本文探讨了概念图策略对不同个性差异学生学习的影响,个性因素包括:性别、先前知识基础和认知方式。在初三年级进行概念图实验研究,实验班级中教师利用概念图作为学习导引工具讲解课程知识,学生课下制作概念图;对照班级教师按照传统讲授方式进行。结果表明:概念图提高了场依存性学生科学学习的能力;概念图更加有利于先前知识水平较低的学生提高成绩;制作概念图存在性别差异,男生比女生适合制作概念图;制作概念图存在认知方式的差异,场独立性学生更善于制作概念图。 This article explores the impact of conceptual map strategies on students with different personality traits, including personality, prior knowledge base and cognitive style. In the third grade, a concept map experiment was conducted. In the experimental class, the teacher used the concept map as a learning guidance tool to explain the course knowledge and make a conceptual drawing under the students’ lesson. The control class teacher conducted the teaching according to the traditional method. The results show that: the concept map enhances the ability of field-dependent students to learn science; the concept map is more conducive to students with lower level of prior knowledge to improve their performance; there are gender differences in the production of concept maps; boys are more suitable than girls to produce concept maps; Differences in cognitive style, field independence, students are better at making concept maps.