Abstract:

At the methodological level, disciplinary practices transform the traditional, theory-centered model of education by emphasizing practical engagement, and such value can only be realized when these practices become genuinely practice-oriented. The key to this shift lies in the conceptual-operational transformation of the concept of disciplinary practice. Such transformation helps disciplinary practices move from the “conceptual world” to the “real world” and enables core competencies to develop from abstract statements to actual practice. The process of conceptual-operational transformation involves key steps, including uncovering the embodied pedagogical thinking embedded within the concept of disciplinary practices; clarifying a pedagogical orientation characterized by the unity of body and mind, dynamic generation, interaction between body and environment, and the integration of emotion and cognition; refining an operational pathway grounded in the unity of knowing and doing; and identifying core pedagogical behaviors centered on learning-by-doing, application-based learning, and creation-based learning. The realization of this process depends critically on the role of teachers. Teachers’ ability to enact pedagogical transformation serves as the foundational condition for conceptual-operational transformation, their recognition and application of disciplinary practices constitute the decisive factors, and their continuous reflection and refinement provide a necessary guarantee for sustainable transformation.

Key words: disciplinary practices, conceptual-operational transformation, pedagogical thinking, pedagogical behavior