本文選題：數(shù)字化閱讀能力　切入點(diǎn)：小學(xué)生　出處：《華東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著互聯(lián)網(wǎng)技術(shù)的迅猛發(fā)展和移動(dòng)終端的不斷普及,數(shù)字化閱讀在人們的學(xué)習(xí)、工作和生活中起著越來(lái)越重要的作用,數(shù)字化閱讀技能已成為21世紀(jì)必不可少的生存和生活技能之一。在其他國(guó)家紛紛通過(guò)制定相關(guān)政策來(lái)促進(jìn)學(xué)生數(shù)字化閱讀能力的培養(yǎng)之際,我國(guó)也應(yīng)對(duì)提升學(xué)生數(shù)字化閱讀能力的教學(xué)予以高度的重視。通過(guò)數(shù)字化閱讀能力的評(píng)價(jià),可以發(fā)現(xiàn)學(xué)生在數(shù)字化閱讀中存在的問(wèn)題,并探究出現(xiàn)這些問(wèn)題的原因,從而為數(shù)字化閱讀的教與學(xué)提供有針對(duì)性的補(bǔ)救措施。但是目前國(guó)內(nèi)該方面的研究還處在對(duì)國(guó)際數(shù)字化閱讀評(píng)測(cè)項(xiàng)目的分析上,具體針對(duì)我國(guó)學(xué)生的數(shù)字化閱讀能力評(píng)價(jià)的研究相當(dāng)少�；诖�,本研究以認(rèn)知診斷理論為指導(dǎo),以處在由"學(xué)習(xí)閱讀"轉(zhuǎn)型為"通過(guò)閱讀來(lái)學(xué)習(xí)"階段的小學(xué)四年級(jí)學(xué)生為研究對(duì)象,對(duì)他們的數(shù)字化閱讀能力進(jìn)行了診斷評(píng)價(jià),以期通過(guò)診斷評(píng)價(jià)為學(xué)生進(jìn)行有效的數(shù)字化閱讀和提升數(shù)字化閱讀能力提供針對(duì)性建議。首先,本研究在已有相關(guān)文獻(xiàn)分析的基礎(chǔ)上對(duì)數(shù)字化閱讀能力的概念及結(jié)構(gòu)進(jìn)行了分析,并結(jié)合已有的數(shù)字化閱讀的測(cè)評(píng)以及對(duì)小學(xué)生數(shù)字化閱讀能力的認(rèn)識(shí),得出了本研究的評(píng)價(jià)框架——以"直接提取"、"推理理解"、"整合與解釋"、"批判與評(píng)價(jià)"四個(gè)數(shù)字化閱讀能力屬性的認(rèn)知診斷為主。接著,本研究依據(jù)評(píng)價(jià)框架和從現(xiàn)有數(shù)字化閱讀測(cè)驗(yàn)中總結(jié)出的原則,設(shè)計(jì)了針對(duì)小學(xué)四年級(jí)學(xué)生的數(shù)字化閱讀測(cè)驗(yàn),并對(duì)上海市某小學(xué)208名學(xué)生進(jìn)行了診斷測(cè)驗(yàn)和問(wèn)卷調(diào)查。隨后,應(yīng)用DINA模型對(duì)這208名學(xué)生的數(shù)字化閱讀能力進(jìn)行了測(cè)驗(yàn)結(jié)果的診斷分析。最后,基于學(xué)生數(shù)字化閱讀能力的診斷結(jié)果和閱讀動(dòng)機(jī)的問(wèn)卷結(jié)果,編制出了個(gè)性化的診斷報(bào)告,并通過(guò)對(duì)教師的訪談驗(yàn)證了此次診斷報(bào)告的有效性。研究結(jié)果表明,在數(shù)字化閱讀過(guò)程中,小學(xué)四年級(jí)學(xué)生的"直接提取"、"推理理解"能力較好,"整合與解釋"能力一般,"批判與評(píng)價(jià)"能力較差;他們的屬性掌握情況存在性別和班級(jí)差異,女生在各個(gè)屬性上的掌握情況均優(yōu)于男生,不同班級(jí)對(duì)于四個(gè)屬性的掌握各有其強(qiáng)項(xiàng)和弱項(xiàng);總體來(lái)說(shuō),掌握兩種及以上屬性的學(xué)生為大多數(shù),占71.7%。將本次數(shù)字化閱讀測(cè)驗(yàn)結(jié)果與學(xué)生語(yǔ)文期末成績(jī)聯(lián)合起來(lái)分析發(fā)現(xiàn),數(shù)字化閱讀測(cè)驗(yàn)的成績(jī)與學(xué)生語(yǔ)文期末成績(jī)呈顯著正相關(guān)關(guān)系,語(yǔ)文成績(jī)高分組學(xué)生在數(shù)字化閱讀能力的四個(gè)維度都要遠(yuǎn)超過(guò)低分組學(xué)生,但無(wú)論是高分組還是低分組學(xué)生在"批判與評(píng)價(jià)"維度都有待提高。此外,閱讀動(dòng)機(jī)和行為的調(diào)查結(jié)果顯示,小學(xué)四年級(jí)學(xué)生在"感知?jiǎng)偃瘟?維度表現(xiàn)較差,在"感知價(jià)值"維度表現(xiàn)良好。最后,通過(guò)對(duì)四位語(yǔ)文教師的訪談表明本研究設(shè)計(jì)的診斷反饋報(bào)告具有一定的教學(xué)指導(dǎo)意義。
[Abstract]:With the rapid development of Internet technology and the continuous popularization of mobile terminals, digital reading plays a more and more important role in people's study, work and life. Digital reading skills have become one of the essential survival and life skills in 21th century. In our country, we should attach great importance to the teaching of improving students' digital reading ability. Through the evaluation of digital reading ability, we can find out the problems existing in students' digital reading, and explore the reasons for these problems. So as to provide targeted remedial measures for the teaching and learning of digital reading. However, at present, the domestic research on this aspect is still in the analysis of the international digital reading evaluation project. There are few researches on the evaluation of Chinese