不同年级学生阅读有或无配图课文的眼动实验研究

【作者】 陶云；

【导师】 沈德立；

【作者基本信息】 天津师范大学 ， 心理学 .发展与教育心理学， 2001， 博士

【摘要】 阅读作为人类社会的一种重要活动，乃是从课文中提取意义的过程。阅 读能力的优劣将对人们的未来发展具有重要的影响。然而，在很多情况下， 人们的阅读过程并不仅仅是对课文文字的一种简单加工，而常常是在课文文 字和画图之间不断地进行转换和整合。本研究采用眼动记录方法，主要从中 小学生学习有或无配图课文的角度，分析探讨图画在课文阅读过程中所起的 作用，文字与图画的交替阅读过程，以及不同配图在课文阅读过程中的效果。 本研究包括两个实验，被试均为小学五年级、初中二年级和高中二年级 学生。实验一主要考察不同年级学生阅读有或无插图课文的眼动过程；实验 二主要考察不同年级学生阅读有或无示意图和不同配图课文的眼动过程。 实验结果表明： 1．不同年级学生阅读有或无配图同一难度课文的阅读理解指标和眼动指 标，一般都具有明显的年龄发展特征。其中从小学五年级到初二年级是学生 阅读有或无配图易课文阅读理解能力发展的一个重要时期；而从初二年级到 高二年级则是学生阅读无图难课文阅读理解能力发展的重要时期。 2．同一年级学生阅读有或无配图课文的阅读理解指标和眼动指标，配图 课文大多显著优于无图课文。其中注视时间、注视次数、回视次数等眼动指 标配图课文显著少于无图课文，而注视点持续时间则相反，这说明配图课文 的阅读理解水平优于无图课文，是与每一个注视点平均持续时间的延长为前 提条件的，证实其是阅读理解水平发展的一个重要指标。 3．同一年级学生阅读有或无配图不同难度课文的阅读理解指标和眼动指 标，除小学五年级无图课文的注视次数以外，具有显著差异的都是易课文优 于难课文。 4．同一年级学生阅读不同配图课文的阅读理解指标和眼动指标，示意图 课文优于插图课文。其中小学五年级学生的阅读成绩和注视次数，初二年级 学生的阅读速度、注视时间、注视次数和回视次数，以及高二年级学生的阅 读速度、注视次数和回视次数等阅读理解指标和眼动指标均具有显著差异。 5．对课文适当配图不仅可以使课文的阅读理解指标和眼动指标有所提 高，而且还可以降低它们之间的难度，提高对难课文的阅读理解水平。即使 是小学五年级学生，只要对课文进行适当的配图，他们的阅读理解指标和眼 动模式也可以接近初二和高二年级学生的水平。 依据两个实验的结果，文中着重讨论了：1．有或无配图与课文阅读理解 的关系；2．不同难度课文与阅读理解的关系；3．不同配图与课文阅读理解的 关系；4．阅读过程理论对中文眼动研究结果的适用性问题。 二 摘 要 本研究的特色或新意在于： 1．在研究方法上，采用先进的眼动记录法，在不干扰被试正常阅读过程的情况下，实现了对阅读过程的生态性即时测量，外部效度较高。 2．在研究内容上，从有或无配图和不同难度两个角度，通过严密的实验室实验，同时考察不同年级学生阅读情景说明文的阅读理解指标和眼动指标差异，这在国内尚未发现类似研究。 3．研究的数据表明，学生对情景说明文的阅读理解水平，随着阅读材料的不同而出现差异，一些己有的研究结论并不适用于难课文的阅读，这是对有关阅读理解认知加工研究的深入和发展。 4．依据阅读心理学的理论和实验结果，构建了一个配图课文阅读过程的眼动加工模式。更多还原

【Abstract】 It is out of question that reading ability is very portant for the development of people, especially young people. However, reading, a process of extracting meanings from texts, is much more than merely processing words. It is rather a process of transition and integration between words and pictures. In order to find out functions of a picture in text-reading, the different effects a picture or its alternative can have for understanding and the transitions between word reading and picture reading, Eye-tracking method is adopted to study pupils from an elementary school, students from a junior and a senior middle school. Two experiments are incorporated in this paper, with subjects relatively from grade 5, grade 8, and grade 11. In experiments 1, the researcher studied the eye movements of these subjects during reading texts with or without pictures. While in experiment 2, the focus is on the eye movements during reading texts with or without pictures and during reading texts with different pictures. Findings are as follows: 1. For subjects of different grades reading texts with the same diflicultv degree, understanding and eye movement indicators seem to be positively correlated with these subjects?ages. Perhaps there are two major periods for the development of reading ability: one is from Grade 5 to Grade 8, the other from grade 8 to grade 11. The former is a period for developing the ability of 3 understanding simple texts with or without pictures while the latter for developing ability of understanding difficult texts without pictures. 2. Generally speaking, for subjects of the same grade, eye movement indicators and understanding indicators for those reading texts with pictures are better than those indicators of subjects without pictures. For example, eye movement indicators for texts with pictures, such as fixation time, times of fixation, times of regression, are obviously fewer than those indicators of readers without pictures. Since mean duration of fixation for the former is longer than that for the latter, it is not unreasonable to conclude that the extension of the average duration for each fixation is a primary condition for a better understanding of texts with pictures than texts without pictures. And the mean duration for each fixation can also be used as a fundamental index for the development level of the reading and understanding ability 3. For subjects of the same grade reading texts with different difficulty degrees except fixation times of pupils from Grade 5 reading texts without pictures, indicators of those reading difficult texts are obviously inferior to those reading simple texts. 4. For subjects of the same grade reading texts with different pictures. understanding and eye movement indicators of those reading texts with diagrams are better than those reading texts with illustrations are. Significant differences occur amon~ such indicators for understanding and eye movement as the reading scores and fixation frequencies of pupils from Grade 5, the 4 ~flR~3~ reading speed, duration of fixation, times of fixation and times of regression df students from Grade 8 and the reading speed, t更多还原