《junior high school mathematics teaching of communication skills training-毕业论文翻译.doc》由会员分享，可在线阅读，更多相关《junior high school mathematics teaching of communication skills training-毕业论文翻译.doc（11页珍藏版）》请在悦读文库上搜索。

1、 Junior High School Mathematics Teaching of communication skills trainingAbstract “exchange” of information and feelings between people is the “communication” and “communication”, junior high school mathematics teachers in the teaching situation to create a good exchange, strengthen mathematical lan。

2、guage ability, teachers and students widely exchanges in order to train students on the proper use of mathematical language for mathematical communication. Keywords: junior high school mathematics, communication skills, training Abstract “Exchanges” be an interpersonal information and emotion of “in。

3、form” with “communication”, the junior high school mathematics teacher want construction in the teaching the work good of exchanges scenario, strengthen mathematics speech of development, the teachers and the students carry on extensive exchanges, with development student exactitude usage mathematic。

4、s language carry on mathematics exchanges of ability. Keywords: Junior high school mathematics, Exchanges ability, Development Math curriculum standards In explaining the thinking that “require students to logically and accurately explain their ideas and views” in the problem-solving capabilities “w。

5、ill use mathematical language problems, communicate, form the use of mathematics awareness “elaborate capacity-building in time” basis to students with the deepening understanding of the knowledge, skills and gradually increase the capacity of the basic requirements, training students to acquire new。

6、 knowledge and the correct use of mathematical language, mathematical ability to communicate. “ 1, but we in the mathematics classroom teaching and tutoring, often have such a situation: the students about their knowledge can not tell, for he knows not where not asking questions. This shows that our。

7、 students communicate mathematics capacity is very low, we should be in the classroom teaching students how to develop the mathematical ability to communicate it? 1. What is the mathematical communication skills Mathematical communication skills, the students themselves to learn basic knowledge, ski。

8、lls and techniques to master the process of “thought” “say” others “listen” to comment on the issue, reasonable, mutually reinforcing each other to improve the capacity. Therefore, the mathematical communication a receiving information, processing information, and repeated transmission of informatio。

9、n, complex process, mainly in language, visual and written forms of action to communicate, set logical thinking, ability to operate and solve simple practical problems in one. 2. Communication skills training middle school students the significance of education in mathematics 2.1 The ability to comm。

10、unicate mathematics help students develop good cognitive structure formation. Mathematical communication can help students achieve a deep understanding of things. As students of different cognitive level, cognitive style is different from understanding the problem from different perspectives, theref。

11、ore, different people have different views on the same issue, the only thing does not exist standard understanding. by mathematical communication, so that students can draw on collective wisdom, understanding from a different point of view of mathematical knowledge, the formation of all-round unders。

12、tanding of the problem, so that a more systematic knowledge structure, which gradually turned into a good knowledge within the structure. 2.2 Mathematical communication help to promote the development of creative thinking of students. Language is the carrier of thinking, mathematical thinking is by 。

13、means of mathematical language, conducted quietly in the mind can be said that mathematical thinking is the mathematical language of the “inner expression.” Internal language as language activities outside activities like logic and strong reason. They are often simplified, compressed, jumping. mathe。

14、matical thinking in the structure of an abbreviated conducted, the internal structure of a series of intermediate links is “spent.” This is the abbreviated mental activity , jump in creative thinking activities play an important role, it can make the main mathematical object suddenly realized that c。

15、ertain aspects of nature, and thus quickly to estimate off. However, the main mathematical thinking at this time may be still in a chaotic state , the thinking process and the outcome is fuzzy. how to make this ambiguity thinking activity to clarify? provides a mathematical communication so that stu。

16、dents outside of the internal language of thought into the way, this is because the language is thought of reproduction, Language is reproduced through the exchange of thought. using external language to thinking activities, processing, finishing, you can sort out the thinking process and consolidat。

17、e the results of thinking. When students the thinking process itself or the result of thinking through the use of mathematical language to express orally or in writing when in a chaotic state of mental activity will gradually clear, thereby promoting the development of creative thinking ability of s。

18、tudents. 2.3 Mathematical communication can effectively promote the emotional education. Mathematical knowledge “is not only the condensation of human knowledge and transform the results of the objective world (the characteristics of things, laws, etc., and the condensation of the spirit of human su。

19、bjectivity, including the ability, emotion, will, thought, character, etc., developed to the present era, more natural, social, historical, cultural and other rich culture “2. student learning in mathematics should include cognitive activity and emotional experience activities, which the students un。

