从国内外的心理学研究中，我们了解到小学生四年级的学生正处于从具体形象思维过渡到抽象逻辑思维时期。此阶段的孩子有一定的逻辑思维能力，但还难以进行抽象思维，运算还离不开具体事物的支持，还具有很大的直观形象性。直观模型在小学数学教学中运用符合小学生的思维特点。直观模型的操作活动能激发学生的数学学习兴趣，积累学生的数学活动经验。教师运用直观模型进行教学有利于学生形成数学概念，有助于提高学生解决问题的能力，有助于启发学生从多种角度理解数学知识，关注到学生在数学学习上的差异，实现不同能力水平的学生在认知上都有其各自的发展。本研究旨在探讨运用直观模型进行四年级数学教学的方式、方法及教学成效。为达成研究目的，研究者以S小学四年级A、B两班的75名学生为研究对象，通过整理相关的文献资料，梳理北师大第四版数学教材中的直观模型，分析四年级数学教学内容，结合学生学情，从四年级数学教学内容中选择出需要运用直观模型进行教学的内容，选取合适的直观模型进行教学设计，实施了行动研究。本研究主要采用行动研究的方式，先借由教学内容分析、学生学习水平前测，制定运用直观模型教学的方案，实施直观模型数学教学，再借由调查问卷、教学反思、访谈、学生学习水平后测的情况，改进教学制定新的直观模型教学方案，进一步实施新的方案。本次行动研究的结果如下：1.教师对各个直观模型的作用有了更清晰的认识，能更好的把握运用直观模型的环节及运用方式。2. 运用直观模型进行数的认识、数的计算等内容的教学，深化了学生对数概念的理解。3.在运用直观模型进行教学后,多数学生能够在学习新知识、遇到新问题时，自主选取合适的直观模型帮助自己学习新知识，解决新问题，学生解决 “应用问题”的能力有所提高。4.在运用直观模型进行教学的过程中,不同能力水平的学生借助直观模型进行学习，认知水平都得到了相应的发展。

It is well known in psychological study that the fourth grade students are in the transition from the concrete thinking to the abstract thinking. Students at this stage have some logical thinking ability, but it is usually difficult for them to abstract an operation without the support of specific things. Their thinking is largely based on the intuition. Thus, intuitive thinking model is suitable with elementary mathematics teaching. Furthermore, intuitive model can stimulate students' interest, and also help students accumulate experience. By using intuitive model in teaching, the teacher can help students form mathematical concepts, which is essential to improve the ability of solving problems. It could assistant students to fully understand mathematical concepts from a variety of aspects. Through intuitive model, the teacher could find differences among students in mathematics learning, and improves students’ studying ability based on their individual levels.This report was designed to investigate how to apply intuitive model to fourth-grade students, and represents the advantage of applying it into mathematic teaching. To achieve the purpose, the author applied this method on two classes of grad four students in S elementary school, which have 75 persons in total. The author carefully studied the relevant literature, especially fully investigated the visual model example in the fourth edition of Beijing Normal University in mathematics textbooks, designed the teaching strategy base on the most suitable model, and applied it into the teaching appropriately with the consideration of the real status of students. This report follows action research method. First, the author analysis teaching contents and students learn the level before the test. Second, the author developed teaching programs using visual models, and then implemented intuitive mathematics teaching model. Third, the author gets feed backs from multiple resources such as the questionnaire, teaching brief and interviews. After acquiring students’ level of learning post-test situation, the author proposes an improved program with the visual teaching model. The results of this action are as follows:1.Teachers have a clearer understanding of the role of the various visual models, and they can better grasp and use the intuitive model.2.Using an intuitive teaching model to teach martial related to the numbers, the author deepens students' understanding of the concept of number.3.Most students, when they learn new knowledge, new problems, will independently apply visual model appropriately to help themselves learn new knowledge and solve new problems. This means that students improved their ability to solve "real problem".4.All students’thinking level has been developed correspond with intuitive model for learning, in spite of the original levels.