数学从本质上讲是抽象的、一般的,小学生的思维特点是形象的、具体的。表面看起来,这是一组难以调和的矛盾,实际上这恰恰为课堂教学提供了大量可开发的资源。在教学实践中我发现,用图形建模能够满足学生思维发展的需要,提高学生对数学知识理解的深刻性,同时为后续知识学习提供了有效的表征模型。所谓图形建模,就是将抽象的数 Mathematics in essence is abstract, in general, primary school students thinking is characterized by image, specific. On the face of it, it seems that this is a group of conflicts that are difficult to reconcile. In fact, this provides a great deal of resources for classroom teaching. In teaching practice, I found that the use of graphics modeling can meet the needs of the development of student thinking, improve students’ profound understanding of mathematical knowledge, and provide an effective representation model for subsequent knowledge learning. The so-called graphical modeling, is the number of abstract