思维导图是一种利用文字、色彩、图画和代码等形成的简单的思维工具，通过多角度的思维，构建一种思维突破，让人们的关注点集中在中央主题或图形上，既能够调动制图者的无限想象，又能够增强记忆、发挥思维的创造性。思维导图形成的根源在于大脑神经学、思维理论和心理学等，具有鲜明的特征，将思维导图方法与地理学科、三板教学的内容结合起来，使初中生更喜欢学地理、会学地理。鼓励学生在绘制过程中尽可能多用图，可以提高学生对“地图、示意图”的感知、理解、运用，绘制过程中用中心词、关键词有利于学生抓住重点。 前言部分，介绍了选题缘由、国内外思维导图和地理教学整合的研究现状、研究意义和研究方案。 第一章是三板教学和思维导图在初中地理教学整合的理论，是本文的理论依据。此部分介绍了思维导图、概念图、三板教学的概念，并明晰了整合的目的、方式，在此基础上提出“思维导图板图化”的观点，重点探讨手绘思维导图与板书、板画的结合。 第二章是对“整合”解读，结合初中地理课程标准和地理核心素养，探索思维导图、三板教学在初中地理课堂的整合。把握几者之间的联系，为本文确定思维导图和三板内容和教学策略的选取提供重要依据。 第三章是初中地理思维导图、三板教学整合的具体实施，是本文的实践与评价部分。该部分包括教师的摸索、学生的训练与积累、实验班思维导图的培训、问卷调查和思维导图评价部分。 第四章是整合的案例，先从课程资源开发和课堂教学策略探讨整合的理论基础和素材来源，例举了《多变的天气》和《中国的农业》2个教师课例和《印度》等3个学生设计作品。并列举了整合后的学习成效。 第五章是结语，指出本文的研究特色、不足及展望。

Mind map is a simple thinking tool formed by using words, colors, pictures and codes. Through a multi-angle thinking, a thinking breakthrough is built, so that people's attention can be concentrated on the central theme or graphics. The infinite imagination of the cartographer can enhance the memory and the creativity of thinking. The roots of mind map formation are brain neurology, thinking theory and psychology. They have distinct characteristics. They combine the mind mapping method with the content of geography and three-board teaching, making junior high school students prefer to study geography and geography. . Encourage students to use as many graphs as possible during the drawing process, which can improve students' perception, understanding and application of “maps and schematics”. The use of central words and keywords in the drawing process is beneficial to students to grasp the key points. The foreword introduces the research status, research significance and research plan of the reasons for choosing the topic, the mapping of mind maps at home and abroad, and the integration of geography teaching. The first chapter is the theory of the integration of three-board teaching and mind mapping in junior high school geography teaching, which is the theoretical basis of this paper. This part introduces the concept of mind map, concept map, and three-board teaching, and clarifies the purpose and method of integration. On this basis, it puts forward the viewpoint of "thinking map", focusing on hand-painted mind maps and blackboards. The combination of board painting. The second chapter is the interpretation of "integration", combining the junior high school geography curriculum standards and geographic core literacy, exploring the integration of mind maps and three-board teaching in junior high school geography classroom. Grasping the connection between several people provides an important basis for determining the mind map and the selection of the three-board content and teaching strategies. The third chapter is the concrete implementation of the middle school geography mind map and the three-board teaching integration, which is the practice and evaluation part of this paper. This part includes the teacher's exploration, the training and accumulation of the students, the training of the experimental class mind map, the questionnaire survey and the mind map evaluation part. The fourth chapter is the case of integration. Firstly, the theoretical basis and material sources of integration are discussed from the curriculum resource development and classroom teaching strategies. Two teacher classes and "India" in "Changeable Weather" and "China's Agriculture" are exemplified. Wait for 3 students to design works. After the integration, the learning results were exemplified. The fifth chapter is the conclusion, pointing out the research characteristics, shortcomings and prospects of this paper.