在教学几何知识时,我们通过让学生动手描一描、摸一摸、量一量、摆一摆、剪一剪、折一折等操作活动获得感性材料,帮助学生在头脑中建立几何知识的表象,而表象的桥梁作用有助于降低学习难度,排除学生空间观念的障碍,确保学生在几何知识学习的智力活动中空间观念得到发展。但在教学实践中,许多动手操作是为操作而操作,学生没有进行深刻的感知、体验和深入的探究,没有让学生观察、度量和思 In teaching geometry knowledge, we help students to establish the knowledge of geometry in their minds by allowing students to sketch, touch, measure, cut, cut, fold, etc. sensitive activities The role of appearance as a bridge of appearance helps to reduce the difficulty of learning and to eliminate the barriers of students' space concept and ensure that students develop the concept of space in the intellectual activities of geometric knowledge learning. However, in teaching practice, many hands-on operations are for the operation, students do not have a profound perception, experience and in-depth exploration, did not allow students to observe, measure and think