思政课是落实立德树人根本任务的关键课程，高中思想政治课程是重要的学科，旨在培养学生正确的政治方向，提升其思想政治素养，增强社会参与能力。近年来，我国开展了系列的课程教学改革，这对教师的课堂教学和学生的自主学习均提出了更高的要求。为此，教师要摆脱说教式的传统教学模式，更加注重学生思维能力的培养和学科核心素养的养成教育。思维导图是学生学习的一种思维工具，不仅可以帮助学生有效夯实基础知识、构建知识体系，还有助于提升学生自主学习能力，激发学生学习兴趣，有力推动高中思想政治教学效率的有效提升。

本文结合笔者的教育教学经历和文献学习，以思维导图在高中思想政治复习课中的应用研究为主线，尝试找到更多提高教师课堂实效的教育手段。本文主要从四个部分进行分析研究。第一部分，主要从研究背景和意义、研究方法、国内外研究现状对思维导图进行分析。第二部分，从思维导图的理论基础和构成要素进行了概述。第三部分，思维导图在政治复习课中的应用现状分析，主要从复习课的不同阶段和复习课中的不同角度进行分析和梳理。第四部分，思维导图的应用优化策略，分别从学校、教师和学生的角度进行了探讨。总之，思维导图在高中思想政治复习课中的应用取得了良好的效果，提升了学生的学习兴趣，促进了学生梳理、内化知识的能力，培养了学生的创新思维能力，有效促进思想政治课程教学。但是如何有效利用思维导图，克服其在具体课程、时间节点等应用中不足，还是众多一线教师需要深思和探究的重要课题。

The course of ideological and political theory is the key course to carry out the fundamental task of moral cultivation in education. It is an important subject in senior high school, aiming at cultivating students' correct political direction, improving their ideological and political accomplishment, and enhancing their social participation ability. In recent years, our country has carried out a series of curriculum teaching reforms, which put forward higher requirements for teachers' classroom teaching and students' independent learning. For this purpose, teachers should abandon the traditional didactic teaching mode, pay more attention to the cultivation of students' thinking ability and the cultivation of the core quality of the subject. Mind mapping is a kind of thinking tool for students to learn, which can not only help students effectively consolidate basic knowledge and build knowledge system, but also help improve students' independent learning ability, stimulate students' learning interest, and effectively promote the efficiency of ideological and political teaching in high school.

Based on the author's educational and teaching experience and literature study, this paper tries to find more educational means to improve teachers' classroom effectiveness by studying the application of mind map in high school ideological and political review course.This paper mainly analyzes and researches from four parts.  Firstly, reviewed mind mapping mainly from several aspects, i.e., the research background and significance, research methods, as well as research status inland and overseas. In the second part, the theoretical basis and constituent elements of mind mapping are summarized. The third part, the analysis of the current situation of the application of mind map in the political review course, mainly analyzes and combs the different stages of the review course and different angles in the review course. In the fourth part, the application optimization strategy of mind mapping is discussed from the perspectives of schools, teachers and students, respectively. In conclusion, the application of mind map in high school ideological and political review course.has achieved good results, which has enhanced students' learning interest, promoted their ability to sort out and internalize knowledge, cultivated their innovative thinking ability, and effectively promoted the ideological and political course teaching. However, how to make effective use of mind mapping and overcome its shortcomings in the application of specific courses and time nodes is still an important topic for many front-line teachers to ponder and explore.