Abstract: As an important form of mathematics classroom teaching, “One question, one lesson” is a key field concerned by mathematics education researchers. It is found that the research results of“One topic, one lesson” mainly focus on four aspects: connotation, characteristics, principle, implementation path and educational value At the same time, it is found that there are“Deviation”, “Simplification”, “Fuzziness” and“Absence” in the study of“One subject, one lesson”. On the basis of the review, the author puts forward the research prospect of innovation in theory and breakthrough in practice.