| The core goal and task of Chinese curriculum is to cultivate students’ pragmatic competence,and pragmatics is the essential attribute of Chinese curriculum.At present,the reading teaching of primary school Chinese also changes from "reading standard" to "expression standard".It is in this context that positive pragmatics is put forward.Positive pragmatics aims at students with high self-conscious pragmatic enthusiasm,complete pragmatic system,and unique and distinct deep pragmatics.The positive pragmatic view coincides with the concept advocated in the Chinese curriculum standards for compulsory education(2011 edition),and corresponds to the reading target of the third learning paragraph in the 2011 edition.As a result,more and more frontline teachers focus on positive pragmatics.However,there are also three major problems in the Chinese reading teaching of primary schools under the positive pragmatic view: the students’ consciousness of pragmatics is not strong,the students’ development of the whole pragmatic ability is not balanced,and the students’ deep pragmatic supplies are not good.By investigating and analyzing the current situation of the implementation of positive pragmatics in Chinese reading teaching in primary schools,this study proposes three strategies: arousing the life consciousness of conscious pragmatics,optimizing the practical performance of whole pragmatics and establishing the evaluation scale of deep pragmatics.It is expected to provide theoretical guidance and practical help for frontline teachers to transform the teaching of Chinese reading in primary schools under the guidance of positive pragmatics,and at the same time provide new ideas for the study of positive pragmatics. |
