What are the trends in the reform of elementary school math pedagogy embodied in the

Mathematical communication and cooperation, in learning is very important, especially the expression of mathematical ideas, to express their thoughts in some form, I think the most intuitive is the language, only when the teacher's teaching language to a certain extent to guide, teach students to learn to express, good at expressing, the courage to express, learn to express is very important to learn to learn to be proactive. Correctly express their thoughts and peer communication, beneficial to the understanding of knowledge, acceptance and digestion. So teachers should strive to improve their language arts, now on the good to improve the language arts in the math classroom, talk about personal knowledge and experience. Language is the direct embodiment of teaching ideas, is the most widely used by teachers, the most basic information carrier. Mathematics classroom teaching process is the process of transferring mathematical knowledge. In the whole process of classroom teaching, the transmission of mathematical knowledge, the feedback of students' acceptance of knowledge, and the emotional communication between teachers and students must rely on mathematical language. Teachers' language expression and quality directly affects the students' acceptance of knowledge, and the emotion of teachers' language triggers students' emotion, so we say that teachers' language art is the core of the art of classroom teaching. Some people say that teaching is both science and art, this is true, because classroom teaching depends on the guidance of scientific theory, but also to pay attention to the art of communication with people, after all, teaching is not the teacher's wishful thinking can be accomplished, but the interaction between teachers and students of bilateral activities. This is to require teachers to have a certain classroom scheduling ability, then, in particular, mainly include: (l) to have the ability to design the teaching of mathematics. Elementary school mathematics teachers should fully understand the students before class, to understand the students' mathematical knowledge base, the different needs of mathematical learning, as well as the emotional state of mathematical learning. At the same time, they should analyze the teaching materials, process the teaching content and develop curriculum resources, choose the appropriate teaching mode, and arrange students to participate in certain mathematical activities. (2) Teachers should have the wisdom and ability to create a good learning atmosphere. Students are the masters of learning, and teaching should be changed from the traditional method of teachers explaining examples and students imitating and practicing to the traditional method of teachers guiding students to participate in mathematical activities and students asking questions and solving problems by themselves. In this way, the teacher's responsibility lies mainly in creating a good learning atmosphere for students. Good learning atmosphere is built on the basis of democratic and equal teacher-student relationship, so teachers are required to respect, love and understand students, treat students fairly and equitably, actively communicate and cooperate with students, and be flexible and resourceful in resolving conflicts with students. (3) Teachers should have the ability to adapt to changes, that is, educational resourcefulness. In teaching, there will be some situations that have never appeared before. These classroom problems suddenly appeared, the teacher should be able to quickly make a judgment, and timely solution, never perfunctory. At the same time, teachers should also carefully observe the classroom students' learning mood, students' reaction, adjust and organize their teaching at any time. These all need teachers to use their own educational wisdom, only to be able to deal with very well. I remember listening to a lesson not long ago, the classroom atmosphere is also very active, but, the effect is not good. Because this lesson is not the students follow the teacher, but the teacher is driven by the students, and finally become confused, do not know what is being said. I think in this lesson, the teacher didn't use language art well, and at the same time, the teacher's teaching wit is not enough, the teacher should use language to guide the students to concentrate, use vivid and interesting language to arouse interest and answer the teacher's questions, so as to make the classroom enter into an orderly and positive program. Only in this way can a teacher be an excellent teacher, a teacher who is liked by the students and who makes the children's minds active, their eyes glued and their little hands raised in the air as soon as the lesson begins. The most successful teachers tell their students anything, whether it's a 50-minute lecture or a two-minute explanation, as a conversation rather than a performance. They interact with their students, motivate them, and allow them to interact with each other. A math teacher who skillfully combines the language arts with the characteristics of the math subject will create moments of excitement and vitality in the classroom. In order to achieve this goal, elementary school mathematics teaching process, teachers should strive to improve the language arts literacy, carefully design the language of mathematics teaching, carefully improve the language of teaching and evaluation, so that their own language can quickly attract the attention of the students, so as to improve the efficiency of the classroom. First, try to improve the language arts literacy (a) to improve