Modern Social Science Research

The digital native group emerged after the popularization of digital technology. Their cognitive methods and learning patterns have been profoundly affected by fragmented reading, leading to a triple dilemma in deep reading teaching in junior high school Chinese: declining reading patience, weakened systematic thinking, and impoverished language expression. This paper, guided by the core competencies of the “Chinese Curriculum Standards for Compulsory Education (2022 Edition),” and combining educational theories such as contextual cognition and deep learning, constructs an integrated breakthrough path driven by project-based learning, framed by whole-book reading, using annotation-based in-depth study as a tool, and assisted by technology. Using teaching cases such as Water Margin and Rickshaw Boy, strategies are adopted to activate students' intrinsic motivation for reading, rebuild logical thinking, and deepen textual dialogue. This paper also explores the key roles of curriculum integration, evaluation innovation, and teacher role transformation in practice, providing a reference for the reform of junior high school Chinese reading teaching under the new curriculum standards.

Digital natives; Fragmented reading; In-depth reading; Junior high school Chinese language teaching; Breakthrough path