Cultivation of Mathematical Language Expression Ability of Primary and Middle School Students in Classroom Teaching

Wang Ruiping shibuzi town anshang primary school

It is clearly pointed out in the new curriculum standard of mathematics that mathematics teaching must give full play to students' subjective initiative and enhance students' awareness of participation, communication and cooperation; American linguist Bloomfield also said: Mathematics is only the highest realm that language can reach; Modern psychology and pedagogy believe that the accuracy of language reflects the rigor of thinking, the continuity of language reflects the logic of thinking, the diversity of language reflects the richness of thinking, and mathematics is the gymnastics of thinking, so it is particularly important to cultivate students' mathematical language expression ability. In primary school mathematics classroom teaching, it is necessary to study the cultivation of students' language expression ability.

Once, a teacher from an experimental primary school came to give a lecture in our school. The teacher's teaching design is ingenious and the classroom is wonderful. The only thing lacking is the agility of students' fluent answers. The city teacher who came to school said awkwardly, "Maybe rural students dare not speak", which triggered my thinking: rural students have less knowledge, less communication with others and lack of expression ability. How to cultivate rural children's mathematical language expression ability has important research value. Therefore, I take "the research on cultivating students' language expression ability in rural primary school mathematics classroom teaching" as the content of action research, trying to explore the operational strategies for cultivating students' mathematics language expression ability. Let me talk about some of my practices from several aspects.

First, create a democratic and harmonious atmosphere and let students "dare" to speak.

Through the questionnaire survey, I found that the main reasons for the poor mathematical language expression ability of rural primary school students are: 1. From the teacher's point of view, on the one hand, the teacher is dignified and has a prominent leading role, and students are not allowed to make mistakes, so that students are silent and afraid of making mistakes; Secondly, it can't be complete. In class, we are eager to get students to tell the correct answers, and only a few "top students" answer, so that most students become accompanying guests. In the long run, most people don't get exercise, and their language skills are naturally poor. 2. From the students themselves, some students are introverted and shy, and dare not speak in public. 3, from other students, when some students say something wrong, they will be laughed at by quite a few students, so that students have no courage to speak. Therefore, I think that in order to make students speak confidently, it is necessary to establish a democratic and equal relationship between teachers and students, create a cheerful scene, start students' thinking, stimulate students' desire to speak, and let students dare to think and speak.

In my class, teachers put down the dignity of being a teacher and treat students equally. They are no longer the embodiment and authority of knowledge, but partners in learning activities. Students feel safe, harmonious and self-motivated, and he can have an equal dialogue with classmates, teachers and even textbooks. In such an environment, students are eager to exchange learning experience with you, and the classroom has become a sky for students to fly their hearts. It can not only cultivate students' good psychological quality, but also establish their self-confidence to express boldly in class. At the same time, we should try our best to make the classroom atmosphere democratic and harmonious in all aspects, such as classroom introduction, new lesson development, feedback and evaluation, consolidation and extension, and classroom summary, so that students can feel relaxed ideologically, be willing to ask questions and dare to express their opinions.

Second, stimulate the interest in learning mathematics, and let students "think" and say.

Interest is the best teacher. In order for students to "melt" themselves into mathematics classroom activities and express their views consciously and actively, we must first stimulate students' strong interest in learning and desire to express themselves. Practice has proved that the more interested students are in what they have learned, the stronger their sense of participation and the more active their thinking. In teaching, I pay attention to using various forms to attract students' attention, stimulate their interest in learning and make them think and talk.

1. Experience the beauty of mathematical language and stimulate your interest in what you want to say.

Mathematical language looks bland on the surface, but in fact it has its own distinct characteristics, that is, accuracy, strictness, conciseness, rich connotation and inherent aesthetic feeling. If we fully understand and master it, we can appreciate the subtleties and feel the artistic conception of beauty, thus arousing interest in learning and exploring. For example, when teaching division, the expression of remainder: the remainder must be less than the divisor, and students often say that "the remainder cannot be greater than the divisor". Teachers should guide students to compare and understand the differences between the two statements, deeply appreciate the rigorous beauty of mathematical language expression, and feel the importance of mathematical language expression to stimulate students' interest in speaking well.

