Influencing Factors of Primary School Students' Learning in China and Implications for Curriculum Design

Abstract

Using the available relevant studies, this paper examines the main determining factors of learning amongst primary school students in China. It also concentrates on examining the overall impacts of the intrinsic characteristics of self-efficacy, cognitive ability, learning motivation, gender and experiential difference on the learning process at the level of the students. On the teacher level, it targets external supportive issues. At curriculum and environmental level, it examines how textbook flexibility, different types of teaching modalities, equity of learning materials and contextual construction in the digital platform affect learner effectiveness in learning. Through this, the implication of research findings will be further elaborated in this paper, as well as the highly aligned curriculum and teaching in reference to teacher professional development. It also concentrates on the recommendation of how the relevance of the curriculum and equity could be improved using multidimensional situational construction to face the existing problems of intense individual differences between students, uneven teacher professional competence, and unfair access to curriculum resources in the primary school teaching. This will aim at ensuring optimization of the China primary school curriculum system and give theoretical references and practical ideas of enhancing the quality of teaching.