从封建社会语文教学的“讲经”到“万四”白话文活动时期的“讲解”，再到建国初期的“讲读”，乃至一直到当前的情节性的“讲问”，其间“讲”是一脉相承的。“教”与“学”或“讲”与“练”是对立的，但又是统一的。笔者认为，转化这对矛盾的最佳方法，应当多关注其统一的一面，发掘它们的同一性 From the “teachings” of the Chinese language teaching of the feudal society to the “four thousand words” and the “interpretation” of the vernacular activities, to the “reading and reading” of the early days of the founding of the People’s Republic, and even to the current plots. “Interpretation” and “speaking” are in the same line. “Teaching” and “study” or “speaking” and “training” are opposite, but they are unified. The author believes that the best way to translate these contradictions should be to pay more attention to their unity and to explore their identity.