Study On Pragmatic Problems Of Reading Teaching In Primary School

Reading teaching is like the motor of Chinese teaching,which provides impetus for the normal operation of Chinese learning.Reading teaching is an effective way for teachers to guide students to learn basic knowledge and improve their Chinese ability."Chinese" means "language and characters".Language and characters are important tools and media for Chinese learning.Learning Chinese is bound to involve learning language and characters.However,learning on the surface is one-sided and incomplete,teaching should enable students to master the tool of "language and character" so as to be able to use it flexibly and autonomously in practice,so as to improve their language proficiency and serve their study and life better.This study attempts to combine the teaching of reading with the use of language and characters to explore the pragmatic problems in the teaching of Chinese reading in primary schools.This paper mainly uses the literature research method,the case analysis method as well as the interview method,launches the Primary School Language Reading Teaching Pragmatics Question Theory and the practice exploration.This paper is divided into four parts: the first part is the introduction,mainly on the "pragmatic" of the status and significance of the study.The second part mainly elaborates the pragmatic value and the pragmatic mechanism in the reading teaching.This paper expounds the value of "pragmatics" in reading teaching in four aspects: strengthening students’ Chinese ability,improving students’ learning quality,cultivating students’ reading habits,and promoting students’ individualized reading This paper analyzes that the pragmatic mechanism of reading teaching is a process from comprehension to application.The third part is the theoretical basis for the study of pragmatic problems,focusing on the pragmatic theory of linguistics,the gestalt theory of psychology,Schema theory and the translation theory of reading teaching.The fourth part focuses on the analysis and summary of the pragmatic problems in the teaching of Chinese reading and the analysis of their causes.In view of the fact that the teaching process of reading emphasizes semantics over pragmatics,emphasizes humanities over pragmatics,neglects texts,neglects learning conditions,and has broad teaching objectives,the problems of inefficient and repetitive teaching contents and single teaching activities,the author analyzes the causes of the above problems from four aspects: the cognitive deviation of teachers’ educational ideas,the lack of correct theoretical guidance,the dilemma of teachers’ pragmatic knowledge and the lack of teachers’ understanding of the transformation dilemma of students’ accumulation and application.The fifth part puts forward some suggestions on improving the pragmatic problems in primary school reading teaching,which mainly include: setting up the correct pragmatic teaching concept and making clear the pragmatic value orientation;Based on the text interpretation to establish pragmatic objectives,rational organization of pragmatic teaching content,optimization of pragmatic classroom implementation,effective enhancement of teaching evaluation and other strategies.