First, connect with real life, educate students to learn to observe and enhance intuitive experience.
Real life is colorful, while mathematics is abstract and boring. If the two are not linked, students will inevitably feel bored. For primary school students, it is difficult to establish the concept of space, which can only be carried out with the help of a large number of perceptual materials obtained by students from life. Therefore, in teaching, we should guide students to often use the characteristics of graphics to imagine, solve various practical problems in life, and cultivate and develop students' spatial imagination. The establishment of the concept of space and the cultivation of spatial imagination clearly points out in the new curriculum reform "Standard" that we should start with the simplest figure recognition, first know simple figures such as cuboid, cube, triangle, parallelogram and circle, and then gradually know these figures. This all belongs to the level of understanding, so we should combine a lot of real life in teaching, guide students to connect the graphics they feel in life with the corresponding knowledge, and constantly enhance the intuitive experience and understand the graphics. Pay attention to the reality of students' life and choose familiar physical examples. For example, the main task of "object classification" is to visually recognize the four shapes of objects and their names. Combining with the balls, building blocks, pencil boxes and tea cans that students see every day, through activities such as collection, observation, touch, classification and discussion, students are guided to form intuitive feelings about some common geometries. In order to identify the shapes of objects intuitively, apart from classification activities, their shapes are also described by objects or models, and this shape in life is described by shapes. At the same time, teachers can design and organize the observation of the same object from different directions, so that students can feel that the shape of the object seen from different directions is generally different. For example, when learning to observe the contents of the chapter on objects, students can directly observe a cuboid or cube from different angles, and at most they can see several faces, so that students can have personal experience, and the teaching effect will get twice the result with half the effort, which fully shows that teaching is consistent with students' life experience. In this activity, students' spatial imagination and geometric memory are involved, which is an important basis for developing the concept of space.
Second, learn to measure correctly, master graphics, and deepen students' thinking ability of spatial imagination.
Learning to measure objects is one of the contents of mathematics teaching in primary schools. Through the measurement of objects, it is helpful to form and deepen students' concept of entity and sense of space, and to develop spatial thinking. The textbook requires that the length of an object should be measured by different methods, recognizing the importance of establishing a unified unit of measurement, being able to measure the perimeter and area of a specific figure, estimating and measuring the perimeter and area of a figure with a unit of one's own choice, and then exploring and mastering the formulas of the perimeter and area of a circle, and understanding the meaning and unit of measurement of volume. Therefore, learning the teaching strategy of measuring and experiencing graphics should pay attention to combining the measurement of physical graphics with the calculation of abstract thinking. This still needs to pay attention to the teaching content from the students' life situation or specific things. For example, let students solve simple problems in life by calculating the perimeter and area of rectangles and squares, and let students realize the connection between mathematics knowledge and daily life. Secondly, we should strengthen students' hands-on practice, let them feel the significance of measurement, establish the understanding and choice of measurement units, and then cultivate students' estimation consciousness. For example, in practice, there are "How long do you estimate your pencil case, your eraser and your desk?" ? What is the measurement result? "Such a problem is conducive to the development of spatial thinking. In addition, practice and experience should be strengthened through the application of new learning methods such as cooperative learning and student interaction, because measurement needs mutual assistance and cooperation to complete. In teaching, we guide students to measure the perimeter of a leaf, their own perimeter and so on. Students help each other to measure and summarize the measurement results in cooperation and communication, which is helpful to experience different graphics. Even with the help of games, students can be organized to carry out activities such as "walking", "estimating" and "thinking", so that students can experience the length of 1 km and help them gradually develop the concept of space.
Third, cultivate hands-on operation ability, experience displacement and understand the relationship between figure and position.
The content of spatial imagination includes the determination of location, the cognition of road map and the abstract representation of graphics. This requires cultivating students to establish the concept of space, experience the sense of displacement and direction of graphics, establish the position of objects and form the ability of spatial imagination. This is not only for students to observe, experience and describe the relative position relationship, but also for specific operation and increase practical activities. First of all, we should reproduce life experience and establish the concept of space. Let the students observe the position of the object, learn to describe the direction of the object with orientation words, learn to look at a simple road map, try to understand how the shadow of the object is formed, and distinguish the shadow of the object according to the direction of light. For example, the steering wheel, wheels, coins and so on are all illustrated by examples in life. Secondly, it is necessary to guide students to operate and mobilize various senses through activities such as spelling, cutting, folding and testing, which is easy to form the concept of space.
Fourthly, by drawing three-dimensional graphics, students' spatial imagination ability is cultivated.
The research object of solid geometry is spatial graphics. For the convenience of research, we need to draw spatial figures on paper or blackboard. Because the surface of paper and blackboard can be regarded as a plane, it is necessary to learn the intuitive drawing method of spatial graphics. The purpose of drawing a direct view is to solve the knowledge and understanding of three-dimensional graphics and strengthen the understanding of the essence of three-dimensional graphics. In the whole teaching process, students should be guided step by step to master the general method of drawing direct view, and their drawing ability should be improved in a planned way. Three-dimensional graphic painting should have a three-dimensional sense on the plane. The shape of the painting can't be exactly the same as the real thing, but the projection of the three-dimensional figure on the plane. The drawn graphics should not only have a three-dimensional sense, but also express the positional relationship and measurement relationship of the main parts of the graphics, so drawing the graphics well is the key to learning. First of all, we should draw a plane, first draw a plane placed horizontally, and gradually draw the intersection of two planes observed from different angles. In teaching, we should emphasize the essentials of drawing, require students to draw accurately and develop good drawing habits. First of all, we can use observation and painting. Secondly, we should learn "the drawing method of horizontal plane graphics intuitive graphics", which is the basis of drawing simple geometric graphics. In short, only when the painting is well done can it appear stereoscopic, which is very helpful to cultivate students' spatial imagination and solve stereoscopic problems. In addition, look at the pictures in the textbook, find out the rules of drawing, and practice more by yourself, and you will slowly get the pictures ready. Spatial imagination ability is to purify thinking through examples, abstract the entities in space in the brain, and analyze and reason in the brain. The cultivation of other abilities must be developed in learning, understanding, training and application. Especially in order to cultivate these abilities, teachers will carefully design "intelligence classes" and "intelligence problems". For example, solving a problem with multiple solutions, training classification by analogy, applying models, computer and other multimedia teaching are all courses to cultivate mathematical ability. In these courses, students must devote themselves wholeheartedly and participate in all aspects, and finally realize their all-round development in all aspects.
Einstein said, "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution." The cultivation of spatial imagination ability, solid geometry shoulders a particularly important task, but it is not enough and comprehensive to cultivate it only by solid geometry teaching, and it should be cultivated together in the teaching process of related contents in various subjects and even other disciplines. Teachers should always pay attention to the combination of numbers and shapes, deepen their understanding and imagination of graphics through quantitative analysis, and imagine the changes of shapes from the changes of numbers. On the contrary, we can also study the change of numbers from the change of shapes. This is an extremely important aspect of enriching and developing spatial imagination and cultivating and improving students' abstract thinking and dialectical thinking ability, which can never be ignored. "The cultivation of spatial imagination is a process from scratch and from scratch, but the cultivation of ability can not be done in one or two classes, and must run through teaching; Attention should be paid to overcoming the fear among students and stimulating their enthusiasm for learning. In mathematics teaching activities, we should attach importance to the cultivation of students' imagination, fully explore all factors that can arouse students' active thinking, and cultivate students' spatial imagination through various ways.