Educational research has made great progress through decades of efforts. However, the academic status of pedagogy is still lower than that of psychology and sociology mainly because it was usually considered as a discipline applying knowledge of psychology, sociology, or other subjects. Educational researches guided by this kind of viewpoint can't solve educational problems properly. Moreover, it will make the pedagogy lose the deserved place and significance continuously. In this article, the author tries to illuminate one kind of pedagogy that can promote its own subjectivity, academic status, and educational value, and can exert much more efficacy in guiding and improving educational practices through studying the purposes, questions, methods, and results of educational research, and the structure of pedagogical knowledge. The author expects that such a kind of pedagogy can be accepted by educational researchers, and can guide the development of educational researches.