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学术期刊
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International Education and Social Science Exploration (IESSE) February 2026, Vol.2, No.1
Practice and Exploration on the Integration of Chinese Excellent Traditional Culture into Primary School English Teaching from the Perspective of Core Competencies: Taking the Teaching of the 24 Solar Terms as an Example
Chinese Excellent Traditional Culture into Primary School English Teaching Practice Innovation Research Group
Hengyang No.20 Middle School, Hengyang, Hunan 421001, China
Abstract: The 24 Solar Terms embody the essence of China’s outstanding traditional culture and recognized as an intangible cultural heritage. Their integration into primary school English education is not only a key approach to fostering cultural confidence but also an essential pathway for developing students’ core competencies in English. This integration not only stands as a pivotal approach to fostering cultural confidence among the Chinese people, but also serves as an indispensable pathway for developing students’ core competencies in English. Guided by the core philosophy of “Exploring the Solar Terms with Childlike Curiosity and Transmitting Wisdom through English,” this study aims to cultivate a deep-seated awareness of cultural immersion. Drawing upon cultural immersion theory and differentiated instruction theory, and utilizing the school-based teaching and research initiative “Discussing the 24 Solar Terms in English” as a practical framework, this study systematically investigates the integration mechanism between China’s exemplary traditional culture and primary school English instruction across three dimensions: curriculum blending, experiential learning construction, and innovative evaluation. Research findings demonstrate that, through a semester of teaching practice, students’ accuracy in English expression of the 24 Solar Terms increased by 35%, and their cultural recognition was significantly enhanced. Establishing language objectives tailored to different academic levels, devising multimodal teaching activities, and constructing a multifaceted evaluation system can effectively translate the natural essence and folk wisdom inherent in the Solar Terms culture into tangible and articulate English learning materials. This approach not only facilitates the simultaneous enhancement of students’ linguistic proficiency and cultural awareness, but also elucidates the underlying rationale for integrating traditional culture into primary school foreign language education at a theoretical level. Moreover, it offers theoretical underpinnings and a replicable practical model for the in-depth integration of traditional culture and foreign language teaching in primary schools.
Keywords: 24 solar terms, primary school English, cultural integration, core competencies, teaching practice, cultural immersion, cross-multimodal teaching, hierarchical design
