自2011年版《语文课程标准》提出“语用”教学理念以来,阅读教学实现了由关注文本内容向聚焦写作策略的华丽转身,各种形式的“语用”训练层出不穷。但是,由于很多教师对“语用”理念认知的偏颇,使整个“语用”训练摒弃言语形式、脱离学生实际,高耗低效。下面笔者就目前“语用”训练存在的一些误区进行剖析并提出应对策略。 Since the introduction of the “pragmatic” teaching concept in the 2011 edition of “Chinese Curriculum Standard”, reading teaching has realized the gorgeous turn from focus on text content to focus on writing strategy, and various forms of “pragmatic” training are emerging one after another. However, because many teachers are biased in understanding the concept of “pragmatic”, the whole “pragmatic” training abandons the form of speech, leaving students out of practice and consuming more and more inefficiently. The following author on the current “pragmatic ” training there are some misunderstandings and propose coping strategies.