当代语文课程以培养学生语文素养为目标。本研究基于当代中国人语文素养的危机及其对语文素养的内在诉求，在现有研究成果的基础上，首先从哲学的角度对语文素养进行了理论探讨，提出“语文素养是言语生命素养、言语交际素养和言语民族素养的统一”的观点。在此基础上，本研究以“五四”时期十位语文素养深厚的作家、学者（鲁迅、胡适、郭沫若、叶圣陶、郁达夫、冰心、夏丏尊、黎锦熙、周作人、陈独秀）为案例，通过考察其童年和青少年时期的教育和成长经历，对其语文素养形成的途径进行深入的探究，以揭示语文素养的形成规律，为当代语文课程下语文素养培养问题提供理论和实践依据。研究思路及基本结论如下：第一部分，语文素养概念的理论阐释（第一章）。在哲学视域中，每个人的生活都是一种语文生活，语文素养是使人拥有丰富而自由的语文生活的素养，它包括在言语实践中自由地理解与表现生命的素养、准确而妥帖地进行言语交际活动的素养和在言语中继承并发展民族文化的素养，即语文素养是言语生命素养、言语交际素养和言语民族素养的统一。第二部分，语文素养形成的案例研究（第二、三、四章）。本部分先对选择“五四”案例研究语文素养问题的意义和价值、“五四”时期作家、学者语文素养形成的教育背景、研究中需要处理的矛盾以及语文素养的形成途径等基本问题进行了阐述，认为语文素养的形成依靠的是语文实践这一直接途径和环境影响这一间接途径。通过对“五四”时期作家、学者语文素养形成的两个途径进行综合分析后，本研究得出以下结论：“五四”时期作家、学者所拥有的丰富而自由的语文生活是以文言的阅读为起点的。在儒家经典“四书五经”的诵读中，他们形成了中国读书人特有的道德品格和“以天下兴亡为己任”的精神特质，因此能够在祖国内忧外患之际表现出强烈的社会责任感与使命感，勇于改造旧文化，发展新文化；他们形成了独特的文化品位，因此能够对传统文化和外来文化的精华和糟粕有合理的取舍。在古代文言作品的大量阅读中，他们形成了深厚的以文言为载体的传统文化根基，这为他们日后进一步成为作家、学者做了充分的准备；因文言是白话的基础，所以他们创造的以白话为形式的语文生活正是对祖国语言文化的继承和发展；他们形成了极高的文学审美情趣，因此能够充分发扬古典文学中有价值的部分，为建设新的文学创造条件，促进了中国文学的发展。因此可以说，“五四”时期作家、学者在童年和青少年时期开始的以古代文言作品特别是儒家经典“四书五经”为内容的阅读实践是他们深厚语文素养形成的根本。 “五四”时期作家、学者在形成了以文言为载体的深厚的文化根基之后，在传统教育读写结合和“文以载道”观念的积极影响下，在对八股文流弊的反思与抗争中开始了他们的以自主进行的写作实践为内容的语文生活。他们在强烈的言语生命动力驱动下，根据自己对写作活动的理性认知，通过大量的写作实践，丰富了自己的言语生命；同时在对民族语言和文化充分继承的基础上，通过自己的言语创造，极大地促进了民族文化的发展。正是在这样的写作实践中，他们的语文素养才得以形成，他们也因此拥有了极其丰富而自由的语文生活。“五四”时期作家、学者语文素养的形成还间接地受到学校教育之外的环境影响。在家庭环境中，家长的榜样示范作用，家庭的境遇带来的契机，家长直接进行的语文教育，对他们语文学习的期待与督促，提供的阅读资源等促进了他们的语文实践。在故乡环境中，故乡优美的自然环境、文化基因、民俗礼仪和民间艺术等成为促进语文实践的有利因素。在社会环境中，内忧外患的社会现实和西方文化的传播都深刻影响了他们的语文实践。这些环境影响都间接地促进了他们语文素养的形成。第三部分，研究结论对当代语文教育的启示（第五章）。根据“五四”时期作家、学者语文素养形成的经验，本研究对当代语文课程的目标从言语生命素养、言语交际素养和言语民族素养三个方面进行了建构，并且认为语文课程与教学必须通过促进学生进行大量有效的语文实践来培养其语文素养。对以语文实践为中心的阅读和写作课程规划与教学设计进行了优化，指出语文教学应当通过课程指引下增加文化经典的阅读、增加优秀文言作品的比重、设计以读促写的语文实践等方式培养学生的语文素养，在教学设计中应使学生回归文本，特别是文言阅读中应以诵读为主，且在课程和教学中还必须以语文知识指导学生的语文实践。除了学校语文课程之外，我们还应当积极为学生创设并利用所有利于其语文实践的家庭、故乡和社会语文环境，使学生在积极的环境影响中形成语文素养。

The contemporary course of Chinese language arts sets the training of the students’ language arts attainment as its target. Based on the contemporary people’s crisis and their inner demands of language arts attainment, as well as the basis of existing research results, this study conducted a theoretical exposition of language arts attainment from the philosophy angle. It points out that language arts attainment is the organic unity of verbal life attainment, verbal communication attainment and national verbal attainment. On this basis, this study, taking ten writers and scholars with profound language arts attainment (Lu Xun, Hu Shi, Guo Moruo, Ye Shengtao, Yu Dafu, Bing Xin, Xia Mianzun, Li Jinxi, Zhou Zuoren and Chen Duxiu) in the period of May 4th movement as examples, conducted deep study on their direct way (language arts practice) and indirect way (environmental influence) of forming their language arts attainment through reviewing their education and upbringing of childhood and adolescence period. The developing rules of language arts attainment are revealed, which provides theoretical and practical basis for the language arts attainment training problem under contemporary course of Chinese language arts. The study idea and basic conclusions are as follows: Part Ⅰ: Theoretical exposition of language arts attainment (Chapter 1)Based on the realistic condition of contemporary people’s language arts attainment and research status of language arts attainment, this part conducted theoretical exposition to language arts attainment. In the philosophy fields of vision, everyone’s life is a kind of language life, so the course of Chinese language arts should be committed to cultivate students with attainment which has rich, high-quality and free language life, namely language arts attainment. It is the organic unity of three aspects: the verbal life attainment which refers to freely understanding and expressing life in verbal practice, the verbal communication attainment which refers to conducting verbal communication activities appropriately and the national verbal attainment which refers to inheriting and creating national culture in language. Part Ⅱ: Case study of the formation of language arts attainment (Chapter 2, 3, 4)This research