Pragmatic text focuses on Chinese education, its "language training" is explicit and direct, and the classroom goal directly points to the understanding and learning of a certain language feature of the text.
Most texts in middle school Chinese textbooks should be regarded as pragmatic texts.
Teaching methods of applied discourse
There are two main paths: first, focusing method-focusing on solving the most prominent language problems in the text, such as Ansai waist drum, and the whole class only studies its parallelism. The second is divergence method-paying full attention to the "pragmatics" of the text. Teacher Wang Jun believes that pragmatic discourse teaching can adopt "five reading methods-reading articles, paragraphs, sentences, words and meanings", or "five reading methods" or "several reading methods" according to the characteristics of discourse. This method is easy to learn and has many variants. It can be the way for teachers to learn the text, and it can also be the way for students to learn the text in class.
Pragmatic text grouping teaching
Its classroom focus is on the cognition and learning of a certain language trait, and around this focus, several texts with similar language traits are selected to form a "reading field", which confirms and supports each other. Teachers set up integrated and hierarchical classroom activities or questions to guide students to perceive, understand and realize this language feature, so that students' thinking can go straight to the core of the text. Pragmatic text grouping teaching pays attention to the cultivation of students' language construction and application ability, and follows the law of "anti-three to one" in language learning, which makes students' cognitive learning more solid and effective.
The exploration of pragmatic points is a difficult point in text interpretation. If we want to grasp the pragmatic point, we must understand the genre of the article. Writer Wang Anyi said: "Fiction is the history of the soul." Reading novels is actually entering the writer's mind. Choosing the pragmatic point of "reading novels from a narrative perspective" to realize the communication between students and the author's mind is a unique discovery made by Sun Qiubei after inspecting four novels, such as My Uncle Fishing, The Boy Keeping a Diary, Kong Yiji and Hometown. Teacher Sun accurately grasps the genre characteristics of the novel, focuses on the similarities of this group of essays, and leads students to discover the mysterious "Taoyuan" of the author's mind from the small "hole" of narrative perspective.
The teaching of pragmatic groups should work hard in the following aspects:
First, it transcends individual speech and constitutes a speech system. Pragmatic group writing teaching can guide students to have a deeper understanding of a single pragmatic point, so that students can gain some gains in word selection, sentence use, paragraph cohesion, text structure, style and so on, and finally connect them into a knowledge system of language use.
Second, realize the form of speech and achieve the wisdom of speech. "Ci and Fu desire beauty", which has independent aesthetic value and is worth chewing carefully; But the real reading is to achieve meaning through words. Pragmatic group writing teaching focuses on the unique forms of verbal expression, so that students can gain the wisdom of verbal expression and achieve the purpose of "correctly understanding and using the language of the motherland"-"reading articles, paragraphs, sentences and words" and finally "reading meanings".
Third, realize life consciousness through speech consciousness. Behind the article is the human soul. Pragmatic group teaching studies the laws of language expression and touches the author's heart through these laws. Qu Yuan's persistent affection, Tao Yuanming's quality and reality, Du Fu's depression and frustration, and Li Bai's grandeur and elegance are both literary characteristics and human styles.
Insufficient reading of pragmatic group texts
At present, the biggest embarrassment of our teachers in group teaching of pragmatic texts is their own lack of pragmatic knowledge. Therefore, it is urgent to make up lessons through extensive and in-depth study. Otherwise, it is impossible to find good pragmatic resources in classic texts on an empty stomach.