How to Cultivate Students' Spatial Concept

Space is the objective form and manifestation of material existence, and the concept of space is the general image left in human mind by objective things expressed by length, width and height. The following is how to cultivate students' spatial concept for your reference only. Let's have a look.

How to Cultivate Students' Concept of Space Chapter 1 Strategy 1: Help students build models.

What is a model? Model is a simplified description of known objects for specific purposes. In order to establish the model, we must first investigate the basic situation of practical problems; Then analyze and process the data and make an abstract summary; Finally, the reasoning solution is carried out, the conclusion is drawn, and the actual problem is returned. In teaching, we should not only stay at the operational level, that is, the physical model, but ignore the guessing level, that is, the cultivation of the ideological model. A large number of inquiry activities are conducive to the development of students' concept of space, which should be paid full attention to in teaching. For example, I used this strategy in the teaching process of "square expansion diagram" to help students improve their spatial ability. In teaching, I let the students cut it casually first, and let them cut some edges on the surface of a square carton and unfold it into a plane figure. There is no requirement for the shape of the unfolded figure. Then guide students to think:

1. How many sides do I need to cut if the square carton is unfolded?

2. Are the figures spread along different sides of the same square the same?

With these foundations, further guide students to expand the square as required. Can you get the following two plane figures?

Ask students to think in combination with specific operations: how to cut? Is it okay to cut it like this? How to cut it next?

Strategy 2: Cultivate students' spatial concept in connection with real life.

The formation of students' spatial concept comes from students' life practice, and the spatial knowledge that students encounter in their study comes from the rich physical models in their lives. To cultivate students' concept of space, we must expand our horizons to living space. How to connect with the reality of life, I use the invention of our ancestors-Tangram. Tangram is valuable to mathematics teaching and can be used to train students' vision and ability to read pictures. Let students make jigsaw puzzles by hand after class, on the one hand, cultivate students' hands-on operation ability, and at the same time understand the composition of puzzles from the essence of graphics, thus laying the foundation for puzzles. The formation of space concept is gradually formed in the process of development. Junior high school students have a certain knowledge of space and graphics. When using jigsaw puzzles in teaching, they can observe first, then think and finally analyze. Understand things from various angles such as form, characteristics, orientation and relationship. On this basis, through various means, students can fully perceive and experience the surrounding things, understand and expand the space, further organically combine intuition and abstraction, and form the concept of space in the continuous development.

Strategy 3: Combine multimedia technology to improve students' spatial concept.

As one of the means of modern education, multimedia technology has become an indispensable and important means in teaching. Compared with traditional teaching methods, it is more intuitive and vivid. Especially in geometry teaching, it has incomparable advantages. For example, I make full use of multimedia in the teaching of Translation and Rotation of Graphics, just to let students know the characteristics of translation and rotation. First, multimedia is used to show a group of images related to translation and rotation in life, and then Flash is used to show the translation and rotation of simple graphics. This dynamic display mode is intuitive and vivid. The computer not only has the advantage of "moving", but also has the characteristic of "static", which can stop at any time during the playing process. This characteristic can give students sufficient time to think, thus achieving better teaching results.

Strategy 4: Carry out the activity of "I make teaching AIDS for teachers"

Teaching AIDS are indispensable helpers in teachers' teaching. I divide teachers' teaching AIDS into two categories. One is distributed, such as compasses and triangles. These teaching AIDS are the most basic teaching tools, which are widely used, but they also have defects. They can only provide teachers with basic drawing and teaching. The other is a self-made teaching aid, which can be designed according to our teaching content and actual needs, and is a good helper to help students understand and master the teaching content. Making this teaching aid requires a deep understanding of the teaching content and a certain practical ability. Carrying out the activity of "I make teaching AIDS for teachers" in geometry teaching can not only help students understand the teaching content, but also improve their practical ability, improve their learning enthusiasm and cultivate their spatial concept. For example, in the teaching of "three-dimensional graphics", choose some simple ones, such as cubes, cuboids, triangles and cones. And let students make paper three-dimensional graphics for teachers, which can not only fully mobilize students' learning enthusiasm, but also enhance their practical ability. Most importantly, by making these teaching AIDS, students can remember the characteristics and properties of these three-dimensional graphics more deeply. In fact, the process of making these teaching AIDS is also the learning process of these teaching contents.

How to cultivate students' concept of space Part II: Connecting with real life, stimulating students' interest and cultivating students' concept of space.

Mathematics comes from life, and there is mathematics everywhere in life. In daily life, junior students first come into contact with all kinds of objects. There are many cuboids, cubes and cylinders in the building blocks they play with. Buildings, cartons, boxes, books, chimneys, etc. They initially established the images of cuboids, cubes and cylinders; The ball and table tennis they played gave them an intuitive impression of the ball. Therefore, students' understanding of graphics begins with three-dimensional graphics. In this way, in teaching, teachers make full use of students' life experience and design vivid, interesting and intuitive teaching activities to stimulate students' interest in learning. Another example is to teach "Southeast and Northwest", so that students can observe the situation that the sun rises in the east in the morning, and observe the familiar campus orientation and the orientation of the house they live in. The familiar environment provides a cognitive background for students to know the direction and position.

Second, by observing the physical objects and operating by hands, students' concept of space is established.

Junior students have a low level of thinking. Hands-on operation is the best way for junior students to gain experience knowledge directly, which can inspire students to actively participate in thinking and stimulate their interest in mathematics and desire to explore. The process of students' hands-on operation is actually the process of students' hands, eyes, brain and other organs cooperating with each other. It can mobilize students' multiple senses to participate in the learning process. Therefore, when students understand three-dimensional graphics, they must bring their own physical cuboids, cubes, cylinders and spheres, and understand the shapes and properties of various three-dimensional graphics by looking, touching, speaking, drawing and comparing. When understanding plane graphics, students must bring their own objects, such as cuboid, cube, cylinder, cone, sand, inkpad or plasticine, so that students can draw a certain side of the object on paper and print it on sand or paper, and then guide them to know that it is a plane graphic, and then know their respective shapes and properties. On this basis, students can be guided to get plane graphics by hand folding and cutting. With personal experience, lay the foundation for observing objects and hands-on operation in the future.

Third, through observation and association, let students improve the concept of space.

Observation and association are the main ways for primary school students to acquire the concept of space. In teaching, we should guide students to observe comprehensively, orderly and carefully, and at the same time pay attention to creating more associative scenes for students. For example, after learning basic graphics, let students spell out their favorite items or graphics with these graphics; Draw a beautiful picture; Cut it from the discount. From one figure to another, you can change a rectangle into a square, a trapezoid, a parallelogram ... What kind of figure can a rectangle become when a corner is cut off? Give full play to students' imagination and cultivate creativity. After learning the area calculation of the long square, ask the students to design a flower bed for the school and calculate the area of all kinds of flowers and plants. After learning the circumference of a circle, let the students design a bucket cover.