随着时代变化，国家政策、经济文化、人才需求影响下的教育和教学策略都在发生变化。国家教育部在《关于全面深化课程改革落实立德树人根本任务的意见》中提出，要重视各阶段学生核心素养培养的研究。高中阶段率先进行了数学课程改革，2018年1月国家教育部发布了《普通高中数学课程标准（2017年版）》，提出把培养学生“直观想象素养”作为高中数学课程目标之一。直观想象素养利用几何的直观性感知事物的形态与变化，能帮助学生理解、分析和解决数学问题，对于初中数学学习和初高中衔接至关重要。培养初中数学直观想象素养，需要在具体的教学实践中进行研究。因此，研究者基于初中数学课程标准和数学核心素养教学理念，以初中数学直观想象素养为研究对象，采用文献分析法、课堂观察法、访谈调查法、行动研究法进行教学实践研究。

在文献研究部分，研究者对初中直观想象的研究理论体系进行文献综述，发现初中学生直观想象水平一般，且缺乏初中阶段以直观想象培养为导向的教学实践研究。

在现状研究部分，首先研究者以数学表征、几何思维水平和直观想象具体表现为课堂观察要素。通过观察分析《轴对称》案例的同课异构，探索适用于培养初中生直观想象的教学方式，发现既要把握数学本质，又要关心学生个人发展。然后研究者对初一师生进行访谈调查，了解学生直观想象素养水平和教学实践中主要存在的问题，发现学生没有养成用图意识、用数学语言描述图形特征水平较差的问题。

在教学实践部分，研究者尝试对《等腰三角形》和《菱形》进行教学设计，在实践中总结得出初中数学直观想象素养教学实践的实施要点、教学原则，以及展示图片的选择、数学交流能力、问题解决思路的探索与发现等影响因素。

根据理论和实践研究，研究者总结得出初中阶段直观想象素养教学实践的具体建议：（1）重视直观想象培养的教学实践研究；（2）结合多种教学手段直观教学；（3）灵活应用现代教育技术；（4）把握数学知识体系。最后，阐述研究的结论，并针对缺少案例评价的科学量表、研究对象有局限性等不足，提出展望。

Under the influence of national policies, economy, culture and talent demand, education changes with the times. The Ministry of Education has proposed to study the cultivation of students' core qualities at all stages. The senior middle school took the lead in the reform of Mathematics Curriculum. The new national high school mathematics curriculum standard was officially issued by the Ministry of Education in January 2018. It puts forward that one of the goals of high school mathematics curriculum is to cultivate students' intuitive imagination. Intuitive imagination literacy perceives the shape and change of things through geometric intuition. It is very important for junior high school mathematics learning and further learning, because it can help students understand, analyze and solve mathematical problems. Researchers need to study the cultivation of intuitive imagination in teaching. Therefore, this study is based on the junior high school mathematics curriculum standards and the teaching idea of mathematics core literacy. And the research object is the intuitive imagination literacy of junior middle school students. This qualitative study uses literature analysis, classroom observation, interviews and action research.

In the part of literature research, this paper summarizes the research theory system of intuitive imagination in junior high school. It is found that the level of intuitive imagination of junior high school students is general, and there is a lack of teaching practice research oriented by the cultivation of intuitive imagination. 

In the part of current research, the method of classroom observation is adopted at first. The researchers represented the external elements of mathematics, Vancil’s geometric thinking level and intuitive imagination as the elements of classroom observation. Through observation and analysis of different teaching processes of "Axial Symmetry" cases, this paper explores the teaching methods suitable for cultivating the intuitive imagination of junior middle school students. It is found that the key point of teaching lies in not only grasping the essence of mathematics, but also caring for students' personal development. Then, in order to understand the level of students' intuitive imagination literacy and the main problems in teaching practice, the researcher interviewed the teachers and students in the first grade of junior middle school. It was found that the students did not develop the habit of drawing and the poor level of describing graphic features in mathematical language.

In the part of teaching practice, the researcher tries to design the teaching of Isosceles triangle and Rhombus. In practice, the researcher summarized the implementation points, teaching principles and influencing factors of teaching practice, including the choice of pictures, the ability of mathematical communication, the exploration and discovery of problem solving ideas, etc.

According to the research in theory and practice, the researcher summarizes the teaching suggestions on the teaching practice of intuitive imagination literacy in junior middle school. (1) Teachers should attach importance to the teaching practice research of intuitive imagination training. (2) Teachers can use a variety of teaching methods to intuitively teach. (3) Teachers should be good at applying modern educational technology. (4) Mathematics learning needs to clarify the knowledge system of Mathematics. Finally, this paper expounds the conclusion of the study. And reflect on the shortcomings of the research, such as the lack of case evaluation of the scientific scale, the limitations of the object of study and so on.