First of all, we have made clear the differences and connections between core literacy and discipline core literacy, and made clear the connotations of core literacy and key competence. Secondly, we have a systematic understanding of the origin, concept and evolution of double-base, three-dimensional goal and core literacy goal. In particular, it answered the puzzle of "why should we upgrade from a three-dimensional goal to a literacy goal"; Understand the position and role of subject knowledge, subject activities, subject teachers and subject evaluation in the formation of subject core literacy. Thirdly, we gradually realize that to realize the teaching transformation of core literacy, we must first change and reshape the following teaching concepts: teaching based on moral cultivation, teaching based on curriculum awareness and subject essence, and teaching based on students' learning. Finally, what we gain the most and think is the most valuable is that this book puts forward six basic strategies under the background of core literacy-integration strategy, situational strategy, deepening strategy, activity strategy, autonomy strategy and meaning strategy. Attachment: Excerpts and comments on the core ideas of the book "Classroom Teaching Oriented by Core Literacy" I. Summary and normative definition of the concept (definition) of core literacy 1: Core literacy refers to the necessary qualities and key abilities that students should have to meet the needs of lifelong development and social development. Definition 2 (Summary Edition): Core literacy refers to the comprehensive quality that individuals can comprehensively use the (cross-) subject concepts, thinking methods and inquiry skills bred by specific learning methods, structured (cross-) subject knowledge and skills, and dynamic systems including world outlook, outlook on life and values to analyze situations, ask questions, solve problems and communicate results when facing complex and uncertain real life situations. (Standard Edition) Second, the relationship between core literacy and literacy is fundamental (the basis of other literacy development is the basis of personal lifelong development and sustainable development), growth (the growth of other literacy, the seeds of other literacy, the Dan of literacy), commonality (everyone's essential literacy, the greatest common denominator), and key (literacy itself is the key, and the time when literacy is formed is the key). Literacy characteristics: what is left, what can be taken away, and what can be regenerated. 3. What are the key abilities and essential qualities mentioned in the core literacy? 1, key ability: from the perspective of learning process (cognitive processing), students' learning ability can be divided into reading ability (input), thinking ability (processing) and expression ability (output). These three abilities are the basis and core abilities of students' learning, which have the characteristics of foundation, growth, commonality and key, and other abilities, such as innovation ability, research ability, design ability and planning ability, are based on them. These three abilities are the cornerstones of success in life. Reading ability-students who can't read are potential poor students; Thinking ability-students who can't think are students with no potential. Students who can't express themselves are students without influence. 2. Essential character: From the perspective of basic education, essential character is a character with basic, growth, publicity and key characteristics. Essentially, personality deals with interpersonal relationships. This relationship includes the relationship between people and themselves, between people and others, and between people and things (work and study). Accordingly, the three core qualities that people must possess are: self-discipline (self-control) in the relationship between people and themselves, self-esteem (public morality) in the relationship between people and others, and seriousness (responsibility) in the relationship between people and things. Character: Character is humanity, character is spirit, and character is behavior. Fourth, the relationship between key ability and necessary character: ability and character are the two most precious spiritual wealth of people. On the one hand, they are relatively independent and have their own connotations, characteristics and formation mechanisms; On the other hand, they have internal relations, so they cross each other in connotation and promote each other in form. From the formation of core literacy, we emphasize the interaction and integration of the two. "When ability has positive cultural value and altruistic moral feelings, it will become a recognized human quality." That is to say, the process of acquiring discipline teaching and key discipline abilities should be put into a kind of cultural concern full of positive energy, which can be rubbed, infiltrated and fermented, and become a kind of cultural value ability and a kind of moral ability, that is, people's literacy. Five, the new understanding and classification of core literacy framework system in three categories, six aspects and eighteen aspects. Understanding perspective of core literacy framework: 1. From the relationship between man and the world: man and himself (self), man and others (society, relationship, man and nature (outside), people and culture (tool). 2. From the perspective of education: moral, intellectual, physical, aesthetic and labor literacy. 3. From the cultural point of view: the quality of seeking truth, goodness and beauty. 4. From the social point of view: civic literacy, work literacy, and life literacy. 