2. Experience the pleasure of language expression and stimulate your interest in what you want to say.

Only by constantly encouraging students, their language expression can be completely consistent with their fluent thoughts, their wisdom and creativity can be fully released, they can feel the pleasure of success, and they can also have the desire and interest to speak freely. Therefore, in class, I try my best to create an opportunity for students to show their talents, adhere to the principle of facing the whole and grasping a few, and consciously ask questions to students at different levels according to the difficulty of the questions, encouraging them to answer: let some students with learning difficulties give priority to encouraging them to answer questions with low difficulty, even if they are confused, and then let other students supplement them, so that underachievers can make up for their shortcomings with the strengths of others, and their memories will be more profound. Good students answer some thoughtful questions and arrange medium students to answer questions that are not too difficult. Only in this way can the enthusiasm and initiative of each student be mobilized, and the thinking level and expression ability of all kinds of students can be developed and improved on the original basis.

Third, teach language expression strategies so that students can "speak".

In teaching, teachers should teach students the strategies of mathematical language expression according to different learning contents. For example, algebra teaching mainly trains students to clearly describe the sources of arithmetic, algorithms, concepts, rules and formulas; Statistics and concept teaching mainly trains students to describe the methods of collecting and sorting out data, and can express possible events in accurate mathematical language; Practice and comprehensive application mainly train students to tell their own analysis process of a problem and explain their reasoning and thinking reasonably; Space and graphics attach importance to the deduction process of students' oral formula through practical operation. In teaching, I pay attention to teaching students the strategies of mathematical language expression and thinking in an orderly way according to the characteristics of teaching materials, organically combine the acquisition of knowledge with the development of mathematical language, promote thinking with language, and enable students to speak and speak.

1. In computing teaching, mathematical expressions should be organized.

Cultivating students' computing ability is one of the purposes of primary school mathematics teaching. The focus of calculation teaching is to master the calculation rules on the basis of understanding the algorithm. Students seem to understand an arithmetic, and whether they really understand it depends on whether they can express it clearly. The process of letting students dictate arithmetic and rules is also the process of students' in-depth understanding and mastery. Through this methodical, well-founded, well-organized description of computing theory and process, students gradually reach the automatic stage of computing skills, which not only enables them to obtain the speed of operation and high accuracy, but also makes full use of language to accurately express their thinking, optimize their thinking procedures and cultivate their thinking ability.

2. Concept teaching, language expression should be accurate and rigorous.

Language expression training in concept teaching is a bridge from intuitive knowledge to rational knowledge. When students abstract a concept, they analyze, synthesize, abstract and generalize the perceptual knowledge materials, eliminate the non-essentiality, grasp the essential attributes to form a concept, and express it through language. Whether students' language expression is rigorous or not directly reflects students' understanding of the nature of concepts. For example, when I teach the nature of decimals, how to make students correctly express the concept of "the end of decimals" is the key and difficult point when I teach the concept of "adding 0 or going to 0 at the end of decimals, and the size of decimals remains the same". In teaching, I first arranged a set of vertical drawings to compare the length units, and compared the dimensions of 0. 1 m, 0. 100 m, 0. 100m, so that students can intuitively perceive 1 decimeter, 10 cm, and so on through a ruler. Explain that 1 decimeter = 10 cm = 100 mm, 1 decimeter is 65438+. (0. 1m)； 10cm is101100m. What can be written as a decimal number? (0. 10 m), 100 mm is10011000 m What can be written as a decimal? (0. 100 m), because 1 decimeter = 10 cm = 100 mm, so 0.1= 0./kloc-0 = 0. "Add (except) 0 after the decimal point, and the number of decimal places remains unchanged"; Then examine them one by one to find out the loopholes, so as to better understand the meaning of "end". In this way, students further feel that the language expression in concept teaching should be rigorous and accurate through learning, otherwise it will be "a thousand miles away."

