Research On Cultivation Strategies Of Upper Primary School Students’ Cultural Identity In The Teaching Of Classical Chinese Poetry

In the current era,the development of cultural diversity has become an inevitable trend in the process of human social development globally.In this context,"how people treat their own culture" has become a major issue related to the construction and development of societies worldwide.General Secretary Xi Jinping has pointed out the importance and necessity of cultural confidence in the new historical conditions,stating that "excellent traditional Chinese culture is the spiritual lifeline of the Chinese nation,an important source of nourishing socialist core values,and a solid foundation for us to stand firm in the world’s cultural turbulence.Enhancing cultural consciousness and cultural confidence is a necessary requirement for firm confidence in our path,theory,and system." In recent years,China has implemented a series of policies at the national level to strengthen education on excellent traditional Chinese culture,reflecting the country’s emphasis on inheriting and promoting it.In the field of basic education,in April 2022,with the official promulgation of the "Compulsory Education Chinese Curriculum Standards(2022 Edition)," cultural confidence was explicitly identified as one of the core competencies for students,and it is ranked first among the four core competencies.In light of this,education and teaching work for Chinese language teachers in compulsory education should make corresponding adjustments promptly.Given that classical Chinese poetry contains rich elements of excellent traditional Chinese culture,how to cultivate students’ cultural identity through the teaching of classical Chinese poetry is a topic worthy of profound consideration.Based on the relevant historical background and educational background of the importance of cultural identity,this study actively explores the effective forms of cultivating students’ cultural confidence under the guidance of the the new curriculum standards.Firstly,the study focuses on the Chinese language curriculum at the elementary school level and attempts to identify effective entry points for cultivating students’ cultural identity.And it selects the teaching of classical Chinese poetry in upper primary school students(means fifth and sixth grade)as the starting point for cultivating students’ cultural identity.Secondly,the study attempts to seek for appropriate theoretical foundation through reviewing relevant literature,and establishes the hierarchical needs theory,constructivism learning theory,and social identity theory as the theoretical framework for this study.Furthermore,the study provides an overview of the selection and cultural identity factors of classical Chinese poetry in the elementary school higher grades textbook.It also clarifies the psychological process and manifestation of students’ cultural identity formation in the teaching of classical Chinese poetry for upper primary school students;Moreover,the study mainly employs classroom observation,text analysis,and interview methods to investigate the existing problems of cultural identity cultivation in teaching of classical Chinese poetry for upper primary school students.Based on the investigation,the research follows the logic of knowledge,emotion,and action in cultural identity formation and identifies the existing problems in the cultivation of cultural identity in the teaching of classical Chinese poetry for upper primary school students,including a lack of attention to excellent traditional cultural elements in cultural cognitive identity,a lack of attention to students’ emotional needs in cultural emotional identity,and a lack of attention to students’ cultural experiences in cultural behavioral identity.Finally,based on the in-depth analysis of the reasons for the problems in cultivating students’ cultural identity in the teaching of classical Chinese poetry for upper primary school students,the study also following the logic of knowledge,emotion,and action in cultural identity formation,proposes corresponding cultural identity cultivation strategies,including: in cultural cognitive identity,focusing on setting teaching goals that highlight the excavation of traditional cultural elements and emphasizing the interpretation of traditional cultural elements in teaching content.In cultural emotional identity,the strategies include diversifying teaching methods to respect students’ psychological characteristics,grasping favorable educational factors to stimulate students’ emotional belonging;and in cultural behavioral identity,the strategies include inspiring cultural practice behaviors in classroom teaching by teachers and creating a cultural practice atmosphere in the school’s humanistic environment.