It is an effective way for teachers to design classroom teaching with mind map, develop students' innovative thinking and divergent thinking, and master mathematics knowledge flexibly in combination with students' characteristics. We will study and create teaching situations from three aspects: teachers' behavior, students' behavior and teachers' and students' peers, and build an efficient classroom teaching model of mathematics mind mapping in junior high school.

(1) Teachers make a template for students according to their own understanding of knowledge.

In the process of preparing lessons, teachers can use mind map to outline the important and difficult points of teaching and the ways to deal with them. When teaching mathematics knowledge, we should pay attention to the relationship between knowledge points. Teachers can make a mind map that students can easily understand. In the process of drawing, on the one hand, they can review what they have learned, on the other hand, they can explain the thinking relationship between knowledge and write the form of mind map on the blackboard.

(2) Students imitate painting, and then make mind maps according to their own understanding.

The creation of mind map is flexible and has no strict restrictions, so it can fully reflect the characteristics of individual thinking and has personalized characteristics. As for the mind map of the same theme, students' hobbies, knowledge structure, thinking habits and life experiences are different, so their mind maps are also different, which is conducive to publicizing their individuality and reflecting the diversity of individual thinking.

(3) Teachers and students draw mind maps together.

Psychological research believes that in the process of discussing problems, people's thinking is in a highly concentrated state, and their ability to receive and process information is strong, and inspiration is easy to appear. Therefore, in the discussion, we can record everyone's views and opinions in time, and then make necessary arrangements, so that we can get better thinking results. The group * * * creates a mind map together. First, everyone draws their own known materials, and then discuss their own mind maps together to decide which ones are more important. Then, add new ideas and finally reorganize a mind map. The final mind map is the crystallization of the group, and each member has the same direction and conclusion. Therefore, mind mapping has formed a high practical value in the process of students' cooperative learning and research-based learning, and cultivated the spirit of cooperation and unity between teachers and students.

In the new curriculum teaching, we should reflect students' initiative, take teachers as the leading factor, take students as the main body, and use mind mapping, which can not only stimulate students' learning potential and interest, but also help students improve their learning efficiency and performance systematically as a whole. This is an effective and positive new teaching method. Popularizing the application of mind mapping in teaching has positive practical significance.