| In geometry curriculum, the spatial imagination is considered as the most important part of mathematics ability. Spatial sense, as the basis of the spatial imagination development, should be one of the main training aims of the geometry curriculum during the primary school education and the middle school education. In 2001, the full-time compulsory education mathematics curriculum standard (trial version) put forward that students'spatial sense should be developed and gave a specific definition of its components. It is considered that spatial sense is an important content of training students'innovative spirit and practical ability in compulsory education. Therefore this study's main content is to investigate the development laws of the spatial sense of the student and find the main factors that impact the development of the spatial sense of Shanghai and Jiangsu Province.The research methods adopted in this study were mainly qualitative. The following research questions were answered by questionnaire and interviews:(1) How will the spatial sense develop as the students growing older? (2) What is the weak aspect of students'spatial sense? How does this come into being?It was found that the development of students'spatial sense shows a rising trend with the ages. The performance of grade 7 is common, the tempo of grade 8 is fast and the development of grade 10 is in a steady state. The performance of students of Jiangsu Province is better than Shanghai. Among the many aspects of spatial sense, the difference between the grades are not apparent when the problems less related with concept and only related with spatial sense. But when solving complicated problems,the difference will appear, and the students of higher grades have superiority. From the result of students that use different curriculums, it can be found that direct teaching is effective to develop students'spatial sense.Based on the findings of this study, some suggestions for teaching were given at the end of this thesis.
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