Study On Guided-reading Teaching Of Senior High School Pragmatic Texts

Pragmatics is a discipline that studies the use of language and its laws.As Pragmatics develops in depth in China,increasing experts and scholars of Chinese educational circle have focused on and explored the approach of Chinese education reform which combines pragmatic theories and Chinese language teaching.They,for one thing,try to enhance teaching effect of traditional teaching method of Chinese guided-reading and,for another,consider how to give a full play to the humanities and instrumentality of Chinese teaching as well as cultivate students' aesthetic taste,abilities of thinking,and solving real problems by using language in reality.In a sense,the intervention of pragmatics will not only change the model of Chinese guided-reading,but highlight the role and value of Chinese teaching in the promotion of thinking,shaping personality and educating talents.Therefore,it is of great significance for the reform of Chinese teaching.This paper consists of four chapters.The first chapter teases out the objectives of Chinese curriculum standards concerning cultivating students' pragmatic competence and pragmatic education objectives of guided-reading of the PEP Edition of Chinese Compulsory Textbooks for Senior High School.This chapter takes students and teachers from three senior high schools located in the center of the Ganzhou City as samples,investigating and analyzing the implementations of Chinese guided-reading and pragmatic education in senior high schools nowadays.The second chapter first analyzes the characteristics and limitations of traditional model of guided-reading and reviews the value of guided-reading of pragmatic texts.Then five common theories of guided-reading of pragmatic texts are introduced.Specially,Demonstrative Reference Theory,Theory of Conventional Implicature,Speech Act Theory,Relevance Theory and Theory of Cognitive Development are combined with pragmatic guided-reading teaching.The third chapter,based on the status quo of Chinese guided-reading and requirements of the curriculum standards,puts forward four strategies for Chinese pragmatic guided-reading teaching for senior high schools.Moreover,it discusses the Chinese curriculum objectives,textbook compilation,complementation of teaching as well as teaching evaluation and finally puts forward implementing proposals.In the fourth chapter,three texts of he PEP Edition of Chinese Compulsory Textbooks for Senior High school are selected as case studies.Based on Pragmatics,this chapter teases out and analyzes the key pragmatic points of the texts and designs the process of guided-reading as well as reflection.In general,this paper discusses the teaching model of guided-reading of pragmatic texts including theoretical research and practical exploration.It not only strives to change the traditional Chinese teaching that focuses on reading and perception,but advocates the teaching model of guided-reading that “Pragmatic” is considered as the core.This model can enhance the timeliness of Chinese guided-reading teaching,training students' competence of perception,critical thinking,transfer and application of languages.