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

Key Points

• 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