摘 要:新课程改革的关键是教材的改革。传统的小学数学教材过于重视计算、过于强调反复练习，知识偏窄、偏深、偏旧。新教材编排的单元主题图是对小学数学课程目标、理念、内容、结构等多方面的创新与突破，注重从学生的生活经验出发，强调情境创设、建立模型，重视对学生分析、归纳、演绎、推理等高级思维的训练。但是,由于教师在教学中缺乏具体操作策略的指导，在应用的过程中存在诸多问题，影响了教学的有效性。如何有效的利用单元主题图进行教学是我们所需要探讨的问题。
本文主要有五个部分组成：第一部分是绪论，主要阐述了论文的研究背景；研究的目的、意义；研究的方法以及相关理论综述。第二部分是针对教师利用单元主题图教学时存在的问题分析：教师在单元主题图方面缺乏认识；在教学时呈现的方式、时机不恰当、使用过于简单化；教师只是机械使用，缺乏反思没有创新点。第三部分主要是对存在的问题提出相应的教学策略：首先教师要端正态度正确认识单元主题图存在的价值功能；其次在进行教学过程中选择多种呈现方式以提高教学质量；最后要灵活使用并在教学后进行课后反思以便更好的改善、完善教学。第四部分是提供相关的参考案例，借鉴优秀教师在使用单元主题图的两种模式，针对案例写出自己的观点。通过本文的探讨以避免今后在小学数学教学中出现已有的问题，提供利用单元主题图教学的参考价值。第五部分是结语部分。
关键词：单元主题图；小学数学；教学现状；教学策略
ABSTRACT:Reform of the new curriculum reform of teaching material is the key. Calculation of traditional mathematics textbooks for primary schools place too much, too much emphasis on practice and knowledge too narrow, too deep, too old. Unit topic maps are organized new teaching of primary school mathematics curriculum objectives, ideas, content, structure, and many other innovations and breakthroughs, focus on students ' life experience, emphasizing the situation, establish model, pay attention to the students ' analysis, inductive, deductive, reasoning and other higher thinking training. However, due to lack of concrete action strategies to guide teachers in teaching, there are problems in the application process, affected the effectiveness of teaching. How effective is the use of topic maps for teaching of the problems that we need to explore.
This article has five key components: Part I is the introduction, Mainly on papers in the background; The purpose of the study, meaning; Study on method and related theories. The second section is for teaching teachers use topic map if there is a problem: teachers ' lack of awareness in terms of topic map; In teaching, the modalities, timing was not appropriate, using the simplistic; Teachers just use, the lack of reflection without innovation. Part III major issues the appropriate teaching strategies is: First of all teachers to sit up and take proper understanding of cell function of topic maps; Second in the process to select a variety of teaching methods to improve teaching quality; Finally, flexibility in the use of introspection after class and after teaching in order to better improve, improve teaching. Part IV is to provide relevant references, drawing on the excellent teachers in using either of the topic map model, case writing point of view. Through the discussion of this article in order to avoid future problem already appear in math teaching in primary schools, teaching of the provides unit topic map reference value. Part five is the conclusion part.
Key words: Topic map; Elementary school math; Teaching status; Teaching strategy
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