An Empirical Study of the Teaching of Chanting to Cultivate Cultural Confidence Literacy--Based on a Case Study of Primary School M

This study examines how chanting instruction fosters cultural confidence literacy in primary students, aligned with China’s 2022 Language Curriculum Standards emphasizing cultural confidence. While policy prioritizes cultural education, empirical studies on chanting remain scarce. Addressing this gap, a mixed-methods case study of Primary School M (questionnaires: N=424; interviews; observations) evaluated cultural confidence across understanding, identity, and practice. Results showed high scores in understanding (mean=4.22) and identity (mean=4.35), but weaker performance in practice (mean=3.67), linked to insufficient practical opportunities. Regression analysis revealed limited influence of understanding/identity on practice, highlighting the need for experiential learning. This study concludes that chanting strengthens cultural affinity but highlights the necessity of integrated approaches—teacher training, engaging content, multi-dimensional evaluation, and expanded practice platforms—to translate knowledge into action. These insights guide schools in enhancing cultural confidence through traditional pedagogy.