大学生数字阅读素养评价研究

发布时间：2018-04-21 00:22

本文选题：大学生 + 数字阅读　；参考：《山西师范大学》2017年硕士论文

【摘要】：阅读是人类认识和感知事物的重要途径,人们通过阅读,可以增长知识,获得一定的价值规范,还可以提升个人的知识修养和道德素养。随着现代科学技术的发展,人类已进入一个全新的数字时代,传统通过纸质阅读的方式已不能满足社会的生产发展以及人们生活学习的需要,阅读载体已越来越依托于电子媒体等社会软件、通过互联网技术供人们进行阅读。在数字阅读时代,数字信息每天呈几何倍增,数字内容鱼龙混杂,大学生作为使用数字媒体的典型代表人群,需要科学合理地进行数字阅读,因此数字阅读素养将成为当代大学生的一项基本素养,如何评价大学生的数字阅读素养以更好地指导大学生进行数字阅读也成为当下亟待解决的问题。本研究紧紧围绕这一主题,在对国内外数字阅读素养评价的相关文献进行研究分析的基础上,根据已有的研究现状以及相关理论基础初步构建出大学生数字阅读素养内容结构模型。文中将大学生数字阅读素养内容结构要素分为数字阅读意识、数字阅读知识、数字阅读能力、数字阅读方法与策略、数字阅读道德五个维度,在此基础上建构大学生数字阅读素养评价体系,并设计了评价方案。为进一步验证评价指标的可行性,本研究随机选取山西师范大学本科生125人,山西信息职业技术学院大专生125人作为被试,主要采用问卷调查法与访谈法,对大学生的数字阅读素养进行调查与分析,研究结果进一步验证了该评价体系有一定的合理性。全文分为七个部分,具体如下:第一部分:绪论。在该部分将重点介绍本研究的研究缘起,研究的意义,研究的内容以及所使用的研究方法。第二部分:国内外研究综述。主要论述国内外关于数字阅读素养评价在数字阅读评价、阅读素养评价以及数字素养评价三方面的研究成果,为后续的研究提供借鉴与铺垫。第三部分:相关概念界定及理论基础。依据已有的研究从中得出本文研究所需要的研究理论并对数字阅读、阅读素养、数字素养、数字阅读素养、评价等重新进行概念界定。第四部分:大学生数字阅读素养内容结构模型构建。根据已有的研究现状以及相关理论基础初步构建出大学生数字阅读素养内容结构模型。第五部分:大学生数字阅读素养评价体系构建。在数字阅读素养内容结构维度划分的基础上构建相关的评价指标并分配权重。第六部分:大学生数字阅读素养评价方案的设计。在之前研究的基础上提出合理的评价方法,采取定性评价与定量评价结合、形成性评价与总结性评价结合的方法为大学生设计评价方案。第七部分:研究结论与反思。对研究得到的结果进行总结,并从中得出本文的创新之处以及不足之处,为后续的研究做指引。
[Abstract]:Reading is an important way for human beings to understand and perceive things. Through reading, people can increase their knowledge, obtain certain value norms, and enhance their personal knowledge cultivation and moral accomplishment. With the development of modern science and technology, mankind has entered a new digital age, the traditional way of reading paper can no longer meet the needs of the development of society and people's life and learning. Reading carrier has been relying more and more on electronic media and other social software, through Internet technology for people to read. In the era of digital reading, the digital information is multiplied every day, and the digital content is mixed up. As a typical representative of the use of digital media, college students need to read digital information scientifically and reasonably. Therefore, digital reading literacy will become a basic quality of contemporary college students, how to evaluate the digital reading literacy of college students in order to better guide them to digital reading has become an urgent problem. Based on the research and analysis of the literature on the evaluation of digital reading literacy at home and abroad, this study focuses on this topic. According to the existing research status and related theoretical basis, the content structure model of university students' digital reading literacy is preliminarily constructed. In this paper, the content structure elements of university students' digital reading literacy are divided into five dimensions: digital reading consciousness, digital reading knowledge, digital reading ability, digital reading methods and strategies, and digital reading morality. On this basis, the evaluation system of college students' digital reading literacy is constructed, and the evaluation scheme is designed. In order to further verify the feasibility of the evaluation index, 125 undergraduates of Shanxi normal University and 125 students of Shanxi Information Vocational and Technical College were randomly selected as the subjects. This paper investigates and analyzes the digital reading literacy of college students, and the results further verify the rationality of the evaluation system. The full text is divided into seven parts, as follows: the first part: introduction. In this part, the origin, significance, content and methods of this study will be introduced. The second part: domestic and foreign research summary. This paper mainly discusses the domestic and foreign digital reading literacy evaluation in digital reading evaluation, reading literacy evaluation and digital literacy evaluation of three aspects of research results, for the follow-up study to provide reference and foreshadowing. The third part: the definition of relevant concepts and theoretical basis. According to the existing research, the author draws the necessary research theory and redefines the concepts of digital reading, reading literacy, digital reading literacy, digital reading literacy, evaluation and so on. The fourth part: the content structure model of university students' digital reading literacy. According to the existing research status and related theoretical basis, the content structure model of university students' digital reading literacy is preliminarily constructed. The fifth part: the construction of the evaluation system of college students' digital reading literacy. Based on the dimensionality division of content structure of digital reading literacy, the relevant evaluation indexes are constructed and the weights are allocated. The sixth part: the design of the evaluation scheme of college students' digital reading literacy. On the basis of the previous research, a reasonable evaluation method is put forward, which combines qualitative evaluation with quantitative evaluation, formative evaluation with summative evaluation, and designs evaluation scheme for college students. The seventh part: research conclusion and reflection. The results of the study are summarized, and the innovation and shortcomings of this paper are obtained, which can be used as a guide for further research.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.5

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