Jingjiang xinqiao town Sok Li Primary School Zhu

Mathematics learning activities are basically mathematical thinking activities, and mathematical language is a tool of mathematical thinking, so mastering mathematical language is one of the important foundations for carrying out mathematics learning activities smoothly and effectively. It is necessary to closely combine the cultivation of students' mathematical language with the study of mathematical knowledge as an important part of mathematical learning. Only in this way can students' thinking be better organized, logical and accurate.

First, learn to read mathematics, from which you can understand the language of mathematics.

Mathematical language is highly abstract, and mathematical reading requires strong logical thinking ability. Only by learning relevant mathematical terms and symbols and correctly analyzing logical relations according to mathematical principles can we truly understand books. At the same time, mathematics has its accuracy, every mathematical concept, symbol and term has its precise meaning, there are no ambiguous or ambiguous words, and the conclusion is obviously wrong. Therefore, math reading needs careful thinking, but also hard thinking. In order to really learn mathematics well, implement the goal of mathematics quality education and make mathematics no longer difficult to learn, I think we must attach importance to mathematics reading, which is actually a very simple truth-people who read more books have better oral expression ability and composition level than those who read less. At the same time, we can truly achieve the "double-qualified" teaching thought with students as the main body and teachers as the leading factor.

Second, the formation of mathematical language in teachers' subtle influence

The language of a math teacher should be an example for students. Because children are highly imitative, teachers' mathematical language directly affects students' mathematical language. Therefore, teachers' language strives to use words accurately, concisely, clearly, coherently and logically. This requires teachers to constantly improve their language literacy, and through the exemplary role of teachers' language, it will have a good influence on the formation of students' initial logical thinking ability.

For example, when the first book of modern primary school mathematics teaches simple operation of multiplication law, 44×25=? I teach students an arithmetic: 44×25= 1 1×(4×25), which I learned in the third grade. I divide a number by the product of two numbers, and then use the law of multiplication. After I finished this story, I asked several students to repeat this reasoning and gave several similar questions for the students to say themselves. Then ask, is there any other way to solve the problem? It not only enables students to consolidate this kind of arithmetic, but also provides them with opportunities for language training again, which becomes a relaxed atmosphere for students to speak and teachers to listen, and also develops students' thinking (multiplication and division can also be used: (40+4)×25).

Third, take various forms to let students develop mathematical language.

1. Group discussion is a common way in class. Select team leader, recorder, etc. In each group. When there are difficulties in learning, students can be invited to discuss in groups, and representatives can communicate after the discussion. By doing so, every student has the opportunity to speak and listen to others. Have the opportunity to express their views in front of several people and the whole class. In order to express the opinions of the group, students think, listen and organize more actively, and use old and new knowledge flexibly, so that they are fully excited about active learning, and at the same time increase the classroom density and get twice the result with half the effort. 2. It is convenient to communicate at the same table, and it is also a good way to let students express their opinions and cultivate their language ability in classroom teaching. Especially in the new teaching, students have mastered certain methods, which need to be summarized in time. For example, if you change the name number: 2m 6 cm = () cm, students can tell that 2m is 200 cm, and 200 cm plus 6 cm is 206 cm. Two simple sentences, through the mutual communication between the deskmates, enable students to master ideas, and can draw inferences from others and use them flexibly. Students with learning difficulties in the class can also learn to describe and answer correctly step by step under the guidance of their deskmates. 3. Student summary is an important part of classroom teaching. Summarization can improve students' comprehensive generalization ability and clearly recall the main points of this lesson. Although the expression ability of primary school students is limited, it can be correctly summarized as long as it is correctly guided. For example, after learning the comparison of decimals, I asked my classmates in the class summary: "What have you gained through this class?" After sorting out the memories, the students raised their hands to speak one after another, and even the students who are usually quiet and some underachievers are very active. Although some students are concise, they have grasped the key points of this lesson, which not only deepened their understanding of knowledge, but also developed their learning ability. Moreover, regular and purposeful classroom summary can improve students' logical thinking ability such as analysis, generalization and classification, and achieve the goal of intelligent progress and comprehensive education. Various forms of training, so that every student has the opportunity to speak, at the same time, students speak their own ideas, there will be a sense of pleasure, but also the need for self-expression and self-realization Fourth, strengthening students' mathematical language operation in operation is a cooperative activity of students' hands-on and brain, and it is an effective means to cultivate and develop students' thinking. Language is the externalization of thinking and the material form of thinking. The internalization of knowledge and corresponding intellectual activities must be internalized with the process of language expression. Therefore, we should attach importance to students' hands-on operation in teaching. When guiding students to operate hands-on, we should pay more attention to let students describe the operation process in an orderly way with mathematical language, express the thinking process of acquiring knowledge, organically combine hands-on operation, brain understanding and verbal expression, promote the effective transformation of perception into internal intellectual activities, and achieve the purpose of deepening understanding knowledge. For example, in the teaching of "Preliminary Understanding of Fractions", in order to let students thoroughly understand the concept and significance of fractions, students can operate by "overlapping, watching, drawing, thinking and speaking". Folding: let the students fold a piece of paper into four equal parts; Look: Guide students to observe ① various points; (2) a * * * divided into several parts? (3) What is the serving size? Painting: draw a quarter, a half and a third; Thinking: Show colored paper and think about how to express it in fractions. Say: the process of letting students express their thoughts in mathematical language? What is the meaning of the score? Wait a minute. In this way, through hands-on operation, we can not only deepen our understanding of the meaning of music score, check students' mastery of new knowledge, but also cultivate and develop students' logical thinking ability.

Students can enrich their perceptual knowledge through operation activities, and by systematically telling the operation process, they can transform external material operation activities into internal thinking activities, thus mastering the essential attributes of things and strengthening children's mathematical language. In a word, the cultivation of mathematical language is a long-term task in teaching. It gives students the opportunity to communicate in mathematics.