their language expression ability then, what is the language expression ability? To put it simply, the language expression ability refers to the ability of teachers to enter the classroom, can quickly and coherently, organized expression of relevant information, so that students immediately into the state of mind. A teacher who speaks in a disorganized way, who is poor in words and who is rigid and dogmatic cannot attract students' attention and thinking. As teachers want to improve their language skills, the only way to read more to enrich their language accumulation, so that language expression to prove the usefulness of reading. (ii) Gradual training in mathematical language narrative ability to master the language of mathematics, is a gradual process, teachers should often consciously and sequentially describe the process, generalize the conclusions, illustrate the ideas, and make good use of the language of mathematics to express their own ideas. The language used in the classroom should be concise, clean and clear, and important statements should not be lengthy, should seize the key points, and should be briefly summarized. Through the appropriate vivid metaphor, common language, make the esoteric knowledge clear, with their own deep cultural heritage to teach students a wealth of mathematical literacy, in order to arouse the students' interest in learning mathematics and deepen the understanding of knowledge, memory, in order to promote the development of students' abstract thinking ability, and at the same time, to obtain a certain effect of teaching. (C) continue to refine their classroom language with a good accumulation, but not yet. To say more, and to have a purposeful, targeted practice, teapot cooking dumplings, pouring out, chest of thousands of words is always difficult to express. This is also there, it depends on the teacher usually keep practicing. At the beginning of the class, obviously the classroom before the very well prepared, but a classroom, found that their language organization is not enough, want to express things, expression, often a to use many sentences to explain, the effect is not very ideal, which also makes me distressed for a long time, with the increase in teaching experience, but also than the beginning of the better, which is in the process of teaching, and continue to accumulate experience, I believe that the I believe that if I practice more, I can improve my language skills. In short: the improvement of teachers' language arts literacy is a quantitative and qualitative process. Second, carefully design the language of mathematics teaching (a) the design of the language of mathematics teaching should be rigorous, accurate and scientific It is well known that mathematics is a discipline that emphasizes the transmission of rational knowledge, which has a rigorous knowledge system, abstract and concise form of expression. In the teaching of mathematics, teachers should study the teaching materials in depth, understand the intention of the preparation of the materials, and design the teaching language rigorously and accurately. Therefore, teachers should learn to use accurate and scientific mathematical language to answer various mathematical questions. When students have problems with language in the classroom, teachers should correct and explain them in a timely manner. Classroom teaching is a unified expression of knowledge content and its language form, the scientific nature of knowledge determines the scientific nature of the language, so the scientific nature of the teaching classroom language is the fundamental attributes of various subjects, and the scientific nature of the language of mathematics teaching has its own unique connotation. Stolyar pointed out that "mathematics teaching is the teaching of mathematical thinking", so the language of mathematics teachers should work on effectively cultivating students' thinking ability. For a long time, due to the influence of the so-called "logical rigor" of mathematics, teachers in the teaching of logical deduction, mistakenly believe that "precise, rigorous, logical requirements" language is the only scientific language of mathematics teaching. In fact, the scientific nature of the language of mathematics teaching should be tailored to the characteristics of the students, not only to pay attention to the rigorous logical deduction, but also timely interspersed with non-logical language that can guide the students to association, imagination, conjecture, analogy, induction and insight into the activities of comprehension, so as to enable the students to comprehensively understand and comprehend mathematics, and to take the initiative to discover mathematics and create mathematics. Mathematics teachers should be accurate in their accounts of definitions and theorems and should not cause students to have doubts or misunderstandings. Teachers should do the following two things: First, they must have a thorough understanding of the essence of the concepts and the meaning of the terms, such as "division" and "division", "number" and "digit". "digits", etc. If confused, it violates the same law; another example is that some teachers say "the volume of the cone is equal to one-third of the volume of the cylinder", ignoring the "same base and height" condition; some teachers instructed students to draw a picture of a cone, which is the same as the volume of a cylinder. conditions; some teachers instruct students to draw a picture that "these two parallel lines are not parallel enough", "this right angle is not drawn 90 °", etc., contrary to the Law of Contradiction; and "all even numbers are composite numbers ", the smallest