Research On Cultivating The Students’ Ability Of Mathematics Language Expression In Solid Geometry Teaching

Mathematics language is the carrier of mathematics thinking, and it is the tool of mathematics teaching activity and student s’ studying. According to some researches, mathematics language has a lot to do with mathematics study. With the increasing attention from experts and scholars at home and abroad, foreign researches have gone ahead of us. The foreign studies greatly focus on practice instead of theory, while in China few empirical researches have been done on mathematics language in Solid Geometry. So the research on cultivating the mathematical language expression ability will play a very important role in Solid Geometry teaching.The mathematical language expression ability is one aspect of mathematics language ability. Based on the theory of linguistics, mathematical thinking, psychology and course teaching, this study describes the emphasis which domestic and foreign experts and scholars put on the cultivation of mathematics language ability, and also theoretically defines the literal language, sign language, schema language, conversions among the three languages and the mathematical language expression ability. All definitions mentioned provide a theoretical basis for writing this thesis.This thesis takes the students who are in their first two-year section in normal school as the study objects.This thesis is about the following four issues: What problems exist in the mathematics language in the solid geometry study? Do these factors influence the mathematical language expression ability? In view of the problems existing in the study of solid geometry, what teaching strategies are used to optimize the mathematical language expression ability for the directionally-trained normal students who are in their first two- year section in school? Whether the implementation of the strategies can improve these students’ mathematical language expression ability and thus to stimulate students’ interest in learning solid geometry?According to these four issues, using the study method, experience method and case analysis method, this thesis adopts practice research on 300 directionally trained normal students who are in their first two-year section for a semester. The following conclusions are drawn: these students have problems in literal language, sign language, schema language and conversions among the three languages during the Solid Geometry learning; These factors influence and restrict students’ mathematical language expression ability; Combining with own teaching experience and the characteristics of the study objects, the writer applied four strategies which includes creation of situation, hands-on practice, multimedia assist in teaching practice and gradient assignments to optimize the solid geometry teaching practice for directionally trained normal students. All these four strategies are used to exercise the students’ literal language, sign language, schema language and conversions among the three languages and used to improve students’ mathematical language expression ability.Trying to break through the written examination form, this thesis, which uses the oral test to examine the students’ literal language, sign language, schema language and conversions among the three languages, has a real understanding of the students’ mastery of the mathematics language and exercises their mathematical language expression ability.All above practical results show that the improvement of students’ mathematical language expression ability is benefit to stimulate students’ interest in learning solid geometry and also can consolidate their basic knowledge of solid geometry. Meanwhile, these results also strongly prove the effectiveness and feasibility of the implementation of teaching strategies; what’s more, these results have some inspirations for the solid geometry teaching in the future.