3. Graphic teaching, the derivation process should be continuous and complete.

In the teaching of formulas and rules, the derivation process should be carried out. In this process, we should not only create a space for students to actively explore and provide a large number of perceptual materials, but also guide students to summarize the perceptual materials with the help of language, so that students can gradually master some basic thinking methods such as analysis, synthesis and inductive reasoning. For example, when I teach parallelogram area calculation, I first teach students how to cut and spell, and then let them operate. After the operation, ask the students to answer the following questions in turn: (1) What are the areas of the cut rectangle and the original parallelogram? (2) What is the relationship between the length and width of a rectangle and the base and height of a parallelogram? (3) How to calculate the rectangular area? What about the area of this parallelogram? Through continuous and complete language, the calculation formula of parallelogram area is deduced, which makes students understand the process of knowledge formation thoroughly and remember it firmly.

4. Application problem teaching, thinking expression should be concise and refined.

Application problem teaching is one of the important contents of primary school mathematics teaching. Concise teaching language can help students understand the structure of application problems, facilitate the analysis of quantitative relations and promote the development of thinking ability. When studying practical problems, some students will solve problems, but they can't say why, that is, they can't express their thinking process carefully and orderly. This is to start with language training and cultivate students' ability to analyze and solve problems. The shipment of oranges is three times that of apples.

Students are often guided to use concise and concise words to express the thinking of solving practical problems, which can be expressed according to certain logic and laws, learn to speak in an orderly way over time, and develop students' mathematical language. Students systematically analyze the process of application problems, and through repeated training, express this analysis process in coherent and complete words. In the future, when teaching application problems, students will still insist on oral analysis process and gradually express the problem-solving ideas of application problems fluently. Students' analytical ability has also been improved, and their thinking ability has also been exercised.

Fourth, carry out standardized language training to make students say "good"

Mathematical language is a special language, which requires precise, concise and logical words. In fact, the process of training students to standardize mathematical language is also the process of training students' thinking. Therefore, it is necessary to strengthen the training of students' standardized mathematical language in mathematics teaching. Only through the training of standardized language expression can students think well and speak well.

In the usual teaching process, I not only ask students to think with their brains and operate with their hands, but also ask students to express their thinking process in language. This kind of training is not only helpful to correct the defects in students' thinking process in time, but also helpful to find out whether the language is standardized and the words are refined in the whole expression process, and it will directly affect students' learning of concepts, properties, laws and formulas in the later learning process. Only by attaching importance to the training of students' standardized mathematical language, after a long period of training, can students analyze and solve problems with mathematical thoughts in their daily lives, and effectively apply what they have learned, so it is very important to train students' mathematical language accurately and standardly.

While standardizing students' mathematical language, teachers should also pay more attention to the standardization of language so that students can

Form a standardized mathematical language in imitation. Piaget, a Swiss psychologist, believes that children's imitation can produce appearances and become preparations for future thinking. For primary school students, language expression ability is not perfect, but it is imitative, which requires teachers' language in class as a model and becomes the basis of standardizing students' language. Therefore, teachers' language should be accurate and exemplary, and teachers must be grammatically standardized, use appropriate words and be concise. The concept statement should be accurate, standardized and logical, and the discussion of problem-solving ideas should be well-founded and orderly.

The ancients said that words must be done, wisdom is in the heart, and wisdom is in the mouth. The root of good eloquence lies in a good mind! In classroom teaching practice, students have experienced the process of daring to think and speak, being willing to think and speak, speaking and being good at thinking and speaking. Students can use accurate, concise, clear and coherent mathematical language to express the calculation process, computational reasoning, problem-solving ideas and the thinking process of acquiring knowledge. After a period of training, students can think and speak, which improves the logic, flexibility and accuracy of students' thinking, thus cultivating students' thinking.