The ancient Chinese educational principle of "Teaching Students According to Their Aptitude" (Yincai Shijiao) holds profound implications for modern education. This paper argues for its recontextualization as a foundational framework for integrating moral development and personality cultivation in primary education, moving beyond its traditional interpretation as merely an academic differentiation strategy. The current one-size-fits-all approach to moral education often fails to achieve deep internalization, as it neglects the individual differences in students' cognitive styles, emotional temperaments, and personal interests. Through a qualitative analysis of pedagogical theories and contemporary case studies, this study first deconstructs the core components of "Yincai Shijiao" into a cyclical process of observation, understanding, and differentiated response. It then diagnoses the systemic barriers, such as large class sizes and standardized curricula, that impede its implementation for holistic student development. The paper's core contribution is the construction of a practical, tripartite "Differentiated Interaction Model" that synergizes moral development with personality cultivation. This model is operationalized through three interconnected pathways: a flexible and choice-based moral curriculum, facilitative pedagogical strategies that honor diverse expressions of understanding, and a supportive classroom ecology. The study concludes that the conscious application of "Yincai Shijiao" to the moral-personality domain is not merely a tactical shift but a philosophical return to the heart of holistic education, essential for nurturing both virtuous and uniquely empowered individuals.

Yanfang Xiong. An integrated Model of Moral Development and Personality Cultivation in Primary School Students. International Journal of Social Sciences and Economic Management (2025), Vol. 6, Issue 2: 130-137. https://doi.org/10.38007/IJSSEM.2025.060214.

[1] C. K. The Analects of Confucius [M]. Translated by A. Waley. Vintage, 1989.

[2] T. R. The differentiated classroom: Responding to the needs of all learners [M]. ASCD, 2014.

[3] G. H. Multiple intelligences: The theory in practice [M]. Basic Books, 1993.

[4] N. N. Educating for character: How our schools can teach respect and responsibility [M]. Bantam, 1991.

[5] L. M. Integrating moral literacy and personal talent in project-based learning [J]. Journal of Moral Education, 2021, 50(3): 345-362.

[6] Z. W. Reinterpreting "Yincai Shijiao" in the 21st century Chinese classroom [J]. Chinese Education & Society, 2020, 53(2): 89-104.

[7] T. M. Mindset: The new psychology of success [M]. Ballantine Books, 2006.

[8] Z. H. From uniformity to diversity: A case study of curriculum reform in a Beijing primary school [J]. Asia Pacific Journal of Education, 2022, 42(1): 112-128.

[9] E. Q. The role of the teacher in fostering student agency and moral reasoning [J]. Curriculum Inquiry, 2019, 49(4), 456-475.

[10] M. P. The child’s discovery of the mind [M]. Harvard University Press, 1993.