Over the years, Zhang Zhigong has devoted himself to the study of Chinese grammar, and made great contributions to both Chinese teaching grammar and theoretical grammar. Zhang Zhigong presided over the formulation of Chinese Teaching Grammar twice, expounded some basic theories of teaching grammar, promoted the popularization of teaching grammar in the whole country, and devoted a lot of efforts to the establishment and updating of teaching grammar. From 1954 to 1956, middle schools tried to teach Chinese and literature separately. Grammar is the most important content in Chinese teaching. Since Ma Jianzhong introduced western grammar, various systems have appeared in Chinese grammar, and the terms used are also very different. This situation has caused great difficulties to grammar learners. However, in the linguistic field at that time, there were many monographs on theoretical grammar and different opinions on the grammatical system. But teaching must have a unified system, which can be recognized by everyone, easy to teach and useful to learn. Therefore, under the leadership of the Ministry of Education and with the support of linguists and teachers, Zhang Zhigong began to draft a grammar system for Chinese teaching. At that time, two principles were determined: first, the system should integrate the achievements of Chinese grammarians for decades as much as possible; Second, make the content of this system (from argumentation to terminology) familiar to ordinary people, especially Chinese teachers in middle schools. According to the above principles, after many discussions, revisions and trial teaching, a tentative grammar system for Chinese teaching was finally drawn up, which was unanimously recognized at the national linguist grammar seminar held in Qingdao in July, 1956, as the basis for compiling Chinese textbooks for middle schools. In the process of formulating the trial system, he personally went to Beijing Normal University for trial teaching to keep abreast of the trial situation of teaching materials. Commenting on this grammar system, Mr. Wang Li said: "This tentative grammar system is not so much a combination of the achievements of various schools as a new system." (On the tentative grammar system of Chinese teaching, Chinese LearningNo. 1957,No.10/) In order to introduce and expound the tentative grammar system of Chinese teaching, Zhang Zhigong edited 1956 "Essays on Grammar and Grammar Teaching", written by more than 20 grammarians. On this basis, the textbook Chinese used in middle schools in China (1-6 volumes) was compiled. Later, the sub-project experiment stopped, and he presided over the rewriting of the textbook "Chinese" into "Chinese Knowledge" for teachers and general readers to refer to, and became a masterpiece of teaching grammar. This book has a wide influence in Hong Kong, Japan and Southeast Asia. China's Modern China Law written by Japanese Toshiichi Kawasaka 1962 is mainly based on China's knowledge. From 1956 to 198 1, the trial system is not only the basis of grammar teaching in primary and secondary schools, but also adopted by many colleges, especially teachers' colleges and general grammar works in society. Popular with readers, People's Education Publishing House reprinted this book on 1980. With the continuous development of grammar research and grammar teaching, grammarians have also made many new discussions on grammar teaching and put forward many suggestions on the revision of the tentative system. In order to absorb the latest achievements in grammar research and further improve the teaching grammar system, entrusted by the Ministry of Education, Zhang Zhigong once again presided over the formulation of a new teaching grammar system. 198 1 in July, the national seminar on grammar and grammar teaching was held in Harbin, where grammarians, grammarians and excellent middle school teachers from all over the country gathered together to discuss the principles and schemes for formulating new teaching grammar, and finally formed the Outline of Teaching Grammar System in Middle Schools (Trial). Once the summary of the system was published, it immediately attracted widespread attention. Many provinces and cities hold seminars to explain and study the new teaching grammar system; Many scholars and teachers have written about this system, which has formed an upsurge of learning, research and use. At the same time, Zhang Zhigong has written many times, expounding the nature, purpose, object, teaching content and teaching methods of teaching grammar, and summarizing and generalizing teaching grammar in theory. 