【作 者】：
薛晓琪， 赵晓伟， 沈书生， 曹 梅
【关 键 词 】：
在线学习； 数字韧性； 自我调节； 情绪控制； 积极认知
【栏 目】：
网络教育
【中文摘要】：
提升学生在线学习中的数字韧性，引导学生正确面对变化、适应技术带来的学习挑战或逆境，是混合学习新常态下不可回避的任务。研究在对数字韧性内涵梳理的基础上，运用探索性和验证性因素分析，确定了在线学习中数字韧性的4个一级维度和10个二级维度，据此设计问卷并面向江苏省13个地级市的初中生进行调查。结果表明，初中生在线学习的数字韧性接近良好水平，遇到困难时情绪控制力较弱且存在性别差异，自我调节维度存在“初二低洼地”现象，农村学生仅在积极认知方面显著高于城镇学生。据此，研究提出在线学习中数字韧性的提升策略，即借助“预先计划—行为控制—自我反思”三阶段引导学生自我调节，基于“自己—世界—未来”三联征促进学生积极认知，根据“情境监测—注意分配—意义重构—反应调整”四过程帮助学生控制情绪，通过“家长—教师”双协同引导学生寻求支持。
【英文摘要】：
It is an unavoidable task under the new norm of blended learning to improve students' digital resilience in online learning and guide them to properly face changes and adapt to learning challenges or adversities brought by technology. On the basis of the connotation of digital resilience, this study uses exploratory and confirmatory factor analysis to identify 4 primary dimensions and 10 secondary dimensions of digital resilience in online learning. And then, a questionnaire is designed to investigate junior high school students in 13 prefecture-level cities in Jiangsu Province. The results show that the digital resilience of online learning of junior high school students is close to a good level, and their emotional control is weak when they encounter difficulties, and there are gender differences. There is a "second-year low-lying land" in the self-regulation dimension, self-regulation dimension has a "low land" phenomenon, and rural students are significantly higher than urban students only in positive cognition. Accordingly, this study proposes strategies for improving digital resilience in online learning, namely, guiding students' self-regulation through three stages of "pre-planning, behavioral control and self-reflection", promoting students' positive cognition based on the triad of "self - world - future", helping students control their emotions according to four processes of "situational monitoring - attention allocation - meaning reconstruction - response adjustment", and guiding students to seek support through "parent- teacher" collaboration.