From Knowledge Transmission to Cultural Consciousness: The Paradigm Shift in Chinese Language Education Reform in Primary and Secondary Schools and Its Global Implications

Abstract

This paper reviews the three-decade evolution of Chinese language teaching reform in primary and secondary schools, aiming to summarize Chinese experiences for global mother-tongue education. Drawing on core literature from the China National Knowledge Infrastructure (CNKI), the analysis reveals a paradigm shift from a knowledge-transmission model focused on instrumental literacy skills and grammar to a cultural-consciousness model emphasizing immersion, subjective construction, and holistic development. This shift manifests in three dimensions: teaching focus moving from teacher-centered to student-oriented and learning-before-teaching; teaching objectives evolving from mastery of the “Two Basics,” namely basic knowledge and basic skills, to integrated cultivation of core competencies including language, thinking, aesthetics, and culture; and cultural content expanding from literary classics to a dual emphasis on traditional essence and contemporary life. Recent reforms prioritize scientization and nationalization, building a modern Chinese language education system with Chinese characteristics while addressing “Internet+” challenges. Despite ongoing controversies, the trajectory points toward an ecosystem integrating national roots and modern vision. The findings offer theoretical and practical implications for mother-tongue education reforms in multicultural societies striving to balance linguistic skills, critical thinking, and cultural identity.