Since the independence of modern Chinese curriculum, people have put forward different and often contradictory views on Chinese teaching quality evaluation, implicitly or explicitly,directly or indirectly, such as writing as the key, “double base” orientation, efficiency appeal, humanistic care, and pragmatic orientation. Diversification of Chinese teaching quality evaluation is caused by different requirements of social backgrounds and development themes in different periods, and people’s different understanding of and responding to Chinese teaching effect. In the new era, reshaping the view on Chinese teaching quality evaluation, the value objectives should be updated to the core literacy of the Chinese subject, so as to realize the “simultaneous development” of all aspects of the core literacy and promote their further integration. In the process of evaluation, we should carry out accurate evaluation for different contents of Chinese teaching quality, use target reference evaluation, adopt respectively result evaluation, process evaluation and value-added evaluation for different contents of Chinese teaching, and realize the combination of quantitative and qualitative evaluation. In practical approach, we can create “real” learning situations and consolidate learning with practice; highlight socialist culture with Chinese characteristics in the new era and cultivate people with literature; put reading first, and adhere to or even go beyond “extensive reading.”