Research On Chinese Curriculum Knowledge Under The Pragmatic View Of Chinese Education

This dissertation mainly studies the curriculum knowledge of the compulsory teaching materials for the senior high school Chinese language under the perspective of the pragmatic view of Chinese education.Based on the pragmatics of pragmatics in Chinese education and the core goal of cultivating students' pragmatic competence,the dissertation conducts a detailed investigation of the curriculum knowledge contained in the high school Chinese compulsory teaching materials of the People's Education Press.The state of knowledge will provide a certain reference for the compilation of Chinese textbooks,and it will be helpful for the promotion of language teaching under the pragmatic view of Chinese education.This paper is divided into five parts for writing.The introduction part mainly explains the research background,research significance,research perspective,research field,research methods and research ideas,and investigates the current research status.The first chapter is mainly about the elaboration of the pragmatic view of Chinese education.First of all,from the perspective of historical sources,we can see the emergence and transformation of the concept of Chinese education.Secondly,we can see from the development of linguistics its promotion of the concept of Chinese education.Educational pragmatics.The second chapter discusses the target pragmatic competence of the pragmatic view of Chinese education and its manifestation in the Chinese curriculum.In addition,the different forms of expression are divided into different levels.The third chapter is the research on the classification of Chinese curriculum knowledge under different knowledge views,which will pave the way for the analysis of subsequent Chinese curriculum knowledge in teaching materials.The fourth chapter is based on the arrangement features of the compulsory teaching materials for senior high school Chinese in the PEP edition.First of all,the text analysis method is used to analyze and summarize the types of knowledge in the “Reading Appreciation” section,“Express Communication” section,“Combination Inquiry” and “Master Reading Guide” sections.Secondly,quantitative analysis is used to statistically analyze the types of knowledge in different plates.Finally,based on the analysis results,the knowledge of Chinese courses is evaluated.Through the research of this paper,the following conclusions are drawn: 1."Reading and Appreciating" section,over-declarative knowledge is not conducive to the further development of reading ability;2.In the "Express Communication" section,the lack of practical stylistic knowledge is not conducive to the cultivation of practical writing skills.The lack of pragmatic knowledge,and the insufficient development of the listening and speaking ability;3.The static state of declarative knowledge in the "Combing and Inquiry" section is dynamic.Transforming and linking in-class knowledge with extra-curricular practice is conducive to cultivating the students' ability to use Chinese language curriculum knowledge.4.The definition of declarative knowledge in the compulsory teaching materials of the Senior High School Chinese for Pedagogy is unclear,which makes it difficult to grasp the key knowledge of the curriculum..