教学被广泛地理解为一种师生间的精神交往,交往就离不开语言,数学符号语言作为师生主体间交往的客体,也作为师生主体间交往的手段与中介,还承载了广阔的数学文化背景,它在数学课堂教学中的地位是不可替代的。可以从激活符号语言意识、促进符号语言理解、养成符号语言习惯三个方面把握好数学符号语言,达成数学课堂中主体间性的有效实现。 Teaching is widely understood as a spiritual interaction between teachers and students, exchanges can not be separated from language, mathematical symbols as the object of interaction between teachers and students as an object, but also as a means of communication between teachers and students means and intermediary, but also carry a vast Its mathematical and cultural background, its status in mathematical classroom teaching is irreplaceable. The mathematical symbols can be grasped from three aspects: activation of symbolic language awareness, promotion of symbolic language understanding, and development of symbolic language conventions, so as to achieve an effective realization of intersubjectivity in mathematics classroom.