The Strategies and Significance of Constructing the Primary School "Chinese Language Map" Under the "Big Chinese" Perspective
Abstract
In the context of a cultural tradition where literature, history, and philosophy are interconnected, and the interdisciplinary fusion of education, this study reflects on primary school Chinese language learning, especially ancient poetry, from the "Big Chinese" perspective. By using geography as a foundation, we aim to construct students' "Chinese Language Map," enhancing the effectiveness of language learning. The construction of the "Chinese Language Map" should emphasize both the present learning environment and the individuality of different students, while promoting an open landscape for the map, merging science with imagination. The significance of constructing the "Chinese Language Map" lies in its ability to enhance students' interest in learning, foster systematic thinking, and improve their understanding of life and literary sensitivity. For teachers, it offers an opportunity to update their teaching concepts and expand their knowledge horizons.
References
[2] Tao, X. (2015). Tao Xingzhi talks about education. Liaoning People's Publishing House.
[3] Wang, J. (2017). The master who teaches my soul to sing. People's Literature Publishing House.
[4] Qian, L., et al. (2010). Interpretation of Chinese language. Fujian People's Publishing House.
[5] Jiang, J. (2019). Poetry rediscovered: Creative diagrams of classical poetry. Changjiang Literature and Art Publishing House.
[6] Dong, L. (2012). Vision and method: Reconstructing the landscape of contemporary literary studies. Fudan University Press.
[7] Sun, D. (2021). Exploring elementary Chinese language teaching under the big Chinese concept. Literary Education, Issue 3.
[8] Xu, J. (2024). An exploration of traditional Chinese cultural programs: The construction of rituals, narrative strategies, and experiential insights. Contemporary Social Sciences, 9(04).
[9] Serkova, V. A. (2024). Formation of conceptual representations of reality on the basis of reflective practice (research experience). Science for Education Today, 14(03). https://doi.org/10.15293/2658-6762.2403.04
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
1.png)
