First, create a situation to stimulate interest.
Interest is the best teacher. In teaching design, teachers should follow the psychological characteristics of students and fully mobilize their learning enthusiasm. In teaching, we should strive to create familiar and interesting life situations for students, so that students can actively participate in teaching activities and have something to say, want to say and dare to say. When students are active and their thinking is inspired, they naturally have the desire to speak. In addition, teachers' mentality is particularly important. Facing the first-grade children, we should give them enough time and space, encourage them to express bravely, and care for their thinking growth with patience and love!
Second, the evaluation is diverse, and students are encouraged to say.
Every child is eager to be praised by the teacher, but students of different ages have different needs for the form of praise. The first-year students are young, and they prefer small seals and stickers awarded by teachers in addition to their oral praise. Whether in the form of individual or group competitions, these can be fully utilized to stimulate students' competitive consciousness and emotion.
Third, demonstration and guidance, affecting students to practice oral English
The first-year students have just entered the primary school stage, and their oral expression ability is very limited, and answering questions is even more incomplete. Therefore, rigorous and scientific argumentation is very important. Children's imitation ability is very strong, so teachers' mathematical language directly affects students' mathematical language. This requires that in the teaching process, teachers should dig deep into teaching materials, strictly standardize their own mathematics language, talk to students in structured language and influence students with rigorous expression.
Fourth, strengthen students' oral English in various forms.
First of all, in the initial stage, first-year students have to be verbose, unable to express themselves, and even ask some out-of-tune questions. As teachers, we should have enough patience and confidence, and gradually guide them to make their language complete, accurate and standardized, especially the underachievers. Practicing oral English can be carried out in many ways, such as looking at pictures, operating, talking in dialogue, discussing and communicating, and training in many aspects according to the teaching content.
Secondly, it is difficult for students to enrich and improve their own mathematical language system only by listening to teachers in class. After class, you can constantly standardize your own mathematical language through various readings to enhance your understanding of mathematical language, thus establishing a good mathematical language system and improving your ability to express and communicate mathematical language. To this end, we must change the phenomenon that we only pay attention to oral English and practice in class, but ignore guiding students to read textbooks. We should provide students with more opportunities to speak and read mathematics, and the cultivation of students' ability to read mathematics textbooks can not be ignored.
In a word, mathematics is the gymnastics of thinking and language is the carrier of thinking. The cultivation of junior middle school students' mathematical language expression ability is a complex and long process. Only through long-term, planned and patient training can students' mathematical language expression ability be strengthened and improved, and mathematical thinking can be fully developed and improved!