Abstract

In the contemporary era characterized by deepening globalization and rapid educational internationalization, the implementation of international understanding education within primary schools holds profound significance. It is essential for cultivating future generations of talents equipped with comprehensive global perspectives, cross-cultural empathy, and robust international competitiveness. Despite its recognized importance, the current landscape of international understanding education in primary schools encounters numerous realistic dilemmas that hinder its effective execution. Primary challenges include significant cultural understanding deviations, which frequently lead to the misinterpretation of teaching content and subsequent value conflicts among young learners. Furthermore, there is a pronounced imbalance in resource allocation between urban and rural areas, compounded by the insufficient utilization of available digital educational resources. The persistence of rigid, traditional cramming teaching models further exacerbates the situation, as these outdated methods fundamentally fail to meet modern educational needs. Additionally, there are notable shortcomings in teachers' cross-cultural communication skills and their overall curriculum design capabilities. To systematically break through these multifaceted predicaments, this paper proposes a series of innovative development paths. These strategic recommendations include constructing culturally integrated curriculum systems, actively promoting comprehensive digital resource sharing projects, innovating immersive teaching models, and improving dual-track teacher training mechanisms. Through the rigorous application of these targeted initiatives, it is expected to promote meaningful cultural exchanges and significantly enhance the overall quality of international understanding education. Ultimately, these efforts will cultivate versatile talents adaptable to the globalization era, advancing China's educational framework to a new stage of high-quality development.

Keywords: 

global education, cultural understanding, resource sharing, teaching innovation, primary education

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