65438-0997 Shanxi Education Publishing House published Selected Works of Chinese Grammar Teaching, which included his major works and teaching grammar papers. From 1950s to 1980s, Zhang Zhigong successfully presided over the formulation of two teaching grammar systems. It can be said that he is a veritable founder of China's teaching grammar system. Combined with the establishment of teaching grammar, Zhang Zhigong has also done a lot of research on Chinese theoretical grammar. In the study of theoretical grammar, he has always stressed the importance of practicality, and should study grammar from practicality so that people can use it after learning it. Common Sense of Chinese Grammar and Grammar Learning Theory can be said to be representatives in this respect. Common Sense of Chinese Grammar was published by China Youth Publishing House, 1953. This book absorbs the theories of many schools and becomes a unique grammar monograph. Its main features are: (1) emphasizing the division of parts of speech according to grammatical functions, and holding that "the basis of part of speech division is grammatical features". (2) Some new treatments have been made to the classification of words. First, words are divided into content words and function words, and then into eleven subcategories. This is a relatively new research achievement, and this classification method was adopted by the later "Tentative Chinese Teaching Grammar System". (3) There are two ways to combine words-word order and function words, and they are combined into three relationships-subject-predicate, combination and deviation (including modification, complement and verb-object). (4) There are also new creations in syntax, and the concepts of existential sentence, conventional sentence and variant sentence are put forward for the first time. (5) Cross-talk about morphology and syntax, such as briefly introducing the grammar system first, then talking about noun verbs and adjectives, then talking about decisive sentences and quasi-decisive sentences with these three types of words as predicates, then talking about the usage of several types of notional words and function words, and then talking about the expansion and changes of sentence components. So that learners can easily understand grammar and learn to use it. Common Sense of Chinese Grammar became one of the most influential grammar works at that time because it absorbed the strengths of various schools and formed its own system. 1955, Xiang Junyi translated the book into Basic Grammar of China, which had a great influence in Japanese sinology. Speech on Grammar Learning, published by Shanghai Education Press, 1962. This is a popular and innovative grammar book. Starting from the convenience of learners and the characteristics of Chinese, this book attempts to construct a Chinese grammar system that conforms to the characteristics of Chinese. The author first talks about "the organization of words and sentences" and four kinds of relations arising from it: the restriction in front, the domination in front, the explanation in the back, and the combination before and after. Talking about the organization and use of sentences from the beginning directly shows the most basic characteristics of Chinese combination. Then talk about the usage of various words, complex sentences, complex long sentences and so on. , close to practicality and creativity. Several writing principles embodied in this book are enlightening to the current language teaching: paying attention to application, talking about the most basic things, paying attention to logical relations, and connecting rhetorical expressions, mood and modality in speech and writing. In addition, when studying theoretical grammar, Zhang Zhigong noticed the differences between Chinese grammar and western grammar very early, and repeatedly called for getting rid of the shackles of western grammar and establishing Chinese grammar with China characteristics. This is revealed in Common Sense of Chinese Grammar and Speech on Grammar Learning, and this tendency is even more obvious when compiling Modern Chinese for China Central Radio and TV University and its later research. Modern Chinese (Upper Middle School), edited by Zhang Zhigong, was published by People's Education Publishing House on 1982, in which the middle volume is about Chinese grammar. In this part, the author further attempts to construct a Chinese grammar that conforms to the characteristics of Chinese, and at the same time, incorporates some new research results of his own. This book has three chapters. The first chapter is an overview of the grammatical system, in which morphemes are divided into virtual reality, phrases are divided into triple and multiple, and non-subject-predicate sentences and sentence groups are innovative. The second chapter, Combination, focuses on word order, association, collocation, expansion and transformation around the characteristics of Chinese, that is, the meanings they express in grammatical form and structure, and the problems that should be paid attention to when using them. The third chapter focuses on expression, such as affirmation, negation, existence and disappearance, time, space, degree, scope, tone and modality. This is a semantic analysis of Chinese syntax from the perspective of some important grammatical meanings. This arrangement gives consideration to both structure and semantics, pays attention to the characteristics of Chinese, and can apply what they have learned, which is a new attempt in grammar content teaching. Zhang Zhigong also wrote many papers to expound his grammatical views, such as generality, particularity and individuality, possibility and necessity, some views on Chinese grammar research, theoretical and practical significance of grammar research, the diversion of Chinese grammar system, the establishment of a new teaching grammar system, the relationship between monosyllabic morphemes and polysyllabic words in Chinese vocabulary, grammar research and grammar teaching, language and so on. Some of these papers have a strong guiding role in grammar research and learning.

