Optimization of Primary School Chinese Reading Instruction Based on Spencer’s “Happy Education” Concept: A Case Study of Teaching Lu Xun’s Texts in the Eighth Unit of the Sixth Grade Unified Curriculum

Yiqing Wang

doi:10.54097/ke1sse21

Authors

Yiqing Wang

DOI:

https://doi.org/10.54097/ke1sse21

Keywords:

Happy Education; Primary School Chinese; Reading Instruction; Lu Xun’s Works; Group Reading; Differentiated Assignments.

Abstract

There are misunderstandings regarding the concept of “happy learning” in current primary school Chinese language teaching. Some teachers overly emphasize superficial enjoyment, neglecting the challenges and personal growth that come with learning. Guided by Spencer’s "Happy Education" philosophy, this study explores strategies to optimize reading instruction in primary school Chinese classes, aiming to stimulate students' reading interest and enhance their literacy skills. The study emphasizes that happy education is not merely about surface-level enjoyment, but about respecting students' independence and balancing individual and societal values to help them experience deeper joy through meaningful learning. Using the teaching of Lu Xun’s works as an example, this paper demonstrates how instructional strategies such as the “1+X” text grouping approach, whole-book reading guidance, and creative writing can help students transition from basic text reading to deep reading, ultimately improving their overall language proficiency. Under the guidance of the Happy Education concept, optimizing primary school reading instruction can effectively enhance students' learning engagement and promote holistic development, offering valuable insights for future educational reforms.

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