International Open Access Journal Platform

统编语文三四年级教科书铸牢中华民族共同体意识教育内容研究

A Study on the Content of Education for Consolidating a Strong Sense of Community for the Chinese Nation in the Unified Chinese Textbooks for Grades Three and Four

吴佑钰, 易进, 李惟楚

Education Study / 2026,8(3): 292-301 / 2026-04-03 26 17

View Download PDF

• Information:

  北京师范大学教育学部，北京

• Keywords:
  Consolidating the sense of Chinese national community; Primary school Chinese; Unified textbooks; “Five identities”
  铸牢中华民族共同体意识; 小学语文; 统编版教科书; “五个认同”
• Abstract: Consolidating the sense of Chinese national community is a key objective of patriotism education and ethnic education in the new era, with the “Five identities” as its core content. As important vehicles for shaping students’ values and national identity, the unified primary school Chinese textbooks systematically integrate value content centered on the “Five identities.” Based on content analysis, this study explores the distribution and presentation of selected texts containing elements of the “Five identities” across three systems — main text, reading assistance, and supplementary sections — in the unified Chinese textbooks for grades three and four. The findings reveal that the distribution and presentation of the “Five identities” elements are characterized by stage-appropriateness, progressiveness, and systematicity. The element of “Identity with Chinese culture” is the most widely covered, followed by “Identity with the great motherland”; together, they form the emotional foundation for “identity” education at the intermediate grade level. The elements of “Identity with the Chinese nation”, “Identity with the communist party of China”, and “Identity with socialism with Chinese characteristics” are presented primarily in indirect and implicit ways, reflecting respect for students’ cognitive development and a progressive educational design. Moreover, some selected texts contain multiple layers of “identity” connotations, with various identity elements interconnecting and supporting each other to form an integrated value system. In teaching practice, efforts should focus on deepening multiple interpretations of the main text, making active use of the reading assistance system to promote internalization of thinking, and relying on the supplementary sections to facilitate practical application, thereby synergistically enhancing the effectiveness of education for consolidating the sense of Chinese national community. 铸牢中华民族共同体意识是新时代爱国主义教育和民族教育的重要目标，以“五个认同”为核心内容，而统编小学语文教科书作为塑造学生价值观和家国情怀的重要载体，系统融入了以“五个认同”为核心的价值内容。本研究基于内容分析法，探究统编语文三四年级教科书的正文、助读、栏目三大系统中蕴含“五个认同”要素选文的分布与呈现情况，发现“五个认同”要素的分布与呈现具有阶段性、递进性与系统性特征。“对中华文化的认同”要素覆盖最广，“对伟大祖国的认同”要素次之，二者共同构成中年级“认同”教育的情感基础；“对中华民族的认同”“对中国共产党的认同”与“对中国特色社会主义的认同”以间接、渗透性的呈现为主，体现了对学生认知规律的尊重与递进式的教育设计。此外，部分选文蕴含了多重“认同”内涵，各类“认同”要素在文本中相互关联、彼此支撑，共同构成有机的价值整体。教学实践中应注重深化正文系统的多元解读，活用助读系统促进思维内化，并依托栏目系统推动实践转化，从而协同提升铸牢中华民族共同体意识教育的实效性。
• DOI: 10.35534/es.0803055 (registering DOI)
• Cite: 吴佑钰，易进，李惟楚．统编语文三四年级教科书铸牢中华民族共同体意识教育内容研究［J］．教育研讨，2026，8（3）：292-301．