Research On The Mechanism Of The Effect Of Illustrations In Physics Textbooks On Students' Reading Effect

With the continuous development of the society,people's information quality and innovation ability become the focus of new talent training,which means that education will also face greater challenges.Reading is an essential link in language learning,it is people to pass information,access to information and the important way of learning,reading ability is the essential requirement of informatization talents basic literacy.The improvement of reading ability and the related research of reading ability are paid more and more attention by educational researchers.Textbook illustrations of reading as a reading is very important in the study area of research.Since the reform of the new curriculum,the content of teaching materials has kept pace with The Times.From the content of the existing research results,the study of the text illustrations of physics textbooks can be scattered in the field of education,which can be roughly divided into the comparison of textbook illustrations,the evaluation of textbook illustrations and so on.This study aims to through the eye movement technique of eye movement recognition feature point of recognition from the student,the physics textbooks in the illustrations for the influence of different cognitive style students recognition,this paper discusses how to affect the student to the physical teaching material illustrations effect to read,to further improve the physics teaching material or the use of illustrations,typography,and reading teaching put forward some Suggestions.How is the reader's reading trajectory distributed in the process of reading? Does the reader read out the areas and information that the textbook is expected to identify? Do readers have preferences when reading illustrations? Is it related to the illustration category? Is it related to cognitive style? What characteristics do different readers exhibit when reading illustrations?To solve these problems,we conducted two eye movement experiments and further targeted interviews,from the perspective of students and textbook illustrations textbook illustrations of the presentation,learners' cognitive style,type of illustrations on students' reading comprehension effect mechanism.Four independent and independent subjects were randomly selected in Experiment 1,and Tobbi eye-tracker was used to observe the reading trajectory distribution and expected feature recognition of the subjects.Through the study of the main feature recognition points in the experimental illustration,it is concluded that the number of feature recognition points in the field independent learners is significantly correlated with the types of illustrations presented,and they pay more attention to the horizontal and vertical coordinates and letters in the image than to other elements in the image.Experiment 2 is a study on the learning effect of reading illustrations for learners with different cognitive approaches.Fourteen subjects were selected to use Tobbi eye-tracker to obtain the Eye movement index in the reading process of learners,and to obtain the Eye movement index and psychological effort as the learning effect evaluation index to study the problems of learners' reading illustrations of different categories and reading characteristics and draw conclusions: the reading effect of field-dependent students in the condition of adjacent pictures and texts is better than that in the condition of separating pictures and texts,and the number of fixation in the reading process is significantly correlated with the cognitive mode when the learners read the schematic map and the simulation map.Based on the above two groups of experiments,in order to further obtain the differences between learners' reading preferences and reading psychological efforts for different illustrations,we conducted an overview interview on illustration reading in the textbook.In the form of interview,an in-depth study is conducted on 14 subjects on how to understand illustrations,how to interpret problems and reading preferences in the reading process,and a conclusion is drawn that the learners have a low degree of the combination of illustrations and texts in the process of recognizing pictures and texts,and a high dependence on illustrations in the process of interpreting principles and simulating illustrations.Through the research on the influence mechanism of learners' reading effect in the process of textbook illustration reading,based on the research conclusion,Suggestions are put forward for teachers and students in the pre-class,in-class and after-class stages,the interaction between themselves and the outside world,and the improvement of textbook illustration,so as to better use illustrations to carry out teaching activities,so as to better achieve the effect of "teaching according to the individual and students' aptitude".