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Abstract
Background: The full implementation of the “Double Reduction“ policy and the deep integration of outstanding traditional Chinese culture into basic education, has made intangible cultural heritage (ICH) education a key part of primary education in China. Its localized, practical and integrated characteristics has promoted the widespread development of relevant teaching methods nationwide. Objective: This paper systematically reviews practical explorations and research achievements of ICH education in Chinese primary schools from 2010 to 2024, aiming to summarize experience, analyze existing problems, and provide theoretical references and practical strategies for improving its quality. Methods: Using literature review and case analysis, this study classifies and summarizes relevant literature from document types, annual distribution and core themes, and integrates major conclusions and practical cases. Results: Over the past 15 years, ICH education in primary schools has attracted increasing attention and formed a multi-participant and multi-channel education framework, serving as an important platform for ICH preservation. However, it still faces challenges such as inadquate policy support, fragmented teaching content, insufficient teachers’ professional capacity and superficial implementation of teaching practices. Conclusion: Future development should focus on constructing a systematic curriculum system, building a professional teaching team and improving collaborative education mechanisms. As a systematic project, ICH education requires joint efforts from all sectors to achieve the dynamic transmission of ICH and its diverse integration into primary education.
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