The rapid development of social economy not only brings people superior living conditions, but also intensifies the competition and pressure between people. However, people's ability to resist competition and pressure has not increased, but they are more and more afraid of setbacks, especially the growing primary school students, who are more vulnerable to setbacks. How to educate primary school students about setbacks, improve their anti-frustration ability and comprehensive quality, and promote the healthy development of teenagers' body and mind has become an urgent problem in today's society. On the basis of the existing research on frustration education, based on the infiltration of frustration education in Chinese teaching in primary schools, combined with the questionnaire survey and interview survey of students and teachers in five primary schools in rencheng district, Jining, Shandong Province, this study is carried out with the main line of finding problems, finding out the causes of problems and proposing solutions. The survey found that the current situation of infiltrating frustration education in Chinese teaching in primary schools is not ideal, and there are obvious problems in teachers' and students' concepts and behaviors. Therefore, starting from the bilateral subjects of teachers and students, from the perspectives of teachers' and students' ideas, behaviors and final infiltration effect, the author summarizes the problems existing in the infiltration of frustration education in primary school Chinese teaching, finds out the reasons, discusses and puts forward solutions, so as to make this study systematic and clear, with a view to finding a set of systematic, reasonable and effective methods to truly implement frustration education in practical teaching, and to make the related contents of frustration education penetrate and organically integrate with Chinese teaching activities. First of all, the first and second chapters analyze the psychological endurance of primary school students according to their current behavioral responses to setbacks, and explain the reasons for choosing the topic based on the policy needs of frustration education in today's society. According to the theme of this study, the related literatures at home and abroad are sorted out and analyzed, the core concepts are defined, the purpose and significance of the study are explained, and the research ideas and methods are determined. And through the theoretical analysis of infiltrating frustration education in primary school Chinese teaching, it lays a theoretical foundation for the follow-up research. The third and fourth chapters, through questionnaires and interviews, investigate the current situation of frustration education, further analyze and explain the results statistically, summarize the existing problems from the aspects of teachers' and students' concepts, behaviors and final infiltration effects, analyze the reasons, and clarify the starting point and direction of suggestions. Finally, the fifth chapter puts forward some suggestions based on the existing problems. I hope it can provide strategic reference for infiltrating frustration education in primary school Chinese teaching and promote the healthy growth of teenagers.