students' digital reading ability. Based on this, this study is guided by the theory of cognitive diagnosis. In this paper, the fourth grade students who are in the transition from "learning to read" to "learning by reading" are selected as the research objects, and their digital reading ability is diagnosed and evaluated. The aim of this paper is to provide some suggestions for students to carry out effective digital reading and improve their digital reading ability through diagnostic evaluation. First of all, This study analyzes the concept and structure of digital reading ability on the basis of existing literature analysis, and combines the existing evaluation of digital reading and the understanding of primary school students' digital reading ability. The evaluation framework of this study is "direct extraction", "inferential understanding", "integration and interpretation", "critique and evaluation". According to the evaluation framework and the principles summarized from the existing digital reading test, this study designed a digital reading test for the fourth grade primary school students, and carried out a diagnostic test and a questionnaire survey on 208 students in a primary school in Shanghai. The DINA model is used to diagnose and analyze the test results of the students' digital reading ability. Finally, based on the diagnostic results of the students' digital reading ability and the results of the questionnaire on reading motivation, a personalized diagnosis report is compiled. The validity of the diagnostic report is verified by interviews with teachers. The results show that, in the process of digital reading, The ability of "direct extraction", "reasoning and understanding", "integration and interpretation", and "critique and evaluation" of students in grade four of primary school are relatively good, and there are gender and class differences in their knowledge of attributes. Girls' mastery of each attribute is superior to that of male students. Different classes have their own strengths and weaknesses in mastering the four attributes. In general, the majority of students have two or more attributes. By combining the results of the digital reading test with the final results of the students' Chinese language, it was found that there was a significant positive correlation between the results of the digital reading test and the final grades of the students' Chinese. The four dimensions of digital reading ability of the Chinese students with high scores are far higher than those of the low group students, but both the high score group and the low group students need to be improved in the "critique and evaluation" dimension. The results of the reading motivation and behavior survey showed that the fourth grade students performed poorly in the "perceived competence" dimension, and performed well in the "perceived value" dimension. The interview with four Chinese teachers shows that the diagnostic feedback report designed in this study has some instructional significance.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.23;G434

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