20、derstand the world and accept the cultural influence, moral, intellectual and physical qualities development process. Therefore, the emotional education is the complete process of mathematics education as an integral part. reasonable emotional education can help students maintain a happy, cheerful, 。

21、optimistic mood, deep learning experience, success and pride in, and then develop strong thirst for knowledge and curiosity. 3. Ability of mathematics communication 3.1 create a good exchange situation. New curriculum emphasized that teachers are partners in student learning, guide and participants,。

22、 the teaching process is the teacher exchanges, joint development of the interactive process of communication means everyone involved, equal dialogue, mutual learning and students taught each other, each other to form a true “learning community.” First, set the cooperation and exchange group for stu。

23、dents to create an equal, cooperative teaching atmosphere, the formation of a relaxed atmosphere for the exchange, while trust in students, encouraging students to participate in the exchange, the teacher should guide and focus on student exchanges mentality, and properly adjusted . Second, on a reg。

24、ular basis in mathematical activity classes to provide students with mathematical communication stage. on a regular basis in mathematical activities, could give students with strong mathematical ability of a stage performance, but also can improve other students to learn math initiative. Links the f。

25、ree paper download http:/eng.com3.2 to enhance mathematical language ability. Mathematical knowledge and mathematical language is the carrier of mathematical thinking, mathematical knowledge and mathematical thinking is ultimately represented by mathematical language and get to understand, master, c。

26、ommunication and application. To communicate the need to strengthen the mathematical language of mathematics learning, enrich the students math vocabulary, students correctly understand the mathematical content expressed in mathematical language, and gradually learn how to use the everyday language 。

27、into mathematical language to express their own mathematical concepts. Therefore, the mathematical language capabilities through the following two ways to develop. 3.2.1 guide the students, “said math.” In teaching, can be, “said Math,” the practice, can be between students and teachers can also bet。

28、ween students and the students. From the Church, then the students began to say a complete, standardized language of the students, let students master The most basic, the simplest form of communication. teachers pay special attention for students to create communication situations, to provide “mathe。

29、matical dialogue,” the opportunity to encourage students to express their ideas and to accept the ideas of others. 3.2.2 guide students to “write mathematics.” Most of the time the exchange is based on the language classroom exchanges, teachers can create more opportunities for students to “write ma。

30、thematics”, is to guide students to learn mathematics observed, and experience, reflection and research results in the form of words to express, and exchange, also allows students to write reflective problem solving, or students in operation, the testing process, there are many successful experience。

31、s and failures, to enable students to write it down. 3.3 teachers and students, life and extensive exchanges. Teaching students to gain knowledge of the current main channel, full advantage of this position, so that mathematical communication from classroom teaching situation spread out and change t。

32、he kind of teacher “package stresses” the teacher or student is only just around the teachers in the design of the box baton turn, can not think teaching is not good at thinking. the classroom to encourage students to think and speak boldly, teachers explore the design of appropriate context, so tha。

33、t the teaching content of a novelty, so that the students curiosity and thirst for knowledge, This helps to stimulate students to explore motivation and interest, causing the students “exchange” the desire to develop students awareness of innovation and mathematical communication skills. teachers to。

34、 have a certain gradient of internal relations and the problems, the use of analogy, induction, conjecture and other methods, guide students to thinking, to identify problems and solve their own problems. In the process of solving problems of students, teachers need to make the necessary tips and de。

35、monstration of the writing on the blackboard, in order to give full play to the students in the classroom teaching the dominant position of students in mathematics access to knowledge exchange initiative. to provide students with active participation and cooperation in exploration activities in the 。

36、exchange of time and space and improve student interest in learning. teachers should make full use of teaching materials “to explore, observe, try, do a do and think about , read “and other columns to explore and exchange to provide adequate time and space, to encourage students to use their spare t。

37、ime to mathematics and other disciplines of knowledge in social life and link the position to do more to explore. 3 In short, learn to “mathematical thinking” to improve the mathematical expression and the ability to communicate is one of the highlights of the new curriculum reform is the purpose of。

38、 junior middle school mathematics education, and also the development trend of the international mathematics education. The classroom is the main student access to knowledge area, so attention to students in the classroom teaching of mathematics communication skills, is of great significance. Refere。

39、nces 1 Full-time Compulsory Education Mathematics Curriculum Standards Interpretation M, Beijing Normal University Press, 2002 2 Qi Chunxia math curriculum reform of mathematics curriculum materials J, Beijing Normal University Press, 2001 3 Jian-Yue Zhu Wenfang High School Mathematics Teaching of Psychology J, Beijing University Press, 2001 Links http:/eng.comdownload the free paper11。