There are two key points that distinguish new teaching from traditional teaching: one is to change the relationship between teaching and learning, from teaching-oriented to learning-oriented, and to establish a learning-centered classroom; The second is to strengthen practical awareness, take subject practice as the starting point, and build a practical education method.

Core literacy is the "gene" of the new curriculum standard of compulsory education. The new curriculum standard of compulsory education is a new curriculum standard oriented to core literacy, which pays attention to people's inner character and ability. It is different from the previous "three-dimensional goal" curriculum standard and the early "double-base" syllabus.

Core literacy-oriented teaching is essentially a process of transforming knowledge into literacy, specifically, a process of transforming knowledge in books into students' "essential character" and "key ability". This is a process of chemical reaction, deep processing and value-added.

Classroom teaching based on core literacy "should enable students to form a correct understanding and value confirmation of why to learn those contents, what is the value of learning those contents and how to learn those contents".

Core literacy-oriented teaching is to establish the core position and commander-in-chief position of core literacy in teaching, so that all elements, resources, links, processes and activities of teaching are organized and carried out around core literacy, and finally point to the generation and development of core literacy, including three aspects.

First of all, core literacy is the starting point of teaching.

Core literacy is the direction and purpose of teaching, and it is the basis and reason for establishing specific teaching objectives and designing teaching implementation plans. Establish teaching objectives and tasks around core literacy, so that teaching has a clear direction of core literacy.

Secondly, core literacy is the foothold of teaching.

Third, core literacy is the focus of teaching.

Teaching includes teaching and learning, and the relationship between teaching and learning is a pair of main relationships throughout teaching activities. The problems formed by this relationship have become the eternal theme of teaching theory and teaching reform.

Why build a learning center classroom? Judging from the relationship between teaching and learning, the teaching process is essentially a learning process for students. Without learning, the value of teaching will disappear. Without learning, the formation of core literacy is tantamount to seeking fish from the edge of a tree. Core literacy is not a symbol of students' knowledge, but a character ability that grows on students, and can only be gradually formed by students through learning activities.

In classroom teaching, when learning becomes more active, more independent and more independent, it is more and more helpful to the formation of core literacy.

From a practical point of view, the construction of learning center classroom should start from the following three aspects.

First of all, learning should be the center of the classroom.

Only by fully promoting the fundamental adjustment of teaching and learning, effectively returning the classroom to students, and making students truly become the masters of classroom learning, is the fundamental direction and long-term solution of teaching reform.

Second, we should trust and make use of students' learning ability.

Here we must first solve two cognitive problems. First, students' learning ability (potential) exists objectively and is innate. Every student is born with a strong learning ability (potential). They can learn many things independently in their daily life, and research shows that everyone has a strong desire to learn (nature). These were originally important resources and reliance for our teaching, but they were ignored by us. We mistakenly think that students are all starting from scratch and everything depends on teachers. Second, all abilities follow and embody the law of "use to advance, not use to retreat". Students are capable of learning, but if we don't let them use them and play, even the strongest learning ability will gradually deteriorate. Independence is a habit, so is dependence. Once the habit of dependence is formed, the learning ability will disappear without a trace, which finally proves the original wrong assumption: students can't learn by themselves.

It can be said that trusting and relying on students' learning ability is almost an irrefutable pedagogical truth.

Teachers should learn to discover and appreciate students' learning ability bit by bit, and gradually cultivate and improve students' learning ability in this process.

Third, let students study in class.

So how to ensure that students' learning really happens in the classroom? First, to ensure the acceptability and challenge of the learning content coexist, which is actually the relationship between the existing development zone and the nearest development zone. Second, we must ensure that students enter the learning state.

From the perspective of discipline, discipline practice is the king, the right path and the main path and channel of discipline learning. It is impossible to really learn the connotation, essence and essence of a subject if you deviate from the practice of the subject. Discipline practice is a relatively more inclusive and general concept, which points to discipline inquiry, discipline activity, learning by doing and embodied cognition. Any subject learning based on and through practice is the performance of subject practice. From this point of view, since we advocated inquiry learning, we have been working hard in the direction of discipline practice. However, in the overall form of teaching, we still have not jumped out of the framework of specialized epistemology.

The new curriculum standards for compulsory education in various disciplines greatly increase the requirements of practical activities in teaching suggestions and teaching tips, such as observation, investigation, experiment, investigation, operation, design, planning, production, watching, reading, creation and so on. To implement the new curriculum standards of compulsory education, we must really implement these practical activities.

From the perspective of teaching, the concept of discipline practice contains the following three meanings, or we should focus on promoting and implementing discipline practice from the following three aspects.

First, pay attention to physical participation and personal experience.

Experience and perception are the inherent essential attributes of discipline practice. Without experience and sentiment, academic activities will become external forms and empty shells.

Second, advocate learning based on real situations, problems, tasks and projects.

However, in teaching activities, we should put the teaching content in real situations, problems, tasks and projects as much as possible, so that students can truly feel the source and background of knowledge, experience the usefulness and value of knowledge, make students truly interested in knowledge and have a sense of meaning, and cultivate their ability to apply what they have learned.

Third, highlight the unique educational value of the discipline and embody the spirit of the discipline.

The reason why discipline practice is emphasized is because we believe that only discipline practice can effectively explore and show the unique educational value of the discipline, thus promoting the development of students' core literacy at the discipline level.

Core literacy-oriented teaching is the connotation of new teaching, and its essence is to transform knowledge into literacy. From teaching to learning, building a new learning center classroom is the embodiment of new teaching; Taking discipline practice as the starting point, constructing practical discipline education methods is the core of new teaching.