Paper Keywords Primary School Mathematics Theme Map Classroom Teaching

Mathematics thematic maps often provide students with the prototype of mathematics learning, guide students to think and help them reveal their ideas and methods through the creation of situations. Therefore, the mathematical theme map is a "good carrier" for students to explore mathematical knowledge. Using thematic maps to help students explore knowledge is actually a learning method combining numbers with shapes. Learning mathematics knowledge by combining numbers and shapes has the advantages of intuition and image, which embodies the teaching principle of gradual transition from concrete to abstract.

Thematic map is a kind of mathematics exercise with rich contents, especially the exercise with the theme of problem, and it is a good material to train students' thinking and cultivate their hands-on operation ability. As the material of mathematical knowledge practice, thematic maps of mathematics are suitable for middle and low grade students in primary schools, because their thinking ability in images is still dominant, and thematic maps just provide a space for primary school students to think in images. When using thematic maps as the material of mathematical knowledge exercises, we should cultivate students' independent observation ability, let students see problems through appearances and show their understanding process of maps, instead of just looking at the results and striving for multiple solutions.

Advantages of 1 Mathematical Theme Map

1. 1 reflects the reality of teaching content.

It is close to students' real life and presents all familiar and interesting realistic scenes that are beneficial to the essence of mathematics. For example, calculate the campus area, go shopping, count the number of books in the library, go for an outing, go to an amusement park, and have small experimental activities. All these are helpful to stimulate students' interest in learning and make them experience and understand mathematics in real situations. For example, the theme map of the unit "circle" presents a scene map of the campus and surrounding environment that students are familiar with. First, lead the students to talk about the circles they have seen in their lives, and then observe the theme map, so that students can find out whether there are circles or mathematical information related to circles on objects. By looking for mathematical information related to the circle, students can feel the close relationship between the circle, the circumference of the circle and the area of the circle and their own lives, so as to realize the value of mathematics and stimulate students' interest in learning this unit of knowledge.

1.2 Tips for teaching and learning.

Let students experience the forming process of mathematical knowledge. Thematic maps not only provide course resources for learning content, but also give clues to teaching activities and learning methods, which plays an important guiding role in helping teachers better understand and use teaching materials. In the presentation of its content, it fully shows the formation process of mathematical knowledge and the cognitive process of students learning mathematics. For example, in the teaching of calculation methods and geometric formulas, students are mainly guided to observe, discover and explore, and experience the formation process of mathematical knowledge. For example, "Two Numbers Multiply Two Numbers", the textbook first presents the physical diagram of the pencil sharpener, and asks students to list the multiplication formula "l2× 14= 168" according to the physical diagram, and then presents the situational diagram for students to discuss the algorithm "12× 14", and then according to the calculation ideas discussed by students, First, through some pictures and suggestive words, guide students to explore learning and cooperative learning, such as showing four people around a table and explicitly asking students to cooperate in learning; The second is to pay attention to students' operational experiments and cultivate their practical ability. Textbooks provide students with more hands-on opportunities and activity space, so that students can think in operation experiments, experience in activities and deeply understand mathematical knowledge. For example, in the situational picture of "Understanding the Circle", the picture content clearly requires students to talk about the circle in life and draw a circle, so that the teacher can draw a circle with compasses and abstract the figure from the object. When understanding the names and characteristics of each part of a circle, the textbook presents a cooperative learning method of four people. With some suggestive words, students are guided to perceive and understand the characteristics of a circle through overlapping tests, self-study, discussion and communication, and students are guided to discover the circle independently through activities such as testing, calculating, guessing, filling in and discussing.

1.3 promoted the education of values.

On the one hand, the theme map provides rich curriculum resources for learning content, prompting clues of teaching activities and students' learning methods, on the other hand, it permeates the education of emotion, attitude and values. For example, through exquisite pictures and rich and interesting content, students are stimulated to be happy to learn mathematics, and through independent inquiry and cooperative communication, students can experience the happiness of success. In the process of solving problems, we can develop serious and diligent study habits, think independently, reflect and question, and form a scientific attitude of seeking truth from facts.

2 effective use of thematic map teaching strategies

The theme map is rich in content and profound in meaning, which embodies many editors' understanding of education and mathematics. It is compiled according to the mathematics curriculum standard, which embodies the basic teaching requirements of the mathematics curriculum standard. As the main carrier of teaching resources, thematic map not only carries knowledge, but also permeates mathematical ideas and methods. Therefore, it is necessary to dig deeply in teaching, make rational use of theme maps and carry out effective teaching.

2. 1 Pay attention to the presentation of thematic maps.

According to the teaching content, choose the presentation mode of "theme map" to arouse the enthusiasm of students to participate in mathematics activities. The mathematical concept contained in "theme map" lies not only in the presentation form of "theme map", but also in the presentation process of theme situation. The presentation of "theme map" has an important influence on whether classroom teaching can be carried out effectively.

2.2 Tips for choosing a theme map

In the theme map of the current mathematics textbook, the formation process of mathematics knowledge and the cognitive process of students learning mathematics have been fully demonstrated in the presentation of its content. And guide the activities of teachers and students through illustrations and tips. For example, the illustration shows several children around a table. Here is a reminder to the teacher, which can guide the students to study cooperatively. Some words in the prompt box reflect the students' thinking process; If you draw a teacher, you should ask the teacher to play a leading role here. In short, when analyzing teaching materials, teachers should carefully study the information in the picture, understand its intention, and sort out teaching ideas, so as to effectively implement teaching activities.

2.3 Use integrated theme maps

The unit theme map contains a lot of mathematical information, which usually covers the whole unit or part of the unit. These contents are good materials for students to build a knowledge network and carry out comprehensive exercises. In teaching, the purpose of making full use of unit theme map is to improve students' perception of the picture when they first contact with the theme to sort out mathematical problems. At the same time, guide students to sort out this knowledge. This not only cultivates students' ability to actively observe and collect useful information, but also cultivates students' ability to independently raise and solve problems and cultivate students' ability to organize knowledge.

In actual teaching, we should pay attention to the fact that different regions use the same set of teaching materials, and the teaching conditions, students' life experience, knowledge background and way of thinking are different, so we should creatively use theme maps according to the actual situation in teaching. For example, schools and classes that do not have modern teaching conditions such as multimedia, how to make good use of existing conditions and teaching methods and make good use of theme maps? Moreover, when the theme scene in the textbook does not conform to the actual situation of students, or some contents are repeated, and some materials have little effect, how can teachers reasonably adapt, add or delete the contents of the theme map according to the actual situation? In a word, it should be helpful to fully mobilize students' enthusiasm for learning mathematics, guide students to accumulate experience in mathematics activities, understand mathematics ideas, realize the requirements of curriculum objectives as a whole, and better reflect the function and value of theme maps.