An Empirical Study On The Influence Of Graphic Organizers On Resource Selection,Learning Process And Outcome Of Middle School Students

In recent years,the rapid development of the Internet and mobile technologies has enabled the diversification of learning methods,which provides strong support for students to carry out personalized learning.While high-quality personalized learning is dependent on high-quality personalized learning resources.And optimizing learning resource design and meeting students' resource preferences is the key.Graphic Organizer,as a graphical representation tool of knowledge and thinking process,promotes the selection,organization,and integration of knowledge to enhance learning outcomes.In view of this,through analyzing the existing literature and research status at home and abroad,this study systematically analyzes the existing problems and deficiencies of the current research from three aspects:resource design,resource preference judgment and graphic organizer research;based on current research,under the guidance of cognitive psychology theory,multimedia picture linguistics theory,thinking visualization theory,etc.,this research constructs the overall research design:by using the "visualized resource independent selection method" empirical research,this research finds the types of resources that students prefer,determines students learning resource preferences,and understands whether students will like the graphical representation of the knowledge representation of the organization;based on whether the graphic organizers exist and the interaction of the type factors of graphic organizers,in the way of combining the traditional cognitive behavior research and eye movement behavior research,the participants were given different types of resource-based learning,and the effects of resource-based learning on their academic performance(maintaining test scores,migration),learning process and eye-movement behavior were evaluated to explore the intrinsic cognitive processing mechanism for graphic organizers of middle school students.The conclusions of the experiment are as follows:(1)The results show that the learning effect of embedded graphics organizer is better than that of plain text and conforms to the resource preference of middle school students.Therefore,the use of plain text should be reduced when designing learning resources,which can be embedded in graphic organizers,and make it easy for students to understand resources through visualization of knowledge.In addition,in the type selection of the graphic organizer,the interactive graphic organizer design can be selected,so that the students can promote the deeper processing and mastering of the knowledge in the process of combing the cognitive structure.(2)As a kind of learning support,graphic organizers promote the cognitive process of selection,organization and integration by providing a structural framework.which essentially changes the gaze and transfer of the eyes on the learning text and affects the reading mode of the subjects.This is more evident in the group of interactive organizers.The eye movement results show that in order to fill each component of the graphics organizer(e.g.an empty text box),the subject tends to read the text according to the structure of the graphics organizer.Therefore,compared with plain text,embedding learning materials designed by graphic organizers can help guide learners to pay more attention to the information provided by organizers and invest more time to organize and integrate knowledge,bring better learning experience to students,improve their learning satisfaction,and thus achieves better learning outcomes to improve the learning effect of the learner.(3)Different graphic organizer types should be chosen for different teaching goals.Interactive graphic organizers help to promote students' deeper cognitive processing and improve their understanding of knowledge.Therefore,in order to improve the understanding of the learning text for the teaching goal,the appropriate embedded interactive graphic organizer's learning resources will play a significant role in promoting.If the teaching goal is to improve the memorizing effect on the learning text,then the selection of the static graphic organizer in the design of the learning resources will be more conducive to the realization of the teaching objectives.(4)Resource design should take students' resource preference into consideration,Students prefer to embed the resources of graphic organizers,which can stimulate their interest in learning and promote the improvement of learning effect.Therefore,in the design of learning resources,it is necessary to first understand students'resource preferences,optimize resources from the perspective of students,meet the needs of students,so as to better promote personalized learning.The above experimental conclusions can provide new ideas for the design of learning resources--combining the theoretical basis of graphic organizer design with the judgment of students' resource preferences,and applying the graphic organizer as a cognitive support to the design of learning resources,thus producing Learning resources that better meet the needs of students and promote learning.