Construction and Practice of the Six Years, Twelve Stations National Conditions Study Tour Curriculum in Primary Schools from the Perspective of Red Culture Education

Aiming at the practical dilemmas of primary school red study tours—“travelling without learning, disconnection between knowledge and action, fragmented curriculum, and superficial education”—this paper, based on embodied cognition, value internalization, and contextual education theories and centering on the fundamental task of fostering virtue through education, constructs a curriculum system that deeply integrates red culture education with national conditions study tours. Taking the “Six Years, Twelve Stations” national conditions study tour of Jixian No.3 Primary School as a practical case, it taps into local resources such as red culture, rule of law, ecology, and humanities, and in light of students’ six-year growth pattern, hierarchically sets up stepped study tour scenarios of “enlightenment and perception—rule formation—cultural immersion—responsibility practice,” supplemented by self-compiled exclusive study manuals. The research shows that the immersive walking classroom, stepped practical carriers, and closed-loop education model effectively remedy the drawbacks of traditional moral education preaching, and provide a replicable and promotable practical paradigm and theoretical reference for the localized national conditions study tour construction in county primary schools.