Reserarch On The Chinese Reading Instruction Strategy Based On Pragmatics In Higher Grades Of Primary School

Chinese curriculum standards issued in 2011 pointed out that Chinese curriculum is to cultivate students’ ability to use language,and the important role of "language use" should be highlighted in primary school Chinese reading teaching.The new curriculum standards issued by 2022 clearly put forward the importance of language application in the core quality of Chinese,which also makes teachers pay more attention to cultivating students’ pragmatic competence in reading teaching,and further study pragmatic theory and teaching practice.Reading class accounts for the largest proportion in the Chinese curriculum.Reading teaching can provide a good teaching platform for primary school students to learn and use language.While senior students in primary school have already had a certain knowledge base,most of them have accumulated rich vocabulary and beautiful sentence patterns,but they do not really use their accumulated vocabulary and sentence patterns.Therefore,pragmatic teaching should be emphasized in the teaching of Chinese reading in senior primary schools,so that students can internalize the language learned in the text into their own language through the use of practice,which can also lay a good foundation for writing,so as to improve students’ language application ability.In this paper,the primary school senior Chinese reading teaching as the basis,pragmatics as the research object.By referring to a large number of literatures and using three research methods of case analysis,classroom observation and interview,this paper analyzes the current situation of five aspects of pragmatic teaching objectives,content,process,methods and evaluation in Chinese reading teaching in senior primary schools,finds the existing problems,analyzes and summarizes them,and sorts out the causes of the problems.Finally,from the above five aspects of reading teaching to improve students’ pragmatic ability to explore the optimization strategy.This paper is divided into five parts.The first part is the introduction,which introduces the research significance,ideas and methods of pragmatic Chinese reading teaching in senior primary schools,and sorts out the current research status of pragmatic and Chinese reading teaching in China.The second part is an overview of pragmatics and Chinese reading teaching,starting from the definition of core concepts;Then it elaborates the theoretical basis of this paper,including Chinese curriculum standard(2022 edition),constructivism theory and learning transfer theory.Finally,this paper discusses the relationship between pragmatics and Chinese reading teaching,as well as the value of pragmatics in Chinese reading teaching in senior primary schools.The third part studies and analyzes the current situation of pragmatic teaching in Chinese reading teaching in senior primary schools,and finds out the following problems: deviation from pragmatics in teaching objectives,low efficiency in pragmatic teaching content,neglect of transfer and application in teaching process,single pragmatic teaching methods,and rigid pragmatic teaching evaluation.The fourth part analyzes the causes of pragmatic problems in Chinese reading teaching in senior primary schools,including teachers’ insufficient understanding of pragmaticism,insufficient interpretation of texts,lack of attention to pragmaticism in teaching research,lack of innovation in teaching model and contempt for the importance of teaching evaluation.The fifth part aims at the problems existing in the pragmatic teaching of Chinese reading teaching in senior primary schools,and puts forward corresponding optimization strategies.First,pragmatic teaching objectives should be formulated by combining the requirements of the curriculum standard for senior primary schools,the content of the textbook text and the specific learning situation.Second,we should carefully select the content of pragmatic teaching,so that effective pragmatic teaching content can be extracted from words,sentence patterns and paragraphs.Thirdly,it is necessary to reconstruct the process of pragmatic teaching.In the process of teaching,it is necessary to pay attention to students’ language accumulation,language sense construction and pragmatic training.Fourth,it is necessary to enrich pragmatic teaching methods,such as general retelling,imitation writing and creation.Fifthly,we should pay attention to the evaluation of pragmatic teaching,the evaluation subject should pay attention to the diversification,and the evaluation language should be enriched as much as possible.In short,based on the analysis of the current situation,this paper finds out the pragmatic problems existing in the Chinese reading teaching of senior primary school students,and puts forward the corresponding solution strategies,so as to provide a small force for the Chinese teachers of senior primary school students in the pragmatic reading teaching.