初中生有无插图课文的眼动过程研究

本研究使用美国应用科学实验室(ASL)生产的4200R型眼动仪,采用2×2的二因素混合设计,对30名初中二年级学生阅读有无插图且难易不同的课文的阅读理解指标和眼动指标进行考察,结果表明(1)初中生阅读有无插图课文的成绩、时间和速度等阅读理解指标,插图课文显著优于无图课文,插图对课文的阅读理解整合具有明显地促进作用;而且注视次数和回视次数等眼动指标插图课文亦显著优于无图课文.(2)初中生阅读易课文的成绩、时间和速度等阅读理解指标不仅显著优于难课文,而且注视次数、眼跳距离和回视次数等眼动指标易课文亦显著优于难课文.

A Study of Eye Movements In Reading Texts with or Without Illustrations forJunior High School Students

An ASL (Applied Science Lab) Model 4200R Eye View Monitoring Systems was used in the experiment.With a 2*2 factor mixed design, the reading comprehension index and eye movement index of 30 junior high school students of grade 2 were investigated in reading texts with or without illustrations as well as in different degrees of difficulty.The results showed: First, the indexes of grades, duration and speed, in reading texts with illustrations were found to be better and the difference was significant, which showed that illustrations could promote the conformity to reading comprehension of texts. The indexes of fixation times and regressive eye movement times when reading texts with illustrations were far fewer than texts without illustrations. Second, the indexes of grades, duration and speed in reading easy text were significantly better than those in the difficult texts. In terms of the indexes of fixation times,saccades distance and regressive eye movement times, there also existed significant differences.