Although students have initially known some simple three-dimensional figures in the lower stage, they can recognize cuboids, cubes, cylinders and spheres. The emergence of geometry, space and graphics knowledge in higher mathematics greatly increases the difficulty of higher mathematics teaching in primary schools in China. Therefore, it is necessary to cultivate students' spatial imagination ability and lay a solid foundation for future mathematics learning.

Below, I will talk about my own views on how to cultivate the imagination of primary school mathematics space.

First, to stimulate students' interest in inquiry

The ancients said, "Those who know are not as good as those who know, and those who know are not as good as those who are happy." The urgent desire of "being good" and "being happy" is the internal motivation for students to overcome all learning difficulties. This shows that interest is the best teacher and the intrinsic motivation for students to actively study and think.

Second, strengthen hands-on operation and independent exploration, so that students can experience the formation process of knowledge.

For example, in the teaching of the observed object, on the basis of the existing knowledge and experience, students can gain the experience of inquiry learning through rich and vivid mathematical activities. On the basis of learning to recognize the shape diagrams of objects seen from different directions, students can restore objects according to the shape diagrams they see, and cultivate their reasoning ability and spatial concept.

For example, a three-dimensional figure consisting of five small cubes, see figure 1 from the top and figure 2 from the left. So what is the figure from the front?

Third, using courseware to experience the concept of mathematical space

It is very necessary for students to establish the concept of space by enriching space and graphic materials and strengthening students' direct perception. Primary school students' thinking has gradually changed from intuitive thinking to abstract thinking, and their understanding of graphics mainly depends on intuitive observation to a certain extent. Therefore, in teaching, teachers should follow the law of students' understanding of things, so that students can obtain vivid representations of space and graphics and accumulate rich perceptual experience of geometric graphics. Make full use of network resources and network advantages in teaching, so that the intangible becomes tangible and the limited becomes infinite.

In a word, cultivating pupils' good spatial imagination will not only lay a solid foundation for their further study of plane and three-dimensional graphics, but also play an irreplaceable role in the formation of pupils' innovative ability and open thinking. At the same time, having a good spatial imagination is not only conducive to the growth of students' intelligence, but also has a subtle influence on the formation of students' emotions, attitudes and values.