Eye Movement Research On High School Chemistry Problem Solving Based On SOLO Classification Theory

Since the Ministry of Education issued the outline of basic education curriculum reform(Trial),China’s curriculum reform has been continuously promoted at all levels,and new requirements have been put forward for the evaluation methods in teaching.It is required that the evaluation should be conducive to promoting the development of students.Therefore,it is necessary to innovate and reform the evaluation methods.At the same time,problem-solving ability is one of the important qualities of students’ development.The combination of quantitative evaluation and qualitative evaluation is more conducive to helping teachers diagnose and evaluate students and students’ self diagnosis and evaluation,so as to better develop their strengths and make up for their weaknesses.By consulting the literature,on this basis,give full play to the respective advantages of eye movement analysis and oral report method,and comprehensively analyze the differences in the problem-solving process of students with different academic levels,so as to provide reference basis for promoting the development of students’ problem-solving ability.This study consists of six parts:Part I: research background,research status at home and abroad,research significance and design.The second part: the relevant research basis of this study and the definition of problem solving and chemical problem solving.The third part: the process of compiling test questions,including sorting out and sorting out the curriculum standards,the examination of the college entrance examination in recent years,"primary battery" related knowledge points and the compilation framework based on solo classification theory before the compilation;Then give examples of the preparation of test questions and basis;Finally,the selected subjects were preliminarily tested,the test questions were recovered,and the winsteps software of Rasch model was used for quality inspection.Two problem groups of eye movement materials were determined.Each problem group had 4multiple-choice questions corresponding to single point structure level multiple-choice questions,multi-point structure multiple-choice questions,association structure level multiplechoice questions and extended structure level multiple-choice questions,with a total of 8multiple-choice questions.Part IV: eye movement experiment.In this study,36 subjects from JS middle school in C City were selected for eye movement experiment.Including Experiment 1: analyze the differences of students with different academic levels in solving different solo level chemistry questions,and conduct a two factor mixed experiment of 3(academic level)* 4(solo level questions);Experiment 2: analyze the differences of different gender students in solving different solo level chemistry questions,and conduct 2(gender)* 4(solo level questions)Two factor mixed experiment;After the eye movement experiment,the subjects were recorded with a retrospective oral report and filled in the PAAS scale.Part V: experimental data sorting and analysis.The test results,eye movement data,eye movement images,PAAS score and oral report recording in eye movement experiment were sorted out,and then spss26.0 was used 0 software analyzes the test scores,eye movement data and PAAS scores,and analyzes the differences in the process of students’ problem-solving in combination with eye movement trajectory map,eye movement hot spot map and oral report.Part VI: research discussion and summary.There were significant differences in the scores of pupil area and fixation time after the test: there were significant differences in the scores of PAAS.Conclusion 2: there is an obvious interaction between solo test question level and students’ academic level in total fixation time,fixation times and PAAS score.Conclusion 3:there are significant differences in test scores,total fixation time and PAAS scores among excellent students,middle students and poor students.Conclusion 4: when students solve different difficulty problem groups,the problem-solving difficulty of excellent students,middle students and poor students increases,the cognitive load increases,and the difficulty of information extraction and processing gradually increases.Conclusion 5: when students solve different solo level questions,the problem-solving efficiency of single point structure level questions is the highest,the problem-solving efficiency of extended structure level questions is the lowest,and the problem-solving efficiency of multi-point structure level questions and related structure level questions is staggered.Conclusion 6: the efficiency of information extraction and processing of excellent students,middle students and poor students decreases in turn,and the speed and difficulty of information processing increase gradually.Conclusion 7:there is no significant difference in eye movement data and PAAS scores between students of different genders.