Comparison of Digital Literacy Education Strategies for Chinese and Foreign Youth in the Digital Media Era

Abstract

Abstract In order to realize the quantitative analysis of the digital literacy education strategies of Chinese and foreign youth, this paper constructs the evaluation index system with the help of a hierarchical analysis algorithm and comprehensive fuzzy evaluation to explore the differences between the digital literacy of Chinese and foreign youth, and to compare the differences between the digital literacy education strategies of Chinese and foreign youth. After analyzing and discussing, this paper identifies 10 expert panelists, conducts two rounds of the Delphi method survey on the preliminary expert consultation questionnaire, and finally determines the evaluation index system based on the standard of arithmetic mean and coefficient of variation. The evaluation indexes are divided into a hierarchical analysis structure. The judgment matrix of evaluation indexes is constructed according to the 1-9 scale method. The hierarchical single sorting and consistency tests are carried out to derive the weight value of each evaluation index. Based on the system of evaluation indexes, the evaluation factors are composed into a collection of factors, and the semi-trapezoidal distribution function is used to determine the subordination degree of the indexes. The principle of calculation of fuzzy comprehensive evaluation is given to realize the fuzzy comprehensive evaluation model. Construction. Using the above model to evaluate the digital literacy of Chinese and foreign youths, the evaluation result of the digital literacy of youths in country M is strong, with an affiliation degree of 3.9444, and the evaluation result of the digital literacy of youths in China is medium, with an affiliation degree of 3.1581. The difference between the digital literacy of Chinese youths and that of youths in country M is large. The education strategy determines the digital literacy of youths to a large extent. The results of the analysis of the evaluation are summarized in terms of three dimensions of distance education, feedback and communication, and evaluation system to explore the difference between Chinese and foreign youth digital literacy education strategies.