Graphic cognition is a very important content in mathematics learning and the basis of geometry learning in the future. When we teach children to understand graphics, we usually tell them the concept of graphics, such as three faces and triangles, which are the most stable, and then let them solve triangles. It is not difficult for children to remember the concept of graphics quickly. Give children some graphics to make them forget their concept of commemoration. It is objective that children can get up quickly. This is because the child has learned a graph. But objectively speaking, mathematics and thinking are inseparable, but this way of learning is a bit similar to language, it can't think.

Children don't form graphic thinking. When you come across a mathematical theme related to graphics, you will often make mistakes in some details, such as possible themes. There are several triangles on the left, but the answer gives the answer, but it has a triangular answer. This kind of detail error is the key for children, but they created it fundamentally, and they are very careful. The real internal reason is that children don't form graphic thinking, so when I understand this problem, I only grasp this part and ignore the whole world. Graphic cognition teaches children to teach children, and children can grasp nature and develop mathematical thinking.

Teacher Meng's online thinking in preschool education: As far as graphic cognition is concerned, it is suggested that children should be taught to grasp the essence of graphic cognition from the perspectives of direction, position and graphic nature, rather than simply setting people up. The concept of graphics is injected into children, and thinking is simply shared here. I don't recommend it to tell children directly that it is a triangle. What is a square, but it gives some different shapes (such as five triangles and three squares). Encourage children to observe the graphics carefully, summarize the characteristics of different graphics, and then divide the graphics into two categories according to their own characteristics. What I want to say is that children find the characteristics of strange ideas. Don't deny your children, but use questions to guide them in the right direction until they classify correctly, and encourage them to classify their own standard summaries and agree on the names of the two types of graphics. I believe that at this time, children will know the concept of graphics without teaching.

After children have a basic concept of graphics, they can use flip and rotation to let children continue to have a deeper understanding of charts. For example, let children guess what the graphics look like after rotating at a certain angle, and cut out the shapes with scissors as origami, so that children can guess what graphics will be introduced, deepen their understanding of graphics and space, and exercise their thinking on graphics space. There are only the words of orientation and orientation in the north and downstream, and many people often ignore the orientation and graphic orientation when teaching children. In fact, by combining graphics with directional phrases, children's graphic cognitive ability can be deepened and children can know more about graphics. Fourth, find the graphics in life. There are many graphics in life, such as windows, warnings, cars, tables and so on. Why can this shape be replaced by other shapes?