清末西學浪潮下，產生出對於中國文字最多樣且激進之改革建議。晚清以來提倡西學之弊端，最明顯的現象即是中文能力的低落，造成新世代學子文化傳承斷層之危機，而文化之背離，可能隱含或引發政治上之背離，是以時論以為小學階段當優先注重國文教育，因小學初等教育為「精神所萌芽，國家精神所維繫」。清末大環境的改變，中文教育不再是士人階層所專用，需拓展至全國人民學習，由此提升國家精神意識，抵抗國民外國化之風潮。當時西學之士常將漢字與西方拼音文字作比較，視漢字為阻礙中國進步之原因，以為西方使用標音文字是進步之象徵，中國使用象形文字較為落後而使用不便。其實影響文字是否通行的關鍵，並不在文字本身，而是受所使用國家民族勢力決定。清王朝覆亡後，當日所提倡之中文教育，在現代國民義務教育中成為「國文」一科。章太炎（1869-1936）對於中國語言文字之提倡及推廣，使其進入現代學科之專業，對於西方社會學之研讀，開啟漢字文化學研究之先聲。

In the wave of western learning at the end of the Qing dynasty, it produced the most varied and radical reform proposals for Chinese characters. Since the late Qing Dynasty advocated the drawbacks of Western learning, the most obvious phenomenon was the decline of Chinese language ability, which caused a crisis in the transmission of new generations of students' cultures. Cultural divergence may imply or cause a political divergence. Scholars think that primary school should be a priority. Pay attention to Chinese language education. With the change of the environment in the late Qing Dynasty, Chinese education was no longer exclusively for the scholars. It needed to be extended to the people of the country to learn and promote the use of light and popular texts, which would enhance the nation's spiritual awareness and resist the tide of national foreignization. At that time, Western scholars often compared Chinese characters with Western Pinyin texts. Considering Chinese characters as a hindrance to Chinese progress, they thought that the use of Chinese characters in the West was a symbol of progress. The use of hieroglyphics in China was relatively backward and inconvenient. The Chinese education advocated at the end of the Qing dynasty became the ＂national language＂ subject in modern national compulsory education. Zhang Taiyan (1869-1936) promoted and promoted Chinese language and characters into the professional disciplines of modern disciplines. He began to study the sociology of the West and started the study of Chinese cultural studies.