论积极语用教学观:释放表达力  

On the Teaching Concept of Positive Pragmatics:to Release the Expressive Power

作　　者：潘涌[1] 张雪[1] 

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004

出　　处：《课程．教材．教法》2013年第11期36-42,共7页Curriculum，Teaching Material and Method

基　　金：教育部人文社科基金项目"国家文化软实力的提升与活力汉语的打造"成果之一(批准号09YJAZH093)

摘　　要：积极语用教学观是在反思母语课堂消极语用异象的基础上提出的,异象背后基于"接受本位"的主流观念,如"思政中心论"、"语文工具说"、"语感中心说"是导致母语表达力长期弱化的直接原因。积极语用教学观认为,以小班化教学提供学生砥砺表达力的实践契机,以"留白"艺术提供学生内语用和外语用的思维空间和必需时间,以教师的积极评价唤醒学生的表达意识、养成其表达习惯、激励其形成其可持续发展的表达力。The positive pragmatics teaching concept is put forward on the basis of reflection of the negative pragmatics teaching phenomenon exists in Chinese class in China's Mainland. Negative pragmatics teaching is the direct cause of the weakening Chinese expressive ability among students. Negative pragmatics teaching is supported by the ＂acceptance-centered＂ idea, which includes ＂the ideological and political center theory＂, ＂language-is-tool theory＂ and ＂language-sense-centered theory＂. Positive pragmatics teaching advocates small-class teaching, which will offer more chances for students to practice their Chinese expressive abilities. Students will also be given necessary self-thinking space and time to develop their intrinsic and extrinsic pragmatic abilities. Teachers＇ positive evaluation can awake students＇ expressive awareness, develop their expressive habits and help the sustainable development of their expressive abilities.

关 键 词：积极语用 教学观 释放 表达力 

分 类 号：G623.2[文化科学—教育学] G633.3