5. From the psychological point of view: knowledge, emotion, will, ability, temperament and personality. Sixth, the concept of the core literacy of the discipline is understood. The core literacy of the discipline = learning materials+core reading. Subject core literacy is the embodiment of core literacy in a specific subject, the achievement with subject characteristics (including necessary qualities and key abilities) formed after students study a subject (or a specific research field), and the concentrated embodiment of subject education. Discipline core literacy is the unique contribution of each discipline to core domestication, and accurately grasping the essence of discipline is the premise of constructing discipline core literacy. 7. What is the essence of discipline? Internal structure of subject knowledge? What does the value of subject education mean? What's the point? Subject situation? Academic activities? 1, the essence of a discipline is the fundamental attribute of a discipline, which is mainly reflected in the following aspects. First, the research object and basic problems of the discipline; second, the core concepts and categories of the discipline; Third, the core of basic discipline methods and ideas is discipline thinking mode; The fourth is the value and spirit of core disciplines. Accordingly, we can define the teaching content that embodies the essence of the subject as a triple structure, which includes a list of values and spirits (inner layer), methods and concepts (middle layer) and problems and concepts (outer layer). Simply put, the hidden contents (deep structure of discipline) such as discipline method, discipline thought, discipline idea and discipline spirit are the essence of discipline. The essence of discipline: first, the essential attribute of discipline; Second, the core task of the discipline; Third, special ways of discipline. 2. Internal structure of subject knowledge: symbolic representation, logical form and significance: subject knowledge can be divided into declarative knowledge (what is it), procedural knowledge (why and how to do it) and strategic knowledge (knowledge about how to think and recognize, that is, metacognition and cognition); Subject knowledge is the main carrier of the formation of subject core literacy, which is based on subject concept, subject structure, subject essence and subject situation. If we compare subject education to a big tree, knowledge is leaves, methods are branches, subject thoughts are trunks, and subject concepts are trees and roots; Subject spirit is the water and nourishment of subject education, that is, the nutrition of the tree of subject education. 3. The educational value of a discipline refers to its unique educational value and function. The reason why things exist and have a foothold, and then have an independent or even lofty disciplinary status, is determined by their irreplaceable' function' to a greater extent. "Bacon has a classic explanation for the unique human value of this subject: reading history makes people wise; Reading poetry makes people witty; Mathematics makes people careful; Science makes people profound; Ethics makes people solemn; Logical rhetoric makes people eloquent. Everything you learn becomes a character. 4. The essence of discipline requires us to: first, go beyond simple specific knowledge to understand and grasp the discipline method, discipline thought and discipline value behind specific knowledge; Second, we should go beyond the superficial symbolic form to understand and grasp the logical basis, thinking method and value significance behind the form of a work; Third, we should go beyond many knowledge points and understand and grasp the organizational structure and attribute characteristics of similar knowledge. Only in this way can the teaching of learning material knowledge contribute to the formation of the core literacy of the subject. 5. The most essential, valuable knowledge that can promote the formation of discipline core literacy includes: core concepts and propositions, essence and laws, thoughts and methods, generation and sources, relationships and structures, values and spirits. 6. Subject context refers to the conditions, background, process or story of the generation, presentation and development of learning material knowledge. From the teaching point of view, it is a generalization of a socialized learning environment that promotes students to learn, understand, digest and construct subject knowledge. Subject situation is the carrier and part of learning subject knowledge. The transformation from subject knowledge to subject accomplishment is inseparable from the intervention and participation of subject situation. 7. Discipline activities are the main path for the formation of discipline core literacy. Eight, the relationship between discipline core literacy and core literacy. Discipline core literacy is the starting point of core literacy, and discipline core literacy is the soul of discipline education. The relationship between them is superior and inferior, whole and part, abstract and concrete; They are the relationship between purpose, direction, means and ways; They are mutually inclusive, mutually integrated, organically transformed and mutually promoted. The two are different: core literacy is not the sum of simple machinery of subject core literacy; Their starting point of development is different. Nine, how to do the test questions under the background of core literacy? Perfecting the proposition reform based on core literacy: the life system of test questions includes three aspects: conception, situation and questioning. Conception is the purpose of test questions, situation is the material and medium to realize conception, and question setting is the presentation form of test questions. Specifically, we should pay attention to solving complex and uncertain subject problems from the habit of focusing on fragmentation and immobilization of subject knowledge; From paying attention to the understanding, reproduction and reaction of book knowledge to paying attention to the construction, interpretation