A Study On The Teaching Strategy Of "Speaking Mathematics" Activities In Primary School Mathematics Classroom

"Compulsory Education Mathematics Curriculum Standards"(2011 edition)pointed out: "Mathematics is a kind of culture,and its content,ideas,methods and language are an important part of modern civilization." An important way for students to learn mathematics".According to the requirements of the curriculum standards,the communication between students should be emphasized in teaching,and communication with mathematical language is an important way for students to communicate.Therefore,in mathematics teaching,attention should be paid to students’ mathematical language expression and the cultivation of students’ mathematical language ability."Speaking mathematics" activity is an effective way to cultivate students’ mathematics language ability,so we should also pay attention to the development of "speaking mathematics"activity in the classroom.After reading the related literature on "Speaking Mathematics"activities,it can be found that the research on the connotation and classification of"Speaking Mathematics" enriches and develops the theoretical level of "Speaking Mathematics",which provides a great opportunity for research on "Speaking Mathematics" The direction of reference.At the same time,"Speaking Mathematics" is gradually applied to various stages,and there is a certain amount of "Speaking Mathematics" practical experience at each stage.However,there are too few related researches on "speaking mathematics" in the low-level classrooms of elementary schools,and the related research is also the summary of frontline teachers’ own teaching experience,which is rather scattered.This also found a breakthrough for this research.This research mainly uses literature research method,interview method and classroom observation method to carry out research on the activities of "speaking mathematics" in the low-level mathematics classroom of elementary school.From the perspective of teachers’ teaching,investigating and researching on the theoretical basis of the learning pyramid,Vygotsky’s sociocultural theory and Piaget’s cognitive development theory,the main contents include:The first part is the introduction.This part explains the reasons for the questions raised,sorts out the related literature of "Speaking of Mathematics",and clarifies the research purpose,significance and research methods of this research.It also defines the concept of "speaking mathematics" activity,which refers to the activity that teachers organize students to use mathematical language to explain mathematical knowledge,mathematical problems,mathematical methods,mathematical processes,mathematical relationships and mathematical perceptions.The second part is to explore the significance and theoretical basis of "Speaking Mathematics" activities in the low-level classrooms of elementary schools.The research on the activity of "speaking mathematics" for students in the lower grades of elementary school is based on Vygotsky’s sociocultural theory,learning pyramid and Piaget’s cognitive development theory.In addition,cultivating the ability of "speaking mathematics" of primary school students is of certain significance: carrying out "speaking mathematics" activities is an important measure for cultivating students’ core literacy in mathematics;organizing "speaking mathematics" activities is an important task for teachers in teaching;"Mathematics" activity is an effective way to deepen the reform of mathematics curriculum.Therefore,it is possible and necessary to cultivate students’ ability to "speak mathematics".The third part is about the investigation and research on the activities of "Speaking Mathematics" in the low-level mathematics classroom of elementary school.When formulating classroom observation indicators,the activity of "Speaking Mathematics" is refined into the stages of guiding communication,discriminating and solving,and summarizing.In addition,this research draws on the four dimensions of classroom observation proposed by Professor Cui Yuntong,namely student learning,teacher teaching,curriculum nature,and curriculum culture,and combined with the actual situation of this research,the student language and teacher behavior are used as secondary indicators of observation.According to the observation indicators,three classes of grade1-3 in Chongqing a primary school were randomly selected to conduct classroom observations.At the same time,interviews were conducted on teachers’ understanding of the activity of "speaking mathematics",and finally,the results of the interviews and observations were analyzed.The fourth part is the analysis of the status quo of "Speaking Mathematics" activities carried out in the lower classes of elementary schools and the reasons for the problems.Based on the results of the investigation and analysis,the existing experience and existing problems of "speaking mathematics" activities in the low-level classrooms of elementary schools are put forward.Existing experience includes emphasizing the contextualization of guidance methods to promote the cultivation of students’ mathematics language comprehension ability;emphasizing on giving students opportunities for language expression;emphasizing on guiding students’ expressions about mathematical processes and mathematical methods;emphasizing on the evaluation of students’ mathematical language;emphasizing on grasping The positioning of the "Speak Mathematics" activity in the classroom.Existing problems include the lack of interest in the way of guidance;the lack of rigor in the students’ language;the lack of guidance to combine training with multiple senses;the irregular use of teachers’ mathematics language and daily language;the lack of translation functions for students’ mathematics language;the lack of guidance for students Regarding the expression of mathematics perception;students lack the inner motivation to "speak mathematics".Finally,from the perspectives of students and teachers,the reasons for the formation of the problem are analyzed.The reasons for students include the low level of mathematics and language of the students in the lower elementary school;The reasons for teachers include teachers’ inadequate grasp of the situation of low-level students;teachers’ lack of standardization of demonstration language;teachers’ inadequate understanding of "speaking mathematics";lack of an environment for active speaking.The fifth part is to improve the teaching strategy of the "Speaking Mathematics" activity in the lower part of the primary school,that is,to create a good "speaking of mathematics" atmosphere;to guide the communication phase-to increase interest and to stimulate students’ interest in mathematics language understanding;to analyze and solve the stage-adequate Grasp the situation of students and promote the cultivation of mathematics language translation ability;Induction and summary stage-pay attention to the exchange of mathematics perception,and promote students’ diversified mathematics language expression.