| As the theoretical basis of chemistry education research,triple representation guides the teaching of chemistry teachers and the work of curriculum,software and textbook compilers,and also provides a teaching and learning idea with chemistry discipline characteristics.It is the key to effective chemistry learning to cultivate students' triple representation and transformation of chemical thinking.Triple representation transformation ability is one of the essential core abilities to learn chemistry well,which is very important for chemistry learning.At present,the domestic researches on triple representation transformation mostly focus on the students' triple representation transformation ability,and the results show that students' triple representation transformation ability is generally weak.So,how to improve students' triple representation transformation ability and improve the learning effect based on triple representation transformation? That are the main problems solved in this study.The study breaks through the limitations of existing research.From the perspective of information visualization and cognitive psychology,and combined with the application of visualization technology in multimedia courseware,the study is the first to try to introduce focus-context technology into the multimedia courseware of chemistry triple representation teaching,and puts forward the "presentation strategy of triple external representation" based on F + C courseware.The strategy makes the representation process explicit from the perspective of triple external representation,which could help students to complete the construction of triple internal representation and realize the flexible transformation between the three representations."Chemical Bond" published by people's education press was selected as the main teaching content,and the courseware was produced based on the presentation strategy of triple external representation,forming two types of courseware,“F + C”courseware and traditional courseware.Based on the theory of triple representation transformation and learning transfer,the test questions for triple representation transformation of chemical bonds were prepared.After the initial test,the quality ofthe test questions was tested by the winsteps software of Rasch model and SPSS to form a qualified evaluation tool,which could effectively evaluate the learning effect of the triple representations transformation of senior one students after learning with different types of courseware.Two classes with the same level in the first grade of J Middle School in C City were selected to carry out the class control experiment.The effect of the presentation strategy of triple external representation based on “F + C”courseware on students' triple representation transformation learning was studied from the perspective of learning results.The results showed that the presentation strategy of triple external representation based on “F + C” courseware could significantly(p<0.05)promote the learning effect of triple representation transformation.Specifically,it could significantly(p<0.05)improve the learning effect of students' three-dimensional transformation,forward transfer level and backward transfer level.At the same time,there was no significant difference in the effect of presentation strategy of triple external representation on the learning effects of students of different academic levels and genders.Then,an eye movement experiment was conducted on how the presentation strategy could optimize the acquisition of representation information and the processing of triple representation,in order to reveal the mechanism of “F + C”courseware affecting learners' cognitive processing.Eye movement data were recorded by eye tracker,and the effect of the presentation strategy of triple external representation on the learner's triple representation transformation learning effect,attention distribution and cognitive load were analyzed.The results of eye movement experiment showed that the presentation strategy of triple external representation could significantly(p<0.05)promote the learning effect of triple representation transformation,which was consistent with the class control experiment.When three kinds of representation information and knowledge title information were presented in a visual form,learners not only processed language information in the auditory channel,but also process corresponding visual information in the visual channel,so that the cognitive resources of the learners could be effectively used.As for the attention distribution in the learning process,learners payed the same attention to the focus area information whether there was the presentation strategy of triple external representation.When there was the presentation strategy of triple external representation,the saccade count in the experimental group(“F + C” courseware)was significantly(p<0.05)increased,and part of the attention was allocated to thebackground area.The three types of representation information in background area A were more attractive to learners.The total score of the experiment group was significantly(p<0.05)positively correlated with the total fixation duration in background area A,that is,the longer the total fixation duration in background area A was,the higher the total score,which indicated that the presentation strategy of triple external representation could effectively guide the learners' attention,help the learners allocate cognitive resources reasonably,,making the learners concentrate the cognitive resources more on the understanding and integration of the three types of representation information in a limited time.As for the cognitive load,the PAAS scale and pupil area standard deviation showed that the presentation strategy of triple external representation had no significant impact on the overall cognitive load of learners.Combining the interview data,the study considered that the presentation strategy of triple external representation appropriately added prompt information on the basis of traditional courseware,so that learners could reasonably allocate cognitive resources and reduce the external cognition load which hindered learning to a certain extent.For students of different academic levels,the decrease in external cognitive load had different effects on cognitive process,and the promoting effect was from high to low,in order of excellent students,middle students and poor students.Finally,the teaching suggestions are put forward based on the conclusion of this study.The first is that the presentation strategy of triple external representation should be reasonably used based on the characteristics of teaching content.The second is that the multimedia courseware should be rationally designed to improve the efficiency of multimedia classroom teaching.The third is that the teaching should be conducted based on the individual differences of learners.Meanwhile,the triple representation transformation cognitive schema should be actively constructed with students as the main body.What's more,the advanced educational research technology should be used to reveal the cognitive processing of students. |
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