First of all, let's look at the task of Chinese education. The main task of Chinese subject is to cultivate students' basic Chinese quality. What is the quality of China? In the words of Professor Wei Zhicheng, "I can correctly understand and use the language of the motherland, accumulate rich language materials, have skilled Chinese communication skills and profound language and culture, that is, national culture." In a word, the Chinese quality here is the Chinese quality. Among the subjects studied by primary and secondary school students, only Chinese takes cultivating students' language quality as the fundamental task and goal. On this point, Professor Wei Zhicheng has made a more explicit exposition in his book "Teaching Language". "Chinese is a subject that teaches students to learn the language of the motherland. It teaches students to correctly understand and use the language of the motherland, and can express their thoughts in oral and written languages, thus mastering the tool of Chinese. " "The essence of Chinese teaching: taking Chinese textbooks as the written target language, teachers' teaching language as the spoken target language, students' language training as the main line, and the language connected with life as the basis, to achieve the purpose of cultivating students' language ability and forming Chinese literacy." "The purpose of Chinese teaching is to teach students to love the language of the motherland, correctly understand and use the language of the motherland, and improve students' Chinese quality to meet the needs of social communication with language. Accordingly, we can draw a conclusion that language is not only the foothold of Chinese teaching, but also the ownership of Chinese teaching.

Secondly, from the teaching content of Chinese subject. "The main learning materials of Chinese course are articles about mother tongue language and mother tongue language structure." Whether it is a literary work or a general article in a Chinese textbook, language is a means and form of expression, but its style is different. Mr. Qu distinguished this difference. In his book "Systematic Analysis of Chinese Teachers' Classroom Behavior", he pointed out: "The teaching materials of Chinese courses are basically divided into two categories: one is logical language, and the other is artistic language, which are located on both sides of daily language. The former constitutes the main language of expository writing and argumentative writing, while the latter is the common language of narrative writing: novels, literary essays and poems, and artistic language also accounts for a large proportion in reportage, essays and plays. "It can be seen that language is the basic material of Chinese textbooks. The reason why Chinese textbooks choose different texts is because students have to master different language styles of different styles. This distinguishes Chinese from politics, history and geography.

Thirdly, from the teaching practice of Chinese subject, language is also very obvious. The "speech-language-speech" model is the basic model for people to learn their mother tongue at home and abroad. This model shows the general law of language learning in anthropology. When human beings learn their mother tongue, they all start by imitating other people's speech acts and works. After entering school, they gradually learn language rules such as pronunciation, vocabulary and grammar, and finally apply them to their own speech acts-listening, speaking, reading and writing. I don't want to distinguish between "speech" and "language" here. I just want to explain that language learning runs through the whole process of people learning their mother tongue. From another perspective, the process of Chinese teaching is from language to learning the content of the text, and then to understanding the ideas of the text. Text is a collection of languages, and Chinese teaching should be the core of Chinese subject. Because in the contradiction of content, thought and language, language learning is "the main aspect of the contradiction of gaining the dominant position." Without language learning, learning the content of the text and understanding the ideas of the text are obviously empty things. As the saying goes, "if the skin does not exist, the hair will be attached." By the way. The relationship between thinking and language is also the same.

Finally, Chinese teaching is actually the art of language teaching. Therefore, people attach great importance to the cultivation and improvement of Chinese teachers' teaching language and classroom language. This also shows that linguistics is the unique nature of Chinese subject. To this end, Mr. Qu once had such an incisive exposition: "As far as the realization of the humanistic goal of Chinese curriculum is concerned, how to' activate' the vibrant meaning from the word' death' and realize the humanistic connotation and spiritual atmosphere has become a common topic for teachers and students." The non-transitive habit of spiritual resources endows teachers with the role and mission of "activating" leaders: "Teachers should re-create through their own language expression in these culturally meaningful worlds" and "restore words to words and turn dead words into living languages". This speech act "is not just to turn silent words into spoken words-it is not scripted, not from language (words) to language (words)." Instead, we look at thoughts through words, and then re-form words', thus deriving a language different from the content of the text, and eliminating the alienation between the spirit of the text and students' emotions through' activated' speech acts, and communicating the spiritual space between the text and students. It is hard for us to imagine how we can "eliminate", "alienate", "communicate" and "spiritual space" without the language activated by teachers. In fact, it is language that connects teachers and students, textbooks and students, and the "meaning transformation" between text and meta-text in students' subject world. None of this would have happened without language. The study of mathematics, science and culture obviously does not have the linguistic nature of Chinese. It can also be seen from this point that language is one of the fundamental attributes that distinguish Chinese from other things.

As for "human nature", many scholars have discussed it from different angles in the nature dispute, but most people still confuse the relationship between Chinese education and Chinese subject, so they talk more about the nature of Chinese education. For example, Li Zhen once pointed out in an important debate: "The humanity of Chinese education has several meanings: first, it refers to the national ideological understanding, historical culture and national feelings contained in Chinese characters; Second, it refers to guiding students to explore the humanistic value of Chinese characters, paying attention to experiencing the unique feelings of the Han people in China and learning the excellent culture of the Chinese nation; The third is to respect and develop personality and cultivate a sound personality. "