“立体构成”是事物在高度、广度和深度三个向度的思维空间造型,本指艺术研究中对物体的多维认知,近年来引入数学教学,可以视为对数学抽象思维的形象化解析。1在概念学习中培养思维的“立体构成”数学概念是构建数学大厦的基石,是构建数学定理和数学法则的逻辑基础。数学概念是使用数学符号表征的,对现实世界空间形式和数量关系的概括反映。概念教学包含对概念内涵与外延的解析,与其他同类概念的区别与联系、概念的应用等环节。体现在 “Three-dimensional structure ” is the thinking space shape of things in three dimensions of height, breadth and depth. This refers to the multi-dimensional cognition of objects in art research. In recent years, the introduction of mathematics teaching can be regarded as the image of mathematical abstract thinking Analysis. 1 The concept of “three-dimensional structure” that nurtures thinking in conceptual learning is the cornerstone of constructing math building and the logical basis for constructing mathematical theorems and mathematical laws. The concept of mathematics is a general reflection of the relationship between form and quantity in the real world space, characterized by mathematical symbols. Concept teaching includes the connotation and extension of the concept of analysis, with other similar concepts of the difference and contact, the concept of application and other sectors. Reflected in