Investigation And Research On The Written Expression Ability Of Mathematics Language Of Rural Junior High School Students

Language is a symbolic system formed by a highly structured combination of sounds,or by writing symbols,gestures,etc.It is the most important and effective communication and communication tool of human beings,and it is also a tool for preserving and transmitting the achievements of human civilization,which is creative,structural,meaningful,referring,social and individual.Mathematics language,as a special subject specialized language type,not only has the characteristics and functions of general language,but also has the characteristics of abstraction,accuracy,formalization and symbolization.Mathematics language is the carrier that mathematics knowledge and thought can be understood,mastered,communicated and applied,and it is mathematics learning and mathematics The important tool of teaching is an indispensable and neglected part of mathematics education.This article mainly aims at the rural junior middle school students' mathematics language written expression ability to carry on the investigation,collates the related research summary,obtains the accurate related concept elaboration,as well as the good mathematics written expression ability concrete index,Then through the compilation test paper carries on the mathematics language written expression ability test,through the test,draws the following conclusion: first,the rural junior high school students mathematics language written expression accuracy is not high;second,the rural junior high school students mathematics language written expression ability rigor is not strong;third,the rural junior high school students mathematics language written expression ability clarity.Then according to the purpose and program of the investigation,the relevant questionnaire and the teacher's interview questionnaire are formulated,and the existing problems are deeply explored.The reasons are as follows: first,the students' own reasons: learning attitude is not correct;mathematics basic knowledge is not solid;mathematics thinking development characteristic factors;second,teachers' reasons: teaching language is not normative enough;teaching demonstration is insufficient;feedback is not timely.Therefore,in view of the existing problems,the author puts forward corresponding suggestions.