中学生数字化读写特征研究——基于“数字化阅读”在线课程的调查

Research on the Secondary and High School Students’Digital Literacy Characteristics——Based on the Survey of“Digital Reading”Online Courses

数字技术的发展对人类素养提出了新要求——数字素养。在此背景下,北京大学数字化阅读实验室开展了数字化读写教学实践——“数字化阅读”在线课程。文章综合采用内容分析法、文本分析法以及描述性分析、相关分析、回归分析等统计分析方法,分析了江苏省某中学学生参与该课程学习时在获取信息、理解信息、表达信息、沟通信息四个维度方面呈现出的特征,并将之与学生的在校语文、数学、英语学科成绩进行相关分析,研究发现:学生获取信息的参与度和理解视频信息的能力较高;学生文字表达所反映的批判性思维总体水平较高,但是缺乏视觉思维;学生对吟诵任务的接受度较低,而对动画制作的接受度很高;学生沟通的频度和广度不高,沟通行为存在明显的时间效应和互惠效应;学生的数字化读写特征与语文成绩显著正相关。文章的研究对于中学生数字化读写的教学实践有一定的参考价值。

The development of digital technology has put forward new requirements for human’s literacy—digital literacy.Under this background,the Digital Reading Lab of Peking University has implemented digital literacy teaching practice—“Digital Reading”online courses.Using the content analysis method,text analysis method and statistical analysis methods of quantitative analysis,descriptive analysis,correlation analysis and regression analysis,this paper explored the characteristics of students from a high school in Jiangsu Province in the four dimensions of acquiring,understanding,expressing and communicating information who participated in these courses,and made correlation analysis of these characteristics with students’academic grades in Chinese,math and English subjects.It was found that students had high participation in acquiring information and high ability to understand video information,and students’critical thinking ability reflected in their written expression was relatively high,while students lacked of visual thinking.Meanwhile,students had low acceptance to recitation tasks while with high acceptance to animation tasks,and students had low frequency and narrow scope in communication,and their communication behaviors existed obvious time effect and reciprocity effect.In addition,there was a significant positive correlation between students’digital literacy characteristics and their achievements in Chinese subject.These findings could provide certain reference value for teaching practice of secondary and high school students’digital literacy.