文言文教学是初中语文教学的重点，在教学篇目大幅增加、语用环境变化等应试与教学的双重压力下，传统线性教学中文言失衡、枯燥乏味等问题亟需改善。合理运用思维导图这一知识可视化工具，能帮助学生全面把握文章脉络，深入研读文本内涵，建构清晰的文言知识系统，减轻背、记负担，并提升思维能力，对激发学习兴趣，提升初中生文言文学习效率及教学质量大有裨益。

本研究以思维导图的本体研究为基础，明晰其概念、绘制方法与类型，着重将其与概念图进行区分，结合心理学、教育学理论与课程标准的要求，探讨其应用于初中文言文教学的理论依据，其后梳理国内外的研究现状，从实际课例出发，主张针对教材中常见文体类型如史传类、论说类、杂记类、应用文的作品特点，从初中生学习能力出发，依文定教，重点对思维导图在备课设计、课前预习、课上交流、课后巩固、仿写训练等不同教学环节及教读课、自读课、复习课等多种文言文课型的教学应用策略进行分析，尊重学生主体，在主动学习中开展思维导图的教学应用。

Classical Chinese language teaching is the focus of Chinese teaching in junior high school. However, the problems of imbalance and baldness in traditional Chinese teaching need to be improved with the increasing pressure of examination and teaching, such as a sharp increase in teaching content and changes in the pragmatic environment.  The rational use of mind maps, a knowledge visualization tool, can do a great benefit to the Classical Chinese learning efficiency of junior high school students and the teaching quality of teachers, since it can help students grasp the structure and content of a text comprehensively and deeply, construct a clear knowledge system of classical Chinese, reduce their burdens of text memorizing, improve their thinking abilities, stimulate their learning interests. There are the  practical necessity and application value in the teaching of Classical Chinese language teaching in elementary school

This study is based on the ontology research of mind maps. First of all, it clarifies the concepts, drawing methods and types of mind maps, and focuses on distinguishing them from concept maps. Secondly, after sorting out the current status of the relative researches at home and abroad, it then discusses the theoretical basis within the requirements of psychology, pedagogical theories and curriculum standards. At last, it points out that the mind map research should be set out from three aspects, the practical lessons, the characteristics of common stylistic text types in textbooks, such as historical biography, discourse, miscellaneous, and practical writing, and the learning ability of junior high school students, and that the mind map analysis should be focused on different processes of a class and the teaching strategies of a variety of classical Chinese lessons, such as pre-class revision, class communication, post-class consolidation, copy-writing training, teaching and reading classes, self-study classes, review classes, etc. At the same time, this study advocates that students is the center of mind map teaching, so that the application of mind maps should be developed in students’ active learning.