From the ancient literature education represented as " poem education " to the discussion about " practical writings " and " art writings " in late and contemporary days , from the implementation of the department instruction of " chinese " and " literature " in the 1950s after the foundation of new china to the " not regard chinese lesson as literature lesson " in the sixties and seventies , from the original " resumption " in the eighties and nineties to the whole " renaissance " of literature education in the late nineties and the beginning of 21st century , our literature education underwent a flexural way 從以“詩(shī)教”為代表的古代文學(xué)教育到近現(xiàn)代的“應(yīng)用文”與“美術(shù)文”之爭(zhēng),從20世紀(jì)50年代實(shí)行“漢語(yǔ)” 、 “文學(xué)”分科教學(xué)到60 、 70年代“不要把語(yǔ)文課教成文學(xué)課” ,從80 、 90年代文學(xué)教育的初步“回復(fù)”到90年代末21世紀(jì)初文學(xué)教育的全面“復(fù)興” ,我國(guó)的文學(xué)教育走過(guò)了一條曲折的道路。