? Regarding "geometric intuition" and "spatial concept", in fact, during the discussion last year, I was always in a state of confusion. Although the understanding based on experience can barely support the theoretical support when preparing lessons, it is inherently biased. The new curriculum standard does give a clear direction, and it also gives me a clearer understanding of these two concepts. Literally, these two concepts both point to the general direction of "graphics", but the role of "graphics" in mathematics learning from primary school to middle school has two points (personal views). The first point is about the spatial attribute of graphics, and the specific requirements focus on the understanding, positional relationship and motion law of graphics, with graphics as the main body; The second point is about the geometric properties of graphs. Specific requirements focus on the combination of graphics and numbers, and explore ways to solve mathematical problems by establishing the relationship between graphics and numbers.
? As for "innovative consciousness", my opinion can be classified as spiritual accomplishment. For the low-level students I am teaching at present, what I should do is to provide them with opportunities to exert their imagination and creativity as much as possible, and at the same time affirm and encourage students to actively create, and guide them to connect with knowledge and combine with real life. In short, under the premise of ensuring the correctness of the three views, don't curb children's imagination.