由於教科書是學生閱讀學習的主要依據，而且科學教科書中充斥著許多不同類型的圖片，科學教科書的圖文閱讀歷程與概念理解之間是否存在關係值得進一步探討。本研究主要使用眼球追蹤系統，針對高一學生的化學教科書圖文閱讀歷程進行紀錄，並且使用半結構式問卷測驗概念理解程度，進而探討閱讀歷程與概念理解之間的關係。眼球追蹤資料透過彙整後，使用SPSS 19軟體進行描述性統計、相關分析，並與概念理解分數進行單因子變異數分析（ANOVA）。結果發現，學生在文字部份所花費的凝視時間，普遍都比在圖片部份高。並且閱讀科學圖片本身就足以協助對文本概念的理解，理論示意圖會達到更關鍵的效果。

Owing to textbook is a basis when student learning by reading, and there are all kind of graphics filled in scientific textbook. It is worth to figure out that is there any relation between both graphic and text reading in scientific textbook and concept understanding. This study used eye tracking technique to record high school first grade student’s reading progress while they are reading both text and graphic in chemistry textbook. We also used semi-structured questionnaire to exam the degree of student’s concept understanding, and further, to figure out the relation between reading progress and concept understanding. We used SPSS19 to treat our data collect by eye tracking and receive result like descriptive statistics, correlation analysis, and even used both eye tracking data and degree of student’s concept understanding to receive one-way ANOVA result. The outcome is student generally spent more fixation time on text then on graphic, and reading scientific graphic itself can sufficiently help student’s concept understanding in textbook. In all kind of graphic, theory diagram will have a better effect.

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