International Open Access Journal Platform

文化自信培育导向下小学诵读教学的认知适配逻辑、现实症结与改进路径

Cognitive Adaptation Logic, Practical Challenges, and Improvement Pathways of Reading-Aloud Instruction in Primary Schools under the Orientation of Cultivating Cultural Confidence

王燕飞

Education Study / 2026,8(4): 338-348 / 2026-04-22 20 13

View Download PDF

• Information:

  湖南省娄底市冷水江市沙塘湾街道办事处毛易中学，娄底

• Keywords:
  Cultural confidence; Reading-aloud instruction in primary schools; Cognitive development theory; Cognitive adaptation; Differentiated instruction
  文化自信; 小学诵读教学; 认知发展理论; 认知适配; 分层教学
• Abstract: The cultivation of cultural confidence raises the expectations placed on reading-aloud instruction in primary school Chinese education, requiring a shift from skill-oriented training to culturally oriented pedagogy. Yet current practice continues to face several persistent problems, including insufficient alignment between stage-specific instructional tasks and students’ cognitive characteristics, relatively superficial cultural expression in classroom teaching, and unstable support from home-school collaboration and instructional resources. Drawing on cognitive development theory as the analytical framework, this study examines the implementation of reading-aloud instruction in primary schools from the perspective of cognitive adaptation through questionnaire surveys, teacher interviews, and case analysis. The findings show that the major practical challenges are manifested in the weak alignment between instructional tasks and students’ cognitive characteristics, the persistence of relatively uniform reading activities and superficial cultural presentation in some classrooms, and the constraints imposed by family support, resource provision, and teachers’ professional preparedness on the implementation of differentiated instruction. In response, this study proposes three improvement pathways: optimizing stage-specific task design in accordance with patterns of cognitive development, deepening the pedagogical content of reading-aloud instruction through cultural contextualization, and improving implementation conditions through collaborative support. It seeks to provide an analytical framework and practical implications for the reform of primary school reading-aloud instruction under the orientation of cultivating cultural confidence. 文化自信培育对小学语文诵读教学提出了从技能训练转向文化育人的更高要求，但当前实践中仍存在学段任务设计与学生认知特点匹配不足、课堂文化表达偏浅及家校协同与资源支持不稳等问题。本文以认知发展理论为分析框架，结合问卷调查、教师访谈与案例分析，从认知适配视角审视小学诵读教学的实施状况。研究发现，小学诵读教学的现实症结主要表现为教学任务与学生认知特点衔接不足，部分课堂仍较多停留于单一诵读和浅层文化呈现，家庭支持、资源供给与教师专业准备对分层实施形成重要制约。据此，文章提出基于认知发展规律优化学段任务设计、依托文化语境深化诵读教学内涵、通过协同支持改善实施条件等改进路径，为文化自信培育导向下的小学诵读教学改革提供分析框架与实践参考。
• DOI: 10.35534/es.0804062 (registering DOI)
• Cite: 王燕飞．文化自信培育导向下小学诵读教学的认知适配逻辑、现实症结与改进路径［J］．教育研讨，2026，8（4）：338-348．