Abstract: In the history of modern Chinese language education, due to the lack of a strong guiding philosophy in language education, the absence of a comprehensive study of language education trends, and the absence of classic lesson examples that reflect the spirit of the times, criticism of language lesson examples has remained in a relatively barren state. The failure to update the Chinese language curriculum and teaching theories has prevented cutting-edge theories in text interpretation, instructional design, and educational evaluation from being effectively integrated into teaching. This has resulted in a lack of cultural accumulation, systematic knowledge construction, and widespread spiritual identity, further exacerbating the challenges faced by Chinese language lesson case criticism. Phenomena such as empiricism, superficiality, fragmentation, and homogenization are particularly prominent. In light of this, Chinese language lesson case criticism under the new curriculum standards should focus on value orientation, educational aspirations, educational implementation, and educational evaluation, constructing a series of important categories. From concept to practice to evaluation, it should achieve a comprehensive update of language curriculum and teaching theory in the era of Essential-qualities-oriented education, thereby fostering new productive forces in primary and secondary school language arts education, achieving a leap from “to have” to “to be”, and continuously enhancing the quality and aspirations of Chinese language education.