There are different descriptions of notions of the curriculum reform. The realization of the notions has undergone a long way from ideal curriculum, formal curriculum, perceived curriculum, and operational curriculum to experienced curriculum. Under the curriculum revolution in Mainland China, the status of Chinese language curriculum in primary school is complicated because the textbooks should be examined and approved by Ministry of Education. Through the analysis on policy files, writing teaching materials and the operating records of the trainers on how to use textbooks we find that there are three kinds of perceived curriculum in Chinese language curriculum in primary schools for different stages. The first kind is the writing of experimental Chinese language textbooks. The second kind is the training of the experimental teaching materials. The last one is the teachers’ own understanding of the textbooks. The contents of different perceived curriculum are directed by different people who perceive it, their original curricular experiences, their attitudes toward curriculum revolution, and the teaching environment they are in.