Research On The Instructional Application Of Technology-Supported Mindtools

In the current day, Essential-Quality-Oriented (EQO) Education has been valued greatly in the China's educational reform and development. Meanwhile, an increasing number of people are beginning to realize the importance of developing students' thinking skills. According to the recent study, technology has been viewed as a powerful tool in improving students' thinking skills. Therefore, under the background of new curriculum reform, it is very meaningful to argue about how to apply technology-supported Mindtools to facilitate the comparison of different teaching practice of various subjects. Taking mathematics of junior middle school as example, this paper will try developing a fundamental view on this issue.There are three parts in this paper: Introduction, Contents of five chapters and Conclusion.The Introduction describes the background of this research and introduces other concerning research designs.Referring to a vast amount of references, Chapter One and Two illustrates the key issues of thinking, the concepts of Mindtools(including technology-supported Mindtools) and the classification of technology-supported Mindtools, and finally makes a brief introduction of the common Mindtools.Chapter Three argues the effectiveness of the application oftechnology-supported Mindtools in the instructional practice by a formalexperimental method. According to the research findings, using Mindtoolsproperly in the instructional practice will exert positive influence on thedevelopment of students' mathematical thinking quality.Based on the instructional practice of mathematics in junior middle school,Chapter Four demonstrates the application of technology-supported Mindtoolsin the both formal teaching activities and external teaching activities, whichmainly focuses on the research of using the three specific Mindtools:GEOMETRY, Concept Maps and Network Engine.Chapter Five concludes and analyzes the teaching strategies that can beadopted in two different teaching situations, which may be helpful to teacherswho want to conduct similar teaching practice.The Conclusion reviews the whole research and argues about the furtherexpectations of the research.