continuously improve students' ability to understand and use mathematical language and promote the rapid development of students' mathematical literacy.
(Admiralty Editor)