A Study On The Infiltration Of Cultural Self-confidence Education In Primary School Chinese Teaching

The construction of a community of human destiny has become a major issue of the times.However,the integration of the world does not mean the convergence of cultures.Chinese culture is the crystallization of the uniqueness and creative wisdom of the Chinese nation,and is the foundation of the Chinese nation’s well-being.In recent years,the Party and the education sector have attached great importance to building cultural self-confidence.At the conference celebrating the 95 th anniversary of the founding of the Communist Party of China,General Secretary Xi Jinping included cultural self-confidence among the “four self-confidences” of socialism with Chinese characteristics.The report of the 19 th CPC National Congress and the report of the 20 th CPC National Congress have both devoted to“cultural self-confidence”.It can be seen that consolidating cultural self-confidence has become a national strategic decision.The infiltration of cultural self-confidence education in primary school,as an important national initiative to implement comprehensive development education and quality education,can help students appreciate the profound cultural heritage of our country from the early stage of their life growth,inspire national pride,and keep cultural self-awareness and self-confidence in the stirring of world civilization.On March 25,2022,the Ministry of Education promulgated the Chinese Curriculum Standards for Compulsory Education(2022 Edition),establishing cultural self-confidence as a core literacy for the subject of Chinese in primary school.The Chinese subject has undertaken the important mission of nurturing students’ cultural genes,and teaching Chinese is an important vehicle for infusing cultural self-confidence education.This study analyzes the connotation of cultural self-confidence,cultural self-confidence education and the composition of cultural self-confidence of primary school students,as well as the value of penetrating cultural self-confidence education in Chinese language teaching,based on the current situation and achievements of cultural self-confidence research at home and abroad.In particular,cultural confidence education refers to the process in which educators,through various forms and means such as curriculum development,activity design,and resource use,enable students to understand Chinese and foreign cultures,acquire certain cultural knowledge,improve their ability to understand,appreciate,criticize,and practice culture,cultivate cultural character,and realize their identity and confidence in Chinese culture through comparative appreciation of Chinese and foreign cultures.The cultural self-confidence of primary school students consists of four elements: cultural perception and understanding,cultural appreciation and respect,cultural reflection and recognition,and cultural practice and adherence.This study aims to understand the penetration of cultural self-confidence education in both teaching materials and teaching.This study firstly used the text analysis method to analyze the distribution of cultural self-confidence education resources in primary school Chinese textbooks of the Ministry of Primary Education for grades 1-6 in terms of the content dimensions of cultural self-confidence(Chinese excellent traditional culture,revolutionary culture,and advanced socialist culture).The study found that cultural self-confidence education resources are generally rich,and the three types of culture are organically distributed;they are in line with primary school students’ cognitive base and close to students’ reality;they contain different themes and have multiple educational values.Secondly,using questionnaire and interview survey methods to understand the current situation of the penetration of cultural self-confidence education in Chinese language teaching in primary school,the survey found that teaching objectives reflect cultural literacy,but teachers lack in-depth knowledge of cultural self-confidence;teaching contents are richer and more diverse,but teachers lack systematic integration of cultural resources;teaching methods stimulate students’ subjectivity,but teachers seldom organize student’ cultural inquiry activities;teaching evaluation focuses on positive motivation of students,but teachers lack a targeted cultural evaluation system.Based on the above problems,the causes were analyzed and the following countermeasures were proposed.The first is to attach importance to the Chinese curriculum’s function of building roots and nurturing souls,and to adhere to correct cultural concepts;the second is to deeply explore cultural resources and form classroom cultural learning communities;the third is to carefully organize diversified cultural activities to enhance cultural experience and practice;and the fourth is to innovate the way of evaluating cultural self-confidence education to help promote cultural self-reflection and self-examination.