Reconstruction of junior high school English textbooks from the perspective of digital literacy: A theoretical framework and practical model
数字素养视角下初中英语教材重构：理论框架与实践模型

摘要

本研究从数字素养视角探讨初中英语教材重构路径。研究表明，当前教材在数字素养融入方面存在内容零散、活动设计层次低、评价体系不完善等问题。基于此，本研究构建“动态适应性教材设计”理论框架和“三维融合”实践模型，从内容重构、活动创新与评价优化三个维度提出系统化解决方案，为推动英语教育数字化转型提供理论依据与实践指导。

Abstract

This study explores pathways for reconstructing junior high school English textbooks through the lens of digital literacy. Research indicates that current textbooks face challenges in integrating digital literacy, including fragmented content, low-level activity design, and inadequate evaluation systems. To address these issues, this study proposes a theoretical framework of “Dynamic Adaptive Materials Design” and a practical model of “Three-dimensional Integration”. Systematic solutions are presented across three dimensions: content reconstruction, activity innovation, and evaluation optimization, offering theoretical foundations and practical guidance for advancing the digital transformation of English education.