As an effective means to optimize the mathematics classroom in primary schools, the use of mathematical theme maps to help students explore knowledge is actually a learning method combining numbers and shapes, which has the advantages of intuitive images and embodies the teaching principle of gradual transition from concrete to abstract. Theme map is a kind of mathematical exercises with rich contents, especially the exercises with the theme of problems. It is a good material to exercise students' thinking, help students reveal their ideas and methods, and cultivate their hands-on operation ability. Then, as a primary school math teacher, how to use topic map to optimize math classroom teaching reasonably and effectively? The following is the author's experience:

First, understand the connotation and make rational use of it.

The experimental teaching material presents mathematical problems in the form of "theme map", which is a new form of embodying modern mathematics teaching concept and an effective way to respect students' cognitive characteristics and stimulate students' active participation. On the premise that teachers correctly understand and grasp its connotation, we should give full play to these advantages of theme maps and make them really serve students in the classroom. Teachers should first understand the meaning of topic map, find out the true meaning of topic map by reading the syllabus and teaching materials, and use it reasonably and creatively, which is the guarantee to give full play to the teaching value of topic map.

For example, the teaching content of "Understanding June 7th" in Senior One cannot be viewed in isolation from the intention of the textbook writers. It presents five levels of content and some materials under it: theme diagram, collection diagram, dot diagram, number and stick figure, which are both a whole and a process and cannot be understood separately. It should be a complete process of "6" and "7" numbers from intuitive perception to abstract induction to understanding and application, and also a process of guiding students from life to mathematics and then from mathematics to life. In order to make the class lively, interesting, lively and enhance thinking, teachers must accurately understand the connotation of "thematic map", make full use of the learning materials provided by thematic map, and guide students to learn the mathematical connotation of 6 and 7 deeply through the links of "counting the contents in the map", "putting the contents in the map" and "explaining the contents in the map".

Second, one by one, step by step.

The theme map should be presented one by one, and there should be explanations at the same time. Don't rush it, because students can't accept it too quickly. For example, when teaching "addition, subtraction, multiplication and division" on page 28 of the first volume of the second grade of primary school, the theme map should be presented one by one, so that students can clearly see: "There are 67 people on the bus, and after 25 people get off, 28 people get on the bus. How many people are there now? " If the theme map does not appear one by one, it is difficult for students to understand its meaning, because the rural students in the second grade of primary school do not have much experience in taking the bus, and some even have never taken the bus, so they simply ignore the purpose and significance of solving the problem. Therefore, teachers must explain the theme map at the same time, and restore the static pictures in real life to dynamic pictures, so that students can experience, feel, understand and master them.

Teaching theme map should also pay attention to from shallow to deep, step by step. As the saying goes, "it is better to teach people to fish than to teach them to fish." Teaching is to avoid teaching. The success of thematic map teaching lies in: the gradual transition from teachers to students; From students talking to students thinking; Then the students will think about it and make up for it themselves. Let's take the above "addition and subtraction" as an example. At the beginning, we were teaching instructors, and students just watched, listened, thought and did, and presented the theme map. When students can understand and master it, guide them to try to say the general meaning of the theme map: "There are 67 people on the bus. After 25 people get off, 28 people get on the bus. How many people are there now? " Then ask the students to think, "How many people are there in the car now?" What should I do? When students can think out and do it, then guide them to think: Have you ever seen such a thing in your life? If so, what would you tell others? What are the final math problems? Actually, this is the theme of writing. In this way, students unconsciously understand, master and learn mathematics knowledge.

Third, multi-interaction, expand thinking

Students are the masters of the classroom. In the teaching of using thematic maps, teachers, as organizers and leaders, should fully respect students' dominant position, create as much space for students to cooperate, communicate and explore as possible, give students more opportunities to communicate and show, and guide students to learn to explain and explain their views in mathematical language; We should try our best to adopt diversified methods to guide, inspire, awaken and encourage students to take the initiative to look at pictures, read pictures, express their thoughts and explore questions, deeply understand the quantitative relationship of mathematical information contained in thematic maps, actively explore problem-solving methods and activate the potential of mathematical thinking.

For example, on page 75 of the first-grade math textbook, teachers can guide students to cooperate at the same table and talk freely on the basis of teacher-student interaction-say which scenes they saw first from the theme map and which scenes they saw; After the students express their opinions, they are inspired to express the picture scene: "There are four white swans in the lake, three of them fly in first, and then two fly away" ..... Let the students deeply understand the quantitative relationship between the mathematical information conditions contained in the picture through the communication between the students, thus activating the generation of mathematical questions and asking the students to ask such mathematical questions on their own initiative: "How many white swans are there in the lake at this time?" . At this point, the problem-solving process of mixed calculation of adding first and then subtracting comes naturally.

In a word, mathematics thematic map is a good friend of our teachers and students in teaching and learning. The process of optimizing mathematics classroom teaching by using theme maps is a process in which teachers guide students to experience situation presentation and realize the existence of mathematical problems, and it is also a process in which students can find, explore and solve mathematical problems under the situation of theme maps.