鉴于语文基础知识对于技校学生的就业及未来职业发展的重要意义以及公众对技校生语文基础知识状况评价较差的现状。笔者认为，技工学校语文教学有必要巩固和增补技校生必需的语文基础知识。而展开增补基础知识教学的起点是对技校新生语文基础知识状况真实、细致、深入地了解。本文试以信阳市内技工学校新生的语文基础知识状况为例，较为细致地反映技校生语文基础知识掌握程度的真实面貌。主要从以下几个维度，一是以信阳市2009年初中学业水平暨高级中等学校招生考试语文试卷为研究范本，以本市3所技工学校一年级新生为调查对象，对语文试卷数据进行统计分析。并以信阳市××高级中学的两个新生班学生作为参照对象，从试卷卷面上对比分析技校生与三类高中学生在语文基础知识部分的掌握情况。二是从外部评价的角度，对技校语文教师和技校生家长进行访谈。三是以问卷调查的形式，简单地从学生自我认知及评价的角度展开调查。调查结果发现：1.技校新生语文基础知识状况总体较差，没有达到初中阶段要求的知识水平，两级分化严重，跟三类高中新生相比尚存在一定差距，其薄弱程度已经到了不足以支撑技工学校语文课程教学目标实现的边缘。2.语文基础知识掌握的特征是：对单纯的认知性知识的掌握强于复杂的综合性理解。半数以上的学生对单纯的认知性知识的识记也不肯下功夫，学习态度不端正，自我期望值很低。3.从样本试卷各个基础知识点得分率情况来看，掌握较好的是字和词，刚达及格率；掌握不好的依次是句、诗文识记、修辞、书写规范、文体知识和文学常识。4.三类高中新生的语文基础知识掌握程度明显优于技校新生。除了词语考查，高中生在其他各个基础知识点上的得分率均高于技校生。通过采用SPSS16.0单因素方差分析发现，技校生与高中生在诗文识记、文体知识和书写规范方面存在显著性差异。5.技校语文教师和学生家长对学生语文基础知识学习的重视程度低、缺乏及时和必要的指导甚至缺乏信心。他们认为对技校新生来说，巩固和增补一定的语文基础知识是有必要的，语文基础知识中最实用、最有价值的部分是识字、写字、书写规范和应用文写作。笔者还依据调查结果分析了技校生语文基础知识现状的影响因素，并有针对性的提出相应的教学建议。

For the importance of basic Chinese knowledge for technical students ’job and future career development and combining with low evaluation for technical school students’ knowledge of basic Chinese, the author thinks that technical schools need to improve students’ required language knowledge and what to be to done first is to have a real, detailed, and in-depth understanding of their Chinese status. Taking technical students’ basic knowledge of Chinese in Xinyang as an example. the paper reflects their real mastery degree of basic Chinese knowledge.The investigation extends in the following dimensions. Firstly, take the junior middle school studies level and the high-quality Middle school recruitment of students test Chinese examination paper in 2009 of Xinyang city as the research sample.Taking freshman from Xinyang’s three technical schools as investigation object. Take the Chinese examination paper data of the freshman for statistical analysis. And taking the Xinyang××Senior middle school's two freshman classes as the reference object, make the contrastive analysis from Chinese examination papers on Chinese basic knowledge’s mastery of technical school students and the last stage senior high school students. Secondly, from the angle of the external evaluation.take the Chinese teacher of three technical schools and students’parents as interview objects, investigate Chinese basic knowledge situation of the technical schools students from teachers and parents, Thirdly, By way of questionnaire survey, simple understands the situation of Technical school students’s Chinese basic knowledge from the student self-cognition and the appraisal angles. The survey results show that:1.The Chinese basic knowledge level of students in technical school is generally bad. They didn't reach the middle school level, some are very bad although compare with the fresh students in high middle school. So their poor level of Chinese basic knowledge can't help them accomplish the Chinese teaching aims of Technical schools. 2.The main character is: students do better in simple cognitive knowledge than complicated complex knowledge. Some students even don't work hard on simple cognitive knowledge because of their low self-expectations. 3.Looking from each basic knowledge scoring rate statistical result of the sample examination paper, better grasp of the words and phrases, but it just reached the passing rate. Grasps bad is in turn the sentence, the poetry memorization, the rhetoric, the written standard, the literary style knowledge and the literature general knowledge. 4. The last stage middle school freshman’s Chinese basic knowledge level is better than technical school students obviously. Compare with scores of the technical school students and the middle school students, their scoring rate on each basic knowledge is higher than technical school students, excepting the scoring rate on phrases. By using SPSS16.0 ANOVA analysis, author finds that there are significance differences in these aspects: the ancient poetry memorization, the literary style knowledge and the written standard. 5. Some Chinese teachers and parents of technical schools students do not attach importance to basic knowledge in Chinese learning, Lacking necessary and timely guidance on learning Chinese basic knowledge of technical school students,Even confidence in students’ Chinese learning. They generally thought that consolidate and add some basic knowledge of Chinese is necessary, The most practical and most valuable part in Chinese basic knowledge mainly is the literacy, write standard and practical writing writing for students of technical school. The author is also analysis the influence factors based on the findings of the technical school students’ basic Chinese knowledge and put forwards some corresponding teaching suggestions.