| Educational equity is an important foundation of social equity.There have been many studies on educational equity,but they pay more attention to macro-level education policies and educational concepts,and less attention to micro-level classroom teaching.Cognitive preference is classroom teaching education Fairness provides a research perspective.The existing research on cognitive preference is pan-disciplinary,mostly from cognitive style,visual cognition,and less attention to subject teaching,especially chemistry teaching.The triple representation of chemistry is a unique method for studying chemistry learning methods.It can not only represent chemical knowledge,but also represent students' chemical thinking.There is no research that combines triple representation with cognitive preference.This research combines the triple representation of chemistry with the visual cognitive preference,and through exploring students' visual cognitive preferences under the triple representation of chemistry,it provides suggestions for classroom teaching and solves the education caused by the mismatch between the presentation method of classroom teaching and the visual cognitive preference of students Equity issues,implement the educational philosophy of teaching students in accordance with their aptitude.On the basis of related theories,this study believes that the visual cognitive preference of chemical triple representation refers to the stable consistency of the visual information processing behavior of the chemical triple representation and the significant difference between other individuals.Secondly,the model hypothesis of the visual cognitive preference of chemical triple representation is proposed:(1)The subject has a visual cognitive preference of chemical triple representation;(2)When the subject has no significant difference in the cognitive load of the information,the eye movement behavior of the gaze information The difference reflects the subject's visual cognitive preference of chemical triple representation;(3)The visual cognitive preference of chemical triple representation is related to the subjects' academic level and the presentation form of information.Thirdly,establish a conceptual model and an operational model for the triple representation of visual cognitive preferences in chemistry.(1)Conceptual model: The visual cognitive preference of chemical triple representation includes the preference of primary representation and the preference of secondary representation.The preference of secondary representation includes the preference of transformation priority and the preference of transformation center.(2)Operational model: the preference of the primary representation is obtained through the eye movement index data of the first gaze moment,the preference of the secondary representation transformation priority is mainly obtained through the index data of the first look back type,and the preference of the secondary representation transformation center is mainly obtained through the number of gazes,The index data of gaze time,gaze number,gaze time,regain count and regain order are obtained.Finally,under the assumption of the model,three methods: SOLO classification and evaluation theory,subjective measurement(PAAS scale)and physiological measurement(pupil diameter eye movement index)are used to design the cognitive load control and measurement process.Under the assumptions of the model,this study compiled and tested experimental materials and conducted empirical research.After consulting the design of compulsory one and four optional chemistry textbooks and exercises of the People's Education Edition,and consulting experts,modify the preliminary test experimental materials.To ensure that the subjects have learned the oxidation-reduction knowledge of the materials,102 high-level sophomores in the ordinary class of C City S The students conduct a preliminary test and measure the cognitive load of the subjects on the experimental materials.SPSS26.0 is used to analyze the preliminary test data.According to the preliminary test results,the materials are modified to control the subjects' cognitive load on the experimental materials.There is no significant difference in the subject's cognitive load on the experimental materials.After modification,retest experimental materials were formed and retested.Finally,formal experimental materials were formed according to the retest results.According to the model hypothesis that the visual cognitive preference of triple representation is related to academic level and information presentation form,a formal experiment was carried out on 30 senior second-year students of different academic levels in C city S school 3(academic level)* 3(triple representation information)* 2(The presentation form of the experimental materials)is a three-factor mixed experiment.Among them,academic level is the independent variable between groups,including three groups of students who are good at learning,middle school students,and students with learning difficulties;triple representation information is the independent variable within the group,including macro-representation information,micro-representation information,and symbolic representation information;The presentation form is the independent variables within the group,including picture slides and topic slides.The dependent variable is the eye movement data and the score of the PAAS Cognitive Load Autonomous Evaluation Scale.After sorting out and analyzing the data of formal eye movement experiments,it is concluded that when there is no significant difference in the cognitive load of the subject's information,the difference in the eye movement behavior of the gaze information reflects the subject's chemical triple representation visual cognitive preference This preference is multi-subjective,and it has a relationship with the presentation form of experimental materials and academic level.Specifically,the primary representation preference and transformation priority preference are significantly affected by the presentation form of the experimental material,while the secondary representation transformation center preference has a high consistency and is not affected by the presentation form of the experimental material;primary representation preference,secondary representation The preference of transformation priority is stable among students of different academic levels,while the preference of secondary representation transformation center varies with the academic level of students.In the complete learning situation,the students have not yet generated the connection between knowledge under the preference of the primary representation,and are in the preliminary acquisition stage of the triple representation;when the student thinks about the relationship between the three representations under the preference of the secondary representation,Stepping into the transformation stage of triple representation,this stage needs to realize the connection between self-constructed knowledge with the help of scaffolding;when students use a certain representation as the transformation center under the preference of secondary representations to compare the other two representations,they enter the triple representation.The automatic stage of representation has completed the self-construction of knowledge at this time.The relationship between the chemical triple representation preference and academic level can evaluate the overall triple representation thinking stage of the subject group.There are significant differences in the transformation center preferences of students at different academic levels,while the primary representation preference and secondary representation preference preference are not significant.The difference means that the student group has passed the acquisition stage and transformation stage of triple-representational thinking,and is in the watershed of the automatic stage of triple-representational thinking.Not all outstanding students must reach the stage of triple representational thinking automation.Students who do not reach the stage will have learning disabilities in the subsequent redox reaction learning,leading to poor or inefficient learning results.Based on the subjectivity and diversification of self-constructed knowledge connection paths,the teaching of an optimized single triple representation knowledge development path established in an attempt cannot adapt to the development of all students,thereby affecting the educational equity of micro-class teaching.The enlightenment of the research is as follows:(1)The teaching mode of the flipped classroom is adapted to the students' preferences in the teaching context of multiple paths;(2)The specific thinking of the students is strengthened in the teaching context of the optimal path,and the teaching of the leading organizer Strategies;(3)Short-term teaching conforms to preferences,long-term teaching strengthens non-preferences;(4)Based on the triple representational thinking stage of the group,adopt hierarchical teaching and group cooperative learning. |
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