Qin Yan, the 276200 Experimental Primary School in Mengyin County, Shandong Province, is the second language of geography, and the map is another expression as important as the textbook. It uses images, symbols, notes and colors to help students get information about various things. In primary school, moral and social lessons will absorb some geographical themes that are closer to students' lives. In these unsystematic geographical themes, we can often see maps. For example, dozens of maps are used in the teaching materials of the education edition, covering various maps, landscape maps, schematic diagrams, statistical charts and so on. In the primary school stage, how to cultivate the ability of primary school students to read and use maps? Here are some superficial understandings. First, master the basic methods and correctly understand the map. Pupils have poor spatial imagination. When they see a color map, they often don't know how to read it. Teachers should first use teaching materials to help students master the basic methods of reading pictures correctly. Just like in order to gain scientific and cultural knowledge, you must read first. For primary school students, if they want to know and understand the map, they must first understand the basic elements of the map: direction, scale and legend. In the first volume of the third grade of the education edition, "Tell me about our school", the map that students first came into contact with was a relatively simple campus sketch. Textbooks clearly point out that, generally speaking, the direction on the map is: up north and down south, left west and right east. This lesson also introduces the concept of legend and asks students to try to design their own legends. In the second volume of the fourth grade, "The Motherland is Really Big", the textbook designed a small activity: measure the distance from Wusuli River to Pamirs on the map and calculate how many kilometers the actual distance is. The purpose is to guide students to understand the scale and its functions and learn to use it. Correctly understanding the direction of drawing can ensure the accuracy of students' drawing; Understanding the legend can ensure the correct understanding of the geographical things read, and also help students find the target quickly on the map; Only by understanding the scale can the abstract distance in the picture produce a practical concept in your mind. After mastering the basic elements of the map, students can have a preliminary understanding of the map. Teachers should guide students to attach importance to maps in teaching, often read maps with the basic elements of maps, consolidate existing knowledge, and memorize the basic methods of reading maps. Second, try to find that the progress chart is the reflection of objective things in the query, expressing rich geographical information. In the process of students looking at the map, teachers should guide children to try to use the map to think positively, find problems and ask valuable questions. Because of their young age, students' findings may be superficial. Teachers should guide students to think deeply in the process of students' report and communication, such as paying attention to the direction, color and shape on the map, finding the similarities of the same things, finding the hidden laws in the map and finding out the differences of the same things. In addition, in the process of reading pictures, teachers should cultivate students' problem consciousness all the time. Teachers should fully affirm children's questions of inquiry value, such as "what", "where", "why" and "what's the relationship with people's lives" and so on. What can be solved in class can be handled, and what can't be solved in class can be put after class to guide children to explore further. The classified query of periodical articles is a process of asking and solving problems again and again in the periodical database. Students' thinking goes from shallow to deep, from the surface to the inside, their understanding of geographical problems deepens, and their thinking ability and problem-solving ability are enhanced. Third, learn to associate and make the map come alive. In the eyes of many primary school students, the map is just a static and incomprehensible picture. However, if you can read and think with your own life and learning experience in the process of reading pictures, then the original rigid and static map can be "alive" and "moved" in children's minds. For example, when students read the Loess Plateau on a topographic map of China, it is difficult to revive it into a vivid image in their minds with the help of the map alone. However, if the teacher guides the students to think in connection with the text "How the Yellow River changes" and the teacher supplements the pictures appropriately, it will be easier for the students to imagine the scenes of lack of vegetation, serious soil erosion and thousands of valleys on the Loess Plateau. Fourthly, through analysis and comparison, the information students get from the map is not isolated. Teachers should guide students to try to connect different geographical things, make a comprehensive analysis of geographical information, extend migration, find connections in problems, and reflect mutual connection and restriction in the spatial distribution of geographical things, so as to obtain valuable information and cultivate students' comprehensive analysis ability. When teaching Qian Shan, students read the Topographic Map of China for the first time. With the help of the color of the topographic map, it is easy to find the characteristics of the motherland's topography, which is high in the west and low in the east. When students read the topographic map again and found that many rivers in China originated from the Qinghai-Tibet Plateau in the southwest of the motherland and flowed eastward, I guided them in time: not only should they learn to discover, but also they should analyze and sort out the information obtained during reading the map. Now please analyze why most rivers in our country flow into the sea from west to east. With the help of the previous findings, the students come to the conclusion that this is related to the topographical characteristics of the motherland. I follow the trend, and most rivers in China flow into the sea from west to east, which also verifies the correctness of our previous discovery. It seems that things on the map are not isolated, but interrelated. We should learn to make a comprehensive analysis of the obtained information, and only by thinking more deeply can we obtain valuable information. 5. Encourage in time and cultivate the habit of using pictures. It is the best teacher for students, and it is the driving force to develop thinking and stimulate students' active learning. However, students' interest is not innate. They are unfamiliar with maps, and most primary school students are curious about them. If they are not guided, they will soon disappear. Teachers should guide students to experience the happiness of success in the process of using maps, praise and encourage them in time, and affirm children's gains. For example, after a student saw a map, I designed this evaluation: It's great that the students got so much valuable information from the map just now! It seems that the minimap is really a treasure. It is a good tool for us to know the world and a good helper for us to learn. Such a passionate evaluation language can easily arouse students' love for maps and arouse their enthusiasm for further observing maps, finding problems, asking questions and solving problems. Of course, students' ability to read pictures cannot be improved overnight. Teachers should encourage students to see more, practice more, think more, practice again and again, and cultivate step by step over time.