Investigation On The Primary School Mathematics Teachers' Use Of Classroom Teaching Language

The teacher's teaching language is the main medium and carrier for the transfer of knowledge,the collision of ideas,and the emotional exchange between teachers and students.The lower grades of primary school students are in an important stage of physical and mental development.The level of primary school teachers' ability of the teaching language control not only affects the quality of classroom teaching,but also has an important impact on the development of primary school students' thinking,the stimulation of learning interest,and the cultivation of emotional attitudes and values.The importance of primary school teachers' use of classroom teaching language has become more prominent.How to make better use of classroom teaching language for junior primary school mathematics teachers is a problem worthy of research.This research uses the methods of the classroom observation,interview,and case analysis to investigate and study the classroom teaching language of mathematics teachers in lower grades of primary schools.First,by going deep into the mathematics classroom of the lower grades of elementary school,we observe and record the teaching language of 30 mathematics classrooms from 10 different primary school mathematics teachers from the classroom questioning language,declarative language,feedback language and management language.Secondly,we randomly selected 10 low-grade mathematics teachers in elementary school to conduct interviews,sort out the data of the classroom observation and the interview content,and summarize the current problems in the classroom teaching language of low-grade mathematics teachers in primary schools.Finally,analyze the cause of the problem,and put forward corresponding suggestions based on the cause.Through the investigation,it is found that there are many problems in the classroom teaching language use of junior primary school mathematics teachers,including the high frequency of questioning language use,the lack of understanding questions and application questions;the lack of accuracy,inspiration and acceptability in declarative language;stronger feedback language while lower oral feedback,low attention to students;the lack of flexibility of management language use.In view of the above problems,this paper analyzes the reasons,and puts forward some improvement strategies,such as strengthening language presupposition,skillfully using questioning language;updating language concept,skillfully using declarative language;improving education quality,making good use of feedback language;enriching management experience,skillfully using management language,in order to arouse the attention of junior primary school mathematics teachers to classroom teaching language and improve the ability of classroom teaching language.The language of instruction is an invisible means of education,and there is no shortcut.Teachers can improve their own language of instruction problems and improve the quality of classroom teaching only by accumulating and experimenting in teaching practice.