Zhang Zhigong has also done a lot of research work in Chinese rhetoric and other fields of Chinese. In rhetoric research, Zhang Zhigong's main contributions are: establishing a more scientific modern rhetoric system, giving a more scientific and accurate definition of rhetoric, clearly putting forward three characteristics of rhetoric, and so on. The second volume of A Summary of Rhetoric and Modern Chinese can represent the author's main viewpoints. Introduction to Rhetoric, published by China Youth Publishing House, 1953. This book focuses on the rhetoric phenomena in modern spoken language and modern vernacular works, and is a pure modern vernacular rhetoric work. The most prominent feature of this book is that it breaks the limitation that rhetoric mainly focuses on figures of speech. One end of it is related to grammar, emphasizing rhetoric phenomena in words and sentences, word order and tone, and the other end extends to text structure and style, which greatly expands the research scope of rhetoric. The book consists of four chapters, including words, sentences, decorations, chapters and styles. This arrangement in content and structure can be said to be the first in modern rhetoric, which has had a far-reaching impact on rhetoric research at that time and later. The second volume of Modern Chinese (Chinese Rhetoric) consists of five chapters. The first chapter is introduction, the second chapter is words and sentences, the third chapter is paragraphs and articles, the fourth chapter is style and style, and the fifth chapter is metaphor and others. The book clearly puts forward that "rhetoric is the art of using language" and "using language needs the unity of standardization and artistry", and puts forward three characteristics of rhetoric: nationality, sociality and times. This is a creative rhetorical work. Zhang Zhigong once wrote a special article on "Chinese Rhetoric" for the Chinese Volume of the Encyclopedia of China. He wrote his understanding of rhetorical features and three characteristics of rhetoric into this article. In other fields of Chinese, Zhang Zhigong also expounded many insights. He has studied the position of linguistics, the essence of language and the practicality of language research. When he taught general linguistics in his early years, he once discussed the origin of language from the perspective of marginal subjects, which was an advanced research method at that time and many years later. He emphasized the importance of vocabulary, attached importance to the study of vocabulary, divided morphemes into real morphemes and virtual morphemes, and advocated the static and dynamic two-way study of semantics, which was groundbreaking.

Zhang Zhigong has been engaged in compiling Chinese textbooks and foreign language textbooks for many years. He has always believed that the compilation of teaching materials must be based on academic research, and it is impossible to compile teaching materials without academic foundation. Therefore, he has done a lot of research on Chinese education for decades, from traditional to modern, from Chinese to foreign languages, and has achieved fruitful research results. Zhang Zhigong's research on China's traditional education can be divided into three stages. The first stage, in the late 1950s and early 1960s, was mainly to collect information about traditional education in China and seek some experience from it. The research achievements in this period are embodied in "A Preliminary Study of Traditional Education in China" (published by Shanghai Education Press 1962). The book outlines four major steps for traditional Chinese education: centralized literacy-further literacy education-basic reading and writing training-further reading training and composition training; And summed up the main experience of traditional Chinese education: paying attention to literacy, separating literacy from writing, paying attention to sentence training-correct attribution, emphasizing more reading and writing. This research achievement played a positive role in Chinese teaching at that time. The Bibliographic Draft of Mongolian Studies attached at the end of the book is the result of the author's systematic study of Mongolian studies and ancient Mongolian books, which has extremely high academic value and precious historical value. The second stage, from 1977 to 1990, is mainly a re-understanding of traditional Chinese education, and through re-examination, the road of Chinese teaching reform combining substitution with nationalization is explored. The author has published articles such as Re-understanding of Traditional Chinese Teaching, Gains and Losses of Traditional Chinese Teaching, and Past, Present and Future of Chinese Teaching, and summarized three major experiences and four major drawbacks of traditional Chinese education. The three major experiences are: establishing a complete and effective Chinese character teaching system; Established a complete set of article learning and teaching system; A Chinese teaching method system based on a lot of reading and writing practice. The four disadvantages are: ignoring language reality; Ignoring practical application; Ignoring the teaching of Chinese knowledge; Neglect literature education. This study provides an important reference for the nationalization of modern education in China. In the third stage, around 1990, the author went deep into China traditional education again. On the basis of China's Traditional Education, he focused on the teaching materials and wrote On the Teaching Materials of China's Traditional Education —— Books and Shadows of Mongolian Studies (published by Shanghai Education Press 1992). This book is centered on teaching materials, with descriptions and a large number of books, which is another great contribution of the author to the study of traditional education in China. Studying traditional Chinese