摘要
《义务教育数学课程标准（2011年版）》中对空间观念从以下4个方面进行了论述：第一，根据物体特征抽象出几何图形，根据几何图形想象出所描述的实际物体；第二，想象出物体的方位和相互之间的位置关系；第三，描述图形的运动和变化；第四，依据语言的描述画出图形．可以通过几何概念的多元表征；运用几何概念的变式教学；几何术语的运用；数学教学信息化等策略培养小学生的空间观念．
Compulsory Education Mathematics Curriculum Standards （2011 Ed.） explains the characteristic of spatial sense from four aspects： Firstly, geometrical figure is abstracted from the features of an object, actual objects described is imagined from geometrical figure; Secondly, orientation of an object and mutual spatial relationship can be imagined; Thirdly, movement and changes of geometrical figure can be described; Fourthly, figure can be drawn according to description. The training strategies are given： multiple representations of geometrical concept, geometrical concept teaching with variation, application of geometric terminology, mathematics teaching informatization.
出处
《数学教育学报》
北大核心
2012年第6期91-93,共3页
Journal of Mathematics Education
基金
辽宁省教育科学“十二五”规划项目——基础教育课程改革背景下的初中数学教材国际比较研究(JG11CB145)
关键词
空间观念
二维图形
三维图形
多元表征
spatial sense
two-dimensional shape
three-dimensional shape
multiple representations
