Abstract:

“Basic education” is a holistic entity that serves as a crucial gateway and key mechanism leading to the study of Basic Pedagogy. Basic Pedagogy is the study of “basic education” itself, focusing on the “relationship studies” between basic education theory and practice. Currently, Basic Pedagogy is in an “initial” stage. Constructing China’s independent knowledge system for Basic Pedagogy, rooted in basic education, is an urgent and important task, as well as an inherent mission for researchers in this field. However, Basic Pedagogy faces three major dilemmas: first, the challenge of the relationship between theory and practice; second, the issue of dialogue and exchange between China and other countries; and third, the issue of its relationship with related disciplines. Therefore, Basic Pedagogy must establish its own knowledge system to achieve genuine academic recognition. Specifically, “China’s independent knowledge system of Basic Pedagogy” covers fundamental dimensions such as the nature of research, research objects, research goals, research content, and research methods. This system should be progressively developed and refined through various approaches, including the integration of “three realities” (practice, experiment, and empirical evidence), interdisciplinary collaboration, the symbiosis of theory and practice, collaborative creation, international dialogue, and the empowerment of digital intelligence, leading it towards greater depth and richness.

Key words: basic education, basic pedagogy, China, independent knowledge system