Study On The Problems And Countermeasures Of The Communication In Junior Middle School Mathematics Classroom

Mathematics classroom communication refers to the dynamic process of expressing,accepting and transforming the knowledge and experience of mathematics with language and symbols as the carrier among students,teachers and students or students themselves.Teachers' continuous cultivation of junior middle school students' mathematics classroom communication ability can promote the formation and development of students' mathematics core literacy.Therefore,it has become the trend of middle school mathematics teaching reform to pay attention to the role of mathematics classroom communication and the cultivation of ability.With the advancement of the national curriculum reform,middle school mathematics teachers are paying more and more attention to classroom communication,but there are often some problems in the implementation.Based on this,the study selects the junior high school grades of M Middle School in Yongjing County,Linxia Prefecture,Gansu Province as the research object,and the specific problems of the study are: How is the current situation of classroom communication of junior high school mathematics? What are the problems and reasons of classroom communication in junior middle school mathematics? What are the countermeasures to improve the quality of communication in junior middle school mathematics classroom?The research mainly adopts literature analysis,questionnaire survey,classroom observation,interview and so on.The survey took M Middle School in Yongjing County,Linxia Prefecture,Gansu Province as an example.A total of 350 students were surveyed by questionnaire and 6 teachers were interviewed.The present situation of classroom communication of junior middle school students is investigated and analyzed from five aspects: consciousness,ability,way,condition and effect of classroom communication of students to mathematics.The study found that the problems of mathematics classroom communication in junior middle school are: students' awareness of mathematics classroom communication is weak,mathematics classroom lack of good communication conditions,students' mathematical language conversion ability is weak,mathematics classroom communication lack of monitoring,the effectiveness of mathematics classroom communication is poor;Mathematics classroom communication is a mere formality,and the communication problems are not logical enough.The Limitation of Mathematics Classroom Communication Evaluation.On the basis of analyzing the causes of the problems,this paper puts forward six countermeasures to improve junior middle school mathematics classroom communication,which are: first,strengthening the consciousness of students' mathematics classroom communication;Second,to create a good mathematics classroom exchange environment,mainly including the creation of a harmonious atmosphere,improve the mathematics classroom exchange participation,the active psychological environment is the basis of the implementation of mathematics classroom exchange,to build an equal and interactive social environment,pay attention to the individual differences of students;Third,cultivate students' mathematical language ability,mainly including the practice of "speaking mathematics" to students,creating opportunities of "writing mathematics",strengthening the mutual training of mathematical language,exchanging the roles of teachers and students,and strengthening the use of students' mathematical language;Fourth,strengthen the monitoring of mathematics classroom communication;Fifth,set meaningful communication problems,mainly including the communication problems themselves are meaningful,communication problems should be meaningful to students;Sixth,improve the scientific nature of mathematics classroom exchange and evaluation.