Abstract:

Indigenous concepts are the basis of the construction of independent knowledge system of Chinese pedagogy, which is characterized by specific localization, originality, identification, historicity and systematicness. “Life and practice” pedagogy is a new educational school in contemporary China, and it is also an attempt to rebuild contemporary pedagogy. In the course of its development, it has formed two defining concepts and their conceptual groups, namely “life · practice” and “life consciousness”, which systematically answer such fundamental questions as “what is education?” “what is the necessity and basis of education?” “what is the internal logic and structure of education? how to reveal?”, as well as major theoretical questions like “what is pedagogy?” “what is the independence, uniqueness and scientificity of pedagogy and what is its basis?”By in-depth analysis of the two major indigenous concepts of “life, practice” and “life consciousness” and the generation process of their concept groups, we can find the basic path of indigenous concept construction in Chinese pedagogy, that is, giving old concepts new connotations in the critical reflection of education theory and practice, constructing new concepts with “theoretical thinking” in the interactive generation of theory and practice and following the historical logic and times logic of the development and evolution of the discipline theory system.

Key words: Chinese pedagogy, indigenous concepts, “life and practice” pedagogy, “life and practice”, life consciousness