Abstract: The viable implementation pathways are explored to address the prevailing dilemmas of being disembodied, detached, and decontextualized in revolutionary culture reading instruction within primary school Chinese language education by employing literature review and case analysis methodologies from an interdisciplinary perspective. The research identifies that grounding instruction in the disciplinary nature of Chinese language while integrating multidisciplinary elements through core concepts serves as an effective strategy to overcome existing challenges. Accordingly, a double-helix practical pathway featured with “objective integration, context creation, task-driven learning, and evaluative promotion” as the operational thread for teachers, synchronously facilitating students' cognitive progression through embodied understanding, inquiry, and practice, is constructed. Supported by embodied cognition and situated learning theories, this pathway bridges the spatiotemporal gap between revolutionary culture and contemporary students, thereby enhancing their cultural identity and core Chinese literacy competencies, and offerring frontline primary Chinese language teachers a replicable model for conducting revolutionary culture reading instruction.

Key words: elementary Chinese, revolutionary culture, interdisciplinary thematic learning, core competencies, instructional pathway