阅读策略使用对在线阅读理解的影响
Anita Habók1, Tun Zaw Oo2,3, Andrea Magyar4
1Institute of Education, University of Szeged, MTA-SZTE Digital Learning Technologies Research Group, Szeged, Hungary.
Heliyon
|February 1, 2024
概括
使用在线阅读问题解决策略的学生显著提高了阅读理解能力. 对母语 (L1) 的积极态度也促进了在线阅读策略的使用和语言艺术成就.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 认知心理学 认知心理学
背景情况:
- 数字技术正在改变学生的传统阅读习惯.
- 在线阅读策略对于学术成功越来越重要.
- 低中学生与数字文本的接触需要了解有效的在线阅读方法.
研究的目的:
- 调查在线阅读策略对初中学生阅读理解成就的影响.
- 分析学生对母语 (L1) 的态度与他们在线阅读表现之间的关系.
- 检查不同类型的在线阅读策略 (全球,解决问题,支持) 对理解的影响.
主要方法:
- 在匈牙利,对4527名初中学生进行了在线调查.
- 收集的数据包括阅读策略的使用,对L1的态度,阅读理解和语言艺术成就.
- 统计分析包括描述/推断,拉什和路径分析.
主要成果:
- 解决问题的策略显著和积极地影响了阅读理解的成就.
- 对L1的积极态度对在线阅读策略的使用和语言艺术成就产生了积极的影响.
- 在语言艺术成就和阅读理解成就之间发现了显著的关系.
结论:
- 解决问题的策略是提高学生在线阅读理解的关键.
- 培养对母语的积极态度可以提高数字素养技能.
- 教育干预措施应整合有效的在线阅读策略,以支持语言艺术的发展.
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