作为思维之纽结的概念是学科建构的基石，但教育学界长期处于对概念使用盲动的蒙昧状态。在海德格尔的理论视域下，本文把这种使用盲动概括为来源维度的盲动、把握维度的盲动以及回应维度的盲动。概念盲动必然包含着概念蒙昧使用状态残断的深层困境，而这种残断困境却不是消极的，而是包含着积极的要素和契机的因缘状态，同时呼唤一种新的学术立场与姿态，即概念自觉。概念自觉的必然性植根于历史与逻辑的交互运动，概念自觉的迫切性蕴含在教育学概念的现实缺陷之中。概念自觉是教育学研究者对自身所用概念之来历、结构、限度与趋向具有自知之明并主动承担反思与建构责任的学术意识。它具体展开为来源意识、预设意识、后果意识与建构意识四重维度。概念自觉与批判重建构成一个完整的学术行动序列。遵循真实、实效与融贯三项原则进行教育学概念的批判重建，并通过从概念反思、概念评估到重释、调适、替换与创设的迭代路径，推动教育学由概念依赖走向概念自主，重建其解释教育现实与引领教育未来的理论能力。

The concept, as the entanglement of thinking, constitutes the cornerstone of disciplinary construction. Nevertheless, pedagogical circles have long remained in a benighted state marked by the blind employment of concepts. From Heidegger's theoretical horizon, this paper characterizes such blind employment as blindness in three dimensions: origin, grasp, and response. Conceptual blindness inevitably entails the profound predicament of fragmentation in the benighted employment of concepts. Far from being passive, this fragmented predicament is a conditioned state harboring positive elements and opportunities. Meanwhile, it calls for a new academic stance and attitude, namely conceptual self-consciousness. The necessity of conceptual self-consciousness is rooted in the interactive movement of history and logic, while its urgency resides in the practical deficiencies of pedagogical concepts. Conceptual self-consciousness denotes an academic consciousness whereby pedagogical researchers possess self-knowledge regarding the origin, structure, limits and tendency of the concepts they employ, and proactively assume responsibility for their reflection and construction. It unfolds concretely along four dimensions: consciousness of origin, consciousness of presuppositions, consciousness of consequences, and consciousness of construction. Conceptual self-consciousness and critical reconstruction form an integrated sequence of academic praxis. The critical reconstruction of pedagogical concepts shall be carried out in adherence to three principles: authenticity, effectiveness and coherence. Through an iterative pathway spanning conceptual reflection, conceptual evaluation, reinterpretation, adaptation, substitution and creation, pedagogy can advance from conceptual dependence to conceptual autonomy, and thereby restore its theoretical capacity to interpret educational realities and guide the future of education.