First stop, enter the new curriculum standard.

The new Chinese curriculum standard of 20 1 1 clearly requires: "Chinese is a course to learn and use Chinese characters. Students should be allowed to read and write more in class and experience and master the laws of language and writing in a lot of practice. " The new curriculum standard also points out the literacy goals of each grade. This not only makes me reflect on whether I have done something to cultivate students' pragmatic competence in my own classroom, how much and how well I have done it?

The second stop is to enter the ideological space of famous teachers.

In the book "Similarity and Mutual Construction" written by Mr. Gao Wantong, Mr. Gao said: "Chinese literacy is verbal interest, Chinese curriculum is pragmatic curriculum, and cultivating students' Chinese literacy is to cultivate students' verbal wisdom."

I understand the requirements of the new curriculum standards and the experience of famous teachers, so I keep exploring and practicing in my own reading teaching and strive to cultivate students' pragmatic ability.

Third stop, walk into the classroom.

First, interpret the pragmatic value of the text.

I deeply realize that paying attention to pragmatics has become an inevitable teaching goal for Chinese teachers. How to design reading teaching comes from a correct and comprehensive interpretation of the text. What kind of interpretation, what kind of teaching.

1, the interpretation of wonderful language.

For example, "Young Wang Bo" is a story of a character. The article tells that young Wang Bo wrote the famous "Preface to the Wang Teng Pavilion" when he went to dinner at the Wang Teng Pavilion, which shows that Wang Bo's literary thinking is agile and brilliant. Among them, the third and fourth paragraphs are beautiful in literature and the most wonderful in language, which is the teaching focus of this class. The third paragraph of the text reads: "At this moment, Wang Bo is standing at the window, staring at the charming autumn colors on the river: in the distance, the sky is connected with water, the water is connected with the sky, and the water is with the sky. A wild duck flies slowly in the afterglow of the sunset, and brilliant clouds float gently on the horizon ... "Gaze shows that Wang Bo has been deeply attracted by the beautiful autumn colors on the river; "Tianshui is connected" describes the vastness of water and sky, and the endless momentum comes from the author's lines; "Slowly" and "gently" both reflect calm and natural; "Bi Xia Qi Fei" gives people a sense of peace and tranquility. The author described the tranquility, magnificence and profundity of autumn in a few words.

Based on this interpretation, I made such a teaching design:

Read the third paragraph of the text silently Imagine if you read this paragraph as a word or a word, what would you read it as? Guide students to experience the tranquility, peace and grandeur of autumn.

Study the text and think: this text has neither the word "static" nor the word "beautiful", so which words bring you this feeling?

Read the text silently again, draw these words and circles, and show them by reading aloud.

This kind of study makes students understand that a real language master is like this. Without flowery words, just using seemingly ordinary but appropriate words can also play an unexpected role in the creation of artistic conception. This is what we should learn and the practical value of the text.

2. Keyword interpretation.

Vocabulary teaching is an important part of reading teaching. Solid and effective word teaching can not only deepen reading comprehension, make the finishing point, but also taste the mystery of speech, which has the function of turning the stone into gold, thus promoting the generation of positive words in speech training and achieving the purpose of applying what you have learned. For example, the fourth paragraph of Young Wang Bo describes Wang Bo's Impromptu Preface to Wang Teng-ting, in which a series of words such as "have a plan", "think like a spring" and "pen like a flying pen" are progressive step by step, bringing Wang Bo's outstanding literary talent and intelligence into full play, pushing the realm of characters to the highest level and making the rulers "amazed".

In teaching, on the basis of familiarizing students with the text and reading the text with emotion, we can inspire students to talk about the understanding of words such as "having a plan", "writing like a spring", "flying like a pen" and "stunning". It is natural to understand these words on the basis of repeated reading.

Show me that sentence: "When the viceroy heard that people read this sentence," Sunset and lonely Qi Fei, autumn waters grow together ",he couldn't help exclaiming:" Wizards! What a genius! Teacher quotes: What do you mean by "amazing"? Can you show it by action? As the students talked and performed, they understood that Wang Bo's article was wonderful, which made the governor applaud loudly. Through these keywords, students can feel that young Wang Bo is smart, witty and clever.

