Research on the Authentic Connotation of the “Four-Point Breakthrough” Teaching Paradigm ——Focusing on the Ontology of Knowledge, Realizing Interest-Driven Engagement, and Returning to the Essence of Education

Article ID: 4469

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Keywords: “Four-Point Breakthrough” Teaching Paradigm; Interest-Driven Engagement; Essence of Education

Abstract

With the advancement of curriculum reform in basic education in the new era, the “Four-Point Breakthrough” teaching paradigm, rooted in theoretical foundations and refined through practical implementation, originates from the essence of classroom instruction and centers on cultivating students’ intrinsic learning motivation. This approach emphasizes the ontology of knowledge, promotes interest-driven engagement, and returns to the fundamental essence of education, thereby establishing a new classroom teaching model characterized by clear objectives, streamlined processes, efficient methodologies, and natural pedagogical flow. This paradigm holds significant implications for adapting to the demands of contemporary curriculum reform in basic education, advancing the return to educational authenticity, implementing core competency cultivation, and fostering teachers’ professional development.