A Study On The Language Of Effective Teaching Behavior In High School Mathematics Class

Language communication is the main way of information transmission,and also is one of the ways of interaction between teachers and students in the classroom teaching.The study on teaching language in mathematics classroom is helpful for teachers to standardize their teaching languages,establish a reasonable teaching concept,and provide a reference classroom teaching language structure for mathematics teachers.Besides,the use of reasonable teaching language can help students accept knowledge,cultivate the ability of thinking and nurture their emotion.Through studying the structure and characteristics of excellent teachers’ languages in mathematics classroom,finds out the commonness and difference among them and analyzes the scheme of the rational use of language in mathematics classroom teaching to provide a case for mathematics teachers and constructs a case library of reasonable teaching terms.The literature method is used to explore the current situation of teaching language research;The classroom video method is used to understand the normal teaching characteristics of teacher language;The questionnaire survey method is used to known students and teachers’ feedback in the classroom teaching language.The following conclusions are drawn from comprehensive analysis on those aspects:1)The teaching sessions highlights the difference of teaching language.In the process of introducing concepts,focuses on the use of explanations,and less words are used.In the process of conceptual formation,the use of commentary becomes the main guideline and more words are used.In the process of consolidating concept,interrogative sentences are mainly used and the quantity of the language is equivalent to the previous one.2)Concept teaching emphasizes the formation and consolidation of concepts,which are manifested in a significant increase in the number of words and the rich types of vocabulary,and are reflected in the teaching processes,such as: teachers’ teaching activities become organized and flexible.3)Teacher’s effective feedback promotes students’ positive response.The teacher’s languages in the classroom,which accepts the students’ feelings,encourages recognition,and accepts the students’ ideas,help the formation of good interactions between teacher and students and can also bring students with more joy.4)The use of the questioning language helps to cultivate students’ initiative.The teacher asks questions appropriately so that students are curious about problems and continue to think actively.In light of the above-mentioned features,attentions should be paid to the use of mathematics classroom instructional language,as follows:1)Grasp the teaching links and play various languages’ roles.2)Increase teacher-student interaction and raise the quality of questions.3)Pay attention to students’ emotions and make reasonable use of evaluation language.4)Pay attention to difficult and important points in teaching and use instructional instructions clearly.5)Cultivate the ability of using teaching language and improve teachers’ language accomplishment.