There are two kinds of topic maps in the topic: one is the topic map that appears in front of the unit, with large capacity and wide coverage, and sometimes contains the knowledge of the whole unit, such as "carry addition within 20", "abdication subtraction within 20" and "addition and subtraction within 100". The second topic map is the topic map of a knowledge point. This kind of topic map is not very large in capacity, and often presents the problems to be studied in this lesson, with prominent focus and clear theme. From the perspective of curriculum concept and textbook design, Theme Map has three characteristics:?

(1) innocence?

The results of psychological research show that children like to study in relaxed and happy situations, and the better their emotional state, the better their learning effect. Theme map is based on this psychological characteristic of students. Integrating mathematics knowledge into children's favorite animals, playgrounds and other childlike content can stimulate students' feelings of active participation in learning, which is conducive to stimulating students' enthusiasm for exploring problems and urging them to devote themselves to learning activities. ?

(2) inspiring?

Topic maps are often illustrated with pictures and texts, which contain mathematical knowledge and pictures to inspire students to make bold guesses according to their existing experience; This paper aims to help students extract relevant mathematical information from pictures, inspire students to ask open mathematical questions, and promote the transfer of students' mathematical thoughts and thinking. ?

(3) Reality?

Mathematics comes from life, exists in life and is applied to life. The mathematical knowledge presented in the theme map conforms to the reality of students' life, and the "life around us" such as spring outing activities, shopping scenes in shopping malls and amusement parks organized by the school is introduced into the mathematics classroom. Its purpose is to make students realize the connection between mathematics and real life, let students unconsciously understand the true meaning of mathematics, learn to observe and analyze the real society with mathematical thinking mode, and solve problems in life, so as to realize the value and strength of mathematics. ?

Second, understand the intention of the "theme map" and grasp the teaching objectives?

Our mathematics teaching should be based on students' life experience, so that students can learn mathematics in vivid and concrete situations. Teachers should make full use of students' life experience and design vivid, interesting and intuitive mathematics teaching activities, such as telling stories, playing games, intuitive demonstrations, simulated performances, etc., to stimulate students' interest in learning and let students understand and know mathematics knowledge in vivid and concrete situations. We teach through various forms, but the ultimate goal is to understand and know mathematical knowledge. If teachers can't deeply understand and correctly grasp it, it will bring some difficulties to the teaching organization and implementation. Therefore, the teaching of "thematic map" should highlight the characteristics of mathematics, and fully tap the "thematic map" is conducive to the realization of three-dimensional goals, rather than let the "thematic map" look at the picture and speak, thus losing its due value.