The Study Of Pragmatics Strategy In Middle School Composition Teaching

The teaching and learning of composition in middle school has always been a difficulty for teachers and students.Chinese education has passed from the ancient "Confucian classics argumentation" to the modern "language specialization ",which helps to improve the efficiency of Chinese learning and cultivate comprehensive ability.The concept of pragmatic education is not only a deepening of the specialization of language,but also a second choice in the development of modern language education.Writing is the comprehensive embodiment of Chinese ability.Either in writing or pragmatic education,pragmatics are essentially the same,and they are both the revelation of language function.Guidance of pragmatics and pragmatics strategy construction of composition teaching in middle school,makes methods in teaching are available.This paper analyzes the teaching problems of composition in middle school by means of researching,investigation,induction and work analysis,and hopes to construct pragmatic strategies of composition in middle school with pragmatic theory.The full text altogether is composed of six parts:Introduction,first chapter,second chapter,third chapter,fourth chapter as well as conclusion part.The main contents of each part are as follows:The introduction part mainly discusses the selected topic background,writing origin and research of theoretical and practical significance.The article makes a research summary,over composition teaching in middle school,pragmatics applied to Chinese teaching and pragmatics applied to composition teaching in middle school,which proves it is workable that pragmatics guides middle school composition teaching.On this basis,pragmatic strategies in line with the practice of composition teaching in middle schools are constructed.The first chapter is about the value pursuit and present situation of composition teaching in middle school.This chapter is divided into three parts:the aim of composition teaching in middle school and the current situation of teaching and learning of composition writing in middle school.The second chapter is about the theoretical construction of pragmatic strategies in composition teaching in middle schools.This chapter mainly studies the core content of pragmatics applicable to this topic,and discusses the relationship between the speech act theory,relevance theory,cooperative principle,politeness principle and context in composition teaching in middle schools.The third chapter is about the pragmatic strategy of composition teaching process in middle school.It mainly analyzes how to put forward practical pragmatic strategies in the process of composition teaching from the perspectives of teachers and students.Chapter four discusses the pragmatic strategies of the three basic styles in composition teaching in middle schools.Starting from narration,argumentation and exposition,this chapter analyzes the essential characteristics and status quo of the three styles of writing,so as to construct pragmatic strategies in line with the three styles of writing.The conclusion part mainly summarizes the gains and losses of this study,and appeals to the majority of researchers to pay attention to the teaching questions of composition in middle schools.Also,it continuously summarizes the strategic knowledge to guide composition teaching in middle schools in order to complete the construction of composition teaching curriculum as soon as possible.The basic conclusion of this paper is that the pragmatic strategies of composition teaching in middle schools under the guidance of pragmatics can effectively change the situation of "appendage" of composition in middle schools,which exactly improve students' writing quality and enhance their ability to use Chinese language.On this basis,the strategic knowledge of composition teaching will be continuously developed,and the Chinese education will open up new prospects under the guidance of "pragmatic education concept".