Abstract: In response to the long-standing problems in the teaching of classic texts, namely, “the fragmentation of literacy dimensions”, “ambiguity in the sequencing of learning stages” and “lack of coherence in whole-book reading” . This study takes Little Hero Yu Lai as a key case to explore an innovative path for the implementation of core literacy. Based on the core literacy requirements of the Compulsory Education Chinese Curriculum Standards (2022 Edition), this study integrates situational teaching method and embodied cognition theory to construct a three-dimensional linkage teaching system of “Aesthetics, Thinking and Expression ”. It designs a spiraling three-stage teaching path: the lower stage adopts “gamified whole-book shared reading” to achieve embodied perception and initial cultural cognition; the middle stage uses “contextualized creative adaptation + whole-book expansion” to promote in-depth understanding and cultural identity; the upper stage relies on “thematic inquiry + intertextual reading of multiple texts” to achieve value internalization and cultural confidence. At the same time, a school-family-venue collaborative mechanism is established, forming an educational pattern of “school-led, family-based and venue-expanded”. Through two rounds of practical verification, this system has significantly promoted the coordinated development of students’ language application, thinking quality, aesthetic literacy, cultural confidence and value identification, providing a replicable and actionable practical model for the whole-book teaching of revolutionary cultural texts.