| Higher quality requirements for mankind has been shown by the progress of countries and goverments.The cultivation of modeling competence is a hot spot now.Nowadays,the all-round development of students is the sharp focus.The chemistry discipline is reflected in the cultivation of core chemistry abilities,and the cultivation of "model cognition" and the competence of chemical modeling is also extremely important.After combing through relevant literature on chemical modeling and chemical modeling competence,it is found that most of the research methods are testing,questionnaires,and interviews.By consulting more literature on "ability or difference",it is found that the research method can be more objective and novel,so this article uses eye tracking technology and uses oral reporting to be supplementary research.The research in this article can analyze the differences of students’ chemical modeling competence more objectively and comprehensively.The thesis mainly includes the following parts:The first part is the introduction.Modeling,modeling competence,and the importance of selected research content are mainly analyzed.The current research status of chemical modeling and chemical modeling competence are done.And it has been evaluated from the three perspectives,such as object,method and content.Then it shows the main research and design of this article,as well as the theoretical and practical significance of this article.The second part is research foundation and concept definition.The research foundation supporting this article has been clarified.The related concepts closely integrated with the content of this article have been defined.The third part is about preparation of experimental materials.First,the author prepared the first draft of the "Chemical Reaction and Energy" test questions according to the research purpose and research content,and then invited 3 teachers to review and evaluate the first draft of the "Chemical Reaction and Energy" test questions and put forward relevant revision opinions.According to expert opinions,the first draft of "Chemical Reaction and Energy" test questions was revised.The test questions were done to the two classes of the second grade of Z High School in Z City.Finally,117 students participated in the test.The test data was analyzed by the Winsteps software of the Rasch model,and finally 6 eye movement test questions were selected.This part also briefly introduces the cognitive load testing tool,namely the PAAS Cognitive Load Autonomous Evaluation Scale.The fourth part is the empirical study.In this study,a 3(academic level)*3(model type)two-factor mixed experiment was conducted for 30 students with different academic levels by combining eye movement tracking technology and oral report.The inter-group variable was academic level(gender);Intra-group variables are model types,which can be divided into graph model,symbolic model and algebraic model.The dependent variable was eye movement data.Through eye tracking technology and oral reports,the eye movement data and thinking process of students of different academic levels are recorded when modeling,so as to analyze the differences of participants’ modeling competence during the modeling process of the knowledge system of "Chemical Reaction and Energy".The fifth part is the arrangement and analysis of experimental data.It analyzed five experimental data of the subjects,such as eye movement data,eye trajectory graph,eye movement heat map,oral report,and PAAS Cognitive Load Autonomous Evaluation Scale,and summarized the differences in chemical modeling competence of different students.The sixth part is the research summary.Research conclusions: for the establishment of three different types of models,(1)Premium students can quickly represent the chemical problems,and grasp the key information,according to the information to establish the appropriate chemical model;They are also able to reflect on the chemical model-building process(such as symbolic models and algebraic models)and make improvements and corrections accordingly.They can also relate chemical problems to models with some accuracy and use them to solve problems.(2)Medium students can quickly represent the chemical problems,and grasp the key information,and establish appropriate chemical models based on the information;They are also able to reflect on part of the chemical model building process(such as symbolic models and algebraic models)and make corresponding improvements and modifications.They can also relate chemical problems to models with some accuracy and use them to solve problems.(3)Students with learning difficulties cannot quickly characterize chemical problems or grasp the key information,but they are not deep in information processing,and even giving up modeling,unable to establish appropriate chemical models based on information.They are also able to reflect on a small number of chemical model-building processes(such as symbolic models)and make corresponding improvements and modifications;They can not relate chemical problems to models with some accuracy or use them to solve problems.(4)When students with the same academic level build different types of models,their model building competence,model checking competence and model application competence are different to different degrees.Students are the best at building symbolic models and the least good at building algebraic models,with graph models in between.(5)For the establishment of the three different types of models,there is no significant difference between boys and girls,but it can be seen from the mean graph that boys’ information processing speed is slightly faster than that of girls,and their cognitive load is slightly lower than that of girls.Research enlightenments :(1)Pay attention to model teaching and improve students’ awareness of modeling.(2)Guide students to reflect and improve students’ competence to check models.(3)Continuously improve students’ knowledge structure and focus on cultivating model application competence.(4)Strengthen students’ competence to build algebraic models.(5)Cultivate students’ positive attitude towards problem solving. |
