To realize the effective teaching of children's poetry, teachers should first grasp the characteristics of children's poetry, such as being suitable for reading, close to children's life, concise and concise language, "elegant" and interesting, and on this basis, insist on focusing on reading, understanding and writing.
Keywords children's poetry reading comprehension writing
I always feel that children's poetry has not received due attention.
Naturally, we are willing to let our children read Tang poetry, Song poetry, prose and even a hundred schools of thought contend, but we don't pay enough attention to children's poems with moderate difficulty, fresh content, childlike innocence and distinct rhythm. Three years ago, I wanted to go to the bookstore to collect some good children's poems and search all over the city, but I got little. Later, I had to turn to the library, turn to children's books, turn to student magazines, and accumulate one by one.
Fortunately, our textbooks pay due attention to children's poetry. At present, children's poems (including children's songs) account for about 40% of the reading items in the textbooks of grades one and two. This weight has finally attracted the attention of some teachers, especially the lower-level teachers, and many teachers have begun to think about how to teach children poetry.
Before discussing how to teach children poetry, let's think about the characteristics of children's poetry. Only when the characteristics are clear can teaching be targeted. Just like understanding the characteristics of expository writing, we only know how to read expository writing, focusing on finding knowledge, theme and basis; Knowing the characteristics of the story, you know how to read the story, and the key point is to find the foreshadowing, climax, coincidence and key events; Only by understanding the characteristics of drama can we know how to read drama. The key point is to find time, scene, background and the main language of the characters. So what are the characteristics of children's poetry?
(1) is suitable for reading. Children's poetry is a branch of poetry. It is a poem at first, and it is expressed in perceptual, concise, rhythmic and branch-by-branch language. Let's take a look at the first section of the first volume of the third grade of the People's Education Edition, "Listen, the voice of autumn": "Listen/the voice of autumn/the tree shakes its arm/'brush'/the voice of yellow leaves." Long and short sentences have distinct rhythms, and reduplicated words and onomatopoeia have a sense of rhythm and strength. Reading such children's poems is simple and full of fun.
(2) Close to children's life. Reading rhymes is a pleasure for children. However, reciting an unintelligible poem can't enhance children's interest in words, so we need to add familiar life elements to the poem. Children's poetry, as its name implies, is different from adult poetry in that poets make good use of children's physical and mental characteristics and rely on children's lives in poetry. For example, the poem "Shadow" written in the first volume of the first grade of People's Education Edition is a wonderful scene in the eyes of children. This kind of scene, adults may not have curiosity and leisure to pay attention to, but it is the focus of children's world, and such a poem will inevitably attract children's attention.
(3) The language is simple and concise. Children's cognition of words is still in the primary stage. We can't deny that children will feel at a loss when reading and reciting those difficult words and sentences. Therefore, the authors of children's poems have to consider the strangeness of words to children and the reading obstacles brought by this strangeness, which poses a great challenge to children's poets. When writing children's poems, they will try to avoid uncommon words and not pursue the alternative use of certain words. What they pursue is to make some commonly used words glow with poetry through proper and ingenious placement. For example, a small bamboo raft swims in a world of scrolls, a chicken draws pictures of bamboo leaves, a flaming flag rises in the maple forest, and trees are swaying by the wind.
(4) More elegant and interesting. Some people may say that children's songs have the characteristics of "language is full of rhythm, describing children's lives and the essence of language". What's the difference between children's songs and children's poems? Children's songs mainly come from folk inheritance. Children's songs are mainly based on notes, objects and entertainment. They are very popular and are mainly sung by preschool children. They are elementary and introductory. Children's poems are mainly created by poets, which are relatively elegant, focusing on the expression of interest and artistic conception, not seeking practicality, but only imagination, showing a deep artistic degree. For example, the children's poem "Shoes" in the second volume of the first grade of People's Education Edition uses the pictographs of shoes and boats to metaphorically write the warmth of home as "harbor".
To tell the truth, our usual teaching procedures for children's poetry are too clear: first solve the problem, then solve the words, then understand the content, and finally practice. Three eyes and one board, lack of change. Our usual children's poetry teaching is also too rational, and children's appreciation of poetry is a compulsory appreciation of teachers' excessive intervention. We often let children analyze children's poems rationally from the perspective of anatomy, and we like to reveal the "truth" of poems too much. Now that we have roughly mastered the main features of children's poetry, we can think about how to teach children's poetry. The direction of our children's poetry teaching is definitely the direction-language, children's life and interest. Our children's poetry teaching can be cut in from three angles.
Poetry Teaching with "Reading" as the Focus
As I said before, children's poems are suitable for reading. Children's poems in textbooks are as short as three or five sentences and as long as ten lines or hundreds of words. Some of these poems read like heartfelt words, some like crossing a mountain spring, and some like lyric ditties, which are piecemeal and coherent. Therefore, "reading aloud" is the first choice for poetry teaching. In the old-fashioned Chinese teaching, Mr. Private School asked students to read and recite all the words. Although I don't fully agree with this practice of "reading to the end", its contribution is undeniable. So before I thought of a better way, I simply asked the students to read it, let the students read it out loud, read the rhythm and read the charm. The second reason why children's poems should be read more is that reading has its own function. Reading aloud in unvoiced tones is a whole-body exercise. In this exercise, you can visually see the text, make sounds with your mouth, hear and hear the sounds, understand the reasons and feel the feelings with your heart. It is an active whole-body exercise to mobilize the senses such as ears, eyes, mouth and brain, which can make the memory last longer and help you understand, experience emotions and feel artistic conception.
Of course, some teachers also pay attention to how to help children read better. How to help? First, feel the musical beauty of children's poetry. Let's take the song "Listen, the Voice of Autumn" as an example. The combination of long and short sentences, the frequent use of disyllabic words and overlapping words, and the repetition of key words and rhymes may not point out these "literary concepts" when guiding reading aloud, but we need to guide children to read the rhythm, tone and rhythm of the whole poem through pause, weight, speed and height. Second, it fits the artistic conception of children's poetry. Reading children's poems can not only be improved through "reading skills", but more importantly, "let students' hearts and emotions meet poets". Read Listen, the Voice of Autumn. When reading "autumn leaves brush, crickets sing, crops sing", we can ask: "Did you hear that? How do you feel? When reading "the sound of autumn, in every leaf, in every little flower, in every drop of sweat, in every blooming grain", we remind students: "Where do you think the sound of autumn is still? What's the mood? "In short, students can recall, imagine and empathize when reading poetry. All our teachers' efforts in class are to interweave the children's experiences with the poet's emotions. When students have feelings and experiences before reading aloud, the taste is completely different. They will like reading aloud from the inside out, because they find that reading aloud is actually reading themselves-their own life, their own emotions, their own imagination and their own world.