Try to let students grasp the essence, think and explore.
When primary school students learn the concept of mathematical space, we often see that students lack the habit and spirit of thinking and exploring. Although some students also want to get a happy situation of thinking and exploring, they often dare not or simply don't go forward when they are at the end of their tether, which should be contrary to the students' view of learning advocated by the new curriculum standards. Therefore, the formation of students' concept of space in primary school mathematics teaching must make students form the spirit of being brave in exploration, let them transcend knowledge and stimulate their enthusiasm for innovation and creation on the basis of exploration. Everyone has a desire to succeed. Although primary school students are small, they have a strong desire to succeed. As a teacher, we should be good at letting primary school students explore success.
The success of primary school students' exploration in the formation of mathematical space concept at ordinary times makes the author realize that we must make every bit of success a paving stone for the formation of students' will and ability to explore, and we must also strive to make every student get every bit of success in exploration. In the process of successfully forming the concept of students' space, the author established an interactive learning group with the help of the creation of real learning classrooms, and carried out counseling among students, so that each student had space to explore his potential. For example, in the teaching of enlarging and reducing graphics, the author copied two rectangular paintings in advance and distributed them to each student. Students take the copied rectangular pictures and measure the length and width of the two pictures with a ruler. On the basis of each student's accurate data, let the students think about their findings. When students think about the process of their own discovery, they are actually exploring the law of enlargement and reduction of graphics. Then let the students share their findings. When the students shared their findings, the author also saw that the students did not express themselves properly. At this time, let the students argue about other people's expressions in a sense. The process of students' argument can also be said to be a process in which the truth becomes clearer and clearer, and it is also a process in which students form ideal inquiry spirit and habits in the process of argument. As a result, the law of enlargement and reduction of graphics is clearer in students' minds, and students' interest in exploring the formation of spatial concepts is becoming more and more intense.
Try to let the students open their eyes and observe the real thing.
Pupils' thinking generally depends on thinking in images, forming pupils' spatial concept, which requires students to use certain physical objects. Therefore, in the process of forming students' concept of space, I usually lead students to observe, with objects and graphics as the carrier and observation as the basis. However, some grim realities make us feel that many students will not observe. The main performance of not observing is not grasping the characteristics and choosing the right angle of observation. In short, it is unwise for students to observe. How can students gain insight through observation? We must try our best to motivate students to concentrate on observation, which should belong to the category of meaningful learning. From a certain point of view, primary school students are impatient with the observation of objects and graphics that are generally not vivid enough, so it is necessary to urge them to be patient and patient. Students must be guided to learn to observe. Incorrect observation methods of primary school students will affect students to obtain correct results, and it is certainly impossible to establish a more perfect concept of space.
We must strengthen the training of multidimensional observation, that is to say, when we let students observe graphics, we must fully realize that students can't just observe standard graphics, because standard graphics can't let students distinguish between various graphics or elements, and of course it is impossible to distinguish between primary and secondary elements. For example, let students know the trapezoid. If students only use a figure to observe, it will have a certain influence on students' understanding of the essence of trapezoid and the establishment of representation. In teaching, the author consciously changes the trapezoid, which is not a change against its essential characteristics, but a change in position, but a change in size and shape. On the basis of observing the trapezoid with constant essence, students' understanding of trapezoid can be considered perfect, and the established representation can be considered highly clear.