Of low-grade math teaching spoken language training-毕业论文翻译.docVIP

Of low-grade math teaching spoken language training Language is not only a communication tool, but also a tool for thinking, thinking and language development is closely linked to the expression. In primary mathematics teaching, the relationship between the number of questions in the abstract from the application, expressed as a mathematical skill question is very important language . I think the following aspects to training: First, the person skilled in question expressed as word problems Mathematics Teaching in the lower grades, teachers should guide students to master the skill consciously question the method expressed as word problems. Such as “45 +43”, can allow students to try to express a different word problems: 1, 35 and 43 and seek How much? 2, compared with more than 35 the number 43 is the number? 3, an addend of 35, and the other addend is 43, and how much? often such training the students make full use of the oral-style questions, you can train divergent thinking ability of students to improve mathematical skills of language and imagination, and enhance student interest in learning so that students in the oral-style training in the meaning of the theme of mathematical language. Second, the application questions expressed as word problems Simple application problem is derived from the text to expand the contrary, after the word problems into abstract word problems. For students to apply problem expressed as word problems, students can be trained not only spoken to better help students further understand the problems in the relationship between the number of applications to find extra conditions, the correct answers to application questions. For example: “safflower 8, more than five yellow than red, yellow flowers how much?” the relationship between the number of abstracts which is seeking more than over 8 What is the number 5. In this way, students will solve problems quickly and easily. Third, the replacement application questi