A study on the dilemmas and breakthrough paths of deep reading among digital native junior high school students
数字土著初中学生深度阅读困境与破局路径研究

摘要

数字土著群体在数字技术普及后出现，其认知方式与学习模式被碎片化阅读深刻影响，让初中语文深度阅读教学面临阅读耐心衰退、系统思维弱化、语言表达贫瘠的三重困境。本文以《义务教育语文课程标准（2022年版）》核心素养为导向，结合情境认知、深度学习等教育理论，构建以项目式学习为驱动、整本书阅读为框架、批注式研读为工具，技术赋能为辅助的整合性破局路径。结合《水浒传》《骆驼祥子》等教学案例，采取激活学生阅读内驱力、重建逻辑思维、深化文本对话的策略。本文还探讨了课程整合、评价革新和教师角色转型在实践中的关键作用，为新课标背景下的初中语文阅读教学改革提供参考。

Abstract

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.