A Case Study Of Pragmatic Training In Reading Teaching In Primary Schools

The Chinese Curriculum Standards for Compulsory Education(2011 edition)clearly points out that “Chinese curriculum is devoted to cultivating students’ ability to use language.” This requires that primary school language teachers should consciously guide students to learn and use language in their teaching activities,so as to cultivate students’ pragmatic competence.In order to achieve this goal in reading teaching,we must carry out scientific and appropriate pragmatic training in Chinese classroom.In the current reading teaching,there are some problems in pragmatic training,such as the fuzzification of pragmatic purposes and the modelling of pragmatic training.Most Chinese teachers lack a clear understanding of the basis of pragmatic training and how to implement it.Based on this,the author clarifies the research direction of the thesis,and makes use of the internship opportunities of Master of Education,taking the internship school as the research object,launches the related research of pragmatic training.Pragmatic training is a practical activity based on language,learning language and using language.In view of the plight of pragmatic training,it is necessary to clarify the core concept of“pragmatic training”.Pragmatic training in this paper refers to the process in which primary school Chinese teachers instruct students to use language(listening,speaking,reading and writing)in reading teaching.The process of pragmatics training in primary school reading teaching is divided into two parts: the establishment of pragmatics training and the implementation of pragmatics training.Before practicing pragmatic training,language teachers must ensure that the established pragmatic training is scientific and appropriate.The academic basis of pragmatic training should include four aspects: curriculum standard,textbook reading aid system,text and learning situation.That is to say,teachers can establish scientific and appropriate pragmatic training by interpreting the Curriculum Standard,paying attention to the textbook reading aid system,grasping the text and analyzing the learning situation.Through collecting teachers’ teaching design,observing teachers’ classroom teaching and teachers’ interviews,this paper probes deeply into the establishment and implementation of language teachers’ pragmatic training in the school.In the establishment of pragmatic training,teachers pay attention to curriculum standards,teachers attach importance to teaching reference and study textbooks,but there are some problems such as improper “ladder” provided,superficial training design,and dependence on the use of teaching reference.There are three reasons for this: inadequate grasp of learning conditions,inadequate interpretation of texts,andthe crowding of teachers’ teaching time by non-teaching affairs.In the process of pragmatics training,teachers pay attention to providing students with “ladders”,bringing students a variety of pragmatic experience as well as their own characteristics in the way of pragmatics training.However,there are some problems such as formalization of training process,adultization of training language,and separation of training from context.The reason is that the teacher’s pragmatic training standards are not clear,the pragmatic awareness is weak,and the adult language paradigm interferes.Based on the consideration and analysis of the above problems and their causes,the author puts forward some reasonable suggestions on the pragmatic training of reading teaching in primary schools.First of all,teachers should fully grasp the learning situation and understand the starting point of students’ learning.Only by clarifying the starting point of students’ learning can pragmatic training be carried out in accordance with their ability development.Secondly,teachers should pay attention to text interpretation,which can be interpreted through the three-step method of “reading”.At the same time,teachers should strengthen the design of pragmatic training,focusing on common pragmatic training points.Thirdly,teachers should pay attention to daily teaching and improve the quality of pragmatic training by “preparing lessons collectively before class,breaking classroom barriers and reflecting in time after class”.Furthermore,teachers should enrich the material of pragmatic training so as to broaden the channels of pragmatic training.Finally,teachers should focus on pragmatic situations,avoid training language and writing mechanically without context,and make clear the criteria for pragmatic training.