Exploring Teaching Pathways for Han Chinese Folk Songs in Primary Schools under the Guidance of Large Unit Instruction

Abstract

Han Chinese folk songs are not only an important component of traditional Chinese musical culture but also one of the main channels for music education in primary schools. Currently, the teaching of folk songs in primary schools suffers from issues such as fragmented and superficial content, cultural disconnection, and a lack of continuity across grade levels, resulting in the educational value not being fully realized. The concept of large unit teaching is guided by the design principles of cultural relevance, aesthetic focus, structural coherence, and grade-level appropriateness. It integrates unit content through two main threads—regional culture and genre function—and proposes differentiated implementation strategies according to different school stages. This approach aims to shift students from “learning a single song” to “understanding a type of culture,” providing a concrete practical framework for the implementation of core competencies.