Yucheng Bilingual Junior High School, Luoyang City, Henan Province, China

Abstract: Aiming at three core dilemmas in junior high school Chinese teaching: disconnection between teaching content and daily life, single evaluation mechanism, and weak student participation, this paper constructs an innovative system centered on "life-oriented situation chains", "interdisciplinary task groups", "reading-writing symbiosis model" and "three-stage dynamic evaluation". A three-year practice covering 12 schools (sample size n=1,586) verifies that this model significantly improves students’ language application ability (the compliance rate of experimental classes increased by 37%), critical thinking (PISA reading literacy scores rose by 42 points) and writing interest (active writing rate reached 89%). Combined with the requirements of literacy cultivation including "cultural confidence" and "language application" specified in the 2022 Compulsory Education Chinese Curriculum Standards, the research develops 28 school-based implementation tools and forms a replicable innovative path of "problem orientation – situation empowerment – value-added evaluation".

Keywords: junior high school Chinese; innovative teaching design; life-oriented situation chain; process-oriented evaluation; reading-writing symbiosis; interdisciplinary integration; school-based implementation; literacy value-added