20世纪初赫尔巴特教育学理论开始传入我国,因其体系上的周密性对我国语文教学目标的阐释发挥了基础性作用。现代语文教学工作者们依据既有文论传统对其进行“转化”工作。语文教学目标的阐释框架完成了从“形式—实质”向“形式—内容”的转变。 At the beginning of the 20th century, Herbart’s pedagogy theory began to be introduced into our country, which played a fundamental role in the interpretation of our Chinese teaching objectives due to its systematic and thoroughness. Modern Chinese teaching workers carry out “transformational” work according to the tradition of literary theory. The framework of the interpretation of Chinese teaching objectives has completed the transformation from “form - substance” to “form - content”.