Research On Dynamic Strategy Of Chinese Rhetoric Teaching In Middle School Based On Pragmatics

New curriculum standard emphasize the culture of language application abilities of students.Rhetoric is senior mean of semantic life likeness and full expression.However,the free use of rhetoric is difficult.Only go through the strict and systematic training can realize its appropriate application.The Chinese teaching in middle school is the significant stage of students to learn and apply the language.Rhetoric,as the key way of improving language effect,should be one of the important contents in Chinese teaching.Nonetheless,from the present,rhetoric teaching in middle school showed the obviously invalid state.In order to realize the high efficiency of rhetoric teaching,the article set the pragmatics as angle,and put forward the dynamic research of rhetoric teaching in middle school according to the “Language Course Standards” and “General colleges and universities recruit national unified exam outline”.This paper proposes a dynamic study of Chinese rhetoric teaching in middle school.After research,it was found that dynamic discourse theory,cognitive pragmatics,and cognitive pragmatics,cognitive pragmatics,rhetoric dynamic theory and the like were provide the sufficient rationale for rhetoric teaching dynamics of middle school.Based on this,this paper specifically analyzed through the four aspects,dialectics of teaching,experience of life,imagination of the mind,language differences.It was founded that there are problems in teaching,such as,out of context,out of life,out of application.Aiming at above problems,it was put forward the following improvement strategies: First,walk into language environment,and rhetorical use was deliberated.Second,with multidimensional analysis,taste the connotations of rhetoric;Third,gradient question,deepening rhetoric experience;Fourth,dynamic exercise,Realizing knowledge migration.