近年来,由于持续关注和研究“学生基本数学活动经验积累”这一话题,对“图形与几何”领域的教学内容作了较多的课例研究,随着研究的不断深入,我们从“点”的研究(即典型课例的研究)逐渐转入到对这一领域教学的整体思考与建构。笔者常思:学生基本数学活动经验的积累需要什么样的原有经验作支撑?如何激活学生的原有经验?在教与学的过程中怎样帮助学生积累数学活动经验?学生的数学活动经验积累情况如何评判?也就是说,基于经验视角对“图形与几何”领域的教学研究我们已经有了些许哲学思考:学生为什么要学习这一内容?怎么学习这一 In recent years, due to continuous attention and research, “the accumulation of basic mathematical activities of students,” this topic on the “graphics and geometry” field of teaching made more case studies, with the deepening of research, We gradually shift from the “dot” research (that is, the study of typical cases) to the overall thinking and construction of teaching in this field. The author often think: Students need to accumulate experience of basic mathematical activities what kind of original experience to support? How to activate the students' original experience? In the process of teaching and learning how to help students accumulate experience in mathematical activities? Students experience in mathematical activities How to judge the situation? That is to say, we have had some philosophical reflections on the teaching and research in the field of “Graphics and Geometry” based on experience: why do students want to learn this content?