本文選題：大學(xué)生 + 數(shù)字閱讀��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：閱讀是人類認(rèn)識(shí)和感知事物的重要途徑,人們通過閱讀,可以增長(zhǎng)知識(shí),獲得一定的價(jià)值規(guī)范,還可以提升個(gè)人的知識(shí)修養(yǎng)和道德素養(yǎng)。隨著現(xiàn)代科學(xué)技術(shù)的發(fā)展,人類已進(jìn)入一個(gè)全新的數(shù)字時(shí)代,傳統(tǒng)通過紙質(zhì)閱讀的方式已不能滿足社會(huì)的生產(chǎn)發(fā)展以及人們生活學(xué)習(xí)的需要,閱讀載體已越來越依托于電子媒體等社會(huì)軟件、通過互聯(lián)網(wǎng)技術(shù)供人們進(jìn)行閱讀。在數(shù)字閱讀時(shí)代,數(shù)字信息每天呈幾何倍增,數(shù)字內(nèi)容魚龍混雜,大學(xué)生作為使用數(shù)字媒體的典型代表人群,需要科學(xué)合理地進(jìn)行數(shù)字閱讀,因此數(shù)字閱讀素養(yǎng)將成為當(dāng)代大學(xué)生的一項(xiàng)基本素養(yǎng),如何評(píng)價(jià)大學(xué)生的數(shù)字閱讀素養(yǎng)以更好地指導(dǎo)大學(xué)生進(jìn)行數(shù)字閱讀也成為當(dāng)下亟待解決的問題。本研究緊緊圍繞這一主題,在對(duì)國(guó)內(nèi)外數(shù)字閱讀素養(yǎng)評(píng)價(jià)的相關(guān)文獻(xiàn)進(jìn)行研究分析的基礎(chǔ)上,根據(jù)已有的研究現(xiàn)狀以及相關(guān)理論基礎(chǔ)初步構(gòu)建出大學(xué)生數(shù)字閱讀素養(yǎng)內(nèi)容結(jié)構(gòu)模型。文中將大學(xué)生數(shù)字閱讀素養(yǎng)內(nèi)容結(jié)構(gòu)要素分為數(shù)字閱讀意識(shí)、數(shù)字閱讀知識(shí)、數(shù)字閱讀能力、數(shù)字閱讀方法與策略、數(shù)字閱讀道德五個(gè)維度,在此基礎(chǔ)上建構(gòu)大學(xué)生數(shù)字閱讀素養(yǎng)評(píng)價(jià)體系,并設(shè)計(jì)了評(píng)價(jià)方案。為進(jìn)一步驗(yàn)證評(píng)價(jià)指標(biāo)的可行性,本研究隨機(jī)選取山西師范大學(xué)本科生125人,山西信息職業(yè)技術(shù)學(xué)院大專生125人作為被試,主要采用問卷調(diào)查法與訪談法,對(duì)大學(xué)生的數(shù)字閱讀素養(yǎng)進(jìn)行調(diào)查與分析,研究結(jié)果進(jìn)一步驗(yàn)證了該評(píng)價(jià)體系有一定的合理性。全文分為七個(gè)部分,具體如下:第一部分:緒論。在該部分將重點(diǎn)介紹本研究的研究緣起,研究的意義,研究的內(nèi)容以及所使用的研究方法。第二部分:國(guó)內(nèi)外研究綜述。主要論述國(guó)內(nèi)外關(guān)于數(shù)字閱讀素養(yǎng)評(píng)價(jià)在數(shù)字閱讀評(píng)價(jià)、閱讀素養(yǎng)評(píng)價(jià)以及數(shù)字素養(yǎng)評(píng)價(jià)三方面的研究成果,為后續(xù)的研究提供借鑒與鋪墊。第三部分:相關(guān)概念界定及理論基礎(chǔ)。依據(jù)已有的研究從中得出本文研究所需要的研究理論并對(duì)數(shù)字閱讀、閱讀素養(yǎng)、數(shù)字素養(yǎng)、數(shù)字閱讀素養(yǎng)、評(píng)價(jià)等重新進(jìn)行概念界定。第四部分:大學(xué)生數(shù)字閱讀素養(yǎng)內(nèi)容結(jié)構(gòu)模型構(gòu)建。根據(jù)已有的研究現(xiàn)狀以及相關(guān)理論基礎(chǔ)初步構(gòu)建出大學(xué)生數(shù)字閱讀素養(yǎng)內(nèi)容結(jié)構(gòu)模型。第五部分:大學(xué)生數(shù)字閱讀素養(yǎng)評(píng)價(jià)體系構(gòu)建。在數(shù)字閱讀素養(yǎng)內(nèi)容結(jié)構(gòu)維度劃分的基礎(chǔ)上構(gòu)建相關(guān)的評(píng)價(jià)指標(biāo)并分配權(quán)重。第六部分:大學(xué)生數(shù)字閱讀素養(yǎng)評(píng)價(jià)方案的設(shè)計(jì)。在之前研究的基礎(chǔ)上提出合理的評(píng)價(jià)方法,采取定性評(píng)價(jià)與定量評(píng)價(jià)結(jié)合、形成性評(píng)價(jià)與總結(jié)性評(píng)價(jià)結(jié)合的方法為大學(xué)生設(shè)計(jì)評(píng)價(jià)方案。第七部分:研究結(jié)論與反思。對(duì)研究得到的結(jié)果進(jìn)行總結(jié),并從中得出本文的創(chuàng)新之處以及不足之處,為后續(xù)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.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G645.5

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本文編號(hào)：1780115