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2011年版《语文课程标准》增加了至关重要的一句话:“语文课程是一门学习语言文字运用的综合性、实践性课程。”这进一步明确了语文指向语用的学科规律。但在实践的过程当中,很多教师断章取义,忽视语用的实践性和内在逻辑性,导致课堂教学出现偏差。具体表现在:①语用内容的泛化。有的教师没有分清语用内容的轻重,一
2011 edition of the “Chinese Curriculum Standards” adds the crucial sentence: “Chinese course is a comprehensive, practical course to learn the use of language. ” This further clarifies the language law of the subject points to pragmatics. However, in the process of practice, many teachers disregard the meaning of pragmatics and neglect the practicality and inherent logic of pragmatics, resulting in the deviation of classroom teaching. Specific performance in: ① pragmatic content of the generalization. Some teachers did not distinguish between the severity of pragmatic content, one