要实现教育的现代化，要重视人的概括能力、创造力的发展和栽培。心理学家吉尔福特在著作《智力的三个维度》中曾经指出：“在所有的能力当中，与创造力最为密切相关的是发散性思维，发散性思维是创造思维的主要组成部分；人的创新主要靠分散思维。”自从上个世纪七十年代东尼•博赞发明思维导图以来，思维导图开始在全世界范围内得到关注。近些年来，思维导图逐步引入到教育中来，也有越来越多的人应用到物理，化学，生物等学科，思维导图在初中信息技术教学中的应用也开始越来越多。思维导图是人类发散思维的表征，是一种思维工具。我尝试将思维导图应用到初中信息技术学科中，在实践层面上总结归纳出怎样合理的将思维导图运用于初中信息技术课堂教学中，使教师在教学设计时能够更加顺畅，学生在学习中思路能够更加清晰。从而在教学实践中更加顺应、满足学生需求，以实现高效的教学目标。研究者结合他人以往研究的成果及本校学生的实际情况选择文献研究法及经验总结法进行研究，致力于将思维导图更加优化的应用于信息技术课堂教学，使思维导图真正成教师教学和学生学习的好帮手。本文重点用文献法查阅了解思维导图的理论基础，策略实施原则；通过经验总结法对我校2012级学生从七年级至八年级跟踪记录，进行了为期2个学期近1年的教学实践与研究，选取任教年级的一个班采用思维导图进行教学。根据期末考核，学生兴趣调查问卷，学生访谈记录等从实践经验中归纳总结进行研究。研究结果探讨了思维导图应用到初中信息技术教学每个单元应用的建议，教师应该注意的问题，以及在课堂教学中的适用的情况、对学生学习兴趣产生的影响等。在研究过程中，笔者归纳总结了初中信息技术课程内容，并应用思维导图进行梳理。探讨了在教学过程中教师应该注意的问题等。望通过本文的研究，对初中一线信息技术教师提供一定的经验借鉴。

To achieve the modernization of education, we should pay attention to people's comprehensive ability, innovation development and training. Psychologist of Guilford book "three dimensions of intelligence" and pointed out: "Among all the ability, and creativity is most closely related to divergent thinking, divergent thinking is a major component of creative thinking; person creativity rely mainly on divergent thinking. "Since the seventies of last century Tony•Buzan invented mindmaps, mind map started getting attention around the world. In recent years, mind mapping has been gradually introduced into education. There are more and more people to apply it to physics, chemistry, biology and other subjects in recent years, the application of mind map in junior IT disciplines also began more and more. Mind mapping is a characterization of the human divergent thinking, a thinking tool. I try to mind mapping application to junior IT disciplines to explore how to mind map used in junior high school IT teaching on a practical level, teachers in instructional design can be more smooth, the students in learning to be more clear idea . Thus more responsive in teaching practice, to meet the needs of students in order to achieve efficient teaching goals. The researchers combined the results of their previous studies and the actual situation of our students choose to study literature study and experience summary, mind mapping is committed to a more optimal information technology applied to classroom teaching, so mindmaps really into teaching and students learn good helper. In this study, the use of literature to understand the theoretical basis of inspection mind mapping, strategy implementation principles; lessons learned through law school on my track record 2012 students from seventh grade through eighth grade, for a period of two semesters of teaching practice nearly a year and research, select a class to teach the use of mind mapping grade teaching. According to the end of the assessment study, students' interest questionnaires, student interviews and other induction from experience summed up.The results discussed mind mapping application to the recommended teaching junior IT application in each unit, teachers should pay attention to the issue, as well as in the classroom teaching, where applicable, the impact on student learning, such as interest generated.During the study, the author summarized the junior IT curriculum and mind mapping application to sort out. Discussed in the teaching process teachers should pay attention to issues. Hope Through this study, for junior frontline IT teachers provide certain Experience.