中学生物教材插图识别特征的眼动研究

An Eye-tracking Study of Insets Trait in Middle School Biology Textbooks

被试对教材中的插图特征点总体注视情况较好,基本达到编辑的意图。被试对插图的注视情况与插图所包含的特征点数密切相关,而插图的类型不是影响学生视图效果的根本因素。被试对文字的关注程度较高,而对字母的关注程度较低。插图中的文字标识有助于学生对相关特征点的注视。被试知识水平影响被试对插图的理解。学业成绩好的被试对特征点多的插图的理解显著好于低水平学业成绩的被试。

The results show that the participants are able to watch most of the traits of insets, and most of the insets are suitable for this textbook. The key impacts to the participants reading are the numbers of traits on the insets and there is no correlation between types of insets and understanding. The participants pay more attention on words in insets than other kinds that students can＇t understand. Students＇ knowledge has important impact to understand insets. The participants with high-level performance are better than that with lower-level significantly.