随着社会的不断发展，人们对学生的数学语言水平日益重视。在各国的数学课程改革的内容中，数学语言在学生学习中的重要性也在不断提高。此外，数学理论的发展反映出数学家们对于数学的语言观念的变化，数学语言越来越受到关注。学生数学学习本质是数学语言的学习。高一学生需要经历从初中到高中的过渡，而对其数学语言水平进行调查将有利于教师了解学生学习数学的水平，并为实施更有效的教学方法提供依据。

针对本问题的已有研究，主要集中于城市学校的高中完整的学段，研究内容主要是数学语言的转换水平。本文通过自编调查问卷、测试卷调查学生对自身的数学语言水平的评价和学生在解决数学问题时数学语言的水平，且通过教师的访谈了解其对学生的数学语言水平的评价，从这三个角度对高一学生的数学语言水平进行调查。根据2017年版的普通高中数学课程标准对高中生的数学语言的三个划分水平，对学生的文字、符号和图表三种数学语言进行调查。本次调查和测试的对象是从某农村学校的高一学生中抽取出来的2个班，共100名学生，并用EXCEL和SPSS对数据进行录入和分析。

研究结果表明：99%的学生对数学语言的学习都比较重视，但30%的学生还需提高对数学语言的规范性的重视，73%的学生学习数学语言的方式基本是通过教师讲授；在用数学语言解决数学问题时，学生倾向于使用图表语言；44%的学生认为在学习数学语言时遇到的最主要困难是对符号语言的理解。男生和女生使用数学语言解决数学问题的比例有明显差异，只有约9%的女生选择使用数学语言解决问题，但有约35%的男生选择使用数学语言解决问题。数学语言水平达到了水平一、水平二和水平三的学生分别约有75%、65%和57.4%。达到高水平的学生一定达到低水平，且达到这三个水平的学生的比例依次递减。在水平一上，学生最薄弱的是图表语言。在文字语言和符号语言中，学生遇到的主要问题是数学词汇不足；在水平二上，学生在从另外两种语言到图表语言的转换比较不准确，以及从文字语言到符号语言的转换也出错较多；在水平三上，学生使用图表语言时容易忽略图象细节,且这与学生的数学成绩相关，使用文字语言时容易口语化，使用符号语言时容易表达不规范，大部分学生仅掌握数学概念的一种或两种数学语言表达。

对此，本文提出如下的教学建议：注重提升学生对数学语言的学习动机；规范学生的数学语言的使用；关注学生的数学词汇的积累和数学概念的辨析；提高学生在不同的数学语言之间转换的水平；日常教学中，引导学生使用符号语言解决数学问题，关注女生的文字语言的学习，课后布置的作业全面涉及三种数学语言，鼓励一题多解。

In the continuous development of society, it pays more and more attention to students' mathematical language level. From the content of mathematics curriculum reform in various countries, the importance of mathematics language in students' learning is also increasing. In addition, the development of mathematical theory reflects the change of mathematicians' linguistic concepts about mathematics. Learning of mathematical knowledge is essentially the learning of mathematical language. Senior one students need to transit from junior high school to senior high school. Investigation of their mathematical language level will help teachers understand students' level of learning mathematics and provide basis for implementing more effective teaching methods.

The existing research on this issue mainly focuses on the complete high school section of urban schools, mainly on the level of transformation of mathematical language. This paper investigates the students' evaluation of their own mathematical language level and their level of mathematical language in solving mathematical problems through self-compiled questionnaires and test papers, and interviews with teachers to understand their evaluation of students' mathematical language level. This paper examines the three levels of mathematical language of senior high school students in the course standard of 2017, including written language, symbolic language and graphic language. The subjects of the questionnaire and the test paper are the same 100 students who are from two classes of senior one student in a rural school. The data are input and analyzed by EXCEL and SPSS.

The results of the research show that 99% of the students attach great importance to the study of mathematical language, but 30% of them still need to strengthen the standardization of mathematical language. 73% of them learn mathematical language through class; in solving mathematical problems, they tend to use graphic language; 44% of them think that the main difficulty they encounter is the understanding of symbolic language. There are significant differences between boys and girls that only about 9% of girls choose to use mathematical language to solve problems, but about 35% of boys choose to use mathematical language to solve problems. And about 75%, 65% and 57.4% of the students who have reached the first, second and third levels of mathematical language respectively. Students who reach the high level must reach the low level, and the proportion of students who reach the three levels decreases in turn. In first level, the weakest thing for students is graphic language. In written and symbolic language, the main problem that students encounter is the lack of mathematical vocabulary. In second level, students make more mistakes from the other two languages to graphic language and from written language to symbolic language. In third level, students tend to ignore image details when using graphic language, which is related to their grades. They are prone to colloquialism when using written language and non-standard expression when using symbolic language. Most students only grasp one or two mathematical language of mathematical concepts.

In this regard, this paper puts forward the following teaching suggestions: paying attention to improving students' motivation to learn mathematical language; standardizing students' use of mathematical language; paying attention to students' accumulation of mathematical vocabulary and the discrimination of mathematical concepts; improving students' level of conversion between different mathematical languages; guiding students to use symbolic language to solve mathematical problems in daily teaching; paying attention to girls' written language; encouraging students use three mathematical languages and multiple solutions to one problem, when doing homework.