A Lesson Study Of Pragmatics Teaching By Famous Chinese Teachers In Primary Schools

The sentence of The essence is in the spirit,so that it can be used come from the book of Changes Copulative.It can be seen that Chinese language education has already reflected the idea of pragmatic teaching very early,pragmatic teaching has deep thoughts,The historical origins of theory and use.The nature of the language curriculum itself also determines its dual characteristics of instrumentality and humanity.However,since the language subject does not have clear regulations and descriptions on the nature of other disciplines,there are many different kinds of language teaching.Different views on Chinese language have emerged from understanding and opinions.Chinese language teaching has always paid too much attention to the analysis and understanding of text content,too much emphasis on teaching and instilling knowledge,neglecting pragmatic teaching,neglecting the development of students' language ability,especially in recent years,Chinese curriculum reform and classroom teaching The problems of "Vague-language","Fake-language" and "Formalization of teaching" are directly related to the failure to establish a correct view of language education.The Compulsory Education Chinese Curriculum Standards(2011 Edition)(hereinafter referred to as the “Course Standards”)states: “The Chinese Language Curriculum is a comprehensive and practical course for the study of language and language.” Obviously,the Curriculum Standards reinterpreted the language.The basic concept of teaching.After the promulgation of the "Course Standards",pragmatic teaching began to become a hot spot and received the attention and attention of many primary school Chinese teachers.However,how to implement pragmatic teaching has caused confusion among many Chinese teachers.Many teachers have a series of problems in the process of pragmatic teaching implementation,which makes pragmatic teaching deviate from the direction and greatly reduces the teaching effect.Did not improve the language skills and core literacy of students.This study selects Liu Renzeng,Zhang Zuqing and Xue Fagen's pragmatic teaching cases to conduct research and analyze their pragmatic teaching cases.It aims to provide some lessons for the pragmatic teaching of primary school Chinese teachers to help them better implement the language and use teaching.This article consists of four parts.The first part introduces the background and significance of the research,research methods,research status and so on.The second part is about the pragmatic teaching,discusses the pragmatic teaching is the essence of Chinese teaching,expounds the value of pragmatic teaching and puts the semester in the "Compulsory EducationChinese Curriculum Standards"(2011 edition).The content and requirements of the teaching were sorted out.The third part analyzes the pragmatic teaching cases of Liu Renzeng,Zhang Zuqing and Xue Fagen in detail,and feels the pragmatic teaching process of the primary school Chinese teachers.The fourth part will combine some of the above research cases and related research results to extract some instructive and operable primary school language pragmatic teaching enlightenment: pay attention to the excavation of pragmatic teaching training points,focus on guiding teaching objectives to point to use and listen,say,read and write as the basis,promoting the use of pragmatic teaching.