After understanding the words, the teacher instructs the students to use them.

Live mock interview: "If you are the governor, why are you amazed?" Imitating the identity of the governor, the student replied: "Wang Bowen's thoughts are like a spring, his pen is flying, and his articles are wonderful. What a genius! " .

"If you were a guest present, how would you praise Wang Bo?"

The students were amazed:

Wang Bo, you are really observant and quick-thinking. You deserve to be an outstanding young wizard!

Wang Bo, you really read a lot of poetry books, and you have answers. How else could you write such a beautiful article on the spot?

Wang Bo, you are very talented at such a young age. Being an afterlife is awesome!

It is the fundamental task of Chinese teaching to let students acquire language ability. In the above-mentioned teaching links, I guide students to understand the key words in the text and carry out appropriate language training to achieve the purpose of applying what they have learned.

3. Interpretation of classic writing.

There is also a good pragmatic value in Young Wang Bo, that is, the writing method of contrast, which is a major feature of writing articles and a pragmatic point that cannot be ignored in this paper. Based on this explanation, teaching can be designed as follows:

Doubt 1: "There are many people coming to the party". Think about it. Who will come?

Doubt 2: "You look at me here, I look at you there, and no one dares to promise." What did you learn from Wang Bo's performance?

Students silently read, think, communicate and discuss. Literally, it is quite difficult to write a congratulatory article on the spot, but Wang Bo is really talented. As the governor said, he is a young guide, thus guiding students to realize the role of comparative writing in autonomous learning. The previous description of the guest performance is precisely to set off Wang Bo's "self-confidence", "writing is like a spring" and "writing is like a fly"

Teacher's camera guide: this is the role of comparative writing. Will you use this method in your usual practice?

This emphasis on text writing is not only conducive to cultivating students' reading ability, but also conducive to helping students realize the process from reading to writing-learning to write in reading teaching and applying it to their own writing practice.

Second, pay attention to the author's language expression.

Li is a master of using language. In the article Huangguoshu Waterfall, he first described Huangguoshu Waterfall from all directions and angles by changing the scenery. The second is to make good use of metaphors to make the language of the article vivid and picturesque. Among them, the teaching focus of this course is to guide students to understand the magnificent scenery of Huangguoshu Waterfall and how the author describes and expresses beauty.

Based on this point, teaching this text has two main goals: one is to guide students to imagine the picture through language and feel the charm of the text language; The second is to understand the vivid language expression of the author by studying the delicate and vivid description.

For example, when teaching the second to fourth natural paragraphs, students can use certain auxiliary means to expand their imagination while reading, thus forming a concrete representation of this "masterpiece of nature" in their minds, constructing a three-dimensional picture of Huangguoshu Waterfall expressed in words, and creating an immersive feeling.

Question 1: How does the author describe the extraordinary and magnificent features of the waterfall? Students draw sentences while reading. Among them, they draw sentences describing the sound of waterfalls with wavy lines and sentences describing the shape of waterfalls with horizontal lines.

Question 2: From which words do you feel the great sound of waterfalls?

Health: I come from "finally, like a tide, it drowned the noisy Ma Si, leaving only the noisy sound of water between heaven and earth." I feel the sound of the waterfall is very loud.

Teacher: In the sentence "It finally came up like a flood", what word does the word "Yong" remind you of?

Health: turbid waves are empty, and the stormy waves beat on the shore.

Teacher: The author compares the sound of waterfalls to tides. How spectacular! What do you feel?

Health: From the description of "the sound of water has become a grand ensemble of thousands of machines", I feel the majesty of the waterfall.

Teacher: You found it very accurately. Students, a loom is noisy when it works. Dozens of looms work at the same time, and the conversation between people is hard to hear clearly. But the text says that there are thousands of looms in a big ensemble, which shows the sound-

Health: It's too loud!

Teacher: What does it sound like?

Health: This kind of "rushing" underwater sound is like thousands of horses running on the grassland.

Health: This kind of "rushing" underwater sound is like thousands of lions roaring.

Health: This kind of "Hua La" underwater sound is like a grand ensemble with thousands of drums.

