Abstract:

The new era endows China’s pedagogy with a new era mission, discipline responsibilities and development demands, which requires Chinese educators to always base themselves on the basis of educational practice, meet the needs of discipline development, and answer the questions of the characteristic era. The connotation characteristics of inheritance and innovation, intersection and integration, collaboration and sharing in the construction of new liberal arts provide a new ideological source, analytical framework, thinking logic and transformation path for the transformation and transformation of knowledge production paradigm of Chinese Pedagogy in the new era. After going through the “mode Ⅰ” of professional differentiation of a single discipline and the “mode Ⅱ” of interdisciplinary collaboration, the knowledge production paradigm of pedagogy in China is moving towards the “mode Ⅲ” of interdisciplinary intellectual media integration, showing the overall trend and change landscape from the inside out, from one-way to multi-dimensional, from other consciousness to self-consciousness, from discipline separation to boundary integration. Every era has its liberal arts. The construction of new liberal arts has given rise to three shifts in the knowledge production paradigm of Chinese education in the future, including the return of seeking knowledge from reality, the gathering of symbiotic groups, and the reshaping of cultural ecology.

Key words: construction of new liberal arts, Chinese pedagogy, knowledge production, paradigm change