The Research Of Pragmatics Knowledge Filtration And Presentation In The Middle School Chinese Reading Course

As the research of Chinese education in recent30years, the “low effectteaching” is still a problem that haven’t be solved. It has become a big problem thatconfuses the Chinese teaching and makes the speed of the development and research onChinese education slow. As an important part in Chinese, the reading course is alsohaving such problem. With the less slower worse wasted phenomena, the “low effect”or “no effect” also makes the development of Chinese teaching slowly. One of thereasons that lead the low and no effect phenomena is the research backward in coursecontent. To build knowledge in the course that provide the effect course content to thereading course has become an important way to improve the teaching skills.To choose the valuable knowledge as same as the question “What is the mostvaluable knowledge”. In the Philosophy of education, the knowledge and course havethree kinds of relationships. They are the nature of knowledge affect the choice ofcourse content, the nature of knowledge affect the nature of course, the nature ofknowledge affect the teaching process. With these and the actual of Chinese, we canjudge the value of pragmatics knowledge from the nature of Chinese. With the researchof the meaning of Chinese, the Chinese course standard and the super-study of Chinese,we can conclude that the value of pragmatics knowledge is from the inside Chinesecourse, which has the same nature, and makes the Chinese to build knowledge dependson the language using. With this, reading can be thought as a special languagecommunication that enrich the content of reading course and improve the students’reading ability.To choose the valuable knowledge for the reading course is not only judging the value but also need to build a frame to analysis the knowledge. Depends on the courseorientation, the reading ability of students, the cognitive ability of students, this textbuilds a frame and choose four parts of pragmatics knowledge as the content which arecontext, demonstrative words, general pragmatic meaning and special pragmaticmeaning. And with the characteristics of the transformation between knowledge andability, the demand of reading course, the need of teaching, this text also provides theusing concept and the idea of using pragmatic knowledge that aiming at thedevelopment on students’ reading ability.