In recent years, popular music has gradually moved from the periphery of mass entertainment to the mainstream of education. Its inclusion in national compulsory education music textbooks reflects a shift in the value orientation of contemporary Chinese music education. Taking four original songs by Chinese pop singer Zhou Shen—“Big Fish,” “China in the Lights,” “With Me,” and “A Sky Full of Stars”—as examples, these works have been selected for textbooks of different grade levels by Shanghai Music Publishing House, People's Music Publishing House, People's Education Press, and Liaohai Publishing House respectively, illustrating a systematic transformation process from pop culture to curricular knowledge. This paper examines the cultural implications and educational functions of pop music in textbook compilation from the perspectives of cultural studies and curriculum theory, analyzing its role in constructing national narratives, collective memory, and cultural identity. Research reveals that popular music in textbooks transcends mere aesthetic appreciation, evolving into cultural symbols that embody contemporary spirit and value orientations. Through accessible artistic forms, it guides young learners to perceive patriotic sentiment, aesthetic values, and the spirit of the times within their musical education. This phenomenon offers significant insights into how 21st-century education systems leverage popular culture to foster cultural belonging and value recognition.