Compared with the past, the teaching of space and graphics in primary school mathematics has been greatly reformed. In the past, the reform only focused on the teaching of simple geometric facts and the calculation model. Now the new curriculum emphasizes the cultivation and generation of students' spatial concepts, which greatly increases the content of geometry teaching. According to these changes, the new textbooks have also been greatly adjusted. Facing the changes in this field, how to implement teaching more scientifically and truly meet the requirements of the new curriculum standards is a problem worthy of our consideration. The following are some ideas in our implementation process.

(1) Students' life experience is the basis of space and graphics teaching activities.

There are many geometric figures in students' life, which is a valuable resource for them to understand geometric figures and develop spatial concepts. Therefore, when students understand geometry knowledge, they should first contact with the actual things they are familiar with in life, such as recalling the actual cases in life. Students can also choose materials from familiar objects (such as table tennis, beverage bottles, kaleidoscopes, etc.). ) In life, through observation, touch and classification, we can find out the main shapes of these objects, form an intuitive understanding of these three-dimensional graphics, and lay the foundation for further understanding of graphics. The process of memory can make the geometric representation in students' minds clearer, which is because students have established corresponding geometric concepts.

In the teaching of space and graphics, we should pay attention to the starting point of studying students: what is the mental level of students, and how far is the cognitive experience of students from their knowledge of teaching materials?

Just like "left and right" teaching, the teacher Kan Kan talked about it and asked the students, "Are you confident to learn math well? If you have confidence in learning math well, please put your hands up and let the teacher see. " The student raised his little hand, and the teacher said, "Please don't put it down. Think about which hand you are holding out. " Then ask: "What can your right hand do at ordinary times? What about the left hand? " Then ask the students to observe their bodies. What other good friends are like hands? Teachers combine students' existing knowledge and experience, cut into the topic of "left and right" through cordial conversation, mobilize students' life accumulation, and unconsciously enter a new classroom stage.

(2) Hands-on operation is an important means to carry out space and graphics teaching activities.

The formation process of primary school students' spatial concepts is intuitive, and it is generally easier to understand intuitive geometric figures and concepts, but some abstract geometric concepts can not be understood directly, and can only be understood by intuitive demonstrations. Therefore, teachers must guide students to carry out operational experiments and let them compare, fold, cut, spell and draw a picture by themselves. According to the experimental results, visual, tactile, auditory and other analytical organs work together, which is conducive to the formation and consolidation of the concept of space. In the teaching of space and graphics, operation is a process of internalization of thinking, a process in which nonverbal behaviors are gradually generalized and become active in the mind, that is, a process of logical reasoning. Hands-on operation should run through teaching activities. This activity is also called "hands-on" activity.

1, observed in operation.

Observation is a purposeful, orderly and lasting visual activity, which plays an important role in geometry learning. In addition to using existing experience, students can also learn geometry knowledge from observation activities. In the observation activities, students gradually get the representation of geometric shapes. The concept of space is formed on the basis of a person's direct perception of the surrounding environment and physical objects. Students' perception of the shape, size and orientation of objects in real space, their preliminary understanding of object views, their understanding of common plane graphics and the accumulation of rich geometric facts all need them to observe. Through observation, measurement, hands-on operation and discussion, students can understand the real living space and common three-dimensional and plane graphics, understand the real three-dimensional world and form a good concept of space.

For example, in the teaching of three-dimensional graphics, teachers guide students to touch and roll objects, and let students observe the characteristics of cuboids, cubes, cylinders and spheres.

For another example, when teaching symmetrical graphics, students can gradually realize what is the representation of axisymmetric graphics by using activities such as folding, drawing and cutting. In the first period, students' vision can notice purposeful and conscious activities, their eyes can continue to observe the next object for a while, and they can keep active activities along the graphic outline, but in general, the concept of space formed by children is still vague and general. Under the guidance of the teacher, I have a higher level in observing the purpose, accuracy and order of graphics.

2. Think in operation.

Suhomlinski said: "The hand is a great cultivator of consciousness and a creator of wisdom." Operation begins with thinking, and thinking serves operation. In the teaching of space and graphics, let students think while operating, build a space model in the experience, and perceive the relationship between body and body, face to face, line to line. The relationship between them produces position, orientation and transformation, produces parallelism, perpendicularity and angle, and there are various combinations and combinations. By mastering these relationships, students can understand the interrelation and interdependence between figures, grasp the stability and change between them, and internalize them into several structures about space, which is the concept of space. But often this link is easier said than done.

Some students just think that "mathematics is very interesting and fun", but they can't think about mathematics well. Then in teaching, teachers should pay attention to guiding students to think in operation and learn in games. For example, when teaching to recognize objects, the teacher requires each student to collect many objects before class, such as medicine boxes, eight-treasure porridge pots, building blocks, table tennis and so on. In class, the teacher asked the students to hold it to see who holds it steadily and beautifully, and then made a comparison to guide the students to think: "Why didn't you put the ball at the bottom?" Pay attention to how the eight-treasure porridge jar is placed on the bottom. What's the difference between four three-dimensional figures? "In this way, there is no need for the teacher to pull it step by step. Taking a look, touching and rolling has become the independent learning behavior of students.

3. Imagine being in operation.

Students draw and compare objects or physical models in different positions by imagination, and gradually form various representations and preliminary spatial concepts.

For example, when teaching "observing objects", let students observe the teapot in the group and guess what the teapot is seen by other students in the group. And after imagination, go to the classmate's position to observe. In this activity, students' imagination and spatial concept are cultivated.