In the new textbooks, colorful pictures and situational pictures of vivid and interesting stories can be seen everywhere, which is the "theme map" compiled by the new primary school mathematics textbook published by People's Education Publishing House. It is necessary to understand the intention of "theme map" and grasp the teaching objectives; Create a situation according to the theme map and run through the class; Infiltrate ideological education in a timely manner, so that the "theme map" can better serve our classroom teaching keywords: the new curriculum theme map situational ideological education opens the People's Education Edition of the compulsory education curriculum standard experimental textbook Mathematics. Teachers generally feel that the new textbook embodies the concept of "student-oriented development" in content selection and presentation, with illustrations, intuitive images, vivid and interesting, close to students' life and full of the flavor of the times. The first page of the book is two lovely elves, who explain mathematics in one sentence, let children feel mathematics and begin to walk into the door of mathematics. In the new textbook, colorful pictures like this and situational pictures of vivid and interesting stories abound. Their pictures and colors are in line with the age characteristics of students, which not only gives life to boring mathematics, but also integrates it with life, turning abstract boring mathematics learning into a challenging mathematics exploration activity, which has children's interest and provides rich curriculum resources for our teachers' teaching design. Based on the above understanding, this paper discusses how to effectively use the "theme map" in classroom teaching to better serve the teaching. Now, combined with my own understanding of it, I will talk about how to correctly and effectively use the theme map under the new curriculum. First, understand the intention of the "theme map" and grasp the teaching objectives. Thematic map is a major feature of the compilation of experimental textbooks for primary school mathematics people's education edition. Its original intention is to embody the basic idea of "starting from students' existing life experience, let students experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics, make progress and development in thinking ability, emotional attitude and values, and attach importance to students' experience and experience". However, because the "theme map" mainly presents learning materials in the form of "scenes", although it is full of children's interests and rich practical significance, it is conducive to mobilizing students' existing knowledge and experience. However, if teachers can't deeply understand and correctly grasp it, it will bring certain difficulties to teachers' teaching organization and implementation, and the teaching effect is relatively not very good. I think the teaching of "thematic map" should highlight the characteristics of mathematics and fully explore the "thematic map", instead of letting the "thematic map" look at the picture and talk, thus losing its due value. For example, in the teaching "area and area unit" part, the theme map provided by the textbook is a "classroom", and its significance can be understood and grasped from two aspects: First, it is analyzed from the perspective of cognitive psychology. The classroom is the main place for study and life, just in front of us. For most students, it has a certain perception, which is conducive to mobilizing students' existing cognitive experience and guiding them to find and solve mathematical problems. Secondly, from the perspective of mathematical knowledge presentation, classroom contains rich learning materials, which can "let students feel the surface of objects through actual situations" and let students understand the significance of area in specific situations by letting them touch the surface of objects in class. This is also the value of "classroom" as the theme map of this section. Second, create a situation according to the theme map. The primary school students in the class are characterized by strong curiosity and activity, but poor self-control. Although the bell takes them to their seats, not every student can concentrate on his studies at once. Teachers can make full use of the theme map, skillfully set suspense and induce students' motivation to participate. The teaching of "theme map" also lies in the teacher's appropriate questions to stimulate interest. For example, in the teaching of translation and rotation, you can create such a situation: "Have you ever been to an amusement park? The teacher took the children today. Want to go? Let's go and play together. " If students feel that this lively and interesting scene is coming to an end after a theme situation is unfolded, they will also be bored. At least in teaching, the value of such a theme map situation has not been fully tapped. Because this theme is lively and interesting, it attracts students. Then the teacher can think: can this theme scene map run through the whole class? For example, in the teaching content of "Understanding RMB", the "theme map" shows supermarket shopping, buying tickets and saving pocket money for children, with the intention of understanding RMB, caring for RMB and saving money. This lesson is dedicated to creating a theme picture scene: students, today the teacher takes you to the supermarket for shopping. In this way, the calculations from the first question to the sixth question in the after-class exercise can be connected. In this way, students can "shop" and devote themselves to solving math problems independently and interestingly. Using this theme map not only makes students feel the existence of mathematical problems, but also the close connection between mathematics and life, and also cultivates students' love for mathematics. Third, pay attention to the timely infiltration of ideological education with "theme maps". The teaching of "theme map" not only provides rich teaching resources for teachers, but also creates a space for students to fully observe and explore. More importantly, it embodies the characteristics of ideological and moral education for students with pictures under the new curriculum concept. For example, the theme map presented in the first unit of the textbook "Numbers in Life" is a picture of a "lovely campus". On the one hand, it shows campus life to freshmen, helps them understand school life, guides them to observe the people and things in the picture, and makes students initially feel that the figures of people and things in the picture are within 10, and realize that numbers exist in our lives and are good friends of human beings. On the other hand, combined with the picture content, students know that they are already primary school students. Pupils should observe discipline, arrive at school on time, respect teachers, love classmates, study hard, love science and sports. This is the spiritual essence of "thematic map" teaching. Doing this lesson well can not only arouse students' love for teachers, but also arouse their desire to learn mathematics well, so as to prepare for cultivating students' good quality in the future. Another example is the theme map in the teaching of "division of several strokes", which is a common tree planting map. In addition to guiding students to look at pictures and tell the corresponding mathematical information, we should also combine the theme map to educate students in time about loving labor and protecting the environment. If the task of infiltrating ideological and moral education is neglected in teaching, no matter how good the teaching is, it will be incomplete. In a word, the content and form of the new textbook are relatively novel. Compared with the old textbooks, one of its greatest features is the design of a large number of lively situation diagrams. The styles and colors of these pictures are in line with the age characteristics of students and full of children's interests. The display of theme maps is convenient for students to observe, and it is also convenient for teachers to communicate with students by using the scenery in the pictures, so that students can get education from them.