Primary School Pragmatic Composition Teaching Strategy Research

Chinese is the most important tool of communication. It is a tool to express thoughts and feelings, communicate feelings and convey culture. Composition teaching is the most important in the teaching of Chinese, because it not only reflects the language use ability of a primary school students, but also reflects the ability of understanding, aesthetic ability, thought training and so on. It is an important standard to measure the students’ comprehensive quality. But in a lot of primary school composition class, there have been a lot of time, the effect is not significant. Therefore, how to improve the students’ writing skills in the mode of writing, reading and oral communication teaching has become a challenge for every language teacher. In view of this, this study attempts to examine the traditional composition teaching in primary school from the perspective of "pragmatic", and combined with the theory of pragmatics to explore the strategies of primary school composition teaching, in order to improve the efficiency of primary school composition teaching.The full text of four chapters, the introduction, after the conclusion. In the introduction, the paper mainly discusses the origin and significance of the research on the teaching strategies of pragmatic composition in primary schools, the research status at home and abroad, and the methods of the research. The first chapter is the theoretical and practical basis of the theory and practice of the pragmatic composition teaching in primary schools. This chapter first discusses the three important basis of pragmatic composition teaching in primary school: the pragmatic theory, the activity curriculum theory and the theory of "Compulsory Education Chinese curriculum standard", and analyzes the main problems in the present primary school composition teaching. The second chapter discusses the implementation strategy of the pragmatic composition teaching in primary school. The paper points out that, in order to avoid the loss of soul in the classroom, teachers should have to construct the classroom in a specific language environment. The paper believes that the understanding and usage of the combination, language transfer, the creation of situation activation expression is an important way to improve the students writing ability, the composition teaching in Primary School of pragmatic is specific strategies. In this chapter, a successful case of pragmatic composition teaching is also studied. The third chapter is the integration strategy of the primary school pragmatic composition teaching. This paper argues that writing is not a solitary existence, it is closely related to reading teaching and oral communication teaching. In this chapter, we discuss the integration strategy of pragmatic writing in primary school reading teaching and oral communication teaching. The fourth chapter is the composition evaluation method of the primary school’s pragmatic composition teaching. The paper points out that the main body of the thesis should be diversified, and the evaluation of the style of writing should pay attention to the personality of children’s language. In the conclusion part, the paper also points out the shortcomings of the research and the future development of the research and practice in the teaching of pragmatic composition in primary school.