Essay代写：Minors reading Numbers－r51due

下面为大家整理一篇优秀的essay代写范文- Minors reading Numbers，供大家参考学习，这篇论文讨论了未成年人的数字阅读。未成年人数字阅读，指的是未成年人在互联网环境下，利用计算机或手机等信息终端工具查找网络学习资源和解决学习问题的阅读方式。为促进未成年人阅读能力的提高，教育界提出了数字阅读能力培养和教育理论。未成年人数字阅读能力是在新的信息技术应用环境下提出的阅读能力要求，它是借助互联网阅读平台，利用互联网解决问题和困难所要求的技术、策略和方式方法等的结合。

In this essay, through the research abroad on digital reading education of minors and the research of digital reading ability, puts forward the problems existing in the current digital reading ability education of minors, hope for the present education system can pay close attention to minor's digital reading, and set up the relevant teaching content and evaluation standard and promote the development of minor's digital reading ability.

After entering the information age, the importance of the Internet in the study and life of minors has been continuously improved. Carrying out reading activities in the Internet environment has become one of the important learning methods and methods for minors. At the same time, the reading and writing ability of minors is no longer limited to the traditional essay reading, including the reading ability based on network media. In 2009, the international student assessment program added digital reading assessment to print reading assessment as an indicator of reading literacy. Digital reading refers to the reading way in which minors use information terminal tools such as computers and mobile phones to find online learning resources and solve learning problems in the Internet environment. In order to promote the improvement of minors' reading ability, the education circle and the academic circle put forward the digital reading ability training and education theory. Minors' digital reading ability is the reading ability requirement in the new information technology application environment. It is the combination of technologies, strategies and methods required by solving problems and difficulties by using the Internet reading platform. Foreign scholars have carried out a large number of in-depth studies on minors' digital reading, and the author tries to make some beneficial explorations on minors' digital reading on the basis of investigating and sorting out relevant foreign research literature.

Text changes are the main differences between digital reading and essay reading. The text of digital reading is mainly an open information space in digital format created by means of hyperlinks and other information technologies such as the Internet. This change in the way information is presented is a new reading challenge for minors.

In the process of digital reading, the Internet information text can realize the cross integration of multiple text content. Readers can use the Internet information retrieval technology to link the content of different electronic text to obtain, organize, transmit and evaluate information. Some scholars research, points out that digital reading context is not perfect, in the reader and author, situation, the complex interaction between text and the contents of the information access and use of uncertainty, it is easy to cause reading target fuzzy, link of text reading situation on readers transformation ability put forward higher requirements. Compared with essay reading, digital reading mainly shows the following characteristics: the reading process is actually the process of text information filtering and selection, as well as the process of physical text meaning reconstruction. Digital reading not only needs to construct meaning through text, but also needs readers to flexibly choose links, pictures, contents and other new meanings according to reading needs.

Zhu recalled Cairo is an important representative figure of the new reading ability, he selected the hundreds of digital reading records of minors as the research object, summarizes some valuable research results, namely the progress and development of digital technology, the content and connotation of reading had a profound impact, and the Internet have important effects on the composition of minors' ability to read and use the Internet to find the path to solve the problem, need to minors with new techniques and methods.

According to Kate, Cairo, Henley and others, digital reading is a problem-oriented reading process that requires a comprehensive set of skills, including the ability to accurately locate, integrate and evaluate information.

Information positioning ability is the most basic digital reading ability, which has a decisive influence on the effectiveness of digital reading. Some scholars have found that in terms of the distribution of minors' digital reading time, content processing takes 65% of the time and information positioning takes 23% of the time, which takes 88% of the time, while only 12% of the time is spent on other reading practices. It can be seen that information positioning ability is the most important and basic digital reading ability.

Information screening and evaluation ability is also an important part of digital reading ability. After the information is determined, the reader should make an in-depth analysis of its credibility, accuracy and information source, and find the most appropriate and accurate answer by using various methods and channels. Therefore, information positioning ability is also one of the important indicators to evaluate the digital reading ability of minors.

Foreign scholars have also conducted in-depth research on the correlation between the digital reading ability of minors and the essay reading ability. The study found that there was no significant correlation between digital reading ability and essay reading ability, that is, the minors with strong essay reading ability did not show obvious advantages in digital reading.

