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

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This study examines the challenges in reading-aloud instruction and its alignment with cultural confidence in primary education. It aims to identify practical pathways for improvement.
Utilized cognitive development theory as an analytical framework
Conducted surveys and teacher interviews
Performed case analyses to evaluate reading instruction practices
Identified misalignment between instructional tasks and student cognitive characteristics
Found classrooms often focus on basic recitation and superficial cultural expression
Highlighted the need for better family support, resource availability, and teacher preparation to improve instruction

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Analyzes reading instruction in primary schools, suggesting paths for cultural confidence enhancement.

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Yanfei Wang (2026) studied this question.

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