A Study Of Pragmatic-oriented Teaching Strategies For Primary School Chinese Reading

It can be said that reading teaching is the half of Chinese teaching.It plays an important role in training students to acquire information,understand the world,develop their thinking and acquire aesthetic experience with languages and words.The author finds out problems from the realistic Chinese teaching and gets the current teaching situation in the following through the investigation and analysis on the current situation of reading teaching: teaching methods are single,interaction between teachers and students is dull and inflexible,and students' ways of expressing perception,understanding,appreciation and evaluation are single.Based on this,make a deep thinking and a attribution analysis,study relevant pragmatic theories in the basis of attribution,and mainly discuss two major strategy systems of primary Chinese reading teaching with the pragmatics as the orientation by taking the pragmatics as the breakthrough point,including lesson preparation strategy and implementing strategy in class.Then,guided by the strategy system,implement the strategies in practical teaching,and set up a lesson type and a classroom model of pragmatic teaching to demonstrate the feasibility of the two major strategic systems in immediate teaching practice.The paper is divided into four parts,which are summarized as follows:The introduction part clarifies the origin,the purpose,the point of innovation,the significance,the literature review,the ideas and methods of the research.Among them,the innovation of the research lies in the construction of the teaching strategy system,which is also the core of this paper,including the lesson preparation strategy and the classroom implementing strategy.Three points for the lesson preparation strategy are put forward: 1.Focusing on the stylistic form by layer,and clarifying the basic content of teaching;2.Focusing on the verbal image,becoming the blank to be content;3.Focusing on the semantic system,and evaluating the internal implication of the theme.Based on this,3strategies of teaching content are formed: 1.defining the stylistic form of the text,and thoroughly explore the text password;2.defining the verbal image of the text,and exploring its implicit and explicit;3.defining the semantic system of the text,and thoroughly explore the internal implication of the theme.The two major strategies are linked together.The classroom implementing strategy is divided into three plates according to time series: the guide,the teaching promotion and the teaching end.The first plate: as the guide,the strategy of using the pragmatics to detect the students' original cognitive level;the second plate: in the process of teaching promotion,the strategy of using the pragmatics to detect the students' reconstructed cognitive level;the third plate: in the end of teaching,the strategy of using the pragmatics to detect the students' transfer ability.The first plate discusses the meaning,modes and methods of situation creation.The second plate is the core,which puts forward 6strategies to detect the students' reconstructed cognitive level by using the pragmatics,namely: 1.Inspire students to summarize and repeat;2.Inspire students to supplement the prompt;3.Inspire students to replace person for experiencing the role;4.Inspire students to make a verbal image description;5.Inspire students to fill the imagine gap;6.Inspire students to discover the relationship between structure and paragraph and the way the text is composed.Based on the second plate,6 strategies to detect the students' transfer ability by using the pragmatics are put forward in the end of the teaching: 1.Transferring the summary and repeat with summary and repeat;2.Transferring the supplementary prompt with supplementary prompt;3.Transferring the person replacement with person replacement;4.Transferring the descriptive verbal image with descriptive verbal image;5.Transferring the imagine gap with imagine gap;6.Transferring the structural paragraph and the composition of the text by way of finding out the composition and structure of the structural paragraph and the composition of the text.Secondly,the strategies of the three plates are intricately woven together and complement each other.In the first chapter,define the concepts of pragmatics,reading teaching and pragmatic reading teaching,expound the theoretical basis of the research that mainly includes systems theory,learning theory and teaching theory,and discuss the necessity of studying pragmatic reading teaching strategies.The second chapter,mainly carries on the thorough research and analysis to the primary school language reading teaching present situation investigation and analysis and the reason,it mainly includes the present situation investigation and the reason analysis two big aspects.Among them,the present situation investigation includes the investigation object and method,the investigation content,the investigation and analysis and the investigation conclusion.In addition,the analysis of the causes includes five aspects:1.The factors that restrict the professional development of Chinese teachers in primary schools,including four external factors and four self-factors such as teachers' overburden;2.Two factors that restrict the development of students.3.Parents;4.Single Chinese curriculum provision;5.Single Chinese teaching evaluation under the current education system.In the third chapter,as the core of the paper,two major strategy system of primary Chinese reading teaching with the pragmatics as the orientation are put forward.For details,the above innovation point has been elaborated.In the fourth chapter,focus on elaborating lesson type,model,and case analysis of pragmatic teaching,including oral expression practice class,reading understanding guidance class and reading and writing transfer training course are included.