By writing poems, students' language expression and creativity can be improved first, and their sense of language can be cultivated imperceptibly. Every poem is a process of writing, and the language of the poem is the most refined (which is also sought after in the creative guidance). Poetry writing should use various rhetorical devices, means of expression and forms of expression. Practice has proved that students who can write poems well must be students with strong writing ability. At the same time, students can improve their literary appreciation ability by appreciating, trying to figure out, drawing lessons from and creating poems.
Secondly, learning to write poetry can cultivate students' observation and enhance their imagination and creativity. When students begin to write poems, they have to pay attention to the world. Only by careful observation and true experience can they create poems that attract people's attention. A person's interest in poetry is the internal motivation to develop observation. The process of poetry creation is a journey of imagination and creativity. Students can plug in the wings of imagination, gallop their talents and imagine freely. Therefore, writing poems can activate creative thinking and promote the development of creativity. No wonder Italian poet Tasso said, "No one deserves the title of creator, only God and poet."
Such as Yao Ying's "Butterfly Fish": "Butterfly flies,/flower fish. /"Take the bait! "/Flowers catch small butterflies. Zhang Yu's Grandpa Sun: "Grandpa Sun is still so naughty,/when he is happy,/his face is red,/he is beaming; /When angry,/Hide under the covers,/Refuse to get up. "Zhang Wenyi's" The Mood of Mother Blue Sky ":"Mother Blue Sky has a strange mood,/sometimes it is sunny,/she walks with the sun from morning till night; /Sometimes cloudy,/scold white clouds and blue; Sometimes it rains,/I do my homework at home when the sun is off,/but I still cry. "We can feel how creative the children's imagination is from these poems.
Thirdly, writing poems can cultivate children's temperament and inspire students to love life and be full of love. Only by carefully observing and appreciating life and loving parents, relatives, friends, hometown, motherland, people, flowers, small animals, nature and all beautiful things can beautiful poems flow from the pen. "If you love the world, the world will love you. Full of love is the foundation of a person's success. "
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Such as Zhang Heqin's "Mom and Dad":
Dad is the sea,/mom is the shore. /I am a boat,/sailing in the sea,/docked on the shore.
Dad is the sun,/Mom is the star. /I am the curved moon,/The sun illuminates me,/The stars accompany me.
Dad is a tree,/Mom is a branch. /I am a lush leaf. /Trees give me nutrition. /The branches support me.
Another example is Sally's "Mom, I want to tell you":
When I come home from school every day,/looking at my tired body,/I always have an unspeakable taste in my heart. I know how tired you are. Mom,/Don't care about trifles,/Open your broad mind,/Don't frown often,/Because being angry is really harmful to your health.
Mom,/we know,/what you gave us,/only endless love; /And what we repay you is often some unwarranted complaints. /We know that/It really shouldn't be. /As your children,/We will be more sensible and obedient.
Mom, you know what? /If I give you an evaluation,/I won't hesitate to call one hundred. /In my heart,/You are the greatest mother,/In my opinion,/You are the fiery sun,/Nurturing our growth with your fiery maternal love. /As for me,/I am the happiest girl in the sunshine.
From the above poem, a deep affection and love jumped from the paper.
Second, some experiences after practice
1, reading and writing poems
Reading is the basis of writing. Children who love reading and can read generally have strong writing skills, and every teacher will have this experience. Poetry itself is a form of composition, so I also regard whether I like reading extracurricular books as the primary condition for being selected into a poetry club. Practice has also proved that students with strong ability to write poems are basically children who love reading extracurricular books. In fact, students have studied in the poetry club for a period of time, and some students will have a "platform period", so I will guide them to read more children's poems (including those written by poets), and then their appreciation and perception will be qualitatively improved. A critic once said: "read only and don't write, but the eyes are superior and the eyes are inferior;" Write without reading, eyes low and hands low. "This is the relationship between reading and writing.
Children will love reading poetry more after writing poetry, which is a virtuous circle of writing and reading. Once a student has developed the habit of reading books and poems, I think this is also one of the greatest gains of our poetry writing guidance, because it may affect his life.
