Open the new textbook of the first grade mathematics curriculum standard of People's Education Press, and you will see colorful pictures, vivid and interesting stories, naive animals and cartoon characters. The content of illustrations is close to students' life, and the style and color of pictures are in line with students' age characteristics. This not only gives life to boring mathematics, but also integrates it with life, turning abstract and boring mathematics learning into challenging mathematics exploration activities full of children's interest, and also provides rich curriculum resources for teachers' teaching design. Based on the above understanding, the author has made some useful attempts and explorations on how to effectively use the "theme map" in classroom teaching to better serve the teaching, and now I will talk about some experiences. 1. Understanding the meaning of "thematic map" is the premise for teachers to grasp the teaching objectives and effectively implement the teaching process. "Thematic Map" is a major feature of the compilation of Compulsory Education Curriculum Standards published by People's Education Press. Its original intention is to reflect "starting from students' existing life experience, let students personally experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics while thinking about their abilities, emotional attitudes and values. 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, but if teachers can't deeply understand and correctly grasp it, it will bring certain difficulties to teaching organization and implementation. Therefore, in order to realize the due value of the "theme map", we must fully tap the materials in the "theme map" that are conducive to achieving the three-dimensional goal. For example, in the section "What Day", the theme map provided by the textbook is a "ticket purchase map", and its significance can be understood and grasped from two aspects: first, from the perspective of cognitive psychology, the scene of "queuing to buy tickets" has certain life experience for most junior one students, which is conducive to mobilizing students' existing cognitive experience and guiding them to find and solve math problems; Second, from the perspective of mathematical knowledge presentation, the "ticket map" contains rich mathematical learning materials, which can "let students perceive another meaning of natural numbers-ordinal numbers in the process of counting the order of ticket buyers, and show through animation that the lady in red bought tickets and left, and the people behind stepped forward in turn, changing the order when the number of people in the team changed, so that students can distinguish between several and several and two natural numbers under certain circumstances. This situation helps students to explore mathematical problems, acquire relevant mathematical knowledge, and get the experience that "queuing by time" is the rule of generating ordinal numbers in this problem. This is also the value of "theme map" as the theme map of "which number" column. Second, discovering the mathematical problems hidden in the theme situation is the key to teaching. If students can't feel the existence of mathematical problems after a theme situation, or can't dig out the mathematical problems related to the knowledge they have learned, such a theme situation is of little value or even meaningless at least in related mathematics teaching. Therefore, teachers should not only consider the understanding and mastery of knowledge and skills, but also guide students to experience the process of activities, return the choice of materials to students, and leave the opportunity to discover mathematical problems to students. The teaching of "theme map" also lies in the teacher's appropriate questions to stimulate interest. For example, when I was teaching the understanding, addition and subtraction of 1 ~ 5 in the first volume of senior one, I showed the "theme map" to students, and then found the addition from the map, which activated students' thinking. Some students said: 4 students and 1 teacher add up to 5 people, 4+ 1 = Some students said: there are 1 birds in the sky, and there are 3 birds on the grass, which makes 4 birds, 3+ 1=4. Another classmate had a strange idea: I want to add up three antelopes and three giraffes to be 6,3+3 = 6. Even the white clouds, flowers and trees in the picture have become the topic for students to find addition, and students have further understood the meaning of addition in a pleasant and exploratory situation. Another example is that in the teaching content of "Understanding of 0", the "theme map" sets up the situation that "little monkeys eat peaches". The creation of this situation is based on the needs of students. Only what students really need and really like can stimulate their interest and desire to explore. This situation contains a mathematical problem that needs to be discussed, that is, what number should be used to represent a peach without it? We can't find it in the number we have learned, which causes students' cognitive conflict, that is, we use a new number "0" to express it. Such a theme map not only makes students feel the existence of mathematical problems, but also the close relationship between mathematics and life, and also cultivates students' interest in mathematics. Third, pay attention to the combination of "theme map" to infiltrate ideological education in time. The teaching of "thematic map" should not only create a space for students to fully observe and explore, but also educate students in ideological and moral education with pictures. For example, the theme map presented in the first unit of the first volume of Senior One is a "brand-new, vibrant" campus picture, which helps students understand the school life, guides students to observe the people and things in the picture, and enables students to initially perceive that the number of people and things in the picture is 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 "theme map". 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 mentioned in the teaching "What Number", which is a common queuing ticket purchase map. In addition to guiding students to look at the map, tell them who ranks second, the uncle behind the child ranks first and the last uncle ranks first, and fill in the numbers in the box, so that students can feel for the first time that the numbers they fill in mean "which number", and also use the theme map to observe public order in time. Under the current situation of building a harmonious society, this kind of material is very meaningful.