中国电化教育

在数字技术全方位嵌入高等教育场景、大学生阅读加速迈向数字化转型的背景下,数字阅读对认知发展的多维影响已成为教育领域亟待厘清的重要议题。该研究基于全国572所普通本科高校106, 849名大学生的大规模学情调查数据,系统考察数字阅读对大学生认知发展的影响作用。研究发现:不同阅读媒介情境下学生认知发展存在结构性差异,数字阅读情境中大学生认知发展仍有提升空间;数字阅读并非仅以独立方式影响大学生认知发展,也能作为一种重要的调节因素,一方面削弱专业阅读对学习成绩的正向作用、放大娱乐阅读对学习成绩的负向作用,另一方面削弱深层阅读对高阶思维的正向作用;此外,数字阅读在不同家庭背景学生群体中的影响存在明显差异,对弱势家庭背景大学生的认知发展约束效应更为突出。基于上述发现,研究建议:构建数字—纸质双媒介协同阅读体系,以技术设计缓解屏幕劣势效应;建立内容—方式协同调控机制,精准应对数字阅读的调节作用;实施靶向支持干预计划,以素养提升为抓手弥合数字鸿沟。

Against the backdrop of the deep integration of digital technologies into higher education and the accelerated digital transformation of university students' reading behaviors, the multidimensional effects of digital reading on cognitive development have become an important issue requiring clarification in educational research. Drawing on large-scale student survey data covering 106, 849 undergraduates from 572 regular universities nationwide, this study systematically examines the overall impact, mechanisms, and group heterogeneity of digital reading's effect on college students' cognitive development. The findings indicate that cognitive development differs across reading media contexts, and that cognitive support in digital reading environments still has room for further improvement. Moreover, digital reading does not influence cognitive development solely as an independent factor, but also functions as an important moderating condition: it weakens the positive effect of academic reading on learning achievement while amplifying the negative effect of recreational reading, and it attenuates the positive contribution of deep reading to higher-order thinking. In addition, the effects of digital reading vary across students from different family backgrounds, with more pronounced constraints observed among students from socioeconomically disadvantaged families. Based on these findings, we recommend: constructing a printdigital co-media reading system to mitigate screen inferiority; establishing a content-mode coordinated regulation mechanism to optimize the campus reading ecology; and implementing targeted support interventions to bridge the digital divide.