本研究旨在運用眼球追蹤技術，探討國中學生閱讀國中會考白話文閱讀題目易題及難題的閱讀歷程。研究對象為 31名國中八年級的學生，將受試者依據前測分為「高、低閱讀理解力組」及依據實驗後測分為「 答對、答錯組 」並且運用 Tobii 4C遠距可攜式桌上型眼動儀蒐集眼動資料，進行眼動資料分析以分析受試者注意力分布情形，以 Scan path探討受試者注意力轉移模式。並且以閱讀策略問卷瞭解高、低閱讀理解力組學生 進行作答時使用閱讀策略的狀況，進一步探討不同分組學生在進行閱讀作答時可能遇到的困難，並且給予教學現場教師建議。
根據研究結果發現，低閱讀理解力組的學生在易題所花的時間較高閱讀理解力組多，高閱讀理解力組
的學生在難題所花的時間較低閱讀理解力組的多， 由 scan path看到兩組皆會在題目及選項間交互參照並選出答案，但低理解力組注意力落點分布較分散，而高理解力組注意力落點顯得較為集中。其次答對組會再次注意並思考關鍵 區域，而答錯組在閱讀 時顯得較沒有耐性、閱讀時較難以抓住重點，顯示答對組即使在同樣頁面花了差不多的時間，但於答錯組能了解文章重點。最後國中生在國文科白話文題型閱讀策略與注意力分布，部分達顯著關聯，在閱讀策略中，在易題中，較常被使用的為「質詢監控策
略」，顯示一般學生面對題目 看完後會在腦中擷取有關題目的重點並且自我詢問，形成重點再進行作答，而以高低理解力組來看，高理解力組較低理解力組善用閱讀策略。

The research aims to explore junior high school students’ reading process between basic and advanced questions on a Chinese language reading test by using eye-tracking technology. The participants in this research were 31 junior high school students. Based on the pre-test scores of reading comprehension ability, the students were divided into two groups, the higher and the lower reading ability group. Tobii 4C eye-trackers, Real Gaze and WEDA were the research tools for collecting and analyzing eye-tracking data. A reading strategy questionnaire was ministered after the reading task. Scan path and eye-tracking measures were used to analyze students’ information processing on texts and attention distributions on critical sentences. According to the result from research of question one, students in lower reading ability group spent more time in processing basic questions than the higher reading ability group. The higher reading ability group spent more time in processing advanced questions than the lower reading reading group. Both groups cross-referenced between questions and answer options before selecting their answers. However, the distribution of fixations in the lower reading ability group appeared more scattered than that in the higher reading ability group in which the distribution is more centralized. In addition, students in the correct-answer grouppaid more attention and rereading in the critical sentences. However, the students in the wrong-answer group appeared a lack of patience and had difficulties in grasp the crucial information when reading. That is, even they spent the same time on reading the same page, the correct answer group had deeper understanding on the articles than the wrong-answer group. Finally, there was a significant association between some reading strategies and attention distribution on a Chinese reading test. And the students with higher reading performances tended to have higher reading strategies scores. Suggestions for future studies and teaching practices were also discussed in this study.

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