| 论西方近代教学语用学思想 |
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| 引用本文： | 李三福.论西方近代教学语用学思想[J].湖南科技大学学报(社会科学版),2005,8(6):115-119. |
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| 作者姓名： | 李三福 |
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| 作者单位： | 湖南科技大学,教育学院,湖南,湘潭,411201;中央教育科学研究所,北京,100088 |
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| 基金项目： | 湖南省社会科学基金资助项目(04YB115) |
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| 摘 要： | 西方教学语用学思想在近代得到了长足的发展,其内涵丰富,承前启后,主要在注重教学话语使用、强调教学话语理解、重视教师理解学生、关注语用能力培养等方面进一步完善了自身的理论体系,拓宽了自身的研究视野和问题域,并为能指形态的教学语用学在现代的崛起、发展和学科独立奠定了坚实的基础。
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| 关 键 词： | 教学语用学 思想 西方 近代 |
| 文章编号： | 1672-7835(2005)06-0115-05 |
| 修稿时间： | 2005年6月11日 |
On the Thought of Pedagogical Pragmatics in Modern Western Countries |
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| LI San-fu.On the Thought of Pedagogical Pragmatics in Modern Western Countries[J].journal of hunan university of science&technology,2005,8(6):115-119. |
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| Authors: | LI San-fu |
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| Abstract: | The thought of pedagogical pragmatics in the West got a great rapid development in the modern era.During the period,the thought of pedagogical pragmatics in the West was rich and built on the past and prepared for the future.The theory was made more perfect in the use of pedagogical utterance,the understanding of pedagogical utterance,the concern of the teachers understanding of the students,the cultivation of the language aptitude of the students,and so on.The research view and problem field of the theory had been widened.The theory also built the foundation for the rising and development of signifier pedagogical pragmatics and its dependence as a subject. |
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| Keywords: | pedagogical pragmatics thought the West the modern era |
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