Integration of Ancient Cultural Elements in Primary School Chinese Teaching: An Empirical Study

Abstract

Integrating traditional culture into the Chinese curriculum for young children can help them understand their Chinese background better. Based on the research methods mentioned above, some practical strategies for incorporating historical inheritance in primary school Chinese courses have been put forward. Data were collected from 120 Chinese teachers and 240 students at the six primary schools in the 2024-2025 school year. Systematic classroom observation, standardisation of proficiency tests and organisation of survey data collection have been used to assess the results of teaching at all times. Based on the above results, among the methods of heritage incorporation, classical poetry teaching accounts for 28.5%, proverb narrative is at 22.3%, and traditional festival cultural events have reached about 18.7%. The scores of the experimental group in cultural competence, language ability and willingness to learn at school were all significantly higher than those of the control group; among them, the latter had the largest difference (20.6 points). The proportion of students' involvement in the eight weeks gradually rose from 62.3% to 89.5%. Based on the satisfaction survey by teachers, 78.0% of them are in a good mood about heritage merging. Based on this, it can be seen that a systematic integration of ancestral culture will promote educational excellence, nurture a sense of cultural inheritance among young children, and inspire them to learn willingly through a strong foundation and distinctive development.