Research on the Problems and Strategies of the Development of Chinese Curriculum in Primary Schools: A Case Study of R Primary School in L City

Abstract

Chinese textbooks, meticulously compiled in accordance with national curriculum standards, serve as structured teaching tools that systematically convey the core knowledge and essential skills of the Chinese language. As the primary medium for achieving instructional objectives, these textbooks play an indispensable and guiding role in classroom learning. Beyond their explicit educational content—such as foundational language knowledge and practical application skills—textbooks also contain implicit resources that are often overlooked. These tacit resources, characterized by their subtlety, content richness, long-term impact, and non-cognitive attributes, present significant challenges for educators in terms of effective identification and development. This study begins by systematically examining the connotation, characteristics, developmental value, and guiding principles of tacit resources. It then conducts a detailed content analysis of various textbook components, including text selection, reading aids, exercises, assignments, and illustrations, to identify the distribution patterns and embedded meanings of these resources. Drawing on interviews and classroom observations, the research further explores how tacit resources are developed and utilized in primary Chinese language instruction. It investigates multiple dimensions, including teachers’ awareness of such resources, the cultivation of students’ emotional and attitudinal growth, practical strategies for in-class development, as well as encountered challenges and proposed solutions. The findings of this study not only deepen our understanding of the implicit dimensions of Chinese textbooks but also offer practical insights and guidance for educators seeking to tap into these resources more effectively in daily teaching practices.