Improvement Validity of Modern Chinese Reading Teaching Based on Pragmatics

Author/s: Guangzhu Dong

DOI: 10.12738/estp.2018.6.240 

Year: 2018 Vol: 18 Number: 6


In view of the problems in the combination process of pragmatics theory with modern Chinese course teaching, such as narrow application and lack of systematic evaluation indicator, this study explores the improvement validity of modern Chinese reading teaching based on pragmatics. First of all, this study analyzes the application of pragmatics theory in modern Chinese reading teaching, and then investigates the status quo of pragmatics in senior high school combined with the field research. At the same time, it optimizes the Chinese reading teaching model based on pragmatics and sets up the relevant evaluation indicators. Finally, it clarifies the validity of pragmatics in modern Chinese reading teaching. The results show that the improvement of Chinese reading teaching based on pragmatics can improve the effectiveness of Chinese reading teaching and enhance students’ interest and sensitivity in spoken and written language.

Pragmatics, Chinese Teaching, Chinese Reading, Interest

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