Volume 8,Issue 9
Teaching Strategies for Revolutionary Culture–Themed Units in Upper Primary Chinese Language
Revolutionary culture serves as a vital vehicle for fulfilling the goal of fostering virtue and cultivating people in Chinese language education, as well as for nurturing students’ cultural confidence. The Compulsory Education Chinese Language Curriculum Standards (2022 Edition) also sets forth explicit requirements for teaching revolutionary cultural content. The unified edition of primary Chinese language textbooks includes several revolutionary culture–themed units in the upper grades; however, in actual classroom practice, these units face multiple challenges that impede the realization of their educational objectives. To address this, the present paper adopts a whole-unit teaching approach and, taking into account the cognitive characteristics of upper-primary students, proposes the creation of an overarching context that runs through the entire unit. Specifically, it outlines four interconnected pathways-crafting authentic contexts, scaffolding instruction, connecting with local resources, and optimizing assessment-to bridge the gap between students and the textual materials, facilitate emotional internalization, and genuinely enable students to inherit the revolutionary spirit while cultivating a profound sense of patriotism and national commitment.
[1] Chen X, 2023, Basic Understanding of Revolutionary Culture in Nationally Compiled Primary School Chinese Textbooks. Curriculum, Teaching Material and Method, 43(3): 89–95.
[2] Ministry of Education of the People’s Republic of China, 2022, Compulsory Education Chinese Curriculum Standards (2022 Edition). Beijing Normal University Press, Beijing.
[3] Ministry of Education of the People’s Republic of China, 2022, Compulsory Education Chinese Curriculum Standards (2022 Edition). Beijing Normal University Press, Beijing.
[4] Sun F, 2022, Basic Paths of Integrating Revolutionary Culture into Primary Chinese Teaching. Chinese Construction, (18): 42.
[5] Liu Y, 2026, Content Analysis and Teaching Suggestions of Revolutionary Culture Selections in Nationally Compiled Chinese Textbooks. Teaching & Administration, (23): 76–80.
[6] Yan L, 2021, Inheritance of Revolutionary Culture in the New Era: Value, Dilemma and Promotion Direction. Social Sciences in Contention, (2): 264.
[7] Jiang X, 2024, A Case Study on Implementation Approaches of Teaching Texts with Revolutionary Culture Themes in Primary Chinese—A Case of Unit 2, Volume 1, Grade Six. Chinese Construction, (2): 63.
[8] Li Z, Zhang X, 2026, Triple Logic and Teaching Realization of Revolutionary Culture Narratives in Nationally Compiled Primary Chinese Textbooks. Journal of Teacher Education, 13(4): 76–83.
[9] Zhang X, 2023, Construction of Understanding-Oriented Teaching Path of Revolutionary Culture in Primary Chinese. Chinese Construction, (18): 49–53.
[10] Lu C, 2021, Texts on Revolutionary Culture Teaching Should Generate Heartfelt Power. People’s Education, (Z2): 82–84.
[11] Ministry of Education of the People’s Republic of China, 2022, Compulsory Education Chinese Curriculum Standards (2022 Edition). Beijing: Beijing Normal University Press: 46.
[12] Liu Y, 2026, Content Analysis and Teaching Suggestions of Revolutionary Culture Selections in Nationally Compiled Chinese Textbooks. Teaching & Administration, (23): 76–80.
[13] Yang L, Wen Z, 2025, Primary School Practice of Cultivating Souls with Red Resources. People’s Education, (2): 21–23.
[14] Zhang M, Jiang S, 2024, Project-Based Teaching of Revolutionary Culture in Primary Chinese: Value and Its Realization. Journal of Tianjin Normal University (Elementary Education Edition), 25(4): 59–64.
[15] Ma L, 2018, Re-understanding of the Relationship between Linguistic Form and Linguistic Content. Chinese Construction, (14): 9–13.