education, summing up experience and pointing out shortcomings are aimed at reforming current Chinese education. Therefore, on the basis of studying traditional Chinese education, Zhang Zhigong devoted himself to studying modern Chinese education, put forward the idea of systematically reforming Chinese teaching, and actively advocated the scientification and modernization of Chinese teaching. The author has written many papers in this field and collected several books: On Chinese Teaching (published by Fujian People's Education Publishing House 1963), On Chinese Teaching (published by Fujian People's Education Publishing House 1978), Zhang Zhigong's Talk on Chinese Teaching Reform (published by Jiangsu Education Publishing House 1987) and On Chinese Teaching Reform. In Chinese education, Zhang Zhigong's main contributions are: (1) advocating scientific Chinese teaching. The so-called science is to find out the law of Chinese teaching and act according to it. In his articles, such as Improving the Efficiency of Chinese Teaching, Chinese Teaching Needs to be Greatly Improved, and Several Issues on Chinese Teaching Reform, he expounded his scientific views many times and made scientific explorations in literacy teaching, Chinese teaching, literature teaching and classical Chinese teaching. (2) Hold high the banner of modernization of Chinese education and put forward that Chinese teaching should be in line with modernization. Modernization includes the modernization of Chinese teaching requirements and contents, Chinese teaching methods and Chinese teaching means. In his view, developing students' intelligence, cultivating students' fast reading ability, cultivating students' proficiency in Mandarin, agile, accurate and efficient oral and written communication skills, etc., are all new requirements put forward by modernization for Chinese education. (3) Put forward the idea of "one-stop" overall reform of Chinese curriculum, Chinese textbooks and Chinese teaching for children, primary schools, junior high schools and senior high schools. He put forward the outline of his overall reform thought in the article "Preliminary Ideas on Reforming Chinese Curriculum, Chinese Textbooks and Chinese Teaching". The basic idea of this idea is "knowledge as the guide, practice as the main body and practical ability training as the basis", which not only attaches importance to the importance of knowledge, but also emphasizes the cultivation of ability, and embodies the regularity and instrumentality of Chinese. (D) "Essentials, easy to understand and useful", the six-character motto of Chinese teaching. "Important, easy to understand and useful" is the general principle of Chinese knowledge teaching put forward by Zhang Zhigong. Since 1977 was first written into "Chinese Teaching Syllabus for Middle Schools", it has been known as Zhang Zhigong's "six-character proverbs" and played an important role in improving Chinese knowledge teaching. In addition, Zhang Zhigong has many praiseworthy views on primary school literacy teaching, classical Chinese teaching, literature education, college Chinese education, brotherly Chinese teaching and teaching Chinese as a foreign language. For many years, Chinese teaching has been inefficient and the teaching effect is not obvious. Where is the crux? This is a question that Zhang Zhigong has been thinking hard about since he engaged in Chinese education. He tried many times to find a way to solve the problem, that is, starting from 198 1, he offered the course of Chinese Dictionary in Peking University, Beijing Foreign Studies University (now Beijing Foreign Studies University) and Beijing Normal University (now Capital Normal University). 1986 published the main contents of this course and his exposition of ci-Zhang Xue, and named it "China Ci Zhang Xueji" (published by People's Education Publishing House 1996). It is clearly pointed out in the book that Chinese lexicology is a bridge discipline, which is a bridge discipline between the basic knowledge and theory of language and the language application of listening, speaking, reading and writing. This is a new subject, and the purpose of establishing this new subject is to link the two ends of theory and application through this bridge, so as to improve the efficiency of Chinese teaching. After the "Cultural Revolution", Zhang Zhigong spent most of his time compiling and reviewing foreign language textbooks. Therefore, he also put forward many excellent opinions on foreign language education. As early as 1952, he published the book How to Learn Russian. From 1962 to 1966, he edited a set of middle school English textbooks and Russian textbooks. In addition, he has written many articles about foreign language teaching, such as the purpose and requirements of foreign language teaching in middle schools, two basic problems of foreign language teaching, and strengthening the research work of foreign language teaching. The main achievements in this field are included in the fifth volume of Zhang Zhigong's Collected Works. After Zhang Zhigong's death, Zhang Zhigong's On Chinese and Outside the Corpus (the original title "Zhang Zhigong's Recent Works on Chinese" was changed to its current name because of his death, indicating that it was related to his five-volume collection) and

Selected Works of Zhang Zhigong was published by China Press and Peking University Press. Anthology is a compilation of some papers and speeches published by Zhang Zhigong in newspapers and magazines after the publication of Anthology. Among them, his most concerned topics are language standardization, new exploration of problems-the re-study of Chinese rhetoric grammar, the re-study of old problems-Chinese teaching, and so on. Selected Works of Zhang Zhigong is divided into two volumes. The first volume is mainly about education in China, and the second volume is mainly about language studies.