Under The New Standard Training Junior High School Students Mathematical Language Ability

In mathematical teaching, the mathematical language is the most important communicatedmedia between teachers and students.Junior high school stage is the critical period of developingmathematical language ability. Forming good mathematical language ability in this stage is thekey to Learn Mathematics in the future. In the junior high school students’ mathematicaleducation and ability, educators pay enough attentions to the logic of junior high school students’mathematical ability and the training of some basic,but the junior high school students’mathematical language ability training strategy is lack of further explore. The analysis aboutJunior high school students’ mathematical language’s barriers and the training strategies in Chinais still seems to be lacking.so the studying of this subject is not only with theoreticalSignificance,but also with Realistic Realistic Significance.This paper is wrote under the background of the new curriculum standard.The topic researchis closely combined with the new curriculum standard main spirit and the new standard ofMathematics developing request, then I try to do some exploring work.First, this paper reviewed the development of the theory about mathematical language. Then,I analyses the mathematical language ingredient in the junior middle school math textbook.Onthat basis,I discusses the junior high school students’ mathematical language learning and thecauses of the obstacles, then I try to put forward a series of corresponding solutions. It’snecessary to explain that this paper uses for the predecessor’s research achievement, especially toPiaget’s Radical constructivism. What’s more,I combined the theory with the practice,and dosome necessary investigation.Of course,it aims to explore the junior high school students’ability training strategy. In the survey research methods, this topic mainly uses questionnaireinvestigation, observation and data access method. According to the student body and mind’sdevelopment phases and individual differences, we deliberately make students into differentgroups bases their ability in the study. Because research sample is limited, so the study has manyplaces to improve.This research shows that: the classroom teaching is a bilateral interactive process. Themathematical language in this process plays a intermediary function.It guarantees theunobstructed exchange of mathematical language and it related to mathematics teachingefficiency. Therefore, the teachers have to be good at understanding the knowledge of studentsthough the mathematical language exchange and students’ feedback.