面向中高年级小学生的数字阅读策略实证研究

An Empirical Study of Digital Reading Strategies for Middle and Upper Grade Students in Elementary School

随着数字设备的发展和普及,阅读方式发生了数字化转变,学生阅读能力的培养发生了新的转向。为有效提升中高年级小学生的阅读能力,研究从知识可视化、同伴互助、理解监控、问题引导、数字资源支撑5个维度入手,提出了面向中高年级小学生的KAMPS数字阅读策略,以指导学生在不同数字阅读环节中获取和使用有效信息。通过设置实验组和对照组开展数字阅读策略的实践应用,并对四、五年级学生的阅读能力水平和阅读成绩进行了对比分析,结果表明:KAMPS数字阅读策略对实验组学生的阅读认知、阅读元认知、阅读态度和阅读测试成绩水平具有积极显著影响,能够显著提高阅读成绩、改善阅读态度、促进阅读深度理解及迁移运用。未来研究可以围绕数字阅读场景的延伸、阅读策略应用的深化、阅读能力测评的完善以及数据收集方式的丰富等方面展开。

With the development and popularization of digital devices,reading has undergone a digital transformation and the development of students’reading skills has taken a new turn.In order to effectively improve the reading ability of middle and upper grade students in elementary school,the study proposes the KAMPS digital reading strategy from five dimensions,namely,knowledge visualization,peer support,comprehension monitoring,question guidance,and digital resource support,in order to guide students to acquire and use effective information in different digital reading sessions.By setting up experimental and control groups to carry out the practical application of the digital reading strategy,and conducting a comparative analysis for the reading ability level and reading achievement of fourth and fifth grade students,the experimental results show that the KAMPS digital reading strategy has a positive and significant effect on the reading cognition,reading metacognition,reading attitude and reading test performance level of students in the experimental group,and the strategy can significantly increase reading achievement,improve reading attitudes,and promote deep reading comprehension and transferred application.It is proposed that future research can focus on the extension of digital reading scenarios,the deepening of reading strategy application,the improvement of reading ability assessment,and the enrichment of data collection methods.