Study On Classroom Teaching Language Instructional Strategies In High Leave Of Elementary Mathematics

Classroom teaching as a hot topic in the field of education has been got the attention of everyone,but the teaching language of every moment in the classroom is more closely linked for front-line teachers,which have considerable reference value.Language is an art.Elementary school mathematics teaching should not only consider the student age characteristic,and attention should be paid to mathematics discipline characteristic.How can teachers use the language of instruction in mathematics teaching to promote students mathematics study,is a problem worth studying.Firstly,through the method of literature analysis,language,teaching language,classroom teaching language is defined and through a large number of relevant analysis of research status at home and abroad to understand the current research of classroom teaching language.Secondly,the questionnaire survey was conducted to investigate the students and teachers of two primary schools in Hangzhou.Thirdly,the collected questionnaires were analyzed,and the problems were analyzed and the causes were analyzed.Finally,on the basis of the characteristics of the elementary school mathematics classroom,teaching material characteristics and the elementary student's psychological characteristics,combining with the above analysis,there are some teaching strategies which can improve language of mathematics classroom teaching of primary school:(1)pay attention to the diversification of teaching language;(2)play an active role in questioning;(3)strengthen the design of the feedback language;(4)design from students' needs.Through two class cases,this paper elaborates the language strategies of elementary school mathematics classroom teaching,and combines practical experience to carry out the teaching practice reflection of classroom teaching language.