语文是基础教育中最受关注也是争议最大的课程。争论的核心问题之一就是语文究竟是什么,由此又必然引出另一个问题:语文教学需要怎样的语文知识?很明显,对语文的理解不同,对语文知识的界定也会发生相应的变化。所幸的是,语文教育界也有一个基本的共识:提高学生的母语运用水平是语文区别于其他所有课程的目标。鉴于语言学是研究语言和语言运用的专门学科,我们打算从语言学的角度探讨语文知识的应有面貌。 Language is the most watched and controversial subject in basic education. One of the core issues of the debate is what exactly is Chinese, which inevitably leads to another question: What kind of Chinese knowledge does Chinese teaching require? Obviously, the understanding of Chinese is different and the definition of Chinese knowledge changes accordingly. Fortunately, there is also a basic consensus in the Chinese language education community that improving the level of native language use by students is the goal of language differentiation from all other curricula. Since linguistics is a specialized subject that studies the use of language and language, we intend to explore the proper face of linguistic knowledge from a linguistic perspective.