摘要
几何问题表征方式是影响中学生几何问题解决的关键认知因素,研究选取某中学初中二年级学生32人(学优生16人、学困生16人),基于眼动和话语分析技术,采用SMI遥测式眼动仪探讨学优生和学困生表征不同难度平面几何问题的认知差异.眼动结果发现,学优生在总注视次数、总注视时间、兴趣区注视次数、兴趣区注视时间和文字兴趣区注视次数上均显著小于学困生.话语分析技术发现,学优生倾向于问题情境和多元的认知加工,学困生更加倾向于直译或单一的认知加工.以上结果说明,学优生和学困生表征几何问题兴趣区均倾向于图形认知加工;学优生倾向于使用问题模型策略,而学困生表现出认知加工困难,更多地使用直译转化策略;学优生比学困生表现出更好的问题表征能力和认知加工灵活性.
The representation of geometric problems is a critical cognitive factor affecting middle school students’problem-solving abilities in geometry.This study selected 32 second-grade middle school students from a particular school(16 high-achieving and 16 low-achieving students)and employed eye-tracking and discourse analysis techniques to explore cognitive differences in how high-and low-achieving students represent plane geometry problems of varying difficulty levels.Using an SMI remote eye tracker,the eye-tracking results indicated that high-achieving students showed significantly fewer total fixations,shorter total fixation durations,fewer fixations within areas of interest,shorter fixation durations within areas of interest,and fewer fixations within the text area of interest compared to low-achieving students.Discourse analysis revealed that high-achieving students tended to engage with problem contexts and employ diverse cognitive processing strategies,whereas low-achieving students were more inclined towards literal translation or singular cognitive processing strategies.These findings suggest that both high-and low-achieving students tend to focus on graphical cognitive processing in geometry problem areas of interest;however,high-achieving students are more likely to adopt problem-modeling strategies,whereas low-achieving students display difficulties in cognitive processing and rely more on literal translation strategies.High-achieving students demonstrate superior problem representation skills and greater flexibility in cognitive processing than their low-achieving counterparts.
作者
包含金
刘毅
焦江丽
BAO Han-jin;LIU Yi;JIAO Jiang-li(College of Education Science,Xinjiang Normal University,Xinjiang Urumqi 830017,China;Xinjiang Key Laboratory of Mental Development and Learning Science,Xinjiang Urumqi 830017,China;School of Educational Science,Changji University,Xinjiang Changji 831100,China)
出处
《数学教育学报》
北大核心
2025年第4期58-64,共7页
Journal of Mathematics Education
基金
新疆维吾尔自治区社科基金项目——南疆数学学习困难儿童的认知机制及干预模式构建研究(2024BJYX149)
新疆维吾尔自治区研究生教育创新计划项目——CBE视域下新疆应用型本科院校能源类人才培养模式优化研究(XJ2025G201)。
关键词
几何问题表征
眼动
学优生
学困生
话语分析技术
geometry problem representation
eye-tracking
high-achieving students
low-achieving students
discourse analysis techniques
