An Eye Movement Study On The Influence Of Empathic Questions In Conversational Reading On The Teaching Effect Of Primary School English Picture Books

As a compulsory subject in primary school,English is required to be more difficult in the Curriculum Plan and Curriculum Standards of Compulsory Education(2022 Edition).At the sa-me time,more attention is paid to the practical use of English and the cultivation of core litera-cy of the subject,which will put forward higher requirements for English teaching.How to cre-ate a better English learning environment,how to stimulate students’ interest in English learnin-g are urgent problems to be solved.The use of picture books can solve this problem to a large extent.At present,although many schools choose to use English picture books for teaching,the teaching effect is not satisfactory,which can be attributed to the following reasons: 1.In the sel-ection of picture books,most of them are about learning English words and sentence patterns,with monotonous content and lack of positive guidance from empathy elements.2.In terms of the reading method of picture books,it is urgent to study which reading method is better.3.At present,empathic guidance is also lacking in picture book teaching.Based on this,this paper int-ends to use eye movement technology to carry out research on the above problems,so as to ex-plore ways to improve the teaching effect of English picture books and provide blueprints for teachers in English picture book teaching.In this study,the experimental method was adopted to conduct a two-factor mixed experim-ental design of 2(picture book type: empathic picture book,ordinary picture book)×3(reading method: empathic question dialogue reading,ordinary question dialogue reading,independent reading)to study the eye movement of 54 fifth-grade students in primary school,aiming to expl-ore the following three research questions:(1)Which kind of teaching effect is better between ordinary picture books and picture books containing empathy elements?(2)Which effect is bett-er,independent reading and conversational reading?(3)Which is better in the dialogue reading,ordinary questioning and empathic questioning?Specific research results are as follows:(1)When reading empathic picture books,the subj-ects’ correct rates of reading questions after class were significantly higher than those of read-ing ordinary picture books.When reading empathic picture books,the subjects’ first fixation time,fixation point duration and total access time of text area,key text area and protagonist picture area were significantly higher than those of ordinary picture books,and the number of fixation points and access times were significantly higher than those of ordinary picture books.(2)The correct rates of reading questions under empathic questioning and traditional conversa-tion reading conditions were significantly higher than those under independent reading condi-tions;Under the conditions of empathic questioning reading and general questioning reading,the first fixation time,the total duration of fixation point and the total access time of subjects in background picture area,protagonist picture area,text area and key text area were significantly higher than those in independent reading,and the access times and numbers were significantly higher than those in independent reading.(3)The subjects’ correct rate of reading questions aft-er empathy questioning reading was higher than that after ordinary questioning reading.The first fixation time and total access time of background picture area,protagonist picture area,text area and key text area were significantly higher than that of ordinary questioning reading,and the access times and number were significantly higher than that of ordinary questioning reading.(4)When using empathic picture books,compared with ordinary questions and independent rea-ding,empathic questions scored higher on take-home questions,and had higher first fixation time,fixation point duration and total access time in key text area,as well as more fixation points and access times.The following conclusions can be drawn:(1)Compared with ordinary picture books,the use of empathic picture books can score more questions after class for fifth grade students,and it is more conducive for students to learn,understand and pay attention to the content of picture books.(2)The conversational reading of empathic questions or ordinary questions scored high-er than that of independent reading,which was more conducive to students’ understanding and learning of picture books.(3)Compared with ordinary questioning reading,empathic question-ing reading has greater advantages in picture book learning and higher accuracy of questions after class.Subjects are more interested in reading and pay more attention to it.(4)In empathic questioning reading,different types of picture books affect pupils’ attention to key words when reading picture books.Under the condition of empathic picture books,pupils will pay more att-ention to key words in picture books.According to the above conclusions,the researchers put forward corresponding education-al suggestions for primary school teachers,so as to better teach and guide fifth-grade students to read and learn English picture books and promote the development of students’ English ability.