Research On Differences In Solving Problems Of Chemistry Charts Based On Eye Movement Experiments

The "General High School Chemistry Curriculum Standards(2020Revised Edition)" has made clear requirements for students 'problem-solving ability,suggesting that students should have the ability to discover and solve problems,and the cultivation of problem-solving ability is also important for the development of students' core literacy in chemistry.Important role,so it is necessary to conduct research on chemical problem solving.Secondly,chemistry chart questions can improve students ' information processing and reasoning abilities,and promote students ' understanding and mastery of chemical concepts,chemical laws,and characteristics of chemical reactions.Chemistry chart questions are not uncommon in college entrance examinations,and their weight is gradually increasing.However,students are often inaccurate in this type of question and lose more points.Existing studies on chemistry diagram problems mainly focus on theoretical research on diagram problems teaching strategies and problem-solving skills.However,there are relatively few empirical studies in the process of solving chemistry diagram problems,and there is also a lack of correctness in the research objects.The study of student differences.Therefore,the theme of this research is to explore the differences between different students in solving chemistry chart problems and cognitive barriers from the perspective of students,and to propose corresponding teaching suggestions for their differences.Classification and statistics of the chemical chart questions that have appeared in the real questions of the college entrance examination in the past five years.The results show that the most examined types of chemical chart questions mainly include: process flow chart questions,understanding schematic questions,experimental device chart questions,and data curve chart questions.Therefore,this research mainly focuses on these four categories.Secondly,the first draft of the test paper is compiled in combination with the real questions of the college entrance examination and the eye movement experiment.The reliability and validity of the first draft are tested and analyzed by the Rasch model,and the difficulty of the test items is divided according to the White chart in the Rasch model results.There are two types of difficult items and simple items.Based on the existing research,this research is based on the problem-solving psychological mechanism and information processing theory.The third grade students are selected as the experimental subjects.The variables in the group include academic level and gender.During the experiment,eye tracking technology is used to explore the information processing and attention of high school students of different academic levels and different genders in different difficulty process flow chart questions,understanding diagram questions,experimental device chart questions,and data curve chart questions in the process of problem solving.Distribution and cognitive load differences,supplemented by the oral report method,to supplement the results of the eye movement experiment data.Through the combination of eye movement experiment and oral report method,it is clear that different students have different cognitive thinking in the process of solving the four types of chemistry chart problems,find out the problems encountered by the students,and put forward corresponding teaching suggestions and strategies,with a view to Improve students' chemistry chart problem solving skills.Research indicates:Conclusion 1: There is no significant difference in the information processing rate and cognitive load of students of different academic levels for the process flow chart of different difficulty.Students with learning difficulties pay more attention to the options in the attention distribution,and the middle school students pay more attention to the process flow chart.And the options,the students who are excellent students should pay attention to the distribution,and pay attention to the question stem,the process flow chart and the options.There are significant differences in information processing and cognitive load among students of different genders.Girls pay more attention to process flow charts and options,while boys pay more attention to questions,process flow charts,and options.Conclusion 2: There is no significant difference in the information processing rate and cognitive load of students with different levels of understanding for different difficulty levels of understanding.In terms of attention distribution,students with learning difficulties pay more attention to options,while students with middle school and excellent students pay more attention to options.Focus on options and understand the diagram.There is no significant difference in the information processing rate and cognitive load of students of different genders.Both girls and boys pay more attention to options and understanding diagrams in attention distribution.Conclusion 3: For experimental device chart questions of different difficulty,there is no significant difference in the information processing rate and cognitive load of students of different academic levels.Students with learning difficulties and middle-school students pay more attention to options in attention distribution,while students who are excellent students pay more attention to options Experimental setup diagram and options.There are significant differences in the information processing and cognitive load of students of different genders.Girls pay more attention to options in attention distribution,while boys pay more attention to experimental installation diagrams and options.Conclusion 4: For data curve and chart questions of different difficulty,there are significant differences in the information processing and cognitive load of students at different academic levels.In the distribution of attention,students at all academic levels focus on the question stem,data curve and options,pay attention Distribute evenly.There are significant differences in the information processing and cognitive load of students of different genders.Both boys and girls pay attention to question stems,data graphs and options in attention distribution,and pay attention to even distribution.Conclusion 5: For students of the same academic level and the same gender,as the difficulty of the four chart questions increases,the speed of information processing becomes slower,the depth becomes deeper,the difficulty becomes greater,and the cognitive load increases.Based on the above conclusions,corresponding teaching suggestions and strategies are put forward.