Research On The Current Situation And Improvement Of High School Students’ Digital Reading Literacy

Reading literacy plays an irreplaceable role in students’ learning and lifelong development.At the same time as the Internet was booming,digital reading has become the most important way for students to read.However,frequent use of the Internet and mobile electronic devices does not mean that students have high digital reading literacy.In the learning process,cultivating students’ ability to use digital reading literacy to carry out independent inquiry learning can not only provide support for improving students’ academic performance,but also lay a solid foundation to realize lifelong learning and improve their professional ability.This study follows the research thinking of "the ideal state"-"the actual state"-"what can be done".Firstly,this paper systematically organizes the evaluation framework of digital reading literacy abroad,and constructs the implication and structure framework of digital reading literacy adapted to the current teaching status in China.Therefore,it also provides a theoretical basis for the research of survey tools.Secondly,the scale is designed by referring to the mature evaluation framework abroad,supplemented by interview method.The paper examines the current situation of digital reading literacy of senior high school students and analyzes the existing difficulties.Thirdly,the viewpoints,attitudes and participating behaviors of "significant others" related to improving students’ digital reading literacy are collected through interviews,so as to reveal the actual situation of digital reading of senior high school students in the real situation more comprehensively,and analyze the root causes deeply.Finally,combined with theoretical basis and survey data,the paper seeks the paths and strategies to improve high school students’ digital reading literacy,so as to help them make better use of the surrounding digital media to construct meaning,improve the intrinsic value of digital life and selfdevelopment ability,and let students learn "digital survival".The first chapter of this study is theoretical construction.Three authoritative international reading literacy assessment programs,PISA,PIRLS and NAEP,are selected as the analysis objects,and the evaluation indicators of digital reading literacy are compared and analyzed.On this basis,the connotation of digital reading literacy is explained,and the construction framework of Chinese students’ digital reading literacy is constructed.It includes the basic ability,comprehensive ability and emotional attitude of digital reading.The second chapter is the current situation investigation.Through the above theoretical framework and combined with the questionnaire of related research,a questionnaire of digital reading literacy of senior high school students is designed to study the digital literacy of current senior high school students and analyze the basic situation of senior high school students’ digital basic ability,comprehensive ability and emotional attitude.The differences are also analyzed according to the gender,grade and school location of high school students.Chapter three and chapter four are analysis difficulties and causes.On account of the cognitive information processing theory,this paper studies the dilemma of improving senior high school students’ digital reading literacy from the perspective of the whole process.According to the three stages of information input in the early stage of reading,information processing in the middle stage of reading and information output in the later stage of reading,based on the students’ real digital reading situation,this paper restores the whole process of readers’ digital reading through interview.And the problems arising in this process are discussed.In order to clarify the causes of the dilemma and collect the views of "important others" related to improving students’ digital reading literacy.This paper deeply examines the environment of high school students’ digital reading from the micro,medium and macro levels,and analyzes the factors on it: the micro level includes the content quality and presentation of digital text;The middle level includes the words and deeds of family members,the corresponding management and education of schools,and the communication and assimilation among peers;The macro level includes the introduction,implementation and supervision of relevant government policies and measures.Chapter five describes the basic ideas,goals and strategies of improving senior high school students’ digital reading literacy.The basic ideas include: to achieve a reasonable balance between the tendency of protection and the tendency of laissez-faire,digital media,family,school and government to form a joint educational force for guarantee.The basic goals include: develop a wider interest in reading,expand the breadth of digital reading;Adopt efficient reading strategies to enhance the depth of digital reading;Select high-quality reading content to enhance the height of digital reading.The basic strategy involves various responsible bodies related to high school students’ digital reading literacy,including digital media,families,schools and the government...