The Study Of The Junior Uyghur Students’ Characteristics Of Eye Movement And The Intervention In Representation Of Plane Geometric Problems

The key of the geometric problem solving is that the solver can form a mental representation of the geometric problem in the brain and be able to present it properly.The study of the junior Uyghur students in representation of plane geometric problems,which is good for students to analyze their own representation of plane geometry problems,and to accurately represent the plane geometry problems,and to achieve the goal of solving the plane geometry problem.Meanwhile it is good for revealing the characteristics of the representation of the junior students;it is also good for the teaching of first-line teachers and can also provide a reference for the related researchers.This study adopted the eye movement research and thinking aloud method,analyzing 48 different levels of geometric junior Uyghur students’ differences in the representation of different types of geometric problems,and it revealed the differences in the representation strategy and depth of the geometrical problems,explores the major problems in the representation of geometrical problems,and conducts targeted intervention studies.The results are as follows:(1)The main effect of the geometric level of junior Uyghur student on the fixation time total and fixation count is very significant(p<0.05).The main effect of the topic type on the fixation time total and fixation is significant(p<0.05).The main effect of the geometrical level of junior Uyghur students in the fixation time,fixation count and revisits on the area of interest were significant(p<0.05).the main effect of the type of the question in the fixation time and fixation count on the area of graphic interest was significant(p<0.05).(2)Different geometrical levels were significantly different(p<0.01),and the differences in the number of representation strategies were significant(p<0.05).The main effect of geometrical level and topic type on the representation depth is very significant(p<0.01).(3)Experimental high geometry,medium geometry levels were measured before and after the use of number representation strategies differing significantly(p < 0.05),the control medium geometry levels were measured before and after the use of number representation strategies differ significantly(p < 0.05),the experimental group the high level of geometry,medium geometry level subjects characterization results significant difference before and after the depth(p < 0.05),control group of medium geometry level subjects characterization results significant difference before and after the depth(p < 0.05).The following conclusions are drawn:(1)The high geometrical level is tested when it is used to characterize plane geometry problems,and the time of fixation is less than that of medium and low geometry.The subjects’ fixation time and fixation were less than the medium and difficult problems.The high geometrical level was examined in the representation of the interest area of the text,while the fixation time was less than the medium geometry level,and the medium geometric level was less than the low geometry level.Participants in the characterization of graphics interest area middle gazes at the longest geometry level,at times,regression,most times the participants to the simple look at the shortest time and at times,regressive least frequently.The high and low geometry is different from the eye movement and the hot spot.(2)Strategy problem model tend to be used by High geometry level subjects,direct conversion strategy tend to be used by the low level of geometric subjects.Characterization of depth points of the characterization of the same problem,high geometric level is better than that of medium geometry level,medium geometry level is better than that of low geometry level.Subject not reasonable characterization of the cause of the plane geometry problem is: unable to set up correct schema,can’t separate nested graphics,multiple representations is poor.(3)The intervention of representational training is more effective for students of intermediate geometry and high geometry,and it’s not obvious to the student intervention of lower geometry.