Study On Chinese Teaching Strategies In Primary School Based On The Pragmatic Function

Compulsory education Chinese course standard says that Chinese curriculum is a practical and comprehensive course for language usage learning.And the pragmatic function is naturalnessof Chinese language teaching.It is vital for teachers to carry out it during Chinese teaching.Based on pragmatic function,this paper is designed to study some Chinese teaching strategies in primary school.Pragmatic function refers to the application of language and letters.Based on the results of previous studies,this paper firstly demonstrates the relationship between the pragmatic function and the Chinese teaching and emphasizes that pragmatic function is the essence of language teaching.And then it goes on to discuss the importance of applying pragmatic function to Chinese teaching which can improve students' language proficiency and facilitate the development of students' language literacy.Secondly,combining with the Chinese teaching cases in primary schools,this paper analyzes the phenomenon of an ignorance of pragmatic function during the teaching.It leads to some negative phenomenons in Chinese teaching.There is a "extensive Chinese" inclination,that is one ploughs others' field while lying own waste,namely out of textbook,a "pseudo-Chinese" inclination,that is not focus on Chinese knowledge,an "anti-Chinese" that is against textbook or an exam-oriented inclination in present Chinese teaching process.All these inclinations which have nothing to do with or deviate from language usage make the inefficient Chinese teaching.Thirdly,this paper further analyzes the reasons for the ignorance which mainly includes the insufficient recognition of language teaching,the abuse of multimedia course ware,misapprehension of texts,the improper evaluation methods and so on.Finally,taking pragmatic function of language teaching into consideration,this paper proposes six strategies to improve Chinese teaching in primary schools as follow: First,improving the awareness of pragmatic function to inject vitality into classroom teaching;next,capturing the objectives of pragmatic function to steer classroom instruction;then,extracting the contents of pragmatic function tomake class teaching efficient;fourthly,designing the teaching procedures with clear main lines to lighten classroom atmosphere;fifth,clearing language training form to make the class teaching simple and sound;sixth,adhering to pragmatic function evaluations to make classroom teaching revealing feelings and sentiment.These measures whereby can help the front-line teachers out when they are in their wit's end in applying pragmatic teaching,which can mentally arouse teachers' attention for pragmatic teaching,and physically continue to explore and study Chinese teaching based on the actual education condition.