Yue Jingkai

In 2022, China's Ministry of Education issued new curriculum standards for the Chinese language subject, redefining its goal as four core competencies and reorganizing content into six learning task groups. Reviewing Chinese-language journal articles published between 2022 and 2025, this paper argues that the standards require a paradigm shift in primary school Chinese classroom teaching — from text-centered instruction to task-driven, competency-oriented learning — visible along four connected dimensions: objectives, content organization, the learning process, and evaluation. It synthesizes reported implementation pathways and discusses persistent challenges, including superficial task design, uneven teacher capacity, and the tension between integrated assessment and examination culture. The study is literature-based and reports no empirical data.

primary Chinese language teaching; learning task groups; curriculum standards; classroom transformation; core competencies

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