A Study On Primary School Students’ Cultural Identity In International Understanding Education

The rapid development of globalization has accelerated the exchanges and contacts between countries in the world,and encouraged open doors and sincere cooperation between countries.What follows is the influx of foreign cultures,which impacts the original social moral order and people’s ideas.Eliminating contradictions between races,promoting the development of human symbiosis,strengthening the people’s understanding of Chinese and foreign cultures,and promoting the cultivation of cultural identity have become the top priorities.In recent years,international understanding education has been actively practiced and explored in primary and secondary schools in our country,which has brought brand new opportunities for the cultivation of primary and secondary school students’ cultural identity.International understanding education aims to promote children’s identification with national culture,respect and understand multiculturalism,and shape talents with international vision and family and country sentiments.Primary school students,as the hope of social development,bear the future of the world.However,in the impetuous environment,children still have certain cultural prejudices after receiving international understanding education,and they cannot evaluate other cultures with an equal attitude.Therefore,on the basis of investigating the current situation of cultural identity of primary school students under international understanding education,explores how to strengthen the cultivation of primary school students’ cultural identity through relevant measures to improve international understanding education.After reviewing the literature on cultural identity and international understanding education,this research conducted a comprehensive analysis of the essential implication of primary school students’ cultural identity.According to the theory of cultural identity,the investigation of primary school students’ cultural identity in international understanding education is divided into four dimensions,namely,cultural cognition level,cultural identity emotion,cultural identity behavior,and the effect of international understanding education.Based on this,the outline of primary school students’ cultural identity interviews is compiled,And randomly selected S primary school students from grades 3 to 6 for in-depth interviews during field observation.Combined with practical observations and the results of student interviews,interviews with relevant teachers on the cultural identity of primary and middle school students in international understanding education.Analysis and analysis found that international understanding education has certain advantages in the cultivation of primary school students’ cultural identity,but there are still phenomena of primary school students’ shallow cultural cognition,inconsistent attitudes and behaviors towards Chinese cultural identity,and differences in acceptance of foreign cultures.Based on this,after exploring the commonality and value of international understanding education and cultural identity cultivation of primary school students,this research tries to put forward improvement strategies from four aspects of content,form,teachers and environment of international understanding education in combination with relevant theories of vision fusion: First,schools should expand the depth and breadth of Chinese and foreign cultural communication,and create school-based textbooks or reading books suitable for students according to the school’s positioning;second,increase investment in all parties to expand international understanding of educational forms and activities,and rationally develop networks and talents Resources promote cross-cultural exchanges;in addition,it is necessary to actively organize the relative training of full-time teachers and subject teachers,so that teachers can improve their own international understanding literacy,and realize the penetration of Chinese and foreign cultural knowledge in subject teaching;finally,parents and school leaders should be called on to work together Build an "international" campus environment and build professional international understanding classrooms,so that students can appreciate and recognize Chinese and foreign cultures in a different atmosphere,and realize cultural integration and innovation.