integer is 0" and other language errors lies in the generalization, lack of accuracy. Secondly, we must use scientific terminology to teach, can not use the fabricated vernacular and dialect to express concepts, laws, properties, etc., for example, can not be "plumb line" as "vertical down the line", can not be "the simplest fractions For example, you can't say "vertical line" as "vertical down line", and you can't say "simplest fraction" as "simplest fraction". Teaching language should be rigorous, in addition to accuracy, there should also be standardized requirements, such as clear words, read the sentence clearly, adhere to the use of Putonghua teaching. Simplicity, that is, the teaching language should be clean, important statements are not long, to seize the key, brief summary, targeted; according to the age of different students, using their easy to accept and understand the words; to be accurate, not roundabout, with the shortest possible time to convey the largest amount of information. Some teachers "mantra" too much, distracting the attention of students, destroying the coherence and fluency of the teaching language, and even happened to have students in the classroom specifically counting the number of times the teacher said "mantra", language repetition, dragging the mud, a waste of the classroom limited time, affecting the students' motivation to express themselves. It affects the students' motivation to express themselves. (B) the design of mathematical language to image, vivid, inspiring educator Sukhomlinsky pointed out that: "the teacher's high level of language training is an important condition for the rational use of time, and to a great extent determines the efficiency of the students in the classroom brain work." Teachers' language skills directly affect the effectiveness of teaching. Simple, graphic, vivid and childlike language can not only give students a sense of beauty, but also stimulate students' strong aesthetic emotional experience, thus driving students' motivation to learn. >=< For example, students in the recognition of greater than and less than the number, the teacher with a sketch, and read: "greater than, less than plus an equal to the number is a face (so that the students read while hands on the painting)." The figurative language summarizes the difference between the greater-than sign and the less-than sign, which is in line with students' aesthetic interests and leaves a deep impression on them. Although the teaching language can convey a variety of mathematical information, but without gestures, classroom teaching is as cold and rigid as running machinery. In classroom teaching, the proper use of gestures, can enhance the language strength, to strengthen the mathematical knowledge to be taught, to add color and vitality to the classroom. After all, the classroom is different from the stage, should emphasize the natural and real, do not have to deliberately pursue a certain form, but should follow the following principles: 1) Do not repeat a gesture too many times, so as not to make students feel boring. 2) Do not cross your hands at the waist or straight on the teaching platform to pretend to be a sophisticated and serious, and do not scratch your head and divert the attention of the students. 3) Do not end the gesture too quickly, so as not to make the students feel sudden. 4) To keep the gesture natural, moderate, and appropriate, and to keep the students' attention. ) To keep the gestures natural, moderate, to achieve "out of their hands as out of their minds", do not make big movements, not too exaggerated, too over the top. For example, in the study of addition and subtraction within ten, the use of gestures is quite important. First of all, students should familiarize themselves with the gestures of the numbers within ten, so as to achieve the teacher to report the numbers, students can quickly respond to the gestures made. Then start practicing simple addition and subtraction of numbers, such as within five. Dull narration is too boring, in the hands and brain combination, so that students are both happy, but also learned knowledge. Practice has proved that this teaching method is very useful in practice. Students in the lower grades have limited thinking ability, so hands-on can help them improve their thinking ability. Our usual elementary school math classroom, most only focus on talking and blackboard and other teaching tools, the use of teaching media, seems to pay less attention to the teaching of body language. In fact, body language is very important in teaching. Some research data show that in the communication of information, say a sentence, words only express seven percent of the content, the voice accounts for 38 percent, the remaining 55 percent is from the speaker's posture, expression and movement of the body language, so body language is very important in teaching. More importantly, it is also loaded with many new teaching ideas. Body language in the classroom generally includes eye and facial expressions, hand gestures, body posture, body contact, etc., and the rational use of them has extraordinary teaching significance. Eyes and facial expressions are important and convenient body language for conveying information and creating a good teaching atmosphere. Some people summarize this formula: fluent spoken language + "body" body language = new realm of oral expression, which is not unreasonable. Indeed, teaching activities, the teacher's body language is an aid to teaching to attract students' attention to the color screen, teachers should make full use of it to create a relaxed and harmonious classroom atmosphere, interpretation of their