2. Form and content
Form refers to rhythm, rhythm, writing format (branch, section, punctuation, etc. ) and writing skills (personification, metaphor, parallelism, questioning, repetition, description, duality, comparison, etc. ).
Creation (innovation in content) is the life and soul of poetry. Creative imagination and rich associations can only be expressed through certain forms and techniques, and beautiful poems can be created. Content is inseparable from form, and the two complement each other. However, the guidance of poetry creation should have a clear concept of "form serves content". So in my guidance, I mostly start with the content, and don't teach and analyze skills. The mastery of techniques is more from appreciation, pondering and practice, and more from the state of "only knowing but not saying". As the saying goes, "You can't write a poem even if you are familiar with 300 Tang poems."
In addition to guiding children to appreciate the poet's works, every activity (poetry club) is an introduction before class, a summary after class, reading a few students' works, and feeling some poetry writing skills from reading and commenting.
For another example, some poetic techniques are naturally interspersed in the proposition: such as "flowers (laughing, drunk, angry ...)" and "small animals (crying, singing, loving beauty ...)" are all anthropomorphic techniques.
Another example is What is Happiness: (Yao Nannan)
What is happiness? /Happiness is a beautiful flower. /As long as there is rain,/it will bloom incisively and vividly.
What is happiness? /Happiness is dandelion. As long as the wind blows,/it will float in all directions.
What is happiness? /Happiness is the smiling face of classmates. /As long as we unite and help each other,/Happiness is written on everyone's face.
In poetry, questioning, parallelism and other techniques are naturally used.
I used to explain the level and rhyme of metrical poems to students, but after all, they are too far away from children and they can only know a little, but I still let them try to create. As a result, although their writing is not very harmonious, it is also quite poetic. Here are some excerpts:
Great White Goose (Fei Tingting)
Great white goose, great white goose,
Go to the river without taking off your clothes,
Have a nice bath,
Splash water and sing.
Spring is coming (Zhang Junjun)
Flowers are in full bloom in the garden,
Yaner flapped her wings.
Butterflies are flying in the air,
Kites lead children.
Mama Bird (Zhang Hongli)
The mother bird flies everywhere,
Look for bugs and go back quickly.
Taste is not exclusive,
Hey, baby.
We won't direct the writing of poems to make all children become poets, just as we won't write to become writers. Therefore, there is no need to systematically explain profound poetry theories, and what rules and regulations they should follow are strictly required. More is to guide students to life, guide children to have a "poetic heart", let themselves integrate into society and life, learn to observe, think, imagine and learn to express. From birds, animals, insects, fish, flowers, trees, the sun, the moon and stars, from spring, summer, autumn and winter, from the scenery, events and things around us, from memories, imagination and feelings, we can find the tangent point of poetry creation.
3. All and part
Poetry needs spirituality. In practice, it is found that some students can write good poems easily, while others can hardly reach this height. I think this is not only the difference of students' cultural accumulation, but also the fulfillment of Gordon's theory of multiple intelligences.
Of course, for all children, we should always face them with appreciation and recognition, be more tolerant and admit the existence of students' "primary stage". Writing poetry needs "inspiration", and sometimes children who are not taken care of by us will suddenly come up with a few "good sentences". Therefore, we should try our best to let children express themselves in a relaxed environment and spread their imagination wings to roam the sky that belongs to them.
4. Tangible and intangible
We usually write articles about people, notes and things that are mainly narrative, and the content is easy for people to feel. Some people call it tangible composition, which focuses on being organized, clear and specific, easy to operate under the guidance of teachers and easy to be accepted and taught by teachers. But it is often easy to become rigid, and it is difficult for students to have personality and innovation.
