思维导图作为思维的工具，能够模拟大脑的思维方式来解决问题。本文的主要研究目的是通过教师教授学生运用思维导图的实践研究，对比学生用思维导图前后在解决问题能力方面发生的变化，探究思维导图是否是提高学生解决问题的有效策略，帮助教师利用思维导图工具促进学生问题解决的能力。本次研究主要采用了实践研究法，调查研究法及访谈法。运用思维导图提高学生解决问题能力前，对学生已有理解和记忆知识的方式、解决问题时使用的策略以及已有解决问题的水平方面平进行了调查。经过一学期运用思维导图解决实际问题的教学实践，学生通过画、说、评思维导图三个环节的分析后，做到了在解决问题时能够以显性化的形式建立知识与知识之间、已有知识与问题之间的通道。教师在教学过程中总结出了运用思维导图提高学生解决问题能力的教学策略。最终通过调查法及访谈法发现，学生对解决问题的兴趣逐步增强，同一类问题在使用思维导图前后学生的解决问题能力有明显提高，数学成绩对比使用思维导图前也有明显提高，思维导图作为思维的工具让学生在解决问题时有了依托，解决问题的过程变得更加容易，解决问题的能力得到了发展。

Mind map can solve problems in thought like a real human brain. The main research purpose of this paper is to compare the changes in problem solving ability before and after the use of mind mapping by teachers, and to explore whether mind mapping is an effective strategy to improve students' problem solving, to help teachers to use mind mapping tools to promote the development of students 'problem solving ability. This research mainly uses the practice research method, the investigation research method and the interview method.Before using the mind map to improve students 'ability to solve problems, students have been investigated in terms of understanding and memory knowledge, strategy used in solving problems, and level of solving problems. After a semester's teaching practice of using mind guide maps to solve practical problems, students analyzed the three links of painting, speaking, and evaluating the thought guide charts. It is possible to establish the channel between knowledge and knowledge , existing knowledge and problems in explicit form when solving problems.In the course of teaching, the teacher summed up the teaching strategy of using thought guide to improve students 'problem solving ability.Finally, through the investigation method and the interview method, it was found that the students' interest in solving problems has gradually increased. The students' ability to solve problems before and after the use of mind guidance maps has been significantly improved, and the comparison of mathematical results has also been significantly improved before the use of mind guidance maps. As a tool of thinking, mind mapping gives students support in solving problems, makes the process of solving problems easier, and develops the ability to solve problems.