Problems and Solutions in Implementing the National Curriculum for Mother Tongue in Primary Education

This paper investigates the practical challenges and potential solutions associated with the implementation of the new National Curriculum for Mother Tongue in primary education. While the modern educational reform marks a significant shift from traditional grammatical-theoretical memorization to a modern competency-based learning paradigm, its structural integration into daily classroom practices faces various methodology-related hurdles. The results indicate a distinct pedagogical execution gap: while 82% of primary school educators theoretically support the curriculum's student-centered goals, only 34% feel fully confident in executing interactive, communicative language lessons due to a lack of continuous, localized training and synchronized assessment tools.