眼动追踪技术下高中数学解题策略研究

The role of learning strategies in mathematics problem-solving of high school students:a study based on eye-tracking technique

研究采用德国SMI制造的iView X Hi-Speed 1250眼动仪对26名高中生进行研究,研究材料为数学学习策略问卷和高考真题.研究结果发现:在数学学习中,学习策略水平不同的学生在不同题型得分上有显著差异;学习策略水平不同的高中生在总解题时间、平均注视时间、注视次数、眼跳次数和回视次数上有显著差异.结论:学习策略水平高的高中生的眼动指标显著优于得分低的;学习策略在高中生数学解题中有元认知监控作用.

Twenty-six high school students were studied with the iView x Hi-Speed 1250 eye tracker made by SMI in Germany.The results show that:(1)in mathematics learning,students with different learning strategy levels have significant differences in the scores of different problem types;(2)high school students with different levels of learning strategies have significant differences in total problem-solving time,average fixation time,fixation times,saccade times and recall times.Conclusion:High school students with high learning strategy level have higher learning efficiency scores and better eye movement than those with low scores,and learning strategy plays a metacognitive monitoring role in mathematics problem solving.