Under the guidance of core competencies, high school Chinese modern text reading instruction has shifted from traditional knowledge transmission toward deep learning focused on thinking cultivation, competency advancement, and literacy development. However, current reading instruction faces structural dilemmas including content fragmentation, formalistic cooperation, shallow cognitive construction, and static evaluation. Neither traditional teaching paradigms nor single cooperative learning models can meet the requirements of new curriculum standards for deep education. To address these challenges, this study draws on constructivist learning theory, social interdependence theory, humanistic learning theory, and reflective practice theory to construct the Modular Social Negotiation Reading (MSNR) model, specifically adapted to the characteristics of Chinese language modern text reading. This study systematically elucidates the theoretical foundations, five core elements, and closed-loop operational mechanism of the MSNR model, and analyzes its differentiated innovative advantages over traditional lecture-based instruction and conventional loose group cooperation. The findings indicate that the MSNR model achieves localized adaptation of multiple classical educational theories to Chinese reading instruction, establishing an integrated paradigm of structured content, layered interaction, literacy-oriented construction, and iterative optimization, thereby providing solid theoretical support and a practical paradigm for reforming high school modern text reading instruction.
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