Tracking Study On The Ability Of Triple Characterization Transformation Of Junior High School Students Based On Eye Movement Experiment

The study of triple representation has been deeply valued by scholars at home and abroad.At present,domestic and foreign research on the level of single representation has certain theoretical results.However,studies on the transition between different levels of characterization are still the weaknesses and difficulties of research.There are certain limitations in the paper-pen detection and oral report research methods used in the research.In order to study the static characteristics of the ternary students' triple-characteristic transformation and the dynamic process of the ninth grade three-character transformation ability,this study draws on the eye tracking method,interview method and data analysis method for the ninth grade students' triple representation.The ability to convert for a semester follow-up study.The study used eye tracking technology to perform three two-factor mixed experiments(3?6,3?3,3?3)on 12 students of ninth grade.This study uses a new perspective and method to study the transformation ability of triple representation.We studied the differences in the ability of students with different academic levels to perform triple-characteristic transformation in the introductory,breakthrough,and deepening stages of triple-characteristic thinking.This study broadens the research of triple characterization transformation to the research field combining quantitative research with qualitative research.Combining the differential analysis of the triple-characterized conversion eye movement data with the post-test interview,we conclude that:Conclusion 1: In the introductory period of the formation of triple-characteristic thinking,there is a difference in the ability of students to switch between different levels of representation.And the students' ability to transform and reverse transform is asymmetric.At the academic level,there are significant differences in the ability of the triple-characteristic conversion between excellent students and students of middle level.There are significant differences in the ability of the triple-characteristic conversion between excellent students and students with learning difficulties.There is no significant difference in the ability of the triple-characteristic conversion between students of middle level and students with learning difficulties.Conclusion 2: In the breakthrough period of the formation of triple representation thinking,as far as the representation level is concerned,there is no statistical difference in the number of focus points and the total test time of students' macro(center),symbol(center)and micro(center)conversion.As far as the academic level is concerned,there are obvious differences between the excellent students and students of middle level in their conversion ability.There are differences in the ability of triple representation transformation between students of middle level and students with learning difficulties.Conclusion 3: In the deepening period of the formation of triple representation thinking,the level of representation and academic level have an interactive effect on eye movement data.At the level of characterization,students have the strongest ability in macro(center)representation.The symbol(center)representation ability is second,and the micro(center)representation ability is the weakest.At the academic level,there is a significant difference in the ability of the triple-characteristic conversion between excellent students and students of middle level.There is a significant difference in the ability of the triple-characteristic conversion between excellent students and students with learning difficulties.The phenomenon of indirect conversion of students of middle level has increased significantly.Conclusion4: The development process of the three-characteristic transformation ability of excellent students experienced initial competence-breakthrough development process-free stage.The development of the three-characteristic transformation ability of excellent students do not depend on experiments.They have a good learning attitude and motivation to learn.The chemistry learning of excellent students prefer rational abstract logical thinking.Conclusion 5: The development of the triple-characteristic transformation ability of students of middle level experienced initial competency-bottleneck period-breakthrough development process.The development of the three-characteristic transformation ability of students of middle level depends on experiments.They have a good learning attitude and motivation to learn.The chemistry learning of students of middle level prefer specific image thinking.Conclusion 6: The development of the triple-characteristic transformation ability of the students with learning difficulties experienced less difficult stage-the bottleneck period-the abandonment stage.The development of the three-characteristic transformation ability of students with learning difficulties are more dependent on experiments.They have a negative learning attitude and a weak motivation to learn.The chemistry learning of students with learning difficulties is biased towards the specific image thinking of sensibility.Finally,this study proposes the following five recommendations: Firstly,attach importance to the function of experimental teaching and strengthen macroscopic representation.Secondly,rational use of multimedia technology,highlighting microscopic representation.Thirdly,strengthen the students' sense of triple representation and establish a "macro-feature" integrated thinking of chemical knowledge.Fourthly,using advanced educational research techniques to measure the thinking barriers of student representation transformation.Fifthly,expand the knowledge of educational psychology and effectively guide students' psychological development.