思维导图因其具有概括性、发散性、逻辑性等特征，一直被广泛地运用于教育教学领域。现如今思维导图在教学当中的运用出现了类型多样、绘图工具多样等新趋势，思维导图越来越适合在教学当中使用，而高中思想政治课程内容庞杂、对学生要求较高，使用思维导图不仅能提高学生学习效率和兴趣、培养学生创新思维，还能聚焦思想政治学科核心素养，形成高中思想政治课课堂互动的良好氛围。

本研究以“提高思维导图在思政课堂中的效果”为目的，按照“理论分析明确概念 ——现状调查找出问题——提出策略进行检验”的研究思路展开。

首先，在理论分析层面，本文对思维导图进行概念界定，并对思维导图、概念图、知识树进行了区分，找出了思维导图相应的理论依据，着重阐述了思维导图的类型、特征以及运用原则和必要性。其次，从现实依据层面，对实习学校进行问卷调查、访谈和课堂观察，发现目前主要存在以下四个问题：一是认知程度不深；二是设计能力不足；三是运用范围较窄；四是缺乏科学反馈，并在这些问题的基础上，进一步对问题成因进行剖析。再次，针对上述问题，分别从思维导图的环节出发提出有效策略。具体而言，在创造思维导图环节，要根据教材知识、框架进行创造，同时根据四个运用原则进行评估，初步确保思维导图的正确性；在加工思维导图环节，要结合具体的教学情况把思维导图置身于具体教学环节当中考虑，还要尽可能确保思维导图的多样性，调动学生兴趣；在运用思维导图环节，引导学生在课前、课中、课后不同时段运用思维导图，充分发挥学生主体性；在优化思维导图环节，要根据思维导图本身质量和学生的表现进行课后反思，建立科学的反馈机制。最后，通过实践对该策略的有效性进行检测，以选择性必修 3《逻辑与思维》中的“分析与综合及其辩证关系”为例进行教学设计与实施，课堂结束后，通过思维导图质量分析、教师课堂观察分析、学生课堂反馈意见检测本节课中思维导图的运用效果，并对本节课的成就与不足进行反思和完善，不断提高教学效果。

Because of its general, divergent and logical characteristics, mind mapping has been widely used in the field of education and teaching. Nowadays, there are new trends in the application of mind map in teaching, such as various types and drawing tools. Mind map is more and more suitable to be used in teaching, while the contents of ideological and political courses in senior high school are numerous and complicated and have higher requirements for students. The use of mind mapping can not only improve students' learning efficiency and interest, cultivate students' innovative thinking, but also focus on the core literacy of ideological and political subjects. Form a good atmosphere of classroom interaction in ideological and political lessons in senior high school.

This study is carried out according to the research idea of"theoretical analysis to clarify the concept-current situation investigation to find problems-put forward strategies for testing".

First of all, at the level of theoretical analysis, this paper defines the concept of mind map, distinguishes mind map, concept map and knowledge tree, and finds out the corresponding theoretical basis of mind map. This paper focuses on the types, characteristics, application principles and necessity of mind mapping. Secondly, from the level of practical basis, through questionnaires, interviews and classroom observation, it is found that there are mainly the following four problems: first, the cognitive level is not deep; second, the design ability is insufficient; third, the scope of application is narrow; fourth, the lack of scientific feedback.And on the basis of these problems, further analyze the causes of the problems.Thirdly,in view of the above problems, effective strategies are put forward respectively from the link of mind mapping. Specifically, in the link of creative mind mapping, we should create according to the knowledge and framework of teaching materials, and evaluate it according to the four due principles to initially ensure the correctness of mind mapping; in the link of processing mind mapping, we should place the mind map in the specific teaching link according to the specific teaching situation,ensure the diversity of mind map as far as possible,and arouse students' interest. In the link of applying mind map, we should guide students to use mind map in different periods before class, during class and after class so as to give full play to their subjectivity; in the link of optimizing mind map, it is necessary to reflect after class according to the quality of mind map and the performance of students, and establish a scientific feedback mechanism. Finally, the effectiveness of the strategy is tested through practice. Take "Analysis and Synthesis and their Dialectical relationship" in selective compulsory course 3 "Logic and thinking" as an example to carry out teaching design and implementation.After the end of the class, through the analysis of the quality of mind map, teachers' classroom observation and analysis, students' classroom feedback to test the application effect of mind map in this class, and reflect on and improve the achievements and shortcomings of this class, so as to continuously improve the teaching effect.