Research On The Combination Of Oral And Body Language For Primary School Mathematics Teachers

At present,there are many studies on teachers’ teaching language,mainly in English and Chinese disciplines,but few on mathematics teaching language.Primary school mathematics teachers have not paid enough attention to the specific use value of classroom teaching language.As teachers who preach,teach and solve puzzles,they need language as a medium to convey teachers’ ideas and intentions in classroom teaching.At present,there are two main problems in primary school mathematics teachers’ language use: firstly,mathematics teachers do not understand the importance of language enough;secondly,many primary school mathematics teachers focus more energy and time on completing teaching tasks for the purpose of controlling the quality of classroom teaching and completing teaching tasks as a whole.Not paying attention to the combination of oral and physical use,not to mention the good combination of the two in the primary school mathematics classroom.Based on the teaching practice of combining oral and body language of T primary school mathematics teachers in Neijiang City,the author analyses the problems and reasons of using oral and body language of primary school mathematics teachers,and puts forward some suggestions on using oral and body language of primary school mathematics teachers.This paper uses observation method to analyze the observation of teachers’ teaching practice cases in T elementary school of Neijiang city,and uses investigation method to analyze students’ attitudes and opinions on the combination of oral and body language used by elementary school mathematics teachers.It also carries out the variables of students’ grade,class,teachers’ cultural level and teaching time.Analysis.The study found that: the fourth and fifth grade students like the combination of teachers’ oral and body language is humorous;the sixth grade students prefer the combination of teachers’ oral and body language is logical science;the undergraduate teachers use body language more than the specialized ones;the teachers with short working hours do not pay attention to body language.Teachers use more than long-term teachers;however,teachers tend to overlook the combined use of oral and body language.The problems existing in the combination of oral and body language of primary school mathematics teachers are mainly manifested in the obvious singularity of the use of teaching language of primary school mathematics teachers,the one-sided emphasis on oral teaching language and the neglect of the use of body teaching language,the confusion of the steps of the combination of oral language and body language and the lack of organization.Teachers’ basic knowledge of education and teaching is not well grasped.They lack a correct understanding of teaching language,lack of presupposition for the combination of oral and body language in teachers’ teaching design,lack of teaching content-based combination of oral and body language,and lack of understanding of basic requirements for the combination of oral and body language.All-round,different teachers’ teaching styles and limitations of educational administration lead to teachers’ one-sided emphasis on teaching progress.It is the main cause of the above problems.To solve these problems,teachers need to strengthen their own learning,clarify the basic criteria for the combination of oral and body language,and integrate oral and body language into all teaching links.In order to improve teachers’ ability to control the classroom and the combination of oral and body language,teachers should closely focus on teaching content and teaching.Teachers should incorporate personalized elements in the combination of oral and body language,strengthen the guidance of the combination of oral and body language in normal universities,implement the training of mathematics language professional knowledge of primary school mathematics teachers,and improve the diversified evaluation mechanism of the combination of oral and body language of primary school mathematics teachers.