Research On Students’ Learning For Understanding In Digital Textbooks

With the continuous advancement of Digital transformation of education,digital reform has also taken place in the field of textbooks,and digital textbooks have attracted more and more attention.According to the literature review,there is no lack of research on teachers’ understanding of digital textbooks in existing studies,while research on students’ understanding of digital textbooks is still in its infancy,especially lacking practical attention to the interaction between students and digital textbooks.Therefore,based on the existing knowledge,this research will try to clarify the connotation of students’ understanding of digital textbooks,build an analytical framework for students’ understanding of digital textbooks,and thus describe and explain the reality of students’ understanding of digital textbooks.Firstly,based on the theoretical perspective of learning science,construct an analytical framework for students’ understanding of digital textbooks.After a comprehensive analysis of understanding research from a multidisciplinary perspective,starting from a more inclusive learning science perspective,students’ understanding of digital textbooks is defined as their understanding of digital textbooks.Based on this,it is determined that the goal of students’ understanding of digital textbooks is to generate textbooks and learning significance;Its object focuses on the content resources of digital textbooks;Its behavioral representation is embedded in the unified development of students’ cognition,and emotion.Based on the systematic elements and content composition of digital textbooks,this study examines students’ understanding of instructional and technical content in digital textbooks from both cognitive and emotional dimensions,and constructs a theoretical analysis framework for students’ understanding of digital textbooks.Secondly,with the help of the analysis framework of students’ understanding of digital textbooks,describe and explain the reality of students’ understanding of digital textbooks.Through classroom observation,interviews,and physical analysis,data on seven cases of students’ understanding of digital textbooks were collected.The study found that the main characteristics of students’ understanding of digital textbooks are as follows: from a cognitive perspective,students’ cognitive representation of knowledge content is diverse and insufficient in depth;The development of students’ cognitive structure towards process content is uneven;The effectiveness of students’ cognitive participation in technical content is strong.From the perspective of emotional dimension,students have a keen emotional awareness of knowledge content,but their behavioral transformation of values lacks stability;Students lack autonomy and emotional focus in their emotional investment in procedural content;Students have a positive emotional experience with technical content,but there is a gap between their behavioral performance and emotional level.Finally,based on the results of the case study,strategies for improving students’ understanding of digital textbooks are proposed.Based on the above research findings and discussions,it is recommended that schools and families strengthen guidance for students’ digital textbook learning,and form a healthy digital learning standard;Teachers should give full play to the intermediary role,update the understanding paradigm of digital textbooks,and create a teaching model based on digital textbooks;Digital textbook developers start to develop digital textbooks that match students’ understanding needs from content organization,interaction design and other aspects.