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随着信息技术和新兴媒介的飞速发展，数字阅读已逐渐成为当前中小学生获取知识的重要途径，学生数字阅读素养测评也随之成为研究与实践的重点。然而，既有研究中数字阅读素养的概念内涵和测评框架仍一定程度上忽略了数字化场景为阅读带来的新特征，且对数字场景下多模态阅读数据表征素养的可能性缺乏系统探索。鉴于此，该研究基于数字场景下阅读内容形式、行为模式、认知方式和功能目的特征的变化，提出数字阅读素养的新内涵：个体在数字场景中，能够适应动态非线性超文本信息，并通过多线程导航和碎片化信息的深度整合与批判的方式，实现知识建构、自我表达并参与社会交流的综合能力。基于这一新内涵解读，该研究将数字阅读素养测评要素解构为信息检索与筛选、内容评价与反思、内容理解与创造3个一级指标，以及信息定位、信息筛选、质量评估等6个二级指标。进一步，该研究提出适合我国中小学生的数字阅读素养测评工具的情境与任务设计方案，并挖掘可能的数据表征，能够为我国本土化数字阅读素养测评的实践落地提供一定的参考。
Abstract：With the rapid development of information technology and emerging media, digital reading has gradually become an important way for primary and secondary school students to acquire knowledge, and the assessment of students' digital reading literacy has become the focus of research and practice. However, existing studies on digital reading literacy tend to overlook the unique characteristics introduced by digital scenes, and there has been a significant gap in systematically exploring how multimodal data can be utilized to represent digital reading literacy in digital scenes. In view of this, based on the changes in the form, behavior mode, cognitive mode and functional purpose characteristics of reading content in the digital scene, this study proposes a new connotation of digital reading literacy: The comprehensive ability to construct knowledge, express oneself, and engage in social communication by adapting to dynamic, nonlinear hypertext information,and through multithreaded navigation and the deep integration and critique of fragmented information. Based on this new connotation, this study deconstructs the elements of digital reading literacy assessment into three primary indicators: information retrieval and filtering, content evaluation and reflection, and content understanding and creation. These are further divided into six secondary indicators including information retrieval, information filtering, and quality evaluation. Furthermore, this study proposes a scenario and task design scheme suitable for the digital reading literacy assessment tool for primary and secondary school students in China, and excavates possible data representations, which can provide a certain reference for the practice of localized digital reading literacy assessment in China.
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基本信息:
中图分类号:G434
引用信息:
[1]刘司卓,郭利明,郑勤华,等.面向数字场景的阅读素养测评：内涵界定、要素解构、工具设计与数据表征[J].中国电化教育,2024,No.452(09):60-68+128.
基金信息:
2023年度北京师范大学中央高校基本科研业务费专项资金资助项目“智能技术支持的学生综合评价方法和技术的创新研究”(项目编号：1233200007); 北京师范大学教育学部2023年学生科研基金项目“智能技术支持下的数字阅读素养测评设计与实践应用”(项目编号：2312219)阶段性研究成果
2024-09-10
2024-09-10