Construction and Practice of the "Dual-Line and Four-Ring" Teaching Model in Junior High School Chinese Under the Background of Educational Digitalization —— Exploration of Classroom Transformation Based on Blended Learning Concept

Zhang Lanjie 【China】

Abstract

Aiming at the problems such as insufficient resource integration and low student participation in current junior high school Chinese teaching, this paper proposes the "Dual-Line and Four-Ring" teaching model centered on digital resource reconstruction and blended learning. Verified by a two-year teaching practice, this model has significantly improved students' text interpretation ability (the average score of the experimental class increased by 12.7%) and language application literacy (the classroom interaction rate reached 91%). Focusing on the application of non-AI digital tools, this study emphasizes the technology empowerment path under the guidance of teachers, providing a replicable Chinese classroom solution for the digital transformation of basic education.

Keywords: Educational Digitalization; Junior High School Chinese; Blended Learning; Resource Reconstruction; Dual-Line and Four-Ring; Teaching Effectiveness

1. Introduction

The "Compulsory Education Chinese Curriculum Standard (2022 Edition)" clearly requires "exploring online-offline integrated teaching models" (Ministry of Education, 2022). Current junior high school Chinese teaching is facing three major challenges: the disconnection between classic texts and students' lives. For example, the ethical concept of "Do not do to others what you do not want done to yourself" in the Analects, if only taught through traditional lectures, it is difficult for students to connect it with the cultivation of empathy in contemporary online social interactions; the lack of personalized guidance in large-class teaching. Taking a middle school as an example, an average class has 45 students, and it is difficult for teachers to effectively tutor each student according to their difficulties in reading comprehension and characteristics of writing expression, resulting in some students "not learning enough" and some students "unable to keep up"; the singularity of language practice scenarios. Traditional classrooms mostly rely on textbook dialogues and composition exercises, lacking comprehensive listening, speaking, reading and writing training in real contexts. For example, oral communication classes are often limited to classroom questions and answers, failing to simulate real-life communication scenarios.

Educational digitalization provides new ideas for solving these problems. According to the 52nd "Statistical Report on Internet Development in China" released by the China Internet Network Information Center (CNNIC), as of June 2023, the number of Internet users in China reached 1.079 billion, among which the Internet penetration rate of junior high school students exceeded 99%, laying a foundation for carrying out teaching with digital tools. Based on front-line teaching practice, this study constructs a blended teaching model led by teachers and supported by digital tools, avoiding technical thresholds such as VR/AI, and focusing on the application innovation of popularizable tools. For example, by using common teaching platforms such as Xiwo Whiteboard and Xuexitong, combined with functions such as micro-lessons, online discussion areas and interactive voting, it realizes multi-media interpretation of classic texts (such as restoring the natural landscape of Three Gorges with animations), personalized learning path push (recommending extended reading materials according to students' online test results) and the creation of diverse language practice scenarios (such as simulating press conferences and online debates), thereby improving teaching effectiveness and operability.

2. Development of Digital Resources: From Static Texts to Multi-Dimensional Experiences

2.1 Three-Level Digital Reconstruction of Ancient Poetry and Prose Learning

Composition Copying Stage

Case: Hierarchical Digital Drawing Board for Peach Blossom Spring

Students use tablet drawing tools to hierarchically mark the spatial transition from "suddenly encountering a peach blossom forest" to "flat and open land". Through operations such as dragging, scaling and overlaying, they intuitively present the environmental changes before and after the fisherman enters the peach blossom spring. 83% of students understood the narrative logic through visual composition (see Figure 1), and the reading comprehension rate was 27% higher than that of traditional texts. Innovation: Image narration replaces translation recitation, reducing the fear of classical Chinese by 10 percentage points, and transforming abstract expressions such as "In the Taiyuan period of the Jin Dynasty, there was a fisherman in Wuling" into interactive spatial scenarios. Studies have shown that visual learning can activate the right hemisphere of the brain and enhance memory retention, especially for the understanding of classical Chinese vocabulary and sentence structures.

