A Case Study Of Context Analysis In Primary School Chinese Reading Comprehension Teaching

Reading is mainly used as the carrier of language and words to realize the communication of information,form a correct understanding of the world,improve students' thinking ability,and have the ability of aesthetic experience.The Chinese reading teaching of primary school should cultivate students' specific perception of reading texts,enhance their understanding of texts,and promote the improvement of learners' aesthetic ability of reading texts.Reading comprehension's teaching,as a part of reading teaching,requires students to understand the deep meaning of reading text on the basis of understanding language,so as to improve their reading comprehension ability.As the basic theory of pragmatics,context theory is of great significance in linguistics.Context is the environment in which the participants of language communication are communicating.The combination and use of language and words constitute the context,and the combination of different languages and words constitutes the context in primary school Chinese reading.Context has dynamic meaning.In a certain relative language environment,the meaning of context is different.Context is very extensive,so any content of the study of language in pragmatics needs to take place in a certain context.Context is divided into cognitive context,contextual context,situational context and socio-cultural context.In recent years,due to the development of contextual teaching methods,it plays an effective role in primary school Chinese reading teaching.Therefore,understanding teachers' specific performance of contextual analysis in reading comprehension teaching is helpful to further supplement the theoretical and practical research on Chinese reading teaching in primary school.Through the "compulsory education Chinese curriculum standard(2011 edition)of resolution,analyzing the contact between Chinese reading teaching and context,using the method of case study illustrates the contextual analysis in teaching of reading comprehension and on the basis of existing research results,concluded four problems: the teachers there exist deviations in understanding of the context,contextual analysis way of classroom questioning is not appropriate,contextual analysis lacks depth,teacher lacks the feedback for students' learning of context.According to the existing problems,combining with context theory,it is understood that teachers need to ask effective questions of students,conduct in-depth context analysis,and provide timely feedback on students' mastery of context,so as to effectively guide teachers' reading comprehension teaching,promote learners' cognition of context,and improve students' reading comprehension ability.