《中学教学语法系统提要》经过两年多的时间,六次修改,广泛征求了多方面的意见,最后在吕叔湘、张志公先生指导下定稿。应该说这是一个经过严肃认真的讨论而制订出来的方案,它是集体智慧的结晶。比起“暂拟体系”来,确是前进了一大步,把语法科学的现代化带进教学中来了。但是,从进一步改进工作的角度,我们仍然可以对它提出一些意见。一、有些概念没有定义为了进行教学,概念都需要有明确的界说,这就需要下定义,《提要》对有些概念给了定义,如“语素”,而对另一些概念则没有下定义.比如“词”和“短语”都没有定义。(“词是由语素组成的”“短语是由词组成的”,这都不是定义.)没有定义,教的人和学的人都心中无数,就不能明确判断语言单位的性质;据此编写教材也会遇到一定困难.当然,要给词和短语(特别是“词”)下个完满的定义,目前还存在不少困难.但不下定义,对教师来说,却是很难接受的,因为学生必然要提出定义的问题. After more than two years’ time and six revisions, the “Summary of Teaching Grammar System in Secondary Schools” solicited extensive opinions from a wide range of sources and was finally finalized under the guidance of Lv Shuxiang and Zhang Zhigong. It should be said that this is a program formulated through serious discussion. It is the result of collective wisdom. Compared with the “provisional system”, it is indeed a big step forward in bringing the science of grammar into the teaching of modernization. However, we can still make some comments on it from the perspective of further improving our work. First, some concepts are not defined For the teaching, the concept needs to be clearly defined, which requires the definition of “abstract” for some concepts have been defined, such as “morpheme”, while no other definition of the concept. For example, “word” and “phrase” are not defined. (“Words are composed of morphemes,” and “phrases are composed of words,” which are not definitions.) Without definition, the person taught and the learner are innumerable, the nature of the language unit can not be clearly judged; accordingly, Of course, there are still many difficulties in getting the next complete definition of words and phrases (especially “Ci”), but without definition, it is very hard for teachers to accept , Because students must come up with the definition of the problem.