Through research, scholars have found that the relationship between the essay reading ability and the digital reading ability exists in the following three situations: first, the essay reading ability is higher and the digital reading ability is lower. Second, the essay reading ability is relatively low, digital reading ability is relatively high. Third, the essay reading ability and digital reading ability are relatively high. Through the above three test results, it can be found that there is no significant correlation between minors' digital reading ability and essay reading ability. The strength of essay reading ability cannot be used as the standard and basis for the evaluation of digital reading ability, and there is no mutual conversion channel between essay reading ability and digital reading ability.

Digital reading ability is very different from essay reading ability. It must be developed in the Internet environment. Due to the different economic development levels, there is a significant imbalance in the Internet education resources available to minors in various countries, regions and even families. Foreign scholars generally believed that the government will formulates related policies and systems, digital reading compulsory education into the school curriculum, and to establish the corresponding reading ability evaluation index system, guide the school attaches great importance to the minor's digital reading education at all levels, to ensure the economic underdeveloped regions in the digital reading ability training of minors to create a good condition.

At present, the United States, Australia and other countries in primary and secondary school language tests have added digital reading standards and test content. The Common Core State Standards Initiative states that digital reading skills require students to be able to collect and analyze information using digital, information technology and tools in order to adapt to The development of social technology. The new literacy standards for primary and middle school students established in Ireland include digital communication, online literacy and the ability to solve practical problems through information technology. Australia and the United Kingdom have also added courses related to digital reading ability in the teaching contents of primary and secondary schools and set teaching standards.

At present, the teaching theories about minors' digital reading ability mainly include the following: online interactive teaching mode, situational interactive learning, social interventional experiential learning and social constructive learning. Online interactive teaching model. This mode sets a highly simulated teaching situation, and each stage corresponds to different reading needs and goals. For example, the basic stage is mainly to carry out network basic knowledge teaching, and at the highest stage, developing students' information acquisition and discrimination ability becomes the key. Situational learning. In the Internet learning environment, students tend to be better adapted to digital reading than teachers. Therefore, teachers should strengthen the innovation of teaching methods, organize students to carry out interactive learning and group discussion, and guide students to develop in the right direction. In this process, teachers are only responsible for planning and organizing. Social interventional experiential learning. Teachers through the establishment of the Internet under the environment of reading teaching pattern of cooperation, to create the real teaching scenes, to help students in actual situation to carry out the learning activities, let the student to have got good command of reading skills in practical situations, do put this to use, and encouraging them to further learn and consolidate the reading skills. Social constructive learning. According to the theory of social constructivism, knowledge is formed through cooperative exchange and agreement exchange. Discussion is conducive to deepening understanding. Students can participate in collective discussions and have their ideas collided. Students can express different views on the same issue in the process of reading, and students can be guided to reflect by setting different cooperative learning tasks. Improving teachers' reading skills is also a problem that new reading ability teaching needs to face seriously. Teachers who are responsible for teaching digital reading should be provided with good professional training opportunities, and teachers' online reading and writing ability should be enhanced to share their learning experience, experience and harvest with students.

In the open Internet environment, for minors, the self-evaluation and control in metacognitive strategies have a great impact on their reading ability. Whether the correct reading strategies are adopted or not is directly related to the improvement of minors' digital reading literacy.

Scholars pointed out that in the Internet reading environment, reading has four basic elements, namely, planning, prediction, monitoring and evaluation. Therefore, in the digital reading environment, whether readers can comprehensively use reading strategies such as prediction, monitoring and evaluation becomes more important, which is also the concrete manifestation of metacognitive strategies in the reading process. General reading strategies, supportive reading strategies and problem oriented reading strategies are commonly used by students in the process of digital reading.

Zhu recalled Cairo, points out that the four factors in the process of digital reading - old knowledge activation, logic analysis ability, reading control, emotion regulation ability, etc., each one is very important. Other scholars have found through research that readers' self-control and adjustment strategies are the most widely used strategies in the process of digital reading.

Rumley et al. studied the self-control strategy, adjustment strategy and management strategy used in the digital reading process of readers, and pointed out that self-management strategy can strengthen readers' sense of learning responsibility, while self-control strategy can improve readers' learning effect, regardless of their level of self-control ability. Some scholars investigated and studied the English digital reading strategies of Iranian students, and found that the most used strategies in reading were problem-solving strategies, followed by general reading strategies and supportive reading strategies.

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