Abstract: For Chinese language teaching at middle school, literary genre concepts determine the rationality and effectiveness of the instruction. The genre perception has long existed in Chinese teaching at middle school, primarily manifested as a contradiction between clear theoretical understanding and vague teaching practice, leading to practical deficiencies such as rigid teaching content, monotonous teaching methods, and chaotic writing styles, making Chinese language teaching and learning difficult. The situation stems from the utilitarianism and entrenched habits of exam-oriented education, involving deeper factors such as understanding of creative principles and individual capability development. The key to resolving this issue lies in reshaping the artistry of Chinese language education, transforming it into a means of cultivating humanistic sentiment, artistic literacy, and aesthetic sensibility for both educators and learners.

Key words: Chinese language at middle school, chinese language teaching at middle school, literary genre concept, rethinking of problem