This study investigated how teachers' visual focus of attention is associated with students' basic academic skills and teachers' individual support for students in basic academic skills in authentic classroom settings. Teachers' (N = 46) visual focus of attention in the classroom was measured with mobile eye-tracking, and students' (N = 879) literacy and math skills were tested in Grade 1. The results revealed that teachers' visual focus of attention in terms of fixation counts correlated with students' basic academic skills and teachers' individual support for students in literacy and math. Two case studies showed that teachers' visual focus of attention varied among students with different teacher-reported individual support. It might indicate that the number of students with high teacher individual support in the classroom could influence how evenly teachers are able to distribute their attention. The practical implications of our findings suggest that it is essential to ensure the appropriate distribution of students who require greater individual support so these students can receive more of the teachers' visual focus of attention in the classrooms.

本研究调查了教师的视觉注意力如何与学生的基本学术技能以及教师在真实课堂环境中对学生基本学术技能的个人支持相关联。教师（N  = 46）在课堂上的视觉注意力通过移动眼动追踪测量，学生（N = 879) 在一年级进行了读写和数学技能测试。结果显示，教师在注视计数方面的视觉注意力与学生的基本学术技能以及教师对学生读写和数学的个人支持相关。两个案例研究表明，在教师报告的个人支持不同的学生中，教师的视觉注意力是不同的。这可能表明，课堂上教师个人支持度高的学生数量可能会影响教师分配注意力的均匀程度。我们的研究结果的实际意义表明，必须确保需要更多个人支持的学生的适当分布，这样这些学生才能在课堂上获得教师更多的视觉关注。