教育家苏霍姆林斯基曾指出:“教育的艺术首先应是谈话的艺术,教师的语言修养在极大程度上决定着学生在课堂上的脑力劳动的效率。”对此我是不可否认的。作为数学教师,我更确切地认为,准确地应用语言艺术能更好地促进学生学习的数学的信心,激发学生学习数学的欲望。一、数学语言的文化性所谓的文化性,就是在课堂上教师的语言也可以如语文一样有史料的介入也可以有人文的穿插。例如在学习“长方体和正方体的认识”一课时,老师设计了这样一个环节:“同学们,西方哲学家认为:这个世界是按照数学原则来创造的,试想如果我们生活的空间里没有了图形的存在,无论是平面的还是立体的,你能想象出我们的世界将是什么样子吗?”“回到原始 Educator Sukhomlinski once pointed out: ”The art of education should first of all be the art of conversation, and the language training of teachers largely determines the efficiency of students’ mental work in class.“ undeniable. As a math teacher, I am more convinced that the accurate application of language arts can better promote students ’confidence in math and inspire students’ desire to learn math. First, the cultural nature of mathematical language The so-called cultural, that is, the language of teachers in the classroom can also be the same as the language of historical intervention can also be interspersed with humanities. For example, in the course of learning ”Knowledge of Cuboids and Cubes,“ the teacher designed such a link: ”Students, Western philosophers think: This world is created according to mathematical principles. Imagine if there is no space in our life The existence of graphics, whether planar or solid, can you imagine what our world will look like? “” Back to the original