Writing poems is a good way to make up for this shortcoming. "Poetry is a natural record of the soul" (contemporary American poet Ginsberg). Poetry is more of an "invisible" imagination and emotion, focusing on the outpouring of the soul. It is difficult to follow the rules, which puts forward higher requirements for our teachers. Teachers should not only understand and master certain poetry writing skills, but also have a childlike innocence. Poetry is the expression of the mind. I once gave students a simple formula: mind+things = poetry (that is, expressing feelings through something is poetry). Therefore, teachers should first taste and guide students' creation from the perspective of children. In fact, in the past two years, the author not only learned some theories of poetry creation and teaching from books, but also felt how innocent and creative childlike innocence is from his works. Under my influence, eight teachers in our school joined the Hua Xian Poetry Society of the County Federation of Literary and Art Circles, and a good atmosphere for reading and writing poems was formed among the teachers. )
5. In-class and extracurricular activities
Nowadays, there is no poetry in textbooks (I don't know whether it is the inevitable result of the development of modern society or the abnormal phenomenon of Chinese education in contemporary China). Personally, I think this is a shortcoming. I think the new curriculum reform will definitely change. Isn't there the joy of getting full marks when writing poems in the college entrance examination in 2003?
At present, extracurricular activities are the main activities, and the "Hundred Years Poetry Club" is established. With poetry club activities as the main form, some students who love poetry will receive more opportunities to teach poetry, thus driving other students to develop children's poetry creation as a school-based curriculum and push it to the whole school.
At the same time, we strive to make the teaching of children's poetry creation a part of Chinese teaching. Students' diaries can be used as poems, and learning a poem and an article can expand poetry writing. If you have learned "Gifts for Time Old Man", ask the students to write "Gifts for Time Old Man". Another example is The Little Match Girl. Ask students to write their thoughts in the form of poems:
Yu Shenglan wrote in My Little Girl and I Than Childhood:
"My childhood was happy. /Good clothes for spring, summer, autumn and winter. /Three meals a day are different. My family loves me!
My childhood was happy. /My classmates play with me. /I watch TV at home on weekends. There is nothing but homework.
The little girl's childhood was painful. /Nobody loves her, and nobody cares about her. /No happiness and no food.
We are all little girls. /Why are we so different? "
Sun Shan wrote in "Let me give it to the little girl ..."
"ah! Little match girl,/Let me give you warmth! /I'll give you a warm stove,/put it in front of you,/so you won't feel cold.
Ah! Little match girl,/Let me give you food! /I'll send you a delicious roast goose,/here you are,/so you won't feel hungry.
Ah! Little match girl,/Let me make you happy! /I will send you a beautiful Christmas tree,/give it to you,/make you feel extremely happy.
Ah! Little match girl,/Let me express my love! /I will treat you as my sister,/so that you won't be bullied by others,/so that you will feel happy. "
It is also important to create an atmosphere for writing poetry. Our "Baishiquan" small poetry club holds regular activities every week, but every time we try to create a relaxed and happy atmosphere, the instructor always faces it with approval and appreciation. For practice, children can write a sentence or a few words. They are encouraged to write a few poems, but they don't insist. Students don't have any psychological pressure-writing poetry also needs such a mood. Therefore, some interest groups in the school need teachers to force students to participate, and our poetry club has persisted for two years, and no one wants to quit except the children who graduated from primary school-this is actually the charm of poetry, right? In addition, our twice-monthly loose-leaf poetry collection "Bai Shi Quan" provides children with the opportunity to publish in time, which greatly enhances their sense of accomplishment; There are classrooms and corridors with gardens of their works; The school has carried out activities such as self-created poetry reading club, theme poetry competition and the selection of the top ten young poets. It has created a strong atmosphere for writing poems on campus.
Through practice, we have reason to believe that through our efforts, children will create more excellent poems, and we also hope that more people will participate. We also hope that the teaching of children's poetry creation will become an important part of our Chinese teaching, and that more students will glow with the passion of life and the vitality of innovation through poetry writing training.
Let the children write poems with pens!
See literature:
1. Ren Yanfang, Children's Poetry Teaching in China, China Federation of Literary and Art Circles Publishing Company.
2. Xie He, The Skills of Poetry, China Youth Publishing House.
3. Hong Zhiming, Poems for Students with New Ideas, Guangdong Education Press.
4. Liu Jiaqi, "Children's Poetry Teaching Research",
5. Xu Yong, "Talking about New Poetry Writing from College Entrance Examination Composition", "Chinese Learning" 2000. 1 1
6. The quoted children's poems are all selected from the campus poetry magazine Bai Shiquan.