conducted expositions to the basic issues such as the meaning and value of choosing the May 4th movement case to study language arts attainment problem, the educational background of the formation of language arts attainment of the writers and scholars in the May 4th movement, the contradiction which needs to be dealt with in the research and the formation way of language arts attainment, etc. Firstly, through deep analysis of the "May 4th" writers and scholars’ reading and writing practice both inside and outside the school, this research specifically explored how language arts practice directly influences their formation of language arts attainment. Seen from the reading practice, they read a large amount of ancient Chinese outstanding works and accumulated abundant language materials. What’s more, by the way of using self-reading, teachers’ guidance, spot reading, carefully reading, reciting and transcribing simultaneously as well as the way of combining inside and outside class reading, they had deep understanding and enough practice of their mother language and national culture. We can see from the writing practice that the traditional writing education characteristic of reading-and-writing combination and concept of writings for conveying truth had positive influence of their writing practice, while the disadvantages of stereotyped writing, to some extent, become their motivation of reforming the old culture and old literature. The writing practice, conducted self-consciously outside the school, became a kind of high-effective writing practice which is beneficial to the formation of language arts attainment because of their rational knowledge to writing. Then, through deep analysis to the family, homeland and social environmental factors which are beneficial to the language arts practice of the writers and scholars in May 4th movement, we specifically explored how the environmental influence indirectly influences their formation of language arts attainment through language arts practice. In family environment, the model demonstration effect of parents, the opportunities brought by the situation of the family, the direct language arts education the parents give, the expectation and supervision to the kids’ language arts learning and the reading resources they provided promoted their language arts practice activities. In homeland environment, all the factors such as the beautiful natural environment, cultural genes, folk rituals and folk art became the favorable factors to promote the language arts practice. And in social environment, the social reality of the problems we face at home and abroad and the spread of western culture all played a profound influence on their language practice. All these environmental influences indirectly promote the formation of their language arts attainment. Part Ⅲ: The application of research conclusion in the course of Chinese language arts (Chapter 5)This part constructed the target of contemporary course of Chinese language arts from the aspects of verbal life attainment, verbal communication attainment and national verbal attainment, and believed that the course of Chinese language arts and teaching have to develop the students’ language arts attainment through promoting students to a large number of effective language practice. This research conducted optimization to the reading and writing course planning and teaching design that regards language arts practice as the center, and pointed out that language arts teaching should instruct the students’ language arts practice through language arts knowledge under guidance of courses and make it the language arts practice activity which can effectively promote the formation of language arts attainment. Besides the course of Chinese language arts in school, we should actively create or take advantage of the family, homeland and social language arts environment which are beneficial for the students’ language arts practice and made them form language arts attainment under the positive environmental influence and a large number of effective language practice.