The pursuit of scientific knowledge is an important value orientation of human theoretical thinking. The scientization of pedagogy is not a spontaneous and natural realization process, but also requires theoretical consciousness. It is the inevitable result of deepening human understanding of educational practice. The course of the development of education discipline fully shows that the scientific knowledge of pedagogy is helpful to improve the scientific level of pedagogy and enhance the explanatory power and guiding power of pedagogy theory to educational practice. The scientization of pedagogy is based on two aspects: First, China's pedagogy is far from being "scientific" in terms of theoretical construction itself, let alone "scientism". China's pedagogy is facing a "pre-modern" problem of "being scientific". The lack of "being scientific" not only causes theoretical problems, but also causes confusion in practice. Secondly, it is reasonable to introduce and transplant western modern educational philosophy (including "postmodernism"), but its scientificity and rationality as a theoretical tool to study China's educational problems is a problem that needs to be proved. The relatively simple theoretical explanation has only aroused some theoretical uproar, and its influence on educational practice is actually extremely limited. At present, the problem consciousness of educational research is "misplaced" to a great extent. Trying to solve a "pre-modern" problem with "post-modern" theory leads to the neglect of science pedagogy. Deconstructed without construction, the education sector has created a virtual problem for itself. The vigilance against modernity and scientism is a theoretical misunderstanding, and it is time to jump out. This study holds that the scientization of pedagogy knowledge is the basic premise and breakthrough point of constructing "scientific pedagogy" The basic symbol of the scientific degree of pedagogy is a knowledge system with clear logic and strict expression. Science pedagogy is a rigorous discipline, which has its own unique research object, appropriate research methods, special concepts and propositions, accurate discourse statement and reasonable logical structure. This study attempts to discuss from the logical clues of "object theory", "methodology" and "language theory" The premise of scientific pedagogy knowledge is to clarify the research object of pedagogy. There are four main views on the research object in academic circles: educational facts, educational phenomena and their laws, educational phenomena and educational problems. This study holds that "educational phenomenon" is the research object of pedagogy, which highlights the discipline uniqueness, high generality and publicity of pedagogy research topics and limits the research scope of pedagogy. Scientific pedagogy knowledge needs appropriate methodological guidance. Although the diversified trend of pedagogy knowledge methodology is conducive to the expansion and deepening of pedagogy knowledge, the choice of its methodology should adhere to the unitary standard centered on the research object, and ensure that the methodology of pedagogy knowledge production is suitable for "the research object of pedagogy", "the specific research object" and "the local research object". The important symbol of scientific pedagogy knowledge is scientific educational language. Theoretical thinking grasps the existence of education through language, and makes a standardized statement on the basic concepts and propositions of pedagogy, so as to strengthen theoretical dialogue within disciplines, break through the barriers between researchers and practitioners of educational theory, and endow theory with the vitality of practice, so that scientific pedagogical knowledge is possible.