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Concept maps are tools used to organize and characterization knowledge,it is a scientific proposition form, showing the significance of linkages between concepts, and use concrete examples to illustrate, it is a spatial network structure organically linked all the basic concepts. It is usually placed different levels of concepts or propositions of a topic on the box or circle, and then connect related concepts and propositions in a variety of to connectivity, then formed on the subject concepts or propositions network, in this way of visualizing to characterization the learner’s knowledge structure and a particular understanding of the subject. The essence of the concept map is shows the significance linkages of the concept in the form of a scientific proposition. Concept maps are used as a teaching and learning tools for a long time, because it can represent complex knowledge structure, showing the link between the knowledge points, its powerful features apparent increasingly.The integration of composition teaching and concept maps, can enhance the capacity of students to quickly moderation conception, the idea of selection, Students can use Inspiration software drawing concept-mapping on the computer and can drawing with pen on the draft paper, simple and convenient, intuitive image, easy to modify. Under the guidance of teachers, students, direction, and orderly select information, change the situation that essay mainly from the teachers, students actively participate in the initiative, as well as material information, self-transformation, restructuring of capacity, enhance quality and the composition of students self-confidence.In this paper, we described the basic definition of the concept map and the features and then analyzed the advantages that the concept map used in Composition Teaching; and then the theoretical basis of teaching and technical and concrete steps of drawing concept map; Finally, according to essay writing process, analyzed and explored specific aspects of each application of concept maps.
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