With advancements in neuroscience and cognitive psychology, mind mapping has gained widespread application in education. The integration of mind mapping with classroom teaching practices and ideological education in science courses has attracted increasing attention from university science faculty. This paper introduces and analyzes mind mapping tools based on the characteristics of university physics courses, presents case studies of mind mapping applications in physics teaching, and explores additional possibilities for mind mapping in physics education and fostering students’ innovative thinking through student feedback. Particularly, it combines mind mapping tools with the flipped classroom model based on constructivist theory. Through analysis of the learning pyramid theory, mind mapping learning methods can enhance efficient learning, improve students’ ability to integrate knowledge, and cultivate divergent and innovative thinking. This learning approach holds broader and more extensive applications in university education.