本文選題：語(yǔ)用　切入點(diǎn)：語(yǔ)篇　出處：《課程.教材.教法》2017年08期

【摘要】：語(yǔ)用背景下的語(yǔ)文教學(xué)改造需要引入語(yǔ)篇學(xué)。語(yǔ)篇學(xué)與語(yǔ)用學(xué)共同指向"語(yǔ)用",篇章分析超越了傳統(tǒng)語(yǔ)言學(xué)的句子語(yǔ)法分析,功能語(yǔ)篇分析超越了文藝學(xué)的"文本分析",語(yǔ)篇分析超越了文章學(xué)的"文章分析"。語(yǔ)文教學(xué)應(yīng)確立功能本位的目的觀,語(yǔ)文教材"文選"范式有待向"語(yǔ)篇"范式轉(zhuǎn)型,語(yǔ)文教學(xué)需引進(jìn)語(yǔ)篇分析。語(yǔ)篇學(xué)與其他四門(mén)基礎(chǔ)學(xué)科應(yīng)互競(jìng)雄長(zhǎng),貫通互攝,語(yǔ)篇知識(shí)能充實(shí)語(yǔ)文教學(xué)的知識(shí)系統(tǒng)。
[Abstract]:The Chinese teaching reform under the background of the pragmatic need to introduce discourse. Discourse analysis and pragmatics point to "pragmatic" discourse analysis beyond the linguistic analysis of traditional grammar, functional discourse analysis beyond the literary text analysis, discourse analysis beyond the article, "the analysis of Chinese". Teaching should establish a standard objective function view, Chinese textbook "anthology" paradigm to be "Discourse" paradigm transformation of Chinese teaching for discourse analysis. The introduction of discourse and the other four basic subjects should be competing katsunaga, through mutual perturbation, discourse knowledge can enrich the knowledge system of Chinese teaching.

【作者單位】： 南京師范大學(xué)教育科學(xué)學(xué)院;
【分類(lèi)號(hào)】：G633.3
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本文編號(hào)：1724146