摘要
采用 2× 3两因素混合实验设计 ,使用美国应用科学实验室 (ASL)生产的EVM32 0 0型眼动仪 ,对小学一年级学生阅读配有不同背景插图应用题的阅读理解指标和眼动指标进行考察。结果表明 :无论应用题难易 ,学生对有背景插图的阅读理解优于对无背景插图的理解 ;复杂的插图背景有利于学生理解较难应用题 ;简单的插图背景有利于学生理解较容易应用题 ;眼动实验结果表明 ,小学一年级数学新教材插图效果较好。
The research used a 2×3 mixed design to investigate the effect of illustrations with different backgrounds in the new mathematic textbook through Model 3200R Eye Movement Monitoring System made in American applied science laboratory. Its results according to the indexes of reading comprehension and eye-movements showed that: Primary school students had a better comprehension on illustrations with backgrounds than illustrations without backgrounds whatever the reading material was easy or not; The complex backgrounds of illustrations improved the students' comprehension on difficult mathematic problems and simple backgrounds of illustrations helped students to solve easy mathematic problems; The results of eye movements indicated that the effects of the illustrations in the new mathematic textbook is quite good.
出处
《心理学报》
CSSCI
CSCD
北大核心
2003年第6期818-822,共5页
Acta Psychologica Sinica
基金
国家教育部基础教育司资助 (项目名称 :关于基础教育课程改革配套支持系统的研究 )。
关键词
教材
插图效果
眼动特征
textbook, effect of illustration, features of eye movements.
