既然是一门学科、一门课程,就理应有明确的属性;而中学语文却一直不甚明确。近代学校设语文(国文)科已有百年,至今仍有争议,屡犯偏颇,这确实是一个需要解决的问题。查阅晚清的“奏稿”,辛亥革命后的“规定”,建国后的“大纲”,都曾有过一些说法或做过一些规定,但权威性不大。一则屡提屡变,二则虽用行政手段明文规定,而实际编书、教学中各行其是。以致长期以来中学语文教学的目标,有时模糊而笼统,有时片面而难行,乃至把语文课教成知识课、政治课、文学课或是“四不像”的课,产生语文教学中特有的“少慢 Since it is a subject and a course, there should be a clear attribute; while the middle school language has not been clear. It has been a hundred years since the modern school set up the Languages ​​(Chinese Language) Division. It is still controversial and it has repeatedly been guilty of bias. This is indeed a problem that needs to be solved. Looking at the “submissions” of the late Qing Dynasty, the “provisions” after the Revolution of 1911, and the “outline” after the founding of the People’s Republic, all had some arguments or rules, but they were not authoritative. One has repeatedly mentioned many changes, while the other uses clear administrative rules and regulations, and the actual practice of writing books and teaching is correct. As a result, Chinese language teaching in middle schools for a long period of time is sometimes vague and general, sometimes lopsided and difficult, and even teaches Chinese language classes such as knowledge classes, political classes, literature classes, or “unlike” lessons, resulting in a peculiar “learning” of language teaching. SLOW