The new curriculum standard emphasizes that in mathematics teaching, students should explore the problems of space and graphics in the real world, and develop the concept of space by observing objects, knowing directions, models and designing patterns. For children around the age of 10, the concept of space is established from experience activities. Students' life experience is the basis of their development of spatial concept. Observation is an effective way to develop spatial concept, and operation is an important way to develop spatial concept. The basic knowledge of geometry is one of the main contents of primary school mathematics. Students' understanding of geometric features and the calculation of perimeter and volume often depend on the image reflection of the shape, size and mutual position of objects in their minds, which requires students to have a certain concept of space. Therefore, when we teach the basic knowledge of geometry, we should pay attention to let students get the intuitive experience of simple geometry and plane graphics in activities such as observation and operation. Let students acquire and apply the basic knowledge of geometry, and cultivate their basic spatial concepts in the process of applying the basic knowledge of geometry. Therefore, I think teachers should start teaching from the following four aspects. First, observe all kinds of objects and perceive the characteristics of objects. Pupils' learning of space and graphics is an intuitive understanding, and it is a perceptual process based on existing life and forming a preliminary representation. Before learning, students already have the spatial concepts of front, back, up, down, left and right. In pre-school education, I have intuitively known the common shapes such as rectangles, squares, cuboids and cubes in students' lives, whether they are shapes or shapes. Our teaching is to guide students to observe and pay attention on this basis. Because observation is an important means and way to know things, students must learn to observe, and teachers should guide students to observe and let them further accumulate perceptual knowledge. For example, the lesson "Quadrilateral" is mainly to let students feel quadrangles of different shapes and master their characteristics. In this lesson, let students find out a lot of information about graphics, such as rectangular basketball court, passage, window, square, floor tile, parallelogram sliding door and so on. Enrich your perceptual knowledge of graphics, especially quadrangles. At this time, although they can't express the characteristics of objects in accurate language, their appearance is very clear. Establishing a mathematical model and understanding such a figure is a quadrilateral. This not only cultivates students' observation ability, but also forms a good habit of being good at thinking and willing to use their brains. Second, pay attention to intuitive operation. In practice, it is not enough to guide the formation of the concept of thinking space only through observation. Teachers must also guide students to carry out practical activities, let them draw a picture, fold it, cut it, measure it, and so on, let students experiment by themselves and gradually gain it through careful observation. For example, in the lesson "Perimeter", I created the problem situation of adding lace to the tablecloth at the beginning, and asked the students to help the teacher find a way. When students talk about the word perimeter, I ask them to point to and touch the perimeter of the surface of math books, pencil boxes and other physical objects to initially perceive the meaning of perimeter. Then let the students take out a favorite object, draw its shape in the exercise book with colored pens, and then show these different figures, so that the students can refer to the perimeter, enrich the meaning of the perimeter and further perceive the perimeter. Finally, the teacher became suspicious, drew a curve and asked, does this figure have a perimeter? It has aroused students' controversy, and gained a deeper understanding of the meaning of perimeter in students' free speech and red-faced debate. Teachers design activities such as pointing, touching, drawing and distinguishing, which enable students to actively acquire knowledge and prove it with students' activities, instead of teachers, which not only develops students' thinking, but also puts students' independent learning, cooperative communication and innovative consciousness into practice. In the teaching of space and graphics, teachers should reasonably organize and guide students' operation activities. Teachers should not only pay attention to the results of operation, but also pay attention to students' thinking activities and psychological experience in the process of operation, which is more valuable for students to acquire mathematical activities. Thirdly, language can describe features and promote the formation of concepts. Language is the intermediary of forming concepts through appearances, and it is the material shell of thinking. People's understanding of hard geometry should be realized through language. Students should use accurate and popular language to express their understanding of geometric shapes. This process is very helpful for students to accurately grasp the representation of geometric shapes and form concepts. In the teaching process, intuitive graphics and language expressions should be combined, so that students can describe geometric concepts and graphic features in accurate, concise and popular language. In the process of teaching "Understanding Parallelogram", I first let the students talk about what kind of figure a parallelogram is in their impression. This is an intuitive perception process, and the representation of parallelogram is initially established. Then the teacher took out a rectangular frame. After pulling, let the students talk about what has changed. Through the observation, comparison and communication between rectangle and parallelogram, students gradually established the characteristics of parallelogram. However, students have not fully grasped the concept of parallelogram, so I asked them to create parallelograms in different trapeziums. First, I asked them to describe the characteristics of parallelogram, and then I asked them to exchange methods with each other. Through destruction and creation, these figures become two groups of parallelograms with equal opposite sides. At this time, the essential attribute of parallelogram is highlighted. In the process of expressing in language, students must pay attention to distinguish the essential features and non-essential features of graphics, thus arousing language. Fourth, master graphic transformation. Pupils like graphics with standard shapes and positions, and even students tend to reject non-standard graphics. For example, when teaching a trapezoid, the teacher shows a trapezoid in an nonstandard position, and immediately some students will say that the teacher did not put the trapezoid on the blackboard well. The teacher turned it into a standard position. Some students said it was trapezoidal now, but it wasn't just now. In the recognition of graphics, as long as it is in a non-standard position, students' recognition will be ambiguous. Therefore, when introducing new graphics with standard graphics, it is helpful to arouse students' life experience and shorten the cognitive gap. However, in order to master the concept of body, we must pay attention to the proper use of variant graphics in teaching, which is not only the need of teaching and promoting the development of students' spatial concept, but also one of the evaluation criteria reflecting students' understanding of the concept of body. In the teaching of space and graphics, cultivating the concept of space is one of the important goals. The concept of space is a mathematical thinking. For primary school students, this mathematical thinking must be based on rich intuition, image accumulation and experience, and developed in the process of independent inquiry. Therefore, in teaching, we must adopt autonomous, cooperative and inquiry learning methods to actively and effectively develop students' concept of space. For example, "assembly of graphics", I asked students to observe the edges of graphics first and get a guess, and encouraged students to prove their guesses, and arranged for students to cut, assemble and reassemble the graphics into a windmill. The essence is to implement simple graphic transformation to help students feel the characteristics of graphics and develop a preliminary concept of space. The teaching organization of these contents requires teachers to give priority to students' independent inquiry and let students do it themselves and think for themselves. Get the development of space concept through exploration. When organizing student activities, teachers should let go of their hands and feet and let students explore or give guidance. In a word, it is an important task for every math teacher to cultivate students' preliminary concept of space. The cultivation of space concept must be based on the actual situation of students and the teaching characteristics of geometry, carefully design classroom teaching, and pay attention to students' cognitive laws. In teaching, we must pay attention to students' real world, adopt various teaching means and methods according to students' cognitive laws, and combine various perceptual activities to promote students' deep understanding of geometric shapes, and better cultivate students' spatial concepts in the application and practice of geometric knowledge.