A Study On Classroom Teaching Language Of Mathematics Teachers In Minority Areas

Language is an important tool for educators, and it is the most important dissemination medium for teacher to spread knowledge and to communicate with students,to some extent, the teaching language affects the teaching effectiveness, so the teaching language is a problem that is worth paying attention to. After a review of the literature found that there is a lot of research on teaching language, but little quantitative analysis, and the study of math teaching language in the ethnic minority areas are numbered, therefore this article selects ethnic minority areas of the compulsory education phase of twelve section math class, mainly quantitative analysis on the mathematics teachers’ classroom teaching language, in order to find some of the features of teaching language in mathematics classroom in ethnic minority areas, and puts forward some feasible suggestions in view of the objective situation.Firstly, through reading a lot of literature to understand the main categories of mathematics’classroom teaching language, then combined with the ethnic minority areas mathematics classroom videos, the classification of the mathematics’ classroom teaching language of ethnic minority areas has been determined: feedback language,encouraging language,in favor of inspired language, questioning language,explanatory language, conclusion emphasis language,imperative language, transitional language, figurative language. The main method for this study is the video study, the first step:choose the typical research object as needed; the second step:translating the classroom video into text form; the third step:according to the language classification has been confirmed, encoding to each sentence; Step 4: sorting data, data analysis; Step 5:drawing conclusions.The results show that the mathematics teachers of ethnic minority areas based classroom teaching language on questioning language, it is about one hundred and thirty times each class,it is even more than the total number of the other kinds of language. For the language of the feedback, found that in ethnic minority areas, more mathematics teachers use the way of repeating students’answer simply, rarely give proper evaluation to student’s answer. Less encouraging language, and is too single, like "good, very good". The language of in favor of inspiring language,conclusion emphasis language and figurative language use the least times, however, these three kinds of language is very important in mathematics teaching, so attention should be paid to the use of these three aspects of teaching language.Because of the questioning language is very important and has the highest proportion, so do the further classification about the questioning language according to how complicated the thinking is:mechanical questions, memorizing questions, comprehension questions, inferential questions, creative questions. The first two are low level questions, the last three are high level questions. Comparing with the teachers’ questions, the students’ answers are divided into five types according to the student’s level of knowledge required to answer:no answer, mechanical answer, memorial answer, comprehension answer, creative answer. The first three are low cognitive response,the last three are high cognitive answer.I found that math teachers in minority areas less asking high level questions,and the high level of questions of the teachers and students of high cognitive answer is positive correlation,therefore the teacher should design more high level questions, reduce the use of low level question. Finally, contrasting the number of teachers’ language with students’ language in ethnic minority areas mathematics classroom found that teachers hold the main discourse possess absolutely, it is not consistent with the relationship between teachers and students what our compulsory education stage mathematics curriculum standards has advocated.