Teacher: Your imagination is really rich. Who can read the momentum of waterfalls now?

Practice reading.

Teacher: What other words are there about the sound of waterfalls?

Health: "As soon as I entered Huangguoshu Scenic Area, I heard the sound of' rushing' in the distance, just like a breeze blowing through the treetops, which gradually became bigger." This sentence is also about the sound of Huangguoshu Waterfall.

Health: The word "gone with the wind" describes the lightness and softness of the waterfall sound.

Teacher: Does this sentence mean that the waterfall is loud?

Student: Yes, because it says "I just entered Huangguoshu Scenic Area". At this time, the author is far away from the waterfall and can hear its sound.

Teacher: You all have a pair of eyes that are good at discovering. However, the author also wrote about the huge sound of waterfalls, but he used three completely different metaphors-comparing the sound of waterfalls to the ensemble of breeze, tide and thousands of machines. How can there be such a big difference?

Health: Because the author listens to the sound of waterfalls in different places.

Health: Because the author writes from far to near.

Teacher: The author used three completely different metaphors, which not only vividly described the huge waterfall, but also wrote the changes from far to near. Like the author, we should not only be concrete, but also change. Can you read the feeling of "gradual ringing" now? Practice reading three figurative sentences.

Teacher: Students, from the sound of Huangguoshu Waterfall, we feel its extraordinary momentum. No wonder the author wrote this feeling in the first natural paragraph of the text-"Huangguoshu Waterfall is really a masterpiece of nature!"

Question 3: How does the author describe the spectacular waterfall form?

Students use the above methods to learn independently, "it feels spectacular." In the analysis of the text, I read that the waterfall is very high, the water is very fast, the water is very big, and I feel the spectacular waterfall; Read the word "Xie" to feel the charm of language; Learn how to use the language in the training of filling in the correct verbs.

Finally, the teacher summed up: the author used the brushwork of changing scenery, from far to near, and used vivid metaphors to describe the majestic momentum of Huangguoshu Waterfall from two aspects: sound and shape. At this point, we can't help saying-

Health: "Huangguoshu Waterfall is really a masterpiece of nature!" " "

This kind of reading practice, which pays attention to the author's language expression, enables students to acquire the ability to use language, teach students according to their classes, and gain something in each class.

Third, pay attention to the practicality of practice.

Writing is an important aspect of language use. In reading teaching, we must pay attention to every pragmatic point in the text that is conducive to cultivating students' writing ability.

For example, the struggle between snipe and mussel is an fable. Through vivid language, the text tells the story of the struggle between snipe and clam, and the fisherman gains, warning people that both sides may lose each other and let others profit from it.

There are two scenes in the article. Act I: The snipe and the clam compete. Scene 2: the fisherman gains. Faced with such an ending, the text does not unfold the plot through the dialogue of the characters. At this time, you can create situations and reproduce the plot through language.

1, Situation Creation: The fisherman couldn't help smiling when he saw the snipe and clam fighting, and caught them all at once. Looking at these fools in the fish basket, what will the fisherman say? What are the snipe mussels thinking in the fish basket at this time?

2. Please write one or two short dialogues to reproduce the situation after the snipe was caught.

In the above-mentioned teaching links, I grasp the pragmatic points in the text that are conducive to cultivating students' writing ability, conduct language training, integrate reading, accumulation and application, and strive to realize the combination of reading and writing.

From the above study practice, I deeply understand that Chinese teachers should first study the new curriculum standards in depth and understand the requirements of the new curriculum standards for reading and writing ability of different grades; Secondly, learn advanced ideological experience from famous teachers; Thirdly, in classroom teaching, we repeatedly explore and practice, and strive to cultivate students' pragmatic ability by interpreting the pragmatic value of the text, paying attention to the author's language expression, and paying attention to the pragmatic points in the text that are conducive to cultivating students' writing ability, integrating reading, accumulation and application. As Mr. Gao Wantong said, Chinese class is a course to train students to "speak". In short, this is a practical course. We must teach students to use language to engage in real listening, speaking, reading and writing activities. Besides, there is really no "language" to teach.