Design Of The Instructional Activities Of Teenagers' Digital Deep Reading Based On Concept Map

Reading,as the basic skill of our life and study,has received increasing attention in teaching.Reading in the digital age has also attracted wide attention of researchers.As the backbone of the future society,the growth of young people has always been the focus of education.In recent years,our country has put forward a deeper orientation for the reading of the younger generation.In the general trend of digital reading gradually spreading from society to the campus,and the digitalization of young people is cultivated.Ability of deep reading is still the focus of reading education in the new era.However,the entertainment reading with the shallow reading,as the mainstream in today's society,is affecting the development of young people's reading habits.The shallow reading will lead to the fragmentation of young people's knowledge construction,while the concept maps,as a kind of graphical tool for integrating knowledge concept nodes,the integration of fragment knowledge and the consolidation of the knowledge structure,has a facilitating effect.Therefore,applying the concept maps to digital reading activities is one of the methods to promote the digital reading of young people,with potential study significance and practical value.This study starts with the study of digital reading teaching and deep reading.By sorting out the existing study,it sorts out the main elements of digital deep reading teaching,and then through screening and sorting,the progressive teaching objectives are related to the learner experience.The core issues,the design of activities for broad participation and experience,the knowledge resources acquired dynamically,and the five design elements throughout the diverse teaching evaluation.Based on this,constructivist learning theory,meaningful learning theory and schema theory are taken as the theoretical guidance.The concept maps are integrated into the reading activities,and the design includes “creating situation,self-reading perception” and “discovering problems.Look at the digital reading depth reading activity model based on concept maps in four parts: “Reading”,“Discussion Communication,Collaborative Drawing” and “Share Reporting,Mutual Evaluation”.In order to verify the validity of the reading activity model,the study used the book“Memories of Peking: South Side Stories” in the junior high school as an example to refine the model according to the reading content,and designed and implemented two rounds of teaching intervention for each round of teaching intervention.Data analysis and reflection of results were carried out.The evaluation included two aspects: formative evaluation and summative evaluation of the two evaluation subjects of teachers and learners.Reflections on reading effects include qualitative analysis and quantitative analysis of learners' online and offline communication discussions,task completion,collaboration and sharing.Finally,based on reflection,suggestions for improvement are proposed for each round of teachingintervention.Using concept maps to design instruction activities of digital deep reading is a new exploration to promote the digital deep reading of teenagers.The modified concept design based on concept maps for young people's digital deep reading can provide teachers with new ideas and help teachers to develop more effective.Reading teaching practice.