【作 者】：
吴 娟， 翟 芸， 王智颖， 杨东芳
【关 键 词 】：
活动理论； 数字阅读； 数字徽章； 体系构建； 应用效果； 三余阅读App
【栏 目】：
课程与教学
【中文摘要】：
数字阅读日益普遍，但阅读过程缺乏激励和监控致使阅读效果不佳，数字徽章为改善这一问题提供了新契机。基于活动理论形成数字阅读活动分析模型，构建出“自我调节”“软件使用”“图书认知”“社会交互”“规则遵守”和“分工承担”六大维度的数字阅读徽章体系，进而在数字阅读软件（三余阅读App）中予以技术实现。为探究数字徽章对阅读动机、行为投入和阅读成绩的影响，面向101名四年级小学生开展两个月的准实验研究，数据结果表明：数字徽章能显著增强自我效能和外部动机，但对内部动机影响较弱；除反思性外，实验组阅读行为投入的持续性、主动性和专注性均优于对照组；实验组阅读理解成绩比对照组提升更显著；数字徽章对不同阅读水平学生的影响存在差异。
【英文摘要】：
Although digital reading is becoming increasingly common, the reading results are unsatisfactory due to the lack of motivation and monitoring in reading process. Digital badges offer a new opportunity to solve this problem. This study develops a digital reading activity analysis model based on activity theory , and constructs a digital reading badge system composed of six dimensions: "self-regulation", "software use", "book cognition", "social interaction", "rule compliance" and "division of labor and commitment". The reading badge is implemented technically in digital reading software(SANYU Reading App). To explore the effects of digital badges on reading motivation, behavioral engagement and reading performance, a two-month quasi-experimental study is conducted with 101 fourth-grade primary school students. The results show that digital badges can significantly enhance self-efficacy and external motivation, but hardly affect internal motivation. Except for reflection, the experimental group is superior to the control group in persistence, initiative and concentration of reading behavioral engagement. The reading comprehension performance of the experimental group is improved more significantly than that of the control group. The influence of digital badges on students of different reading levels varies.