A Study On The Influence Of The High Schoolstudents' Metacognitive Ability On Their Chemical Problem Solving Based On Eye-Tracking Technology

Metacognition is the active adjustment and feedback of students to the process and results of their own cognitive activities.It includes metacognitive knowledge,metacognitive experience and metacognitive monitoring.Chemistry problem solving is an important part of students' cognitive process in chemistry learning.A large number of studies at home and abroad have shown that metacognitive ability is closely related to chemical problem solving,but there are few studies focusing on the influence of metacognitive ability of different dimensions on chemical problem solving.This study using eye tracking technology combined with traditional research methods,aimed at more comprehensively and objectively different metacognitive ability of students in the process of chemical problem solving thinking activity of the characteristics and performance.In order to provide reference for teachers to carry out different cognitive auxiliary training for students with different metacognitive abilities,improve their metacognitive ability,and then improve their problem solving ability.The thesis mainly includes the following parts:The first part,introduction.This part firstly introduces the research background,and makes a literature review on the research on metacognitive,chemical problem solving,and the research on eye movement tracking technology and problem solving,so as to determine the starting point of this research.Then,on this basis,the relevant concepts are defined,the research design is determined,and the significance of this research is expounded from the theoretical and practical aspects.The second part is the preparation and selection of experimental materials.This part is divided into two parts.The first part is to determine "chemical energy and heat energy" as the test content of this experiment by comprehensively considering the teaching progress and research content of chemistry in the second year of high school.Through the screening,quality inspection and optimization of the test questions,the formal test questions are finally determined.Second,according to the theory of metacognitive correlation,the metacognitive level scale which is used to measure metacognitive ability of high school students is determined.The third part is the experimental study of eye movement.This part is divided into three parts.The first part is to use the metacognitive level scale to screen out the experimental subjects with metacognitive ability of different dimensions.Second,combining the characteristics of metacognition and the four basic steps of chemical problem solving,the eye movement index and the analytical framework of oral report were determined.Third,the eye movement tracking technology was used to conduct a two-factor mixed experiment of 6(metacognitive ability)×3(difficulty of title)among 12 students in grade two,in which the metacognitive ability of the students was the independent variable between the groups,the difficulty of the question was the independent variable within the group,and the dependent variable was the eye movement data and student achievement.The oral report of the students during the experiment was recorded by recording.The fourth part is the collation and analysis of eye movement data and oral report.Eye movement data were used to analyze the depth of students' cognitive processing through the total fixation time of students in problem-solving process.The complete process of students' cognitive processing was analyzed by eye movement trajectory.The distribution of students' fixation points was analyzed by hot spot map.Translate the students' oral report into text and analyze the problem solving process from four aspects.The different performance of students with different metacognitive abilities in problem solving process was comprehensively analyzed by combining the eye movement data and oral report.The fifth part,the research summary.Conclusion 1: students in the high metacognitive group performed better than those in the low metacognitive group in solving chemical problems.In the process of chemical problem characterization,students in the high metacognitive group were able to identify and process the key information more quickly and accurately than those in the low.In terms of making plans,students in the high metacognitive group were able to choose their own problem-solving strategies more quickly and accurately than whom in low,and their problem-solving ideas were clear and their plans were feasible.Conclusion 2: in the process of solving chemical problems,the performance of students with different metacognitive dimensions in the high metacognitive group is significantly different.The details are as follows:(1)compared with other high metacognitive groups,students in the high metacognitive knowledge group have a stronger cognition of themselves,as well as of tasks and problems,and they can identify and process the key information in the problems more quickly and accurately.Therefore,students are more efficient in the process of chemical problem characterization and show certain advantages in solving simple and medium problems.However,due to the lack of conscious monitoring consciousness in the process of implementing the plan,and the lack of reflection and evaluation on the operation and thinking of the whole problem solving process,students have no advantages in solving difficult problems.(2)compared with other students in the high metacognitive group,the students in the high metacognitive monitoring group pay more attention to plan making,process and result reflection,so the students will be more cautious in the problem solving process.The students in the high metacognitive monitoring group had a complete problem solving process,which brought them a higher accuracy rate,but at the same time they spent more time in the problem solving process,so they did not have an advantage in solving simple and medium problems,but they had an obvious advantage in solving difficult problems.(3)compared with other high metacognitive groups,students in the high metacognitive experience group have a higher sense of self-efficacy,and they will show more confidence and determination in solving problems.Therefore,they can quickly and accurately identify the key information in the topic and process it;Due to their ability to design and make plans is strong,they can quickly and accurately choose their own problem solving strategy.They have a strong ability to design and formulate plans,can quickly and accurately choose their own problemsolving strategies,clear thinking,high feasibility of the plan,but in the implementation of the plan,they are not strong consciousness of self-monitoring,and rarely on the whole process of problem solving operation,thinking reflection and evaluation,so students in the high metacognitive experience group in the solution of simple and medium problems have a certain advantage,but not in the solution of difficult problems.Conclusion 3: in the process of solving chemical problems,there was no significant difference in the performance of students with different metacognitive dimensions in the low metacognitive group.The students in the low metacognitive group could not have an accurate understanding of themselves and tasks,and they were not aware of self-monitoring in the problem solving process,and they seldom reflected and evaluated on the operation and thinking of the whole problem solving process,with a low sense of self-efficacy.Therefore,in the process of chemical problem characterization,students have the process of searching for information,but there is an obvious gap in their ability to search for key information,and they cannot quickly and accurately obtain key information and process it.In terms of making plans,the students' problem solving plans are illogical and less feasible.In the execution of the plan,students have no obvious conscious monitoring process;In terms of summing up and reflecting,students have no obvious process of reflection and evaluation.Students have no advantage in solving problems of different difficulty.Finally,on the basis of the research conclusions,combined with the existing research,targeted teaching Suggestions.