Reflections On The Relationship Between Chinese Education And Chinese Linguistic Knowledge

with the reform of the Chinese curriculum being increasingly deepened, the idea on linguistic knowledge and the application of linguistic knowledge in Chinese education has changed greatly. Linguistic knowledge does not take such a distinct position as in the past, and it has been downplayed seriously since the 1980s. The reform of the Chinese curriculum beginning in 2001 further pushed linguistic knowledge from the front stage to the background. There is a significant difference between the former Chinese curriculum for junior or senior high school and the new curriculum: the new curriculum deletes the items of"the Basic Knowledge", and states clearly"it is not advised to take pains to pursue Chinese linguistic knowledge","It is not necessary to teach the grammar and the rhetoric systematically","the knowledge of the grammar and the rhetoric is not to be included in the content of the examinations", etc. That is the result of the reflections and the adjustment of the practice of linguistic knowledge teaching in the past. However, can this adjustment really solve the problems that occurred in the process of linguistic knowledge teaching? Can the downplay of linguistic knowledge save Chinese education? There are doubts about that.Then how should we deal with the relationship between Chinese education and Chinese linguistic knowledge? Focusing on this question, the author first reviews the historical relationship between Chinese education and linguistic knowledge in the past hundred years, from which the author discovers that Chinese education has hardly synthesized linguistic knowledge since it became an independent discipline. In stead of closely related to each other, they departed from each other further and further. Then their alienated relationship is analyzed form the following aspects: the traditional linguistic knowledge, the orientation of language teaching, the transformation of the linguistic knowledge and the reform of Chinese curriculum. Based on the analysis, the author advocates constructing new basic linguistic knowledge for the Chinese discipline and making effort to realize the real fusion of Chinese education and linguistic knowledge. In order to achieve this goal, the following suggestions have been made: first in linguistics, it is necessary to transform the stative linguistic knowledge system based on the linguistic features of Indo-European languages into a dynamic linguistic knowledge system reflecting the nature of the Chinese characters; second in Chinese education, the linguistic theories need to be transformed into the linguistic knowledge that can be applied to Chinese education; it is important to transform the pure objective and universal linguistic knowledge to the situational linguistic knowledge which finally can be incorporated into the students'language life. The construction of the new basic linguistic knowledge is a prerequisite for scientizing Chinese education.