【摘要】 过分看重理论语法和教学语法的区别，或过分看重汉语语法和用法的区别，都不利于汉语(教学)语法体系的科学构建。中国哲学史上对体用关系的认识、语言学史上对语法和用法关系的认识，都经历了由浑沌到区分，再到不太区分的过程。理论语法和教学语法的根本区别在于构建语法体系的目的不同，前者重在明语法之理，后者重在致语法之用，二者表象上的差异是量的不同和呈现形式的不同。理论语法的评价标准也适用于教学语法；理论语法关心的基本问题，也是国际中文教学语法所关心的；过去诸多被视为汉语二语教学语法特点的，也是汉语理论语法的属性。更多还原

【Abstract】 Overemphasizing the distinction between theoretical grammar and pedagogical grammar,or the difference between Chinese grammar and usage,hinders the scientific construction of a comprehensive grammar system for Chinese language teaching. The historical development of Chinese philosophy’s understanding of the relationship between essence and application,as well as linguistic insights into the connection between grammar and usage,have followed a trajectory from in distinction to differentiation,and then to a more integrative view. Theoretical grammar and pedagogical grammar represent a relationship of essence and application,differing only in degree and presentation,without any fundamental qualitative differences. The criteria for evaluating theoretical grammar are equally applicable to pedagogical grammar. The core issues that concern theoretical grammar are also relevant to pedagogical grammar. Moreover,many features previously regarded as unique to second-language Chinese pedagogical grammar are,in fact,attributes of Chinese theoretical grammar.更多还原