Charming Tianfu: Comprehensive Practice Course for Primary School Grades 1–3
Tags
Summary
Editor's review
Who it's for
A good fit for
- Lower primary students in Grades 1–3 in Chengdu and surrounding areas, for use with local curriculum courses
- Parents who want young children to encounter hometown culture; suitable for parent-child co-reading
- Reference for lower primary teachers conducting local heritage education or comprehensive practice activities
- Children who have recently begun reading and need illustrated materials to build reading interest
Not a good fit for
- Students in Grade 4 and above; the content depth and activity difficulty are too low
- Adult readers seeking a systematic understanding of Chengdu history and culture
- Families with no need for local culture courses who are only looking for general storybooks
Reading tips
- Parents first read through one section, then guide children into the content through questions and conversation
- Read only a short subsection each time, and follow up with drawing, crafts, or a short visit to deepen impressions
- Teachers can select the customs section to design parent-child tasks for families to complete and share
- Encourage children to retell the content in their own words after reading; do not require memorization of specific facts
About the publisher
Sino-Culture Press is known for publishing in history, social sciences and traditional Chinese culture, with a further reach into literary appreciation, classic works and foreign literature. Its library of 489 titles includes such works as The Road to Dongpo: The Evolution of Su Shi's Poetic Style, The Poetry and Life of Du Fu, The History of Qin and Han, and Six Hundred Years of the Forbidden City (collector's edition), while A Preliminary Survey of Ancient Architecture in Shanxi and Fen: Hand-drawn Records of Architectural Remains reflects an interest in documenting architectural heritage. Van Loon's Collected Classics and guided-reading editions of works such as Call to Arms and Notre-Dame de Paris serve general readers and classroom use. Its authors include scholars and popular writers such as Fu Junmai, Chen Linlin, Van Loon, Wang Longlin and Guan Ranrong, and biography is another direction. As public information is limited, this note focuses on the publishing profile shown by the titles in the library.
Contents
- 版权信息
- 前言
- 一年级上
- 锦绣天府
- 课堂学习
- 初识成都
- 文史链接·上皇西巡南京歌十首（其二）
- 知识拓展·初识中国
- 实践探索
- 走进成都
- 锦城名人
- 课堂学习
- 古蜀国
- 文史链接·春夜喜雨
- 知识拓展·成都的别称
- 实践探索
- 走近“古蜀文物”
- 蜀都文艺
- 课堂学习
- 成都童谣
- 文史链接·一二三四五、小老鼠
- 文史链接·九九歌
- 知识拓展·数九寒冬
- 实践探索
- 有趣的成都童谣
- 蓉城风俗
- 课堂学习
- 成都名小吃
- 文史链接·朝饥食齑面甚美戏作
- 知识拓展·中国名面（一）
- 实践探索
- 品尝成都好吃的面条
- 一年级下
- 锦绣天府
- 课堂学习
- 都江堰
- 文史链接·游伏龙观随吟
- 知识拓展·长江、黄河
- 实践探索
- 彩笔绘出都江堰
- 锦城名人
- 课堂学习
- 文史链接·宣城见杜鹃花
- 知识拓展·中国历史朝代歌
- 实践探索
- 绘制古蜀王图像
- 蜀都文艺
- 课堂学习
- 成都童谣
- 文史链接·摇摇船、排排坐
- 知识拓展·丁丁猫儿
- 实践探索
- 童谣诵读会
- 蓉城风俗
- 课堂学习
- 特色小吃
- 文史链接·蔬食戏书（节选）
- 知识拓展·中国名面（二）
- 实践探索
- 收集整理成都特色小吃
- 二年级上
- 锦绣天府
- 课堂学习
- 四川名山
- 文史链接·峨眉山月歌
- 知识拓展·五岳归来不看山
- 实践探索
- 一起去登山
- 锦城名人
- 课堂学习
- 司马相如
- 文史链接·凤求凰（节选）
- 知识拓展·司马相如与卓文君
- 实践探索
- 探访司马相如和卓文君的足迹
- 蜀都文艺
- 课堂学习
- 成都民间故事
- 文史链接·锦瑟
- 知识拓展·孟姜女哭长城
- 实践探索
- 寻找成都民间故事
- 蓉城风俗
- 课堂学习
- 传统节日
- 文史链接·灌阳竹枝词
- 知识拓展·三月三敬娘娘
- 实践探索
- 有趣的传统节日
- 二年级下
- 锦绣天府
- 课堂学习
- 成都名镇
- 文史链接·绝句
- 知识拓展·中国著名古镇
- 实践探索
- 成都周边古镇一日游
- 锦城名人
