Abstract:

Discipline practice is a comprehensive teaching approach that emerges from reflection on traditional subject teaching, and is an indispensable exploration of teaching practice under the current orientation of core competencies. In essence, discipline practice represents a renewed understanding of teaching, which presents disciplinary knowledge through practical engagement and serves as a bridge connecting the disciplinary world with real-world contexts. Therefore, it embodies cognitive, disciplinary, and mediating characteristics. However, in actual teaching activities, the functional positioning of discipline practice remains unclear, and its existing forms tend to be overly singular, resulting in deviations in its implementation. To correct these deviations, it is necessary to uphold a student-oriented perspective, follow the fundamental logic of education, and expand the notion of “practice” within discipline practice into cognitive practice, social practice, and ethical practice. Accordingly, constructing classrooms with a strong sense of practice, fostering critical reflection that guides teaching, and establishing whole-person development as the core instructional aim constitute the extended dimensions of discipline practice. These efforts enable students to enter the dimension of meaning in knowledge and promote the genuine occurrence of learning.

Key words: subject teaching, discipline practice, sense of practice, student-oriented, core competencies