A Study On The Difference Of Eye Movement In Three Representational Problem Solving Among Senior High School Students

Education is an important task of the state and the Party.General Secretary Xi Jinping pointed out at the National Education Conference that "China is a socialist country under the leadership of the Communist Party of China,which determines that the fundamental task of our education is to train socialist builders and successors.In 2017,Chinese Students’ Development Core Accomplishments clearly proposed to cultivate an "allround development person",which is divided into three aspects: cultural foundation,independent development and social participation.The comprehensive expression is six qualities,and the specific eighteen basic points,among which problem solving is one of them.To cultivate students’ problem-solving ability,so that students can find problems,ask questions,and have interest and enthusiasm in solving problems;Students can choose or formulate reasonable solutions under specific situations and specific conditions.The ability to act in a complex environment.Through the analysis of the existing literature,found that oral report method are used to study there are easy to solve the problem of interference by outside conditions,so this research take an entirely new Angle of view to study the problem solving,eye tracking technology is used to study the information processing in the process of problem solving,the cognitive load,and so will the related research of problem solving in quantitative research field.In this study,eye movement experiment was used to study the differences in the solution of "ion response" triple representation problems among senior high school students,and the differences were analyzed by combining the retrospective oral report and Paas evaluation scale.This paper mainly includes the following partsThe first part,introduction.This part introduces the research background of this topic,the related research on chemical problem solving,the related research on triple representation,and determines the research method,research purpose,research object and research significance of this study.The second part,the research foundation and the definition of concept.This part is mainly about the study of the relevant theoretical basis,namely the psychological mechanism of problem solving,information processing theory,triple representation theory,cognitive load theory,eye tracking technology,demonstrates the corresponding project reflect theory,and from this study to problem solving and chemical problem solving and triple characterization,cognitive differences do the corresponding definition.The third part,test.According to the General High School Chemistry Curriculum Description(2017Edition),this study invited a chemical researcher and four high school chemistry teachers with expert validity to obtain the relevant knowledge needed for comb ion reaction in middle school chemistry 1(2019 Edition).After the exam,Roach used the post-recovery model to optimize it in class 3,grade C in some key middle schools.Finally,6 questions were selected for experimental study of eye movement.The fourth part is the experimental study of eye movement.This part use 3(school level)* 3(triple)a mixture of two factors on the 30 students experiment,including academic level is the independent variables between groups,triple characterization is the independent variables in the group,educational level including learning eugenics,learning,poor student three categories,triple property including single and dual representation,triple characterization of three categories,including gender differences between men and women.After the eye movement experiment,a retrospective oral report and a PAAS scale were completed.The fifth part,the experimental data collation and analysis.In this part,the number of fixation,total fixation time,pupil diameter,hot spot map,eye movement track map and Paa S score were analyzed from the perspectives of academic level and gender respectively.The sixth part is the research summary.(1)In the questions of different triple representation types,the superior students can obviously grasp the key areas of problem solving,grasp the key of the problem,the information processing speed is fast,the processing difficulty is small,the cognitive load is small,and they are full of confidence in problem solving,and can check and reflect;(2)Middle school students can grasp the key area of problem solving in different triple representation types of questions,but they can’t grasp the key of the problem.They have a faster information processing speed,a smaller cognitive load,and are able to check and reflect.(3)Students with learning difficulties could not grasp the key area of problem solving in different triple representation types of questions,and focused more on interfering items or irrelevant items,with large cognitive load,slow processing speed and high processing difficulty.Students with learning difficulties were easy to give up and could not check and reflect;(4)For single representation problem and double representation problem,girls’ cognitive load is smaller,while for triple representation problem,boys’ cognitive load is smaller.(5)For the same academic level and gender,with the increase of the triple representation of test questions,the information processing speed,difficulty and depth of students’ information processing become slower.