- 课堂学习
- 文翁兴学
- 文史链接·送梓州李使君
- 知识拓展·孔子办学
- 实践探索
- 我的学校
- 蜀都文艺
- 课堂学习
- 成都民间故事
- 文史链接·咏蜀都城上芙蓉花
- 知识拓展·梁山伯与祝英台
- 实践探索
- 我为成都做宣传
- 蓉城风俗
- 课堂学习
- 传统节日
- 文史链接·九月九日忆山东兄弟
- 知识拓展·腊八节
- 实践探索
- 制作乞巧果
- 三年级上
- 锦绣天府
- 课堂学习
- 成都名桥
- 文史链接·成都曲
- 知识拓展·中国四大名桥
- 实践探索
- “桥”的世界
- 锦城名人
- 课堂学习
- 陈寿与《三国志》
- 文史链接·《三国志》名句
- 知识拓展·中国四大史书
- 实践探索
- 讲《三国志》故事大赛
- 蜀都文艺
- 课堂学习
- 民间工艺
- 文史链接·惊蛰二月节
- 知识拓展·中国四大名锦
- 知识拓展·中国四大名绣
- 实践探索
- 参观成都蜀锦织绣博物馆
- 蓉城风俗
- 课堂学习
- 十二生肖
- 文史链接·十二生肖相关歇后语
- 知识拓展·十二生肖与十二地支的渊源
- 实践探索
- 我的家庭生肖卡
- 三年级下
- 锦绣天府
- 课堂学习
- 武侯祠
- 文史链接·武侯祠对联
- 知识拓展·三苏祠
- 知识拓展·新都杨升庵祠
- 实践探索
- 走进成都名人祠堂
- 锦城名人
- 课堂学习
- 诸葛亮
- 文史链接·蜀相
- 知识拓展·蜀汉
- 实践探索
- 走近诸葛亮
- 蜀都文艺
- 课堂学习
- 民间工艺
- 文史链接·俗语两则
- 知识拓展·剪纸、泥塑
- 知识拓展·年画
- 实践探索
- 我们的班级“手工艺品”展示会
- 蓉城风俗
- 课堂学习
- 成都风俗
- 文史链接·邯郸冬至夜思家
- 知识拓展·二十四节气
- 实践探索
- “节气习俗”知多少
FAQ
Can children in Grades 1–3 understand this book on their own?
Does this book overlap with the Grades 4–6 edition?
If parents do not know much about Chengdu history and culture, can they still read this with their children?
Comments
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About the author
Wu Mingqu is a Chinese book author about whom limited public information is available; details of his personal background, education, and dates of birth and death have not been clearly recorded. Judging from the two works held in the collection, his writing centers mainly on local cultural education. His representative works are Charming Tianfu: Comprehensive Practice Course for Grades 1–3 and Charming Tianfu: Comprehensive Practice Course for Grades 4–6. Centered on the regional cultural image of “Tianfu,” these two books design comprehensive practice activities for lower and upper primary school levels and belong to cultural reading materials. The works turn local cultural resources into course materials suitable for children, combining knowledge with practice and reflecting the author's attention to cultural education in primary school. Because verifiable information is scarce, a full assessment of his writing style and overall influence remains difficult; readers may consult the two course readers mentioned above to understand the direction of his work.
Zhou Hongwei is a Chinese author about whom limited public information is available. What can be confirmed is that his work involves cultural subjects, with one title held in the collection. His representative work is Charming Tianfu: Comprehensive Practice Course for Grades 1–3 of Primary School, a book aimed at lower-primary students that introduces Tianfu culture through comprehensive practice courses, turning local cultural resources into course content suitable for children to understand and take part in. This work shows that Zhou Hongwei's writing focuses on integrating regional culture into basic education practice, balancing knowledge with hands-on activities and helping students encounter and learn about local culture through course experiences. Because information on his life, educational background and other writings is not publicly available, a full picture of his work cannot yet be drawn; this book alone, however, reflects an editorial approach that combines cultural popularization with primary school curriculum design and offers practical reference for bringing local culture into schools and classrooms.
