A Pragmatic Study Of Classroom Teaching Language In Primary School Chinese Teachers

Using the Contest Theory Evaluation of language theory and Questioning language theory,this paper makes research on the classroom teaching language of the primary Chinese teachersfrom the perspective of Pragmatics. In order to understand the great significance of the fineteaching language, this paper selects some teaching cases of several famous primary schoolChinese teachers, and analyses their unique teaching language, combining the Pragmatics andteaching theory of the primary Chinese teaching, also I can accumulate some experience on theChinese language teaching activities, because I want to be a Chinese teacher in the future.This paper is divided into six parts:The first part is the introduction of this article. Firstly we can review the researchbackground of the teaching language, then the paper performances us the present situation andthe significance of the research, and it also introduces the research contents and researchmethods.The second part of the paper introduces the necessity of the research, and explains therelevant concepts.The third part carries on the analysis of the teaching language of the primary schoolteachers from the perspective of context theory, and specific methods are put forward to create acontext. In order to learn the specific application of the situation teaching in the classroom, thispaper chooses some teaching records of the Li Jilin teacher.The fourth part is the analysis of teachers’ classroom evaluation, and I make theclassification of the teachers’ classroom evaluation. Combined with the classroom record toanalyses what is the role of evaluative language on student’s learning.The fifth part is the study of classroom teaching language, and put forward the question ofspecific strategies.The last part is the conclusion. Pragmatics are closely related to primary school Chineseteaching, based on the previous research made and extended the theory summary, I hope can thispaper can be used for reference to the standards of teachers’ language.