Wang Jun And Xiao Peidong, A Comparative Study On The Pragmatic Practice Of Chinese Reading Teaching In Junior High School

Focusing on "language use" is not only the key to students' reading learning,but also the embodiment of the pragmatic teaching concept in Chinese teaching,which can promote the improvement of students' pragmatic ability and pragmatic literacy.As an important teaching resource,the experience of famous teachers has important guiding and reference significance for the teaching practice of pragmatics in junior middle school.Aiming at the misunderstanding of "fuzzy" and "mechanized" pragmatic practice,this paper compares and analyzes the pragmatic practice of two famous teachers Wang Jun and Xiao Peidong in reading teaching,summarizes the pragmatic teaching inspiration,and provides experience guidance for junior high school Chinese teachers.This paper is divided into the following six parts:The first part mainly expounds the research origin,research status,research significance,theoretical basis and research methods of this thesis.The second part mainly explores the value of pragmatic practice in Chinese reading teaching in junior high school.On the basis of clarifying the concepts of "pragmatics" and "pragmatics practice",the pragmatic orientation of reading teaching is explained from the perspective of Chinese pragmatics teaching,and the importance of pragmatics teaching practice is clarified.The third part mainly explores the current situation and causes of pragmatic practice in reading teaching in junior high schools.Firstly,questionnaire interviews and questionnaire surveys were conducted on teachers and students of two different junior high schools in Tianjin and Shandong Province,and the current situation of pragmatic practice in reading teaching in junior high schools was analyzed and clarified through the survey results;In order to fully understand the problems existing in the teaching of pragmatics in junior middle school.The fourth part mainly explores the pragmatic teaching ideas of Wang Jun and Xiao Peidong.First of all,the reasons for choosing Wang Jun and Xiao Peidong to compare pragmatic practices are clarified,and then the pragmatic teaching concepts of famous teachers are deeply explored,and the guiding role of famous teachers' teaching concepts on teaching practice is explored.The fifth part mainly explores the similarities and differences between Wang Jun and Xiao Peidong's pragmatic practices in reading teaching.Taking the teaching examples as the starting point,it explores the pragmatic practice highlights of the two famous teachers in depth of context,verbal expression,and semantics.The sixth part mainly explores the reflection and enlightenment of Wang Jun and Xiao Peidong's teaching characteristics on the pragmatic practice of junior middle school.On the basis of reflecting on the teaching practice of famous teachers,the enlightenment of pragmatic teaching is carried out from three aspects:context,verbal expression,and semantics,in order to solve the pragmatic practice problems in junior high school reading teaching and provide teaching ideas for front-line Chinese teachers.