Abstract:

Enhancing ideological consciousness is a prerequisite for developing original and interpretive theoretical frameworks. The construction of an independent knowledge system for Chinese pedagogy is a systematic project serving the development of a powerful education nation, which integrates critical thinking and practical transformation, and must adhere to the fundamental principle of integrating theory with practice.The development of a knowledge system needs conceptual orientation. Its construction involves core questions concerning the rationale, participants, content and approaches to development. Furthermore, it entails five fundamental perspectives: subjectivity, values, epistemology, system construction and practical construction. The perspective of subjectivity stresses that Chinese pedagogy must establish its dominant position among ideological communities, practical communities and academic communities. The value perspective calls for an in-depth interpretation of the individual, national and global values embedded in education. The epistemological perspective advocates exploring the mechanisms of knowledge generation, accumulation and innovation through understanding individual cognition, objective knowledge and local knowledge. The system perspective requires defining a clear reference framework, tracing the genealogy of pedagogical knowledge, and forging a theoretical system through ideological critique and practical reform. The practical construction perspective emphasizes that pedagogical knowledge originates from human actions, relies on symbolic interaction, and ultimately jointly shapes the socially constructed reality.

Key words: pedagogy, independent knowledge system, knowledge production, subjectivity