Abstract
The outcomes of higher education pedagogy encompass cognitive products, aesthetic products, and identity products. Traditional teaching models often lack an exploration of meaning and interactive relationships. Through a comparative analysis of teaching models and a methodological perspective, this study uncovers the objectives, foundations, and approaches to constructing pedagogical meaning, which are to foster the recognition of professional cognition and practitioner identity, strike a balance between value judgments and embodied practices, and forge connections between disciplinary symbols and real-life symbols. As witnesses of social environments, higher education institutions should place emphasis on the integration of online and offline teaching spaces in their practical endeavors to construct pedagogical meaning. Furthermore, the generation of faith in disciplinary methodologies within teaching content and the cultivation of dynamism in teaching approaches are crucial aspects to consider.
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