On a Comprehensive and Macroscopic Reform of ChineseTeaching in Middle Schools of China

Since long Chinese teaching in China's middle schools has suffered from having low achievements inspite of great efforts that have been made.The author argues that root cause for it is that definition of Chinesehas been unscientific.Chineseis by no means equal in connotation to the discipline of Chinese.Chineserefers to words or phrases used to express our ideas in discourse.It is not idea or discourse itself.Only by sticking consistently to this can we establish a solid for theories of Chinese teaching and thereby resolve numerous problems in practical Chinese teaching.