语文教育语用观的建构

The Construction of Pragmatic View on Chinese Education

语文教育与课程改革中出现了＂非语文化＂＂去语文化＂现象以及＂教学形式化＂泛滥等问题。解决这些问题的有效对策,就是要打破语文教育人文观的偏颇思想,从汉语文的特性和语文教育的语用基点出发,着力于建构语文教育的语用观,切实明确语言文字构成的语文本体,把握语文教育的语用本体,确立＂语文教育本质上是一种语用教育＂的重要定位和认识,使语文教育与课程改革从＂人文本体＂回归到＂语用本体＂,以＂语用技能＂为要,以＂语用素养＂为本,将＂语言文字运用＂作为语文教育的基本立足点,把训练学生的语用技能和提高语言文字素养作为语文课程的基本目标和任务,以建立实实在在学语文、扎扎实实用语文的教学新秩序。

During the Chinese education and curriculum reform,phenomena such as＂non-Chinese culture＂,＂removal of Chinese culture＂and problem such as ＂teaching formalization ＂flood. The effective countermeasures to solve these problems are to break the biased ideas of humanities viewon Chinese education,from the characteristics of Chinese language and Chinese language education on the basis of pragmatics,focusing on building language education from pragmatic view,making it a clear language of Chinese ontology,grasping the pragmatic ontology of Chinese education,and being clear about the important position and cognition that ＂Chinese education is essentially a pragmatic education＂,in order to make Chinese education and curriculum reform come back to the ＂pragmatic ontology＂from ＂ontology of humanity＂,to regard ＂pragmatic skills＂as a main point,to make a basis on ＂pragmatic literacy＂,to make ＂language use＂as the fundamental standpoint of Chinese education. Besides,we should set a basic objective and task of training students＇ pragmatic skills and increasing language literacy towards Chinese curriculum to create a neworder of real learning Chinese as well as solid work in the language teaching.