初学立体几何,学生普遍感到不适应。往往觉得老师一讲就懂,但当离开老师独立解题时,或者无从下手,或者动笔即错,使部分学生随课程的进展,畏难情绪递增,影响教学质量。作为教师,应弄清病因,对症下药。经过分析立体几何的特点及学生的思维规律,我们发现:学生学习平面几何时,思维依赖于平面图形准确而真实的直观启发,到了学习立体几何,虽然直观图有一定的立体感,但终不能真实地表示在纸面上,“直观启发”减弱,甚或没有了。如何从直观“示意”图想象出所表示的空间图形,这是学习立体几何的一大难关——空间关。在教学中,我们尝试运用教育心理学中的感知,探讨如何帮助 Beginner stereo geometry, students generally feel uncomfortable. Teachers often understand that they understand it when they first speak, but when they leave the teacher to solve problems independently, they either have no way to start or are mistaken, making some students with the progress of the curriculum, fearless and difficult to increase, affecting the quality of teaching. As a teacher, you should clarify the cause of the illness and apply it to the problem. After analyzing the characteristics of the three-dimensional geometry and students’ thinking patterns, we found that when students learn plane geometry, the thinking relies on accurate and realistic intuitive intuition of plane graphics, and to learn three-dimensional geometry. Although the diagram has a certain three-dimensional sense, it cannot It is true that on paper, “intuitive enlightenment” has weakened or even disappeared. How to visualize the represented spatial pattern from an intuitive “schematic” diagram is a major obstacle to learning stereo geometry—space. In teaching, we try to use perception in educational psychology to explore how to help