| Real children'education does not exist before the children have been discovered, much less with the children literature. Only after the discovery of children by human being has the"concept of child"been produced and developed. Accordingly, the related children's education and children's literature have been produced and maintained. The Chinese children's literature and Chinese language teaching with modern concepts were born during"May Fourth"period. To be exact, it was born together with the establishment of"child-based"views. Meanwhile, the mutual effects between the two help their faster move.The"child-based"concept of child during"May Fourth"period has the characteristics of modernization, and it is indiscerptible content of New Culture Movement during"May Fourth"period. The"child-based"concept of child during"May Fourth"period regards the resistance against traditional thoughts as precondition, therefore, the tasks Zuoren Zhou et al. faced are to criticize the old concept of child.Even though we had the rich theoretical basis of child literature, or we made a lot of probe into the nature of child literature, we could not get consensus on the nature of child literature. We always attend to one thing and lose another or justify ourselves intentionally or unconsciously, and sometimes we pay so much attention to the objective needs of child readers as to neglect the subjectivity of authors, on the contrary, we focus on the subjectivity of authors as to neglect the need of child readers, and we sometimes stress on the instructional identity of child literature as to neglect the literature identity of child literature, etc.. All these are decided by the contradictive connotation of child literature. However, we must face the blurry concourse of child literature and the contradictive connotation of child literature. If the creation of child literature is to seek the beautiful scene in child life, no one can reach the other shore of that kind of perfection, and we can only go and seek on the way full of flowers and difficulties. But we should believe that we are near to the nature of child literature.The concept of child is a philosophic proposition about men's consciousness, and the understanding of the concept of child can not be limited to individual, collective or some historic period. The concept of child is not only related with the child literature full of modern consciousness and the naissance of language education, but also related with their development and changes, the politics, economy and culture of the whole country. In the 20th century, during the course of development of concept of child from its foundation to its growth, the child-based concept of child has experienced a lot of difficulties, but in a whole it has been promoted greatly although there is much struggle. The introduction to the"child-centered"and the"child-based"concept of child have uncovered the historical page of Chinese child literature and Chinese language teaching towards to the modernization.The Chinese language teaching in the 20th century, especially from 1940s to the end of 1970s, lingered ahead under the circumstance of politic utterance. With the"public speech"and"politic ideology"in the Chinese language textbooks and classes, the students in primary schools and middle schools can't feel their own emotion, instead, they have grown up with less personality. For a long period, the Chinese language teaching has been diverged from its starting point, while the Chinese children's literature in the 20th century has been troubled in two ways: being set away far from the"child-centered"views, or being trapped in"educational theories". From a general perspective of view, it is the involvement of politics and education that leads to the lack of literary nature in children's literature. However, if concrete and in-depth research into the internal factors be made, it would be found that real cause was the misplaced"concept of child".From"Cultural Revolution"to the discussion on the relationship between language and moral in the 1970s and the 1980s, form the view of Chinese language teaching as tool to the critique on the view of Chinese language teaching as tool at the end of the 1990s, and the call for humanism, the child literature and Chinese language teaching have experienced a devious course from child's being covered, approaching to child, to calling for man-based. Especially after the 1980s, we break away from the narrow educational value views of"serving for politics", child literature has shown the prosperous state, and the Chinese language teaching has developed towards quality-oriented education.New challenges are there for the Chinese children's literature and Chinese language teaching in the 21th century, that the field of children's literature is still neglected, and the narrow educationalism is still prevalent. The concept of child, as the basic element of the social culture, particularly in education, is not given with sufficient consideration. Hence, it is a long way to go to realize"child-based"education no matter in family, or in school. The"child-based"views in the new century have to work on the ecological environment of child in a scientific way. It should not only concern the historical development of the ecological environment of child, but also be the"guard"of the idea about the ecological environment of child. Cultural feed-back is the most powerful lash-back on the traditional views on child. The child-based views should become an indispensible part in the concept of child.Through the in-depth discussion on the concept of child, the role of child in the process of social development is clarified."Child-based"concept is the origin of children's literature and education. Therefore, considering the challenges for the children's literature and Chinese language teaching, we have to renew our concepts and call for the harmonious"child-based"ideas. It has been proved that the children's education and literature will be far less effective without the establishment of harmonious"child-based"system, and they are used to tame the children according to the adults'plan set up in advance. The theories of"constructing a harmonious society"indicate that building a harmonious child-based system is a must for building a harmonious society and culture.As an import element of harmonious culture, the harmonious concept of child must be a precondition of the good, interactive and ordered state of harmonious culture. A society without harmonious concept of child can not really realize the harmony of the society. On the contrary, a harmonious society must have the harmonious concept of child as the basis. Therefore, the theoretical system of harmonious society can provide rich and deep theoretical resources for establishing the system of harmonious concept of child. The theory of harmonious society shows that establishing the system of harmonious"child-based"concept of child is the demand of constructing the harmonious society, and also the request of constructing the harmonious culture.Pursuing a harmonious child-based concept is embodied by strengthening the teaching of literature in Chinese language teaching in primary schools. In our research work, we cannot separate the language teaching from children's literature, and we cannot take an escape from their complex correlations. With the concept of"harmonious child-based"theory as the precondition, children's literature and language teaching will be combined to optimize teaching methods, reading guidance, and value concepts. Certainly, the children literature, as a kind of text, should take the priority of its literary nature. Chinese language curriculum should be aimed at the materialization of its facility and humanity. As the common part of the two, literature teaching will become an essential part in building the harmonious child-based system.Children are the future and hope of the country and the nationality.I hope that call for the harmonious"child-based"concept of child can really be the topic that the academic circle focuses on.
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