数学课堂教学有效语言结构与组织探究  

Exploration of Effective Language Structure and Organization in Mathematics Classroom Teaching

作　　者：赵建昕[1] 祖煜然 宋晓秋 

机构地区：[1]海军潜艇学院,山东 青岛

出　　处：《职业教育（汉斯）》2024年第4期1039-1044,共6页Vocational Education

摘　　要：针对数学课堂教学中存在的语言表达不清晰、组织混乱或无序的问题,探讨了数学教学中实现有效的语言结构和组织的价值和方法。首先,概述了数学课堂教学有效语言结构的特征,包括精确性、逻辑性和启发性,并分析了这些特征对学生提高学习效率、培养数学思维等的影响。其次,以微积分教学为例,详细探讨了导入、讲解、提问和反馈四个方面的有效语言组织策略。导入策略通过设置开放性问题、探究性活动和数学史等方法激发学生的学习兴趣;讲解策略强调课堂教学的清晰性和逻辑性,帮助学生理解概念;提问策略注重启发式、层次性和互动性,引导学生主动思考;反馈策略则强调及时性、具体性和鼓励性,以提升学生的学习效果。In response to the problems of unclear language expression, disorganization, or disorder in mathematics classroom teaching, this paper explores the value and methods of implementing effective language structure and organization in mathematics teaching. Firstly, the characteristics of effective language structure in mathematics classroom teaching were summarized, including precision, logic, and inspiration, and the impact of these characteristics on improving learning efficiency and cultivating mathematical thinking in students was analyzed. Secondly, taking calculus teaching as an example, effective language organization strategies for introduction, explanation, questioning, and feedback were discussed in detail. The introduction strategy stimulates students' interest in learning by setting open-ended questions, exploratory activities, and mathematical history;the explanation strategy emphasizes the clarity and logic of classroom teaching, helping students understand concepts;questioning strategies focus on heuristic, hierarchical, and interactive approaches, guiding students to think actively;feedback strategies emphasize timeliness, specificity, and encouragement to enhance student learning outcomes.

关 键 词：数学教学 语言结构与组织 数学语言 教学策略 数学思维 

分 类 号：G63[文化科学—教育学]