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[目的/意义]了解文本和图像在阅读心智模型建设中的作用,了解大学生阅读活动中如何处理文本和图像信息,及他们阅读心智模型建设情况,以帮助大学生修改完善阅读心智模型,更好地理解阅读内容,提高其阅读能力,增强图书馆的实用性。[方法/过程]根据阅读信息处理策略提出假设,确定文本图像阅读单位和整合项目,利用眼球追踪方法,调查肇庆学院不同学历不同年级大学生文本和图像阅读情况及其文本图像整合能力和策略使用情况。[结果/结论]文本和图像在阅读心智模型建设中扮演着不同的角色;大学生有较完善的文本阅读心智模型;图像阅读过程中能够形成简单心智模型,完成部分特定任务,但不能解决复杂问题;在使用策略回答较复杂问题时,文本图像整合能力较低,花费在图像上的阅读时间较长;学校比较重视文本阅读能力的培养,对图像阅读能力的培养不足。建议加强图像资源建设(阅读环境)、增强大学生图像相关知识(先知经验)、提高图像阅读和文本图像整合能力(认知能力)。
[Purpose / Significance] Understand the role of texts and images in reading mental models, understand how texts and images are processed in college students’ reading activities, and read their mental models to help college students modify and refine their mental models better Understand the reading content, improve their reading ability and enhance the practicality of the library. [Method / Process] According to reading information processing strategy to make assumptions to determine the unit of text and image reading units and integration projects, the use of eye tracking method to investigate Zhaoqing College students of different grades and different grades of text reading and image reading and text image integration ability and strategy usage . [Results / Conclusion] Texts and images play different roles in the construction of mental models for reading; college students have better text-reading mental models; they can form simple mental models in the process of image-reading and accomplish some specific tasks, but they can not solve complex problems ; When using strategies to answer more complicated questions, text images have lower integration ability and spend a longer reading time on images; schools pay more attention to text reading ability and lack of image reading ability. It is suggested to strengthen the construction of image resources (reading environment), to enhance image-related knowledge (prophetic experience) of college students and to improve the ability of image reading and text image integration (cognitive ability).