Design And Practice Of A Proiect-Based Learning Activity Model For Enhancing Digital Literacy Of High School Students

Digital transformation is a major issue in current social development,and digital literacy is gradually being emphasized as a survival skill for individuals in the digital era.As the main target of education,digital literacy education for school students is particularly important in the digital era.So,the purpose of this paper is to try to build a framework for digital literacy among high school students,to explore the ways to improve digital literacy among high school students by means of project-based learning,to expand the ways to cultivate and improve digital literacy,and to provide some reference for theoretical research and educational model research on digital literacy.In this study,the literature method was used to sort out relevant domestic and foreign literature and found that a lot of research on digital literacy has been carried out abroad and certain results have been achieved,while China relevant research literature is mostly the introduction and inspiration of foreign research results.Thus,by sorting out relevant concepts,the concept of digital literacy is defined as: digital literacy is a comprehensive ability about digital skills,digital knowledge and digital ethics that individuals need to have in living,working and learning in digital society,and it is the development and extension of information literacy and network literacy in digital society.By using the Delphi method,the components of the digital literacy framework for high school students were established,including 6 primary elements and 20 secondary elements,and a questionnaire on the level of digital literacy of high school students was developed in this way.Then,a PBL activity model for enhancing digital literacy of high school students was constructed by integrating the digital literacy framework into the PBL process.Using a quasi-experimental research method,the PBL activity model for enhancing digital literacy of high school students was applied to a classroom for a total of two 12-week teaching sessions.At the end of the experiment,the data collected were analyzed at both macro and micro levels using statistical analysis and interview methods.The results of the practice showed that students in the experimental class performed higher than the control class in four areas: subject knowledge,basic information literacy,communication and collaboration literacy,and digital content creation,with significant differences,and non-significant differences in three areas: equipment and software operation,problem solving skills,and digital safety and ethics.Through individual interviews,students approved of the project-based learning approach,with shortcomings such as outdated learning resources provided by the teacher and poor teacher supervision of the process.From the final results,the overall application of the constructed project-based learning activity model for improving digital literacy of high school students was good,but not all components of digital literacy were significantly improved,mainly because teachers still need to consider factors such as curriculum standards,textbooks,students’ learning experiences,lesson capacity,and problem difficulty when designing driving questions,and if all components of digital literacy are then incorporated,it will increase If all the components of digital literacy are incorporated into the project,it will increase the difficulty and period of implementation,making it difficult to ensure the final learning effect.It is more appropriate for a project learning activity to target only one or two digital literacies.