Qinhuangdao No. 9 Senior High School, Qinhuangdao, Hebei, China

Abstract: As educational digitalization enters its stage of normalized application, senior high school Chinese language classrooms are prone to five problems: “technology is lively, the text is sidelined, thinking remains superficial, assessment is hollowed out, and data runs idle.” Starting from the frontline teaching scene, this paper proposes a “Three-Track Symbiosis” model of “digital close reading — human-machine peer review — process traceability”: digital resources support deep reading of texts, artificial intelligence assists rather than replaces the teacher’s evaluation and revision, and learning-behavior data feeds back into the improvement of teaching. Combining three types of lesson cases—classical poetry and prose, argumentative writing, and whole-book reading—the paper shows how technology should retreat into the position of a “scaffold,” while Chinese language teaching returns to the center of “human beings and language, human beings and texts, human beings and values.” The model emphasizes a low threshold, replicability, a humanistic orientation, and reviewability, making it suitable for direct use by ordinary senior high school Chinese language teachers.

Keywords: educational digitalization; senior high school Chinese; digital close reading; human-machine peer review; process evaluation; Chinese core competencies