own thoughts and feelings, to guide the students to take the initiative to learn, so that we can better fulfill the sacred mission of the teachers of the times. (C) mathematical language design should be humorous, funny, artistic teaching humor, both a kind of teaching art, but also a kind of teaching wit, educational style. Humor can open the wisdom of students, improve the quality of thinking, classroom teaching humor, should be accompanied by deep insights, fresh knowledge, teaching students reason, students will produce a heartfelt smile, get the beauty of enjoyment. Teaching humor language is the performance of the teacher's intelligence, it can make the relationship between teachers and students more harmonious, narrowing the psychological gap between teachers and students; benefit from wisdom, can arouse students' interest, inspire learning motivation, improve the classroom atmosphere, and help to cultivate students' cheerful personality; the development of students' creativity and so on. The use of humor in the language arts, should be elegant, beautiful, humor is never a shallow comical amusement, nor is it claptrap, not to mention the low taste, it is in a deep understanding of the content of the teaching of the basis of an in-depth speech strategy, is an important aspect of the teacher's language modification, but also the teacher's personality tends to be a kind of refractive light. Through evaluation, it can not only assess the level of students' mastery of what they have learned, but also improve their learning ability, expand their knowledge, cultivate their creativity, and be more conducive to students' improvement of their own meaning structure. Teachers in the classroom encountered some special circumstances, if they can not control their emotions and reason, drop out of the students angry reprimand, the disadvantages of which are known to all, if the language of humor to deal with the role and effect is very different. Third, careful to improve the language of teaching and evaluation (a) positive affirmative classroom, for a significant portion of the students who can make a correct or basically correct answer, can be used to positively evaluate the language, such as "you answered very well", "you summarize a very comprehensive", "You have analyzed thoroughly" and other statements to make appropriate evaluation. For those students who have creative answers to questions, in addition to giving affirmation, but also on its courage to think, explore the spirit of learning to praise. This is not only to answer the question of the student's encouragement, but also to stimulate the class to take the initiative to explore the enthusiasm. Jess? Rayer once said, "Praise is like sunshine to the warm human soul, without which we cannot grow and blossom." For even the smallest merit in the process of student learning, whether it is a warm applause, enthusiastic applause, or the teacher's only words of praise, smile and nod of recognition, will have an immeasurable positive effect on students. I remember a time to do the exercises, the student gave me a check, I said a very good, she was very happy to return to the sitting position, and said to the other students, the teacher said I did a good job, just two words of praise, I did not expect to play such a positive role, which makes me feel very deep. Another time in class, asked the students a difficult question, some students do not speak, but a student said, teacher I do not know, I remember then, I did not criticize the student, but to encourage him, and praised him, said he was very courageous and honest, we should learn from him, the student later became very active in class and actively answer questions. Mathematics teaching language should strive to be kind and emotional. Mathematical language is the carrier of both teachers and students to convey and exchange ideas and feelings, kind, touching teaching language can make the students to maintain a positive and comfortable learning state of mind, the most able to arouse the enthusiasm of the students, thus generating an inestimable power. As the ancients said, "the heart of the people, no first love". Teachers in teaching, whether it is teaching knowledge, or treating students, the language should be kind, full of emotion.　　Many experts also believe that: intelligence comes from emotion, emotion dominates intelligence. For the success of human beings, emotional intelligence is more positive than the usual mental activities and the level of intelligence, which can not be replaced by any other language. This is true for all students, especially those who have little interest in learning mathematics, and whose self-esteem will be seriously hurt and their motivation undermined if they are criticized by teachers with harsh words. We should try our best to guide them, encourage them, recognize their evaluation of things in time, and create all kinds of conditions to let them have the opportunity to show their talents. If the teacher does not give the correct evaluation of the small achievements of the students, it will also make the students lose confidence in learning mathematics. (ii) Inspiration This type of evaluation language applies to the evaluation of incomplete, incomplete or flawed answers to questions. Due to the narrow knowledge of students, understanding and generalization ability is not strong, analyze the problem from a single perspective, etc., often lose sight of the answer to the question, not enough rigorous, thorough. Therefore, the teacher should firstly recognize the correct content of the students' answers, and then use the sentence "If ...... is more ......" to point out. If students