随着新课改的推进,启发性教学语言已成为是初中数学教师常用的教学手段。启发性教学语言运用得当,会调动学生思维的积极性,有助于教学质量的提高,反之就会阻碍学生思维的发展,影响教学效果。笔者根据对32节初中数学课堂的观察、对比和研究,发现不少教师还存在一些认识和操作上的误区,缘于此,本文将对数学启发性教学语言的现状进行,希望能给广大数学教师一点课堂教学上的启示。一、教学语言随意,引导不明确大部分教师的课堂启发性教学语言运用比较随意,对于自己要讲的语言经常事先没有认真思考过, With the new curriculum reform, inspired teaching language has become a common junior high school mathematics teachers teaching methods. Appropriate use of instructive teaching language, will mobilize the enthusiasm of students thinking, help to improve the quality of teaching, on the contrary will hinder the development of student thinking, affect teaching effectiveness. Based on the observation, comparison and study of 32 middle school mathematics classrooms, the author finds that some teachers still have some misunderstandings on understanding and operation. Due to this, this paper will carry out the current situation of mathematical inspiring teaching language, hoping to give the general mathematics Inspiration of Teachers in Classroom Teaching. First, the language of instruction at random, the guidance is not clear Most of the instructor’s instructive classroom teaching language is more arbitrary, for their own language often do not seriously think beforehand,