The Influence Of Need For Congnitive Clousure On The Representation Strategy Of Ill-structred Geometric Application Problem And The Characteristics Of Eye Movment

Problem-solving is the advanced form of learn ing activities.Gagne said: "the ultimate goal of education is t o teach the students to solve the problems of mathematical problems,physical problems,health problems,social issues and personal issues." in fact,each of us is a problem solver.Review the history of human civilization,from bore wood to get fire to the rocket launching,from keep records by tying knots to the Internet big data,is a solution to the problem of his tory.Therefore,to im prove the students' ability of solving problems,so that every educated person can become members of this complex,effective social information rich in content,this is clearly the center of classroom learning.The first step of problem-solving is to cognize and process existing information,each of us has the motivation and the way of information processing in different positions of the same continum.Some people are confused by the intricacies of information,and some are excited about the opportunities for multiple sources.Need for Cognitive Closure(NFCC)is described in the individual's motivation to seek information tendencies.NFCC Closure different levels of information processing in the individual motivation and information processing methods are obvious differences.In this study,the application of structural geometry is used as experimental material,study1 uses a linguistic reporting method,explore the influce of NFCC on representation strategy and scores in solving ill-structured geometric application problem of junior middle school students;study 2 using eye movement analysis,Exploring the representation strategy and characterization of eye movement characteristics of junior high school students with different NFCC to solve the problem of ill-structured problem.The results are as follows:First,when solving serious lacking ill-structure problem,the sco re of low N FCC group was significantly higher than the high NFCC group;when dealing with serious redundant ill-structure problems,NFCC high the score of high NFCC group was significantly higher than the low NFCC group.Second,when solving serious lacking and severe lacking ill-structure problems,the low NFCC group to use the frequency of direct representation is significant more than the high NFCC group.Third,when solving sever redundant ill-structure problems,the high NFCC group use the frequency of mental model approach is significant more than the low NFCC group;when solving serious redundant ill-structure problems,the high and low NFCC group have no significant difference in the three representation strategies.Fourth,in the fixation time,the number of fixation,regression of interest area of picture and fixation time of interest area of words is more than the low NFCC group,therefore the high NFCC group put more cognitive effrot compared with low NFCC group.Fifth,the high NFCC group's ability of r emove redundant information,and the ability to exclude interference information is superior to the low NFCC group;the low NFCC group processing and conversion capabilities of persent information than the high NFCC group.Sixth,outstanding students tend to use the model approach,the students with learning disorder tend to use the direct representation approach.