answer the correct content, but repetitive and lack of logic, you can evaluate that "the answer is basically correct, if you pay attention to carefully organize the language, with simple and clear words to answer would be better." Some students in a hurry to express their views, there will be fast speech and lead to incoherent and so on, at this time the teacher may wish to comment: "You speak very reasonable, if you can slow down the speed of speech a little bit, the other students listen to it more clearly." If there are students who are afraid to raise their hands to speak, the teacher should encourage them from the side: "Look, many students knocked down that coward in their hearts and raised their hands!" Some students express, due to nervousness a moment speech or said wrong, then can be so relieved pep talk: "do not worry, think again, you will be good!" "Open your little brain to think about it, said wrong, it does not matter, the teacher likes to be willing to use their brains students!" Euphemism pointed out the inadequacy of the students' answers, students not only happy to accept, and will pay more attention in the future learning, other students can also benefit from it. In addition, you can also use the "follow-up" way to guide students to continue to think about the answer. Because teaching, there are many students seem to understand, or even do not understand, then the teacher should give full play to the role of the guide, the organizer, the use of "follow-up questions" to those who seem to understand the non-intelligent students completely asked to understand, so that those who do not understand the students to listen to understand. For example, the teacher asked the question for students to answer, the students do not feel confident in their own answers, immediately walked in front of him, patted him on the shoulder or stroked his head and said, "It's okay, boldly, you're very smart, this problem must not be difficult to defeat you. This evaluation, not only fully respect his opinion, but also to protect his self-esteem, but also cultivate his self-confidence personality qualities, more can make him feel friendly, the teacher-student relationship is positioned on the basis of equality and democracy, to motivate him to explore independently, and the courage to innovate the interest of the whole student is also a kind of encouragement. Only in a relaxed, pleasant, constantly encouraged environment, students can become active thinking, problem solving will be new and innovative. Language can also be combined with the eyes, the change of the eyes, can convey silent information, maintaining the perception of the two sides of the thinking channel. For example, if you encounter different ways of narrating content, different strategies for answering questions, and diversified methods of application in teaching. Teachers should then ask challenging questions: "Do you want to know the answer to it? How do you want to solve this problem?" And at the same time with a look from time to time to all students scanning said: "Teacher believes that you can think of your own method, please try!" This makes each student feel that he or she is the teacher's "center of attention", rather than "being left out", so that students in the experience of the diversity of problem-solving methods, prompting students to have a greater interest in exploring the mysteries of new knowledge. At the same time, the teacher can use a stern and warning eyes to criticize the students in the classroom, compared with the loud reprimand, this kind of silent criticism is more easily accepted by students, and does not affect the attention of most students. In addition, language can also be combined with facial expressions. Human facial expression is the external expression of human emotional experience, it contains a lot of emotional communication information. In the classroom students like teachers face them with a smile, even if they are not very good performance in the classroom, the teacher smiled at the students to motivate or encouragement, it is easier to cause students to **** Ming, prompting students to love learning, and establish confidence in learning. Teaching to students motivational language to have a true feeling, so that students really experience the joy of success, can motivate them to make progress on the original basis, but also to meet their psychological needs. However, the motivational language should also grasp a degree, should be based on the student's differences, the difficulty of the issue of the degree of scientific incentives, can not be for any student to answer any of the extremely simple question to give some "grand" praise. Nominally is to carry out appreciation education, encouragement education, but in fact this lack of deep guidance of praise students will get tired of listening to, but also shows the teacher's hypocrisy, can not play any role in motivation. Mathematics teachers should, in accordance with the requirements of quality education, continue to explore, summarize and improve their teaching language in teaching practice, so as to better promote the reform of teaching in order to improve the quality and efficiency of teaching. Language art reflects both the teaching ability of teachers and is closely related to the effectiveness of teaching. Mathematics teachers should be in accordance with the requirements of quality education, in the practice of teaching, constantly explore, constantly summarize, and constantly improve their own teaching language, to achieve the dialectical unity of the scientific and artistic language of mathematics teaching. If so, our teaching level will be improved.