The cultivation of space concept is to let students know, understand, explore and master the space of our real life, and form the ability to know and grasp the space. The transformation of space concept from concept to students' ability needs in-depth study and discussion, and it is necessary to explore teaching methods that are conducive to students' formation of space concept in teaching practice. There is a "geometry learning" in the traditional primary school mathematics curriculum, and its content is almost all calculation and deduction proof, while the new curriculum changes "geometry learning" into "cultivation of spatial concept". This is not only a change in language expression, but more importantly, it reflects the task change from "geometric calculation" to "spatial concept cultivation". "Mathematics Curriculum Standard" points out: "In teaching, we should pay attention to let students gradually understand the shape, size, positional relationship and their changes of simple geometry and plane graphics through observation, operation and reasoning." This description not only requires students to know graphics, but also includes "imagining geometric figures from the shape of objects, imagining the shape of objects from geometric figures, and transforming geometric figures into three-view and expanded drawings". This is a process of understanding objective things from low to high, including conception, imagination, comparison, synthesis and abstract analysis. If children's initial understanding of some simple figures is obtained in games and life, then the spatial concept of primary school students is often formed in the process of learning the initial knowledge of geometry, and the formation of spatial concept directly helps them to better master geometric knowledge. Therefore, we should pay attention to the cultivation of students' spatial concept from junior high school mathematics teaching. So what methods should be adopted to promote the development of children's spatial concept in low class teaching? The author thinks that there are several ways to cultivate students' spatial concept: 1. Reproduce life experience in practice and cultivate the concept of space. How to cultivate children's concept of space, I think we can use students' knowledge and experience to teach. Primary school students' thinking is in the transition stage from intuitive image thinking to abstract logical thinking. Their understanding of geometric figures mainly depends on observation, experiment and necessary hands-on operation. I collected many beautiful pictures when I was teaching symmetric graphics, including small animals, objects in life, digital cards, geometric figures and so on. It is really dazzling and colorful. The children are observing and comparing the characteristics of these figures. With the exchange of words and the verification of "folding in half", children can easily know what symmetry is and what kind of graphics are symmetrical, and they can also find symmetry in life. Another example is teaching parallel lines. In addition to quoting things familiar to students, such as the horizontal line in the exercise book, the horizontal line on the road and the two straight bars on the parallel bars, teachers should make full use of students' life knowledge and experience, guide them to look at the position and direction of the horizontal line, the horizontal line and the two straight bars, organize them to measure the distance between the two lines, and then inspire them to think. If it extends along both ends of a horizontal line, a horizontal line and a straight bar, on the basis of observation, practice and imagination, students can obtain the spatial perception of "the same plane" and "disjoint", and establish the representation of two straight lines based on this feature, laying a foundation for understanding the spatial concept of parallel lines. 2. With the help of the physical model, through careful observation of the concept of culture space. Mathematics is a subject with strong thinking. Observation is the window of thinking activities, the antenna to contact with the real world, the most direct way for students to know things, and one of the basic methods for the formation and discovery of mathematical knowledge. According to the age characteristics of junior students, it is an effective way for primary school students to form the concept of space by making full use of intuitive graphics, physical observation and practical operation and participating in activities with the help of various senses such as vision, touch and hearing. For example, the "building blocks" game in the lower grades is very interesting. How many cubes are made of * *? In this diagram, a building block is covered. Finding this building block requires spatial imagination. The spatial imagination ability of junior children is relatively weak. What should I do? It can make students start to swing and see virtual reality, and the effect is better. For another example, when students know the characteristics of "three-dimensional graphics", they can design a scene in which toothpaste boxes (cuboids), cosmetics boxes (cubes), coke cans (cylinders), cone-shaped ice cream and table tennis are displayed one by one. Ask the students to imagine which plane figures these shapes are related to. Through continuous perception and accumulation of rich representations, it lays the foundation for students to establish the concept of space. 3. Stimulate intelligence with interest and cultivate students' spatial imagination. Einstein once said: "Imagination is more important than knowledge, because knowledge is limited, and imagination should summarize everything in the world." Imagination is the wing of thinking, which is often combined with activities such as observation, experiment and thinking. Therefore, in teaching, we should also consciously cultivate students' spatial imagination ability. For example, after learning rectangle, square, triangle and circle, a beautiful picture composed of these figures is presented, so that children can discover what they have learned from this beautiful picture and stimulate students' desire to explore in this interesting and challenging problem situation. Let the children draw objects with the learned graphics, some draw small trains, some draw ships, and some draw robots, which cultivates students' innovative consciousness and practical ability. 4. Multimedia-assisted, strengthening the training ability of space concept is always produced and improved with human activities. An important way to cultivate the concept of space is to strengthen the training of space imagination. In geometry teaching, with the help of multimedia teaching methods, the habit of "teachers talk and students listen" in traditional teaching can be broken, which is conducive to improving the formation of spatial concepts. For example, in the teaching of "angle measurement", it is difficult to measure the angle with a protractor. Because drawing an angle is actually "finding" the current angle on the protractor, the situation of angle measurement is more complicated, not only the problem of "finding", but also the operational skills and skills such as correspondence and orientation. In addition, the protractor itself has two scales in opposite directions, so it is difficult for students to use the internal scale and the external scale. In the past, when teaching this part of knowledge, the teacher demonstrated it on the blackboard with a protractor, let the students observe it, explain it step by step, and then give the students specific guidance one by one. However, because the process of teacher's demonstration is not easy for students to understand, it is often time-consuming and laborious, and the effect is not good. If the transparent protractor is reflected on the screen in an audio-visual way, students can clearly see the process of angle measurement demonstrated by the teacher, especially the problems such as the coincidence of the center of the protractor with the vertex of the angle, the coincidence of the "0" scale line of the protractor with one side of the angle, and how to use the scale of the inner circle and the outer circle can be solved. In addition, it is more obvious how to measure the angles in different directions by means of audio-visual education. In a word, the cultivation of space concept is not a one-off event, which requires not only good space imagination, but also rich life experience. In mathematics teaching activities, we should attach importance to the cultivation of students' imagination, fully tap all factors that can mobilize students' positive thinking, and effectively carry out teaching through various channels, so that students' spatial imagination ability can be developed and spatial concepts can be established.