Since the implementation of the new curriculum, the theme map full of children's interests and rich practical significance has aroused students' cognitive desire. However, because thematic maps present learning materials in the form of "scenes", a lot of mathematical knowledge and ideas permeate every corner of each map, which sometimes makes it difficult for teachers to understand and grasp. To this end, our junior math group specializes in this topic. Through more than a year's research, we realize that giving full play to the maximum value of topic maps can improve the effectiveness of classroom teaching. How to effectively apply the thematic map of primary school mathematics. Let's talk about our method:

First, study the textbook, deeply understand the writing intention of the theme map, and fully explore the connotation of the theme map.

Understanding the significance of thematic map is the premise for teachers to grasp the teaching objectives and effectively implement the teaching process, and it is the key for students to discover the mathematical problems hidden in the thematic situation.

In the second volume of Grade One, Graphic Assembly, the theme map shows the steps of making a windmill by hand. If you don't scrutinize it carefully, you will mistake this lesson for windmill making. Mathematics class should reflect the "taste of mathematics", so when we study the theme map, we should think: what is the teaching goal of mathematics class? How to organize teaching to achieve this goal? What mathematical knowledge and ideas are embodied in this lesson? With such thinking, we can re-understand the meaning of the theme map. From a mathematical point of view, it is not difficult to find that every link in the process of making a windmill is a transformation process of "rectangle → square → triangle → circle". In this process, students can initially experience the characteristics of rectangle and square.

After understanding the connotation of the theme map, students can finish it at home before class by making windmills, and put forward mathematical requirements: in the process of making windmills, pay attention to the changes of paper at each step. Then in class, guide students to observe from the perspective of graphic transformation: use a rectangular piece of paper to fold two sides of a corner into two triangles, cut off the redundant rectangular part, and expand it into a square; Then make it into a windmill, and then observe that the rotating track of the windmill is round, which permeates the mathematical idea that each plane figure can be transformed into each other. Then focus on observing rectangles and squares, and feel the characteristics of their sides through folding and comparison.

We teachers must understand the significance of thematic maps from a mathematical point of view, guide students to observe thematic maps from a mathematical point of view, and collect useful information, which is the premise and foundation for us to grasp the teaching objectives and effectively implement classroom teaching.

Second, study students, consider students' existing life experience and knowledge base, and give full play to the function of theme map.

Curriculum standards point out that mathematics teaching activities must be based on students' cognitive development level and existing experience. Are we really studying students when we use theme maps? Have you neglected the students' reality because of the teacher's subjective thoughts?

In the "Preliminary Understanding of Corner" class, our initial idea is to let students find the corner from the theme map at the beginning of the class, thus leading to the topic. Through research, it is found that students' existing knowledge and experience are not well understood, and students have not studied the angle. How can we find them? Students just think that the sharp place is the corner, which is different from the corner in mathematics. For junior two students, it is difficult to grasp the abstract angle in the mathematical sense only by visual perception and lack of real experience. Therefore, when showing the theme map in class, our aim is to find the graphics we have learned. This is old knowledge, and students have a foundation.

After the students know these corners, show the theme map again in the exercise. Ask the students to find the corner in the theme map and draw the corner they find. At this point, students already know the angle, and can use the knowledge of angle to truly realize that there are so many "corners with mathematical significance" in life.

Third, study the presentation mode to make the theme map "live" and "move".

Thematic maps in textbooks are mostly semi-finished products, and the materials of thematic maps are static in textbooks, with only conclusions and less processes. In teaching, the content provided by theme map can be animated according to the actual situation or in the form of multimedia or game performance, so that students can experience the whole process of theme map description and increase their practical experience.

For example, the first volume of Senior One, Addition and subtraction, shows the sequence of events in the form of cartoons, so that students can feel the formation process of knowledge and understand the significance of addition and subtraction. We can use multimedia to turn a static picture into a dynamic process to help students understand the meaning of the picture. On this basis, it is easy to guide students to read cartoons, and students can understand: did two swans fly away from several or did three come on the basis of several? Deepen the understanding of the mixed operation of addition and subtraction, which is beneficial to the construction of students' knowledge.

Fourth, study the means of use, build a bridge for students to understand and make full use of the theme map.

The "guessing" course is presented in the form of activities and dialogues in the textbook, so that students can cultivate their logical reasoning ability in the process of guessing. This is the first time that students are exposed to reasoning, and it is difficult for sophomore students to express it. In order to make the process of students' thinking explicit and easy for students to express, we use games to run through the whole classroom teaching, so that students can talk while putting cards (examples). Borrowing the method of "putting cards" will help students explain the reasoning process clearly and help other students understand it. By rewarding flowers, ... every game pays attention to students' reasoning, reveals difficulties intuitively through operation, internalizes simple logical reasoning from it, and internalizes reasoning ideas and methods.

Next, we are going to classify the topic maps of existing textbooks and study the teaching strategies of each type of topic maps, so that future teachers can have a shortcut when using topic maps, and they can directly learn from our strategies for teaching, improve teachers' ability to learn and process textbooks and improve the quality of classroom teaching.

In a word, as a main carrier of mathematics teaching resources, theme map's "inner charm" far exceeds its "beautiful appearance". It not only carries knowledge, but also permeates mathematical thinking methods. Therefore, in the actual teaching, we must treat the theme map rationally and deeply understand the connotation of the theme map. On this basis, we can use the theme map flexibly and creatively, so that students can get greater development.