The reform of the new ideological and political curriculum in senior middle school is progressing in an orderly way,and it is declared that teachers should actively bank on advanced information technology to constantly upgrade medium of instruction and the way of learning in the light of conforming the rule of students' material and spiritual advancement, and foster students' reasoning thought and reformatory capacity to better adapt to social requirement.In the teaching procedure of ideological and political course in senior middle school, teachers is required to impart classified knowledge hierarchy to students, as well as foster and accelerate students' reasoning thinking and learning capacity. However, solely leaning upon the usual thready learning method can not satisfy students' require. Concept map, as a visual tool, can not only help students systematically construct knowledge framework to strengthen their understanding and memory, but also can gradually educate and practice students' rational view and novel competence.It can be seen that applying concept map to the teaching of ideological and political courses in senior high schools can provide vitality and help for teachers' teaching and students' learning.

Firstly, starting with the basic knowledge and theory of concept maps, the basic elements and main types of concept maps are defined, which lays a theoretical foundation for the subsequent related research work of concept maps. This paper discusses some principles to be followed in applying concept maps in teaching, so as to grasp the direction for the practical application of concept maps. Summarize the teaching function of concept map for ideological and political courses in senior high schools, and escort the research of concept map.Secondly, investigate the actual application of concept map in high school ideological and political teaching, and analyze and summarize the existing problems based on the survey data and interview records:the mode of use is relatively single, independent innovation drawing is less, classroom presentation lacks interaction, and after-class expansion application is not good.After analysis, the causes of the problems mainly come from four aspects: lack of systematic learning, weak drawing skills, insufficient attention in class, and strong application awareness.Then, it focuses on three links: design before class, classroom teaching and feedback after class, so as to promote the application of concept map in high school ideological and political class.Finally, the new textbook compulsory 2 "Making the Market Play a Decisive Role in Resource Allocation" is selected to make a specific teaching design and put it into teaching practice to verify the teaching effect of concept map, and a summary analysis is made.

On the whole, concept map runs through the whole teaching process of pre-class design, classroom teaching and after-class feedback, helping teachers and students to systematically integrate the content of teaching materials and efficiently sort out the knowledge framework, which is conducive to improving classroom teaching and teaching efficiency.In order to promote the smooth use of concept maps, we must first strengthen the cognition and recognition of concept maps from the ideological level; Secondly, take the initiative to learn the knowledge and skills related to concept maps, and improve their ability and accomplishment; Finally, it is necessary to make timely teaching adjustments in the actual use process to better play the role of concept maps.