The imagination of poetry? A Brief Analysis of the Poet Ye Xue Primary School Children's Poetry Creation Class "Cloud" Author: Zhao Ningning [1]
Poetry is the crystallization of human wisdom and the most imaginative literary and artistic works. The Chinese Curriculum Standard for Compulsory Education stipulates this. Read poetry, grasp poetry as a whole, imagine the situation described by poetry, and experience the poet's feelings. ? In primary school, students should be taught to understand the poet's state of mind and ideological realm from various images and allusions, and to analyze the poems that condense the traditional culture of China, the ideals and aspirations of ancient sages and historical life scenes.
In the actual classroom teaching, how to determine the specific learning objectives from this abstract problem is a very important issue. In addition to ancient poems, there are some modern poems for children in primary school textbooks, and the proportion is not small. According to statistics, among the three sets of textbooks published by People's Education Publishing House, Beijing Normal University Publishing House and Jiangsu Education Publishing House, children's poems account for 8%, 14% and 5% respectively [2]. Then, for primary school students, how to determine the teaching objectives and teaching content of poetry? This is a puzzling question.
2015165438+1held at the end of October. Children and literature? The theme activity of children's literature writers and front-line teachers together aims to reflect on the literature teaching of primary school Chinese from the perspective of children and literature. At the meeting, all kinds of classroom teaching about novels and poems were displayed. Among them, Ye Xue wanted to teach children how to write children's poems in one class, which made people feel very surprised.
Of course, there will be a lot of content in children's poetry creation, and this lesson only involves the most important element ratio in poetry creation. . As a non-teaching professional, Ye Xue's teaching of children's poetry is completely beyond my expectation, because he can match the teaching objectives, teaching contents and teaching links so accurately. Moreover, this course combines the humanity and instrumentality in our Chinese curriculum, highlights the true charm of language and writing, and fully demonstrates the literary charm of Chinese classroom.
First, the teaching goal of children's poetry creation? compare
A class is very short. How to teach students to write children's poems in a class? This goal is too huge to be easy. Mr. Ye Xue didn't have much ambition, he just chose the most important point in his poetry creation. As the teaching focus of this class.
Fu, Bi and Xing, as the main factors of poetry creation, are also important forms of expression of China's ancient poetry. Mr. Wang borrowed Zhu's words to sum up [3]. So-called? Fu? , that is? Business in Chen Qi? Say things directly; So-called? Than? , that is? Take this as an example. ,? For example? Is it? Than? Compare this thing with that thing; So-called? Xing? What you see, what you see, causes a kind of emotion in your heart. ? And then what? Than? As a means of expression in poetry creation, it plays a very important role in creating the aesthetic feeling of poetry.
Here, what is Mr. Ye Xue's teaching content? Metaphor in children's poetry creation? Its teaching objectives include two aspects: the first level, mastering? Metaphor in children's poetry creation? Medium? Imagine? Method, first learn to use imagination to establish a connection between two things; Secondly, I can create a children's poem by metaphor.
Among them, the focus of teaching is correct? Poetry? Medium? Metaphor? Some characteristics need to be understood, but the teaching problem to be solved is how to write a children's poem around metaphor and achieve the beauty of artistic conception.
Metaphor is an important knowledge point in Chinese teaching in primary schools. Teachers will explain the definition of metaphor and deconstruct the elements of metaphor in specific text teaching. But in this lesson, Mr Ye Xue didn't deconstruct it here? The elements of metaphor? As a key point, the metaphor is put into children's poems for specific treatment, emphasizing that the shape is only the surface, and the key to image similarity lies in? Spirit likeness? .
This choice of teaching content and teaching objectives highlights the specific text needs of children's poetry? And the selected teaching objectives are very small and specific. This is simple to say, but it is also a difficult place to deal with in poetry reading teaching, that is, children's connection with the characteristics of things often sticks to the existing external characteristics, and it is difficult to implement the integration of meaning.
According to the students' performance in class, Mr. Ye Xue wants to teach children to break the shackles of metaphorical thinking, make divergent associations and let go of metaphorical imagination. This constitutes the two goals of this class. On the basis of the first teaching goal, the second goal has the possibility of extension.
Second, the teaching link of children's poetry creation? Happy game
Teacher Ye Xue's class is actually not complicated, and its main links are divided into two parts according to the teaching objectives:
The first link is mainly about children's poems. Metaphor? Understanding of characteristics;
The second link is to use? Metaphor? Create children's poems.
Of course, in the specific operation, the correspondence between teaching objectives and teaching links is not necessarily in order. A teaching goal can run through several teaching links, and a teaching link may also carry the realization of several teaching goals.
However, in this course, teaching objectives and teaching links are two relatively independent parts. The task of the first link is heavier, and the task of the second link is lighter.
The first link, borrowing? One word gives birth to flowers? Game activities, initially learn to use imagination.
The teacher first showed pictures of blue sky and white clouds, which led to a theme cloud of this lesson. . Then, guide the students to start from the side? Cloud? Words form words and sentences. Of course, these two activities are realized through games, and the names of the games also have poetic charm. Let's have a look at the class record.
Teacher: Let's play two games first: One word blooms? And then what? Borrow words to make sentences? .
Health: I don't know what it means. A word blooms? .
Teacher: When a word blooms, it is a combination of words. ? Think when composing music. Do you want to express colors? Is it for styling? Or what attributes of the cloud do you want to express?
Health: Baiyun.
Teacher: Baiyun, OK. If you are a dark cloud, please put down your hand. We should be imaginative and different. ?
Health: Xiao Yun.
Teacher: Xiao Yun, I feel so high.
Health: Nebula.
Teacher: Imaginative and tasteful. Maybe a children's poem will be born from you.
In this session, Mr. Ye Xue used? A word blooms? The game makes students realize word formation, and puts forward the standard of word formation in the process of teachers' feedback. We should be different? Encourage students to exert their creativity and imagination. Besides, in the process, Ye Xue got a lift? Thinking while composing step by step? Ask the students to reflect on whether the words they group want to represent colors, shapes or other attributes, so that each group of words has a specific meaning.
Not only that, Mr. Ye Xue also built an image for each student's words here to help students create their own word maps, such as? Clouds, I feel so high, don't I? . This kind of imagination based on their own word formation is helpful to help students appreciate the beautiful artistic conception of words in the later learning process.
Here, every teacher's advice will help students think and improve, and every student's answer will get a little influence and progress. The smallest progressor may rethink his word formation? Baiyun? 、? Dark clouds? They all speak with colors and learn to create images of these clouds with words in their minds.
The second link, borrowing? Borrow words to make sentences? Play games, implement students' understanding of figurative features in children's poems, and initially learn to use imagination as metaphor.
Mr. Ye Xue, have you started? Borrow words to make sentences? Before that, he reviewed what metaphor is, and he is already familiar with it. Rhetorical method? The students' answers are also very standard, so what kind of progress can be made under the premise that the students have understood the figurative sentences? Let's have a look at the class record.
Teacher: A word becomes a word. What game do I want you to play? Borrow words to make figurative sentences? . What is a figurative sentence? Think clearly and make it clear.
Health 1: A figurative sentence is to compare one thing to another.
Teacher: What is the connection between these two things?
Health 1: This thing is very similar.
Teacher: it's very similar, including the appearance and spirit, although it's not the appearance. For example, colorful clouds are like a book. (Mr. Ye Xue shows