and perception of personal knowledge; From focusing on what to learn to focusing on how to learn, learn to learn. Teachers and proposers should accurately grasp the connotation of core literacy and academic quality standards, formulate systematic and clear evaluation objectives, fully understand the continuity of core literacy development, plan and design the evaluation objectives of study hours, modules or themes, units and hours as a whole, deeply understand the relationship between academic quality standards and academic requirements in different course contents and different learning stages, and determine specific and clear evaluation objectives and performance expectations in combination with specific contents and students' reality. Efforts should be made to change the academic quality view that takes the knowledge points of disciplines as the key link and the mastery of knowledge points as the standard, and establish the academic quality view based on core literacy. Situation: The formation of core literacy is inseparable from the situation. The situation should realize the unity of life problems and subject problems, original problems and teaching materials problems. The examination and evaluation questions of core literacy should come from real life rather than imagination. A good examination situation should be an organic unity of discipline and life in content. The real situation is the real source of the problem, and the false situation is just the coat of the problem. A good situation should be concise language, interesting expression and novel structure. In recent years, there are two major trends or characteristics in the situation creation of college entrance examination propositions. First, innovate the situational design of test questions and pay attention to information processing ability. Change the text description used in traditional teaching, innovate the situational design of test questions through forms such as tables, pictures and cartoons, enhance the friendliness of test materials, and pay attention to the ability of obtaining, processing, analyzing and sorting test information. Second, the examination materials are closely linked with practice, highlighting the application ability. The proposition pays attention to the close relationship between the basic laws of the discipline and the progress of scientific research, production practice and life reality, and highlights the ability to solve practical problems by using the basic principles of the discipline. Question: The question is not only the carrier of literacy formation, but also the carrier of literacy evaluation. People's ability, especially their thinking ability, can only be shown in solving problems. The main characteristics of a good question are: first, it is flexible, and it is not possible to answer it by rote or in general terms; Second, it can reflect the essence of discipline, involving the understanding and understanding of discipline concept, discipline thought, discipline thinking mode, discipline spirit and discipline culture; Third, open, allow and encourage students to answer individually. The directionality and hierarchy of ideas, the authenticity and discipline of situations, and the thoughtfulness and openness of questions are the three basic requirements for the proposition to move towards core literacy. X. Two learning methods advocated and valued by core literacy 1. Complete learning: from the perspective of activities, complete learning is an active, cooperative and reflective learning; From the learning results, complete learning includes main learning, auxiliary learning and attached learning; From the perspective of problem solving, complete learning includes situations, problems, assumptions, reasoning and verification. Complete learning includes three links or elements: reading, thinking and expression. 2. Original ecological learning: learning directly from the text (textbook): learning directly from the things themselves: learning from the students' experience and life: students' original ecological thinking freely participate in learning: students' emotions, interests, hobbies, spirit and life participate in learning. XI。 Six basic teaching strategies under the guidance of core literacy 1 As far as the course content is concerned, the integrated teaching strategy based on course consciousness and subject essence is 1. Contact (association), organization (construction), integration (integration) expansion, cross-border and get through. There are mainly the integration with knowledge system as the key link, theme as the key link and core literacy as the key link. Successful cases: teaching method, structural teaching method, group reading, unit integration, Chinese knowledge tree, and block teaching: (2) Situational strategy: creating situations by connecting life, objects, images, actions, language, the relationship between old and new knowledge and concepts, background knowledge or scenes, and problems. (3) Depth strategy: transparency. Reduce the surface of subject knowledge. The externalization of subject knowledge means that teachers are divorced from the essence of the subject and the core of knowledge, and lack the due understanding depth of subject teaching materials and actual teaching content. Mainly in emphasizing the surface (symbol) of knowledge, rather than the deep (essence) of knowledge; Emphasize the quantity of knowledge, not the quality (connotation) of knowledge; Emphasize knowledge points rather than the structure of knowledge; Emphasize knowledge itself, not the thinking method contained in knowledge: emphasize the progress of knowledge teaching, not the depth of knowledge teaching. As far as a subject is concerned, teachers should strive to achieve the following four points in curriculum integration teaching: first, the mutual integration and accommodation of knowledge within