语言是思维的外壳,更是思维的结果。学前儿童在与成人的交流过程中,已经初步培养了语言表达能力,但在入学以后,对于学生课堂语言表达有了更高层次的要求。大家都认为,学生语言表达能力的培养是语文老师的事情,和数学老师没有多大关系;于是我们平时的数学课堂中,老师讲得多、学生说得少的现象比较严重,这一现象严重阻碍了学生思维的发展,以至于出现“问而不答”或“答非所问”的现象,导致低年级学生“哑巴”数学成为一 Language is the shell of thinking, but also the result of thinking. Pre-school children have initially developed their language skills during their communication with adults, but after entering the school, they have had a higher level of requirement for language expression in the classroom. Everyone thinks that the cultivation of students’ ability of language expression is a matter of language teachers and has little to do with math teachers. Therefore, in our usual math classrooms, teachers often say more and students say less, which is a serious obstacle The development of student thinking, so that the emergence of “question without answering ” or “non-questioning ” phenomenon, resulting in lower grade students “dumb ” mathematics to become a