常常听到有学生说，上数学课听不懂老师讲些什么．也有学生说，老师讲的例题都能听懂，但到了自己做题时就又不会了．这些现象牵涉到教师上课语言方面的问题，同样一节课，同样的素材，同样的教案，不同的老师去讲，效果大不一样，这是什么原因呢？原因之一是老师的课堂语言在起作用．教师的课堂语言方式，语言艺术，用语技巧等等都在制约着课堂教与学的效果．如何准确、简洁、高效的向学生传递数学知识，提高课堂教学和学习效率，不仅是教师关心的问题，而且在更为深远的意义上影响着学生对数学学科的认识和对数学知识的掌握、数学能力的养成．本文结合当前普通高中数学教学实际，参考近几年国内外教育名家和一线教师的研究成果，依据信息加工理论和建构主义理论，采用课堂录音，问卷调查，编码分析的方法，对陕西蓝田城关中学的16位数学老师、重点是其中三位有代表性老师的课堂语言进行了较深入研究，小范围的寻找到当前高中数学教师课堂语言的一些规律，即数学语言与日常语言、数学教学语言之间的转化方式，数学语言、日常语言和数学教学语言的数量关系．对目前数学课堂教学中语言表达方面的问题，比如，语言表达的速度，语言及语音的准确性，语言的趣味性，作了切合实际的分析，有针对性的指出了存在的语速快慢不适当、表达不准确、读音不规范、无趣味的问题和相应的改进措施．

We often hear students say that they can not understand what the teacher said on the math classes; also some students say they can understand the examples teacher cited, but when they faced with the practical problems they can not resolve it. These phenomena have involved the aspects of math teacher’s class language, similarly a lesson, the same material, the same lesson plans, the results are quite different just because of the different teachers, What has caused it? I think it is the teacher's classroom language works, the manner of classroom language expression, language arts, and language skills and so on are all constraint the effect of classroom teaching and learning. How to convey mathematical knowledge accurate, concise and efficiently and to improve the efficiency of classroom teaching and learning is not only the matters teachers concerned, but also in more far-reaching sense impact how students to understand mathematical discipline,to master the math knowledge and to develop the ability of mathematics. In this study, we combined with teaching practice, consult to research results of famous educators and teachers in practice in china and abroad in recent years, according to information theory and constructivism theory, use method of sound recording in classroom, encoding analyses and questionnaire survey, select sixteen math teachers in our school, and focused on mathematics classroom-language of three of them to made a deep study, at last in small scope find some regulations of current senior high school mathematics teacher’s classroom language, that is the conversion method and type of mathematics language, ordinary language and mathematics instructive language. We also made a realistic analysis on the classroom language phenomenon such as the speed of expression, the accuracy of language and speech, the interesting of language , pointed out the problems of inappropriate speed, inaccurate expression, not standardized pronunciation and lack of interest in expression, at last raised some improving measures.