论文总字数：27277字

摘 要

本研究利用眼动追踪技术考察了中学生在解决科学问题时的信息加工模式与特征，为提高中学生解决科学问题能力、培养学生科学素养提出合理性建议。我们采集了126名初三学生在解决6个PISA经典科学问题时的眼动数据，在通用眼动数据分析的基础上发展了兴趣区注视序列折线图方法，结果表明：（1）相比于错误解决科学问题的学生，正确解决科学问题的学生其总注视持续时间、注视次数更多，更集中于问题的关键区域，即推理、选项区域。（2）相比于错误解决科学问题的学生，正确解决科学问题的学生能够在文字条件与图片选项的不同兴趣区之间中进行准确匹配。（3）在正确解决科学问题的学生中，存在着顺序和交互两种不同的眼动模式。（4）在正确解决科学问题的学生中，女生在总注视持续时间、注视次数两个指标上显著高于男生，且更集中于背景文字区域。上述眼动结果表明，相比于错误解决科学问题的学生，正确解决科学问题的学生具有较高的图文转换能力，进行了更深入的认知加工和更复杂的注意分配，从而能够更好地协调和整合信息。在正确解决科学问题的学生中，相较于交互眼动模式，采用顺序眼动模式的学生更全面地掌握了概念和模型，具有较大的工作记忆，能够高效快速地解决科学问题。在正确解决科学问题时，男、女生采用了两种不同的认知策略：男生解题时对于题目的理解更加有把握且认知加工更快，而女生更注重解题的细节把握，采取缓慢谨慎的解题策略。

关键词：科学问题解决；眼动；信息加工；认知；PISA

Abstract

This study used eye tracking technology to explore the information processing patterns and characteristics of middle school students in solving PISA scientific problems which can be not only beneficial to improve the scientific problem solving ability of middle school students in practical science teaching, but also provide reasonable and valuable suggestions for cultivating students' scientific literacy. We collected eye movement data of 126 junior high school students in solving six PISA scientific problems. Based on the analysis of general eye movement data, we produced a graph that included both time-on-item and fixation location that we have termed a zone graph. Our eye-tracking research found that: (1) Total fixation duration and total number of fixation of the correct problem solvers are significantly higher than those incorrect problem solvers. This means that the correct problem solvers are more focused on the key areas of the problem, namely, reasoning areas and option areas. (2) The correct problem solvers can match description information and diagram information more accurately than incorrect problem solvers among different interest areas. (3) There are two different eye movement modes among the correct problem solvers, namely, sequential mode and interactive mode. (4) Among the correct problem solvers, total fixation duration and total number of fixation of the girls are significantly more than the boys, which means that girls are more concentrated in the background and descriptive information.

The above eye movement results reflect that: firstly, compared with the students who cannot success in solving scientific problem, the correct problem solvers have higher converting and integrating ability between description and diagram information. Meanwhile, they carry out more in-depth cognitive processing and more complicated attention distribution. Secondly, students adopting the sequential eye movement mode have a more comprehensive understanding of concepts and models and have greater working memory so that they can solve scientific problems more quickly and efficiently than those in the interactive eye movement mode. Lastly, when solving scientific problems correctly, boys and girls adopt two different cognitive strategies: boys usually solve problems more confidently and their cognitive processing is faster. By contract, girls often pay more attention to the details of the problem and take slow and cautious problem-solving strategies in general.

Keywords: scientific problem solving; eye movement; information processing; cognition; PISA;

目 录

摘 要： III

Abstract IV

目 录 VI

第一章 绪论 1

1.1研究背景 1

1.2相关概念 1

1.2.1科学问题解决 1

1.2.2 Pisa国际科学素养测试 2

1.3 关于科学问题解决的研究方法 3

1.3.1 科学问题解决的传统研究方法 3

1.3.2 科学问题解决的眼动研究方法 3

1.4常用眼动指标及反映的认知过程 4

第二章 研究设计 5

2.1研究目的 5

2.2研究假设 5

2.3研究意义 6

2.4研究方法 6

2.4.1实验对象 6

2.4.2实验材料 6

2.4.3实验设计 7

2.4.4实验仪器 7

2.4.5实验过程 8

2.5数据分析与处理 8

2.5.1划分兴趣区 8

2.5.2数据分析的方法 9

第三章 研究结果 10

3.1正确/错误解决科学问题学生的眼动差异 11

3.1.1具体眼动指标上的差异 11

3.1.2不同兴趣区之间的眼动差异 12

3.1.3热点图上的差异 15

3.2兴趣区注视序列折线图 16

3.2.1兴趣区注视序列 16

3.2.2兴趣区注视序列折线图方法 16

3.2.3兴趣区注视序列折线图的差异 18

3.3正确解决科学问题学生的不同眼动模式 20

3.3.1兴趣区注视序列上的差异 20

3.3.2两种模式具体眼动指标上的差异 21

3.4正确解决科学问题学生性别上的眼动差异 22

3.4.1眼动指标上的差异 22

3.4.2不同兴趣区之间的眼动差异 23

3.4.3热点图上的差异 25

第四章 分析与讨论 26

4.1正确/错误解决科学问题学生的眼动差异 26

4.2正确解决科学问题学生的不同眼动模式 27

4.3正确解决科学问题学生性别上的眼动差异 27

第五章 结论与建议 29

5.1研究结论 29

5.2研究的创新 29

5.3研究的不足 30

5.4对提高科学问题解决效率的建议 30

参考文献（References） 32

致 谢 1

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