Theories on contemporary Chinese language & literature (CLL) teaching hold that the form of parole, one of the two components of language (the other is the content of langue), marks the independency of the CLL discipline. Such parole teaching disobeys the rules of “inseparability of parole and langue” and “integrity of competence and performance”, and abstracts the objectives and the contents of CLL teaching, thus leading the discipline onto a branch road. However, ancient CLL teaching, which integrates such elements of culture education as literature, history, philosophy, scriptures, etc, not only coincides with the comprehensiveness of CLL discipline of being the mother of disciplines, but also obeys the intrinsic rules from such aspects as the ontological view of “the unity of language & literature and culture” and teaching objectives, contents, methods, etc. Therefore, to return to language & literature and culture teaching is an inevitable choice of contemporary CLL teaching.