The Research On The Eye Movement Characteristics And Representation Strategy Of Junior School Students Solving The Ill-struc·tured Geometric Problemsin Different Cognitive Fatigue State

In the traditional school education, What the students always face is the well-structured problems. But in real life situations, most of us often face the ill-structured problems..In this study, we started from the perspective of a psychological experiment with the Model504Eye Movement Syetem made by the American Applied Science Laboratory and interview motheds to explore whether there are differences among the eye movement characteristics and representation strategies of junior school students solving the different types and levels of ill-structured geometrical problems in different cognitive fatigue state.In this study, we used cognitive fatigue questionnaire in the students’ learning process, and screened30subjects from100randomly selected students from grade two in a middle school in Kaifeng. The effective Subjects were24(12no cognitive fatigue students and12high cognitive fatigue students). The first study focused on the differences of eye movement characteristics and representation strategies among different cognitive fatigue state junior school students in solving different types of geometric problems. The second study focused on the differences of eye movement characteristics and representation strategies among different cognitive fatigue state junior school students in solving different levels of ill-structured geometric problems. The conclusions were as follows;First, the eye movement characteristics of different cognitive fatigue state junior school students solving geometric problems existed significant differences. No cognitive fatigue group were significantly less than the high cognitive fatigue group in total fixation duration and times in the title, regressive numbers, fixation duration and frequency in the literal interesting areas, regressive numbers, fixation frequency in the graphics interesting areas, and pupil diameter.Second, in solving different types of geometric problems, the eye movement characteristics of the junior school students on lacking ill-structured problems were significantly greater than the well-structured problems and redundant ill-structured problems in reference to the total fixation duration and times in the title, regressive numbers, fixation duration and frequency in the literal interesting areas, regressive numbers in the graphics interesting areas, and pupil diameter, and the eye movement indexes were the lowest on redundant ill-structured problems. Third, the eye movement characteristics of different cognitive fatigue state junior school students solving different levels of ill-structured geometric problems existed significant differences. No cognitive fatigue group were significantly less than the high cognitive fatigue group in total fixation duration and times in the title, regressive numbers, fixation duration and frequency in the literal and graphics interesting areas, and pupil diameter.Fourth, in solving different levels of ill-structured geometric problems, the eye movement characteristics of the junior school students existed significant differences in the total fixation duration and times in the title, fixation duration and frequency in the literal interesting areas, and pupil diameter.Fifth, There were significant differences between no cognitive fatigue group and high cognitive fatigue group on their problem representation strategies in solving geometry problems. No cognitive fatigue group tended to use problem-model strategy, while high cognitive fatigue group tended to use direct-translation strategy.