由於現今的科學教科書文本多為圖文並茂，文獻上針對教科書中圖像的部分已有許多不同的分類依據，本研究旨以眼動追蹤方法分析教科書圖像（配以說明文）閱讀歷程與概念理解間的關係。本研究利用眼球追蹤技術記錄高一學生閱讀地球科學教科書中，全球氣候變遷相關圖像之歷程，並且編排理解測驗來偵測圖像閱讀後的概念理解，進而探討學生閱讀科學教科書中不同的圖像類別的歷程及概念理解之關係。眼球追蹤資料經過統整後，使用SPSS 22 軟體搭配依據理解測驗結果的分組，進行描述性統計、成對樣本t檢定、相關係數分析、獨立樣本t檢定。研究結果發現，高中生會花較多時間理解表徵圖圖像，花較多時間在理解解釋圖的說明文。在閱讀表徵文本中理論模式圖的圖像最需花整體的訊息處理時間，而說明文則是多元表徵圖最需花時間。在閱讀解釋文本中地圖的圖像需要花時間閱讀。在閱讀理解測驗表現中，高分組學生在「表徵圖/多元表徵圖」、「解釋圖/理論模式圖」、「解釋圖/多元表徵圖」整體的閱讀時間較長，及在「解釋圖/多元表徵圖」、「解釋圖/資料圖」、「解釋圖/理論模式圖」花較多心力閱讀。

Nowadays, science textbooks are largely illustrated, and many different types of graphics are included in the textbooks. This study aims to analyze the relationship between the reading of graphical information regarding the global climate change in high school earth science textbooks and conceptual understanding. In this study we used eye tracking method to record the reading process and then a reading comprehension test was used to detect students’ conceptual understanding. Afterward, the relationship between the process of reading and the concept understanding was explored using various statistical methods such as descriptive statistics, paired sample t test, correlation analysis, independent sample t test. The study found that high school students spent more time reading the representative images and displayed higher fixation time reading the representative graphics and interpretative texts. When reading representative texts, student spent the entire processing time on the graphics presenting theoretical models or frameworks, and texts of complex displays. When reading interpretative texts, students spent more time reading maps. For the reading comprehension, students of high performance group showed more reading time in the “representative/multirepresentative displays” (Function/ Form), ”interpretative/theoretical diagram”, ”interpretative/multirepresentative displays”, and made more efforts reading the ”interpretative/theoretical diagram”, “interpretative/Data chart” ”interpretative /multirepresentative displays”.

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