the subject of learning materials; second, the mutual infiltration and support of knowledge among disciplines; Thirdly, the harmonious combination of subject knowledge and students' life experience; Fourth, the organic unity of subject knowledge learning and the formation of subject core literacy. Students have shallow thinking: dependence, singleness, disorder, superficiality and dullness. Modern epistemology tells us that all subject knowledge can be divided into surface structure and deep structure in terms of its structure. The surface structure reveals the surface meaning of knowledge, that is, the descriptive or explanatory meaning of knowledge itself, which reflects the objects, situations and concepts of the physical world, the social world and the conceptual world. "Deep structure is the way of thinking and value tendency contained in knowledge, which reveals the deep meaning of knowledge, that is, the wisdom meaning, cultural meaning and values behind knowledge, and reflects people's spiritual world and value world. From a disciplinary point of view, it is the depth of classroom teaching to use the spirit and culture of Kurt to build students' academic literacy and to stimulate students' learning motivation with the unique charm and aesthetic feeling of science. From the perspective of knowledge, in-depth teaching refers to the teaching with deep structure beyond the surface structure of knowledge. From the teacher's point of view, in-depth teaching refers to the teaching in which teachers drill into textbooks thoroughly. From the students' point of view, in-depth teaching refers to the teaching that makes students think deeply. 2. As far as the teaching subject is concerned, student-learning teaching (1) is an active strategy: project learning, learning by doing; Project-based learning is a student-centered teaching method to design and implement projects. Compared with traditional learning methods, it can effectively improve students' practical thinking and problem-solving ability. Referring to the research of Liu Jingfu and Zhong Zhixian, we can find the following characteristics of project learning: 1. There is a driving or initiating problem, that is, a project, which refers to a real-life problem rather than an academic problem (cognitive problem) and is used to organize and stimulate learning activities. 2. There is one or a series of final products. Works can be in various forms, such as research reports, physical models, pictures, audio and video recordings, slides, web pages, cultural performances, etc. 3. Pay attention to the comprehensive application of multidisciplinary knowledge. Because "project" is a problem in real life, understanding and solving this kind of problem often requires the comprehensive application of multidisciplinary knowledge. 4. Emphasize cooperation in the learning process. Completing a project usually requires close cooperation between teachers and students. 5. Learning has certain social value. The problem of project learning comes from real life, and its products have social application value. In the process of project learning, students should get in touch with society or some real life situations. B. Dewey summarized "learning by doing" as the following steps: first, students should have a real and experiential situation, that is, they should have a continuous activity that is interested in the activity itself. Secondly, in this case, a real problem arises as a stimulus to thinking. Third, students should have knowledge and materials, and make necessary observations to deal with this problem. Fourth, the student must be responsible for gradually developing the solution he has come up with. Fifth, students should have the opportunity to test their ideas through application, so that they can know the meaning of these ideas and know whether they are effective or not. (2) Autonomous strategy: Autonomous learning is an active learning, autonomous learning and metacognitive monitoring learning. Case: Zhou Xu's teaching plan, Zhang Xuexin's efficient class placement. 3. Teaching direction, based on the meaningful strategy of Lide Shu Ren's teaching. (1) The real teaching is to teach people, not to teach people, and the subject teacher is not a teaching subject, but to teach people with subjects. This is the teaching concept that must be established first to cultivate the core literacy of the subject. Subject teaching is the main way to educate people. Give full play to the unique moral education resources of subject knowledge; Discipline teaching should enter students' life and behavior; Discipline teaching should enter the moral and spiritual world of students; Value guidance should be organically combined with subject teaching. (2) The meaning of meaningful learning can be summarized as: original meaning, potential meaning, psychological meaning and spiritual meaning. : Moral class, life class, happiness class. (3) Core literacy includes the core literacy of the subject and the core literacy of cross-learning materials, with special emphasis on the significance of interdisciplinary literacy. "Every subject has homework. For core literacy, the concepts of responsibility, frustration, time and efficiency in homework are more important than the homework itself, which can unify all disciplines; Self-control and self-discipline in class and assembly, order and tolerance in discussion and cooperation can unify all disciplines; The struggle, tolerance, unity and will in the school sports meeting can also unify all disciplines. The teaching based on reading ability, thinking ability and expression ability, which we actively advocate, is also an interdisciplinary curriculum integration, because all disciplines are more committed to cultivating these three basic learning abilities, and conversely, these three basic learning abilities must also rely on the common cultivation of all disciplines.