高三化学的学习是一个知识不断被细化、结构化、系统化的过程。高三复习存在学生知识的结构化水平差、知识结构的功能与价值难以体现、知识与习题的联系性差等问题。在高三有限的时间内，素质、能力和知识同等重要。如何让三者并肩前进并为未来的发展提供帮助的学习方法显得尤其重要。本文以北京市2010年高考化学学科考试内容为基础，第一轮复习中运用思维导图把教材上的知识点结构化，第二轮复习中运用思维导图认识化学反应的实质，建立起用化学观看问题，并养成开放思维的习惯，提高学习效率，实现思维导图的功能化。通过近一年的学习，让学生学会用思维导图呈现已有的化学知识点，养成发散思维的习惯。通过发散思维，尽可能的把高中化学知识用一张图表示出来。借助思维导图加深对化学反应实质的认识。本文以个案研究为主，观察法、问卷调查法、标准化考试、文献研究、行动研究、数据分析等为辅助手段。对比分析得出发现思维导图应用在高三化学的复习时有以下几点作用：帮助同学建构知识结构，把凌乱的知识点进行归纳总结。在复习基本理论时，加深对化学反应实质的理解。帮助同学知识结构化，条理化，系统化。同时也能帮助老师阅读同学思维的过程，找出思维的障碍点，重点突破。师生在共同评判思维导图时，能加强师生互动，引发同学更多的思考。通过评价思维导图，老师能详细了解学生的知识结构。帮助学生养成发散思维的好习惯，为终身学习打下好的基础。帮助学生整理自己的笔记，个人管理，制定计划等。在以后的生活、工作、学习中提供一种方法参考。

Chemistry learning should be a process during which knowledge is kept detailed, structured and systematic in senior three. However; the revision of senior three schools has the following shortcoming. The students tend to be weak at the structuring of knowledge, hence it can’t be found working as well as it should at all and terrible connection between knowledge and exercises is naturally noticed. With limited time to use in senior three, quality, ability and knowledge are equally important. It is especially critical to make the three aspects progress together and provide effective ways of learning even to students’ help in the future. The paper is based on the contents of the 2010 Beijing entrance exam of chemistry. During the first round of review, I use the mind mapping to structure points of knowledge. For the second one, I take advantage of the mind mapping to make the students understand the essence of chemical reactions, establish the chemical view to solve problems and form the habit of open thinking, which can improve learning efficiency . Through the two rounds, the function of the mind mapping can be fulfilled. By divergent thinking, they can come up with the chemistry knowledge with a piece of map as much as possible. By using mind mapping, the students have enhanced the understanding of the chemical reaction essence.Case study dominates this paper, and observation, questionnaires, standardized tests, literature research, action research, data analysis are as supplementary means. By contrast analysis, I concluded that there are following a few effect about mind mapping application for review in the Senior 3 of Chemistry. Which helps students construct knowledge structure, and knowledge of the clutter points are summarized. When reviewing the basic theory, which can deepen understanding of chemical reactions essence. It also helps student structure knowledge, coherent and systematic. At the same time, it also helps teachers to read students’ the process of thinking, and find out the barrier point of thinking, so the emphasis will be broken through. During teachers and students evaluate the mind mapping together, which can enhance teacher-student interaction and arouse more problems of the students. Through the evaluation of mind mapping, teachers can know more about students’ structure of knowledge The students, whose the good habits of divergent thinking have been developed and fostered while which lay a good foundation for lifelong learning. It helps students organize their notes, personal management, making plans and so on. It’s vital that it provide reference of method for their life, work and study in the future.