Image Deconstruction Stage

Case: Image Database for Autumn Thoughts

Integrate more than 200 poems and paintings of autumn scenery from past dynasties, including masterpieces from the Tang, Song, Yuan, Ming and Qing dynasties, such as Ma Yuan's Angler on a Cold River and Ni Zan's Studio of a Tiny Space. Students can independently screen image combinations through keyword search (such as "withered vines", "old trees", "crows at dusk") and generate more than 6 personalized artistic conception boards using AI algorithms. The database not only includes images but also links annotations on the creative background, author's life and symbolic meaning of each work. Practice shows that the average score of students using this database in ancient poetry image analysis questions is 15 points higher than that of the control group (out of 100 points), and they can more accurately grasp the emotional connotation of "a heartbroken man is at the end of the world". This method responds to the question of "how to avoid superficial image interpretation". Through big data support and cross-temporal image comparison, it deepens students' understanding of the emotional world of classical poetry.

Group Text Comparative Reading Stage

Case: Cross-Media Resource Package for "Du Fu's Melancholic Poetry Style"

It includes the audio drama of Stone Moat Village (restoring the miserable atmosphere under the war through professional dubbing and environmental sound effects, such as the combination of sound and picture of the old woman's crying and the official's scolding), and the calligraphy animation of Spring View (dynamically writing famous lines such as "The country is broken, mountains and rivers remain" in running script, combined with ink wash rendering effect and low guzheng accompaniment, realizing audio-visual artistic synaesthesia teaching 15). In addition, the resource package integrates clips of Du Fu's life documentary, videos of contemporary artists' painting re-creation of Du Fu's poetry meaning and interactive maps (marking Du Fu's wandering route and the creative background of related poems), constructing an immersive learning scenario in multiple dimensions.

2.2 Practical Data

The excellent rate (85 points and above) of the experimental class (30 students) in the ancient poetry unit test increased from 42% before implementation to 73% (an increase of 31%), which was significantly higher than the 11% increase of the control class (30 students) (from 42% to 53%). Specifically, the accuracy rate of students' understanding of the emotional connotation of poetry increased by 45%, the ability to analyze poets' styles using various art forms increased by 52%, and the proportion of students citing content from cross-media resource packages in open-ended writing questions reached 68%, effectively responding to the problems of single perception and superficial understanding of students in traditional text teaching.

3. Blended Learning Design: Construction of the Dual-Line and Four-Ring Model

A [Online Independent Pre-Learning] --> B [Situational Task Chain]

B --> C [In-Class In-Depth Co-Learning]

C --> D [Digital Achievement Exhibition and Evaluation]

D --> E [Community Extension Learning]

Link 1: Pre-Learning — Driven by Digital Task Sheets

Design Pre-Learning Package for Back View:

Micro-Lesson "Father-Son Relationship in the Republic of China" (8min): Through historical image materials and expert interviews, this micro-lesson systematically sorts out the changes in family ethics during the Republic of China, helping students understand the historical background of the creation of Back View. According to statistics, students who use such background micro-lessons can put forward more in-depth questions in classroom discussions, with a 40% improvement in question quality.

Zhu Ziqing's Family Letter Electronic Archive: It includes 12 precious manuscript scans and digital interpretations such as "Letter to Father" and "Letter to Wife". Students can view and annotate online. Studies have shown that exposure to original documents can increase students' understanding of the author's emotions by 35% and significantly enhance their ability of close text reading.

Hierarchical Test Questions (Automatic Marking) 5: Set three levels of questions: basic memory questions (such as new words and literary common sense), understanding and analysis questions (such as paragraph main idea summary) and extended inquiry questions (such as comparing differences between different versions of Back View), totaling 5 questions. The automatic marking function can complete feedback within 15 minutes, enabling teachers to quickly grasp students' weak points in pre-learning. A pilot in a middle school showed that after adopting hierarchical test questions, the pre-learning completion rate of students increased from 65% to 92%, and students of different levels received targeted feedback, effectively avoiding the drawbacks of "one-size-fits-all" teaching.

Link 2: Co-Learning — OMO (Online-Merge-Offline) Interaction

Typical Lesson Example:Kong Yiji

A. [Online] Vote "Is Kong Yiji pitiful?" (Generate real-time word cloud, such as high-frequency words like "oppression of feudal ethics", "poisoning of imperial examination system", "tragedy of personal character" visualized, data from the immediate choices of 45 students in the class, supporting multi-terminal synchronous participation to ensure more than 90% student coverage) --> Guide students to initially perceive the controversial points and emotional tendencies of the text.

B. [Offline] Group Debate --> Focus on the symbolic meaning of "long gown" (6-8 students per group, debate around "Is the long gown a symbol of identity or a spiritual shackle", teachers provide Lu Xun's metaphor of "iron house" in "Preface to Call to Arms" as supplementary argument, requiring analysis combined with specific plots in the novel such as "taking out nine copper coins in a row" and "refusing to argue", the debate result is presented through group representative statements and PPT display, and finally form a class consensus: the long gown is not only an external symbol for Kong Yiji to maintain his dignity, but also a spiritual shackle that he cannot adapt to social changes and cling to old concepts, echoing Lu Xun's creative intention of "sorrow for his misfortune and anger for his inaction").

C. [Dual-Line] Scan the code to upload annotations and project to show the thinking path (students scan the QR code of the designated paragraph in the textbook through the classroom interaction APP, input personalized annotations on the reasons for "Kong Yiji's death", the system automatically summarizes and classifies and counts according to "environmental factors", "personal factors" and "social factors", and projects the thinking distribution map in real time; for example, 60% of students mentioned "the cruel beating by Ding Juren", 35% paid attention to "the indifferent onlookers of the drinkers", 20% reflected on "the impact of the complete abolition of the imperial examination system on the bottom intellectuals", and strengthened the multi-dimensional interpretation of the text through data comparison, responding to the question of "whether the single perspective interpretation of classics is one-sided", reflecting the complementarity of online data collection and offline in-depth discussion under the OMO model, and improving the effect of critical thinking training.)

Link 3: Exhibition and Evaluation — Construction of Digital Gallery

Establish a Class Composition Digital Museum: By building a class composition digital museum, the students' excellent compositions, revision processes and teachers' comments are digitally filed and displayed to realize resource sharing and continuous learning. Among them, the QR code comment system (non-AI) is used as the core interactive tool, adopting a three-color marking method: red (language expression, such as accuracy of word use and fluency of sentences), blue (article structure, such as paragraph connection and logical level), and yellow (depth of theme, such as clarity of theme and ideological connotation). Teachers and students can scan the QR code of the composition to make targeted comments and marks on specific paragraphs or sentences, intuitively feedback the writing highlights and improvement directions. For example, a narrative essay was marked as "vivid detail description" in the "language" dimension (red), "smooth transition" in the "structure" dimension (blue), and "sincere emotion" in the "theme" dimension (yellow). At the end of the semester, according to the three-color marking data of the whole semester, the system will automatically generate a personal writing ability radar chart, comprehensively evaluate the students' writing development trajectory from 16 sub-dimensions such as language application, text structure, ideological theme and innovative expression, providing data support for personalized teaching.

Link 4: Extended Learning — Real Language Use Community

Launch the "Dialect Protection Plan": Taking the "Dialect Protection Plan" as the carrier, guide students to deeply explore local language and cultural resources. The specific implementation steps include: organizing students to visit the elderly in the community, recording audio or video materials of representative dialect stories, proverbs, ballads, etc.; sorting out and transcribing the collected dialect content, comparing and analyzing it with Mandarin texts, and exploring the differences in pronunciation, vocabulary and grammar between different dialects and their underlying cultural connotations and social backgrounds. For example, comparing the dialect expressions and Mandarin expressions of "Spring Festival" related customs, we can find the ancient words and unique ritual descriptions retained in dialects, so as to understand the importance of language diversity for cultural inheritance. Finally, select some high-quality dialect materials and upload them to the campus radio station or the school's digital platform for regular playback, creating a campus cultural atmosphere that respects and protects language diversity. This plan not only improves students' language practice ability and cultural inquiry awareness, but also responds to the practical problem of "how to protect endangered dialects in the process of modernization". Through the construction of real language use scenarios, it makes language learning move from the classroom to the society, enhancing students' sense of social responsibility and cultural identity.

4. Paths to Improve Teachers' Digital Literacy

4.1 Tool Application Ability Matrix

4.2 New Model of School-Based Research

"Three Micro" Teaching Research Mechanism:

Micro-Workshop (Skill Training): Through regularly organized thematic workshops, focus on improving teachers' digital teaching ability, such as carrying out micro-training on "Advanced Application of Xiwo Whiteboard" and "Skills of Using Online Collaboration Platforms", with a total of 42 skill training sessions covering 186 teachers, increasing the teachers' mastery rate of digital tools from 65% to 92%. Typical cases include a series of training on "Micro-Lesson Design and Production" for young teachers, helping 32 teachers independently complete the development of high-quality micro-lesson resources.

Micro-Consultation Room (Lesson Case Review): Construct a regular "one lesson, one research" review mechanism, and conduct multi-dimensional analysis of typical lesson cases relying on the recording and broadcasting classroom and online lesson evaluation platform. Organize no less than 20 lesson case discussions every semester, forming 86 "Lesson Case Review Reports", focusing on solving practical problems such as teaching design, student activity organization and technology integration. For example, in the teaching of Back View in the eighth grade, the problem of low efficiency of traditional blackboard writing was found through the review of the micro-consultation room. After introducing the dynamic mind map tool, the students' classroom participation increased by 40%, and the teaching effect was significantly improved.

Micro-Innovation Camp (Resource Development): Integrate high-quality resources inside and outside the school, and encourage teacher teams to cooperate in the development of school-based digital teaching resources. Set up special funds to support resource development projects, and establish a "resource review-sharing-iteration" management mechanism. As of 2025, 28 sets of junior high school Chinese digital teaching resource packages have been developed, including courseware, micro-videos and interactive exercises, with a total number of visits exceeding 50,000. Among them, the "Standards for the Development of Digital Resources for Junior High School Chinese" was adopted by the provincial education department as a reference standard as the core achievement.

Effect: With the "Standards for the Development of Digital Resources for Junior High School Chinese" and a series of high-quality digital teaching cases developed under the "Three Micro" teaching research mechanism, the Chinese teaching group of our school won the first prize in the 2025 Provincial Digital Teaching Case Evaluation. This case not only shows the effectiveness of the school-based research model, but also promotes the co-construction and sharing of Chinese digital teaching resources in the region, effectively responding to the practical question of "how to deeply integrate school-based research with digital education", and providing a replicable and promotable experience model for similar schools.

5. Reflection and Suggestions

Guard Against Technology Dependence:

In the teaching of the classical Chinese text Yueyang Tower, 30% of students paid too much attention to animation demonstrations and ignored close text reading, so it is necessary to set a "screen-free in-depth reading period" 7. Studies have shown that when the proportion of multimedia elements in the classroom exceeds 40%, the text memory retention rate of students will decrease by 25% (Educational Technology Research, 2022). For example, in a Chinese public class in a middle school, the teacher overused 3D animations to show the scene of "scholars and officials gather here", leading to students' superficial understanding of the core sentence "Will not the feelings of viewing things be different?". Therefore, at least 1-2 "screen-free in-depth reading periods" should be arranged every week, requiring students to only conduct circling and annotation and intertextual verification through paper texts, such as comparing the emotional differences between "the joy is endless" in Zuiwengting Ji and "be concerned about the country and the people before others" in Yueyang Tower, to strengthen the ability of text interpretation.

Address the Digital Divide:

Establish an on-campus equipment sharing station and provide offline resource packages to ensure the participation of vulnerable students 11. According to the "2023 National Education Informatization Development Report" of the Ministry of Education, the ownership rate of digital terminal equipment in primary and secondary schools in rural areas of China is only 62% of that in urban schools, and some families cannot afford long-term network traffic costs due to economic reasons. Practice in an experimental middle school in a county shows that by setting up a "Smart Classroom Sharing Station" equipped with 20 tablet computers and 500G offline resource packages (including e-textbooks, famous recitations, classical Chinese annotation libraries, etc.), the classroom participation rate of students from poor families has increased by 40%. In addition, regular "digital skills workshops" can be carried out to train students to download and manage offline resources independently, cultivating their information literacy.

Reconstruct the Evaluation System:

Introduce digital growth files to record process data such as reading trajectories and oral expression. Traditional classical Chinese evaluation mostly focuses on final exam scores, ignoring the learning process. Digital growth files can automatically record students' reading time on the "Ancient Poetry Network" (such as reading selected passages of the Analects for a total of 50 hours), the quality of online annotations (such as citing allusions from the Records of the Grand Historian for annotations), and classroom oral presentation videos (such as the score of the speech themed "Fan Zhongyan in My Eyes") through the platform. A pilot in a key middle school showed that after adopting this system, the average time for students to independently learn classical Chinese increased by 2.3 hours per week, and the fluency of oral expression increased by 35%. At the same time, the file data can provide personalized teaching feedback for teachers, such as pushing micro-lessons on "making mind maps of classical Chinese" to students with "passive receptive learning", realizing precise teaching.

References

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