In addition to ancient poems, elementary schools also began to learn modern poetry. Compared with the ancient poems recited since childhood, modern poetry is unfamiliar to students and feels meaningless. After the poetry class, I saw that my classmates were not interested, so I suggested that everyone try to write their own poems. As a result, the whole class exploded, thinking that the teacher was setting an impossible task and that he would never write poetry.
Faced with this situation, I remembered an article written by a teacher in Taiwan Province Province, which was about a composition class-once in a composition class, I gave a topic: poetry in class. The whole class was in a daze in their seats and didn't know how to write. "Teacher, where are the poems in the classroom?" The monitor asked.
"In everyone's eyes, you can see it; You can hear it in everyone's ears; In everyone's hands, tangible; In everyone's nose, you can smell it; I can imagine it in everyone's head. " I answered.
"Teacher, what you said is too abstract!" The monitor scratched his head and said, "Can you give an example for your reference?"
"No problem!" I smiled and replied: "I will introduce the following poem first. It won the first prize in the children's poetry creation competition. Let's read it together. "
"Chalk" teacher is the earth, chalk is a rocket, "tut-tut"! The rocket launched from the Earth hit the dozing star. After reading the poem Chalk, the whole class burst into laughter. I think this work is really imaginative, interesting in content and apt in metaphor. No wonder it won the prize. "Teacher, chalk can be written into such a fun poem, so can an eraser be written into a poem?" A classmate went on to ask questions. "Of course."
I said confidently, "We will continue to look at the next work." "Eraser" Eraser loves to play, running around on the blackboard and playing with dust. When the teacher came, he was very angry and asked the students on duty to take it out and play. After reading the poem Eraser, the whole class burst into laughter again. Everyone can't imagine that dusting the board every day is so interesting that it can be linked with "spanking". "Teacher, can you write a good poem when ringing the bell after class?" There is a lesbian scholar. "It doesn't matter." I also gave an example of a primary school student's work "The Bell" for everyone to enjoy-the bell after class is like a magnet, attracting our hearts to the outside. The bell of class is like a whip, driving us into the classroom. This poem is divided into two sections, before and after class; One is compared to a magnet, the other to a whip. Comparing the two, I was particularly impressed?
This is a primary school class, which makes it easy for children to accept poetry. Everything in life can be turned into poetry. Poetry is such an interesting thing. So I found some very simple and interesting poems, as well as some famous modern poems, such as Yu Guangzhong's Homesickness and Xi Murong's March. In a reading class, I read these poems to students, and the better students in the class immediately said, it's so simple that I can write them as poems. It turns out that poetry is so beautiful; It turns out that the artistic conception of poetry can be so profound and long. Although simple reading has aroused students' strong interest in modern poetry, those beautiful poems are deeply rooted in people's hearts without explanation, and beautiful things are really worth reading repeatedly with appreciation. In the later excerpts and Zhou Diary, many excerpts of modern poems and some simple imitations were added one after another, and some students wrote several poems similar to analog. Chinese teaching is rich in content and diverse in forms. If it can be closely linked with extracurricular students' interests, it will certainly get twice the result with half the effort, stimulate students' enthusiasm for learning, and make students achieve better results in Chinese learning.
2. Reflection on poetry teaching:
Some people say that innovative language was born in poetry, matured in novels, aged in scripts and died out in prose. This sentence tells us that the language of poetry is the most creative, and his language is rough and has not been tempered by the language of poetry.
The main goal of this lesson is to give children a preliminary understanding of how poetry is produced. Poetic language should comprehensively use rhetorical methods such as personification, metaphor, exaggeration and parallelism, and also adopt Montessori techniques such as breaking, recombination and integration, with special emphasis on the training of students' five senses and the application of synaesthesia. There is a sweet red sun on the fence in the morning. This is a language training course with a lot of information, a language practice course that comprehensively trains various abilities, and a life language course that pursues poetic harmony and releases individuality! For example, let the students say "a full moon", and the children fill in poetically and creatively: smile, tears, loneliness, desolation, shyness, indifference, bitterness, sweetness and worry? How rich and wonderful a child's imagination is. As long as we give it a platform, it can soar. The language of poetry is to give imagination a free space to stretch.
Don't underestimate children's language innovation ability. The children's world is as beautiful as a fairy tale. You see, "Leaves quietly left mom/took away thoughts/left disappointment/"How touching and poetic the children's poems are.
Classroom is a poem, full of the warmth of life; Classroom is a song, dancing with harmonious notes; Classroom is a painting, which outlines far-reaching implications. In the whole teaching process, I try my best to arouse children's poetry with poetic language; Embrace the naive imagination of children with the feelings of poets; Collision with children's creative inspiration with rich imagination; Weave brilliant poems with creative inspiration. Children write their own ideas and write a poem full of life.
All these tell me that "poetry teaching" for primary school students has opened up a new field for language innovation and cultivating children's ability to master language.
3 Reflection on the current situation of poetics
1, backward concept, single teaching method
When teaching, our teachers mostly stay in the interpretation of poetry, that is, through a lot of text analysis and background introduction, try their best to find out what the author is saying. As for the relationship between this poem and "I" and the times, it is completely ignored. The teaching method is simple and casual, with more analysis, less reading, less appreciation and no feeling. Poetry has become an abstract sermon, and over time, students have lost interest in learning poetry. Personally, it doesn't matter what the author sometimes says, and even many times the poet doesn't think about the "theme" we are analyzing at all when creating. The key is what we read from it. The ancients had the experience that "the author is not necessarily, the reader is not necessarily" and "the poem is not pure". This "what have you read" requires perception, emotional experience and aesthetic experience. Teaching poetry should guide students.
To get this far. Ye Shengtao said: "the meaning and interest of poetry are often outside of study, but literally, it is like chewing olives at will, with no taste;" Experience the fun through words, and the taste will be meaningful. "Elymus advocates that teachers should grasp the essentials and point out that one or two sentences is enough, but let students experience it themselves and explore the poet's experience according to their own experience.
2, quick success, "temporary solution" is not "permanent cure"
Almost all of us Chinese teachers who are in the front line of teaching have a feeling that poetry teaching is a field that is not easy to deal with. The examination method of ancient poetry in the senior high school entrance examination has more or less affected the teaching of poetry. Nowadays, Chinese teachers do not attach importance to the appreciation of classical poetry, mostly because they fill in the blanks for famous sentences that are easy to score in the senior high school entrance examination, or because they accumulate questions of ancient poetry. Therefore, in poetry teaching, there is a common phenomenon of "treating the symptoms" rather than "curing the root cause". Teaching poetry recitation according to the existing obstacles can't really cultivate students' ability to read and appreciate poetry. Therefore, for enjoying aesthetic pleasure, appreciation is the purpose; Appreciation is a tool to acquire creative skills. The purpose is to promote teachers with exams and value tools; People who aim at improving humanistic cultivation value the purpose. "Tackling the symptoms" does not "cure the root cause", but can only cope with the exam, which is not conducive to cultivating ability. If we can also pay attention to cultivating students' quality in poetry teaching and teach them some appreciation methods and abilities, then we can kill two birds with one stone: we can not only improve students' humanistic quality, but also promote their ability to take exams.
3. Teachers' teaching ability.
Poetry teaching needs passion, discovery and intoxication. But now, some Chinese teachers do have a certain knowledge of poetry, but they are too rational to teach poetry, lacking the passion to teach poetry-for example, I have this defect myself, often doing graphic analysis, lacking appreciation of poetic artistic conception, and it is even more difficult to guide students to feel and experience poetry. Wen Yiduo said