It is preliminary to cultivate students' spatial concept in primary school. Primary school students' concept of space is gradually formed in the process of learning space and graphics knowledge and contact with the surrounding environment. The learning characteristics of primary school students mainly rely on intuition, and the requirements for induction, judgment and reasoning are not strict. Therefore, in the process of cultivating students' spatial concept, we need the support of perceptual and intuitive materials to a great extent, but we can't just stay in the intuitive perception stage. The transition from objects and models to plane graphics is an important stage to cultivate students' concept of physical characteristic space. On the basis of intuitive perception, students are guided to abstract the essential attributes of geometric shapes through analysis and comparison, so as to truly form the appearance of object shapes and establish and develop students' spatial concepts.

For example, when teaching the length, area and unit of volume, let students really see how big this unit is as much as possible. Such as L cubic meters, you can put a tripod in the corner, you can also make a cubic meter frame, and you can also make a L cubic meter of leather with five sides surrounded by an opening, so that students can intuitively feel the size of L cubic meters.

Enrich students' understanding of space and graphics in real life situations, encourage students to look at the world from a mathematical point of view in life, better understand the surrounding things from the changes in shape and position, grasp the characteristics of things, describe the relationship between things, and form and develop a good concept of space. For example, many plane graphics and three-dimensional graphics can be found in life, so that students can discover and discover, which is conducive to students' in-depth understanding of graphics.

In teaching, we should try our best to provide students with opportunities for operation and communication, so that students can learn by doing and in the process of experience, exploration and experience. For example, when learning the knowledge of parallelogram, we can show students the physical model, and then abstract the parallelogram from several models, so that students can think about the parallelogram they have seen in their lives, pay attention to where there are parallelograms in their lives, and cultivate their spatial concept; In the teaching area, let students draw different sizes of graphics; When teaching volume, students can feel the volume of different objects, learn abstract concepts more intuitively and cultivate their spatial concepts through learning tools, operations and communication.