Research On The Content Determination Of Junior Middle School Practical Text Reading Teaching Based On Pragmatics

Practical writing is closely related to human social life.With the development of modern society,the role of practical writing in modern society has become increasingly prominent.Practical text reading teaching is also an important part of Chinese teaching,however,in the actual process of practical text reading teaching,its current situation is not optimistic,mainly existing in the alienation of teaching content,teaching content model and teaching content repetition,disorder.Language teaching takes language as its foothold and starting point,while pragmatics,as a subject with the use of language and its laws as its research content,does not coincide with the nature of Chinese curriculum.They all focus on the understanding and application of language and characters.Based on this connection,this paper regards the teaching of practical text reading as a process of verbal communication between the author and the reader through the verbal works.From the perspective of pragmatics,this paper analyses the causes of the problems existing in the teaching content of practical text reading,and then puts forward the strategies to determine the teaching content of practical text reading from the perspectives of discourse,pragmatic subject and context of pragmatics.This article will start from the following five parts:The first part: elaborates the purpose and significance of this study,research ideas and methods,and related core concepts,respectively,combs the current research status of the determination of Chinese teaching content,practical text reading teaching content and practical pragmatics in the determination of practical text reading teaching content.The second part: summarizes the theoretical basis of this paper,and elaborates its correspondence with the teaching of practical reading.On this basis,taking the Chinese textbooks of junior middle school edited by the Ministry as an example,the practical sub-categories of textbooks are sorted out.The third part: Taking the practical text selected in textbooks as the object,interviewing the front-line teachers to grasp the current situation of practical text reading teaching.Through interviews,it is found that there are some problems in the current teaching content of practical text reading,such as the alienation of teaching content,the modelling of teaching content,the repetition and disorder of teaching content.From the perspective of pragmatics,this paper analyses the problems and finds out the causes.The fourth part: In view of the problems existing in the current teaching content of practical text reading in junior high schools,this paper,starting from three levels of pragmatics,namely,discourse,pragmatic subject and context,makes an analysis of different types of specific practical articles and puts forward specific strategies for determining the teaching content of practical text reading.The fifth part: By using the proposed strategies,the author analyzed four articles,namely "People's Liberation Army Million Army Crossing the Yangtze River","Suzhou Garden","Dedication and Joy","Did the Chinese Lose Self-confidence".The teaching design was formed,and the teaching content of practical reading in junior high school was explored in practice.