Nursery Picture Book Reading Education Of Young Pragmatic Analysis Of Normal School Activities

In modern times, picture book has become one of the most important representation forms of children literature. They are the books that tell stories and transmit information through characters and pictures. Picture books reading is the main part of children’s early reading, and also the main way for early reading ability development. They are of great educational value to children’s development on languages, attitudes, expectations., emotions, behavioral ability, etc. Kindergartner teachers, as the organizers of children’s early reading activities, the language usage level has great effect on children’s language usage level. So teachers’high-level and effective language use will help to improve children’s ability of language use, vice versa.In this paper, we took the pragmatic framework of Harvard University for reference, took separate videos of four classes of kindergarten grade one, two, three, and used the international children’s corpus conversion system--cHAT, INC A-A coding system, data analysis system to transcribe, code and analyze all linguistic data, and use SPSS-17.0to process with the data in final. The research found:(1) In early collective reading, teachers’s social interchange level, speech acts level and pregmatic flexibilities level have core tendency. In teachers’s social interchange level, there are seven core types, they are DJF, DRE, DHA, DHS, NIA, SAT, NIN, while in speech acts level, there are13core types, they are YQ, QN, RP, DR, CL, AP, ST, EC, RT, XA, DC, AB and CT. In pregmatic flexibilities level, there are DJF:QN, DJF:ST, DJF:YQ, SAT:RT, NIA:RP five kinds of core types.Teachers from Grade one, two, three have difference in using these levels, which indicate that teachers can choose the proper pregmatic level to educate children according to their age difference.(2) Childrens’language tendency level, speech act level and pregmatic flexibility level have also the core tendency. In children’s social interchange level, there are two core types, they are DJF and DSS, while in speech acts level, there are5core types, they are AA, AN, SA, SC, ST. In pregmatic flexibilities level, there are3kinds of core types, they are DJF:SA, DFJ:ST and DJF:SC. Children from Grade one, two, three have difference in using these levels. However, children from grade2use these three different kinds of levels are less than children from grade1and grade3. But grade1and grade2students have no significant difference.(3) In early collective reading,. teachers’ use of species and types on social interchange level, speech acts level and pregmatic flexibilities level will effect children’s use of the three levels. More frequency use of the three levels of teachers’, higher quantity for children to use and grasp the levels. Among them, we can indicate from the relation analysis between teachers’ and children’s speech acts levels that, teachers’use rate on speech acts level is main focus on special questions, general questions, while children’s use rate is main focus on the answers to special questions, general questions, which illustrate that in early collective readings, children are in passive learning and rarely come up with questions.The research points out that, in order to improve children’s reading ability and their pragmatic level. Firstly, the teacher should improve their own pragmatic level, which can influence children’s pragmatic level. Secondly, by enhancing the autonomy and initiative of children, training the ability to find questions and ask questions. Finally on the basis of reading comprehension, the teachers should train children’s writing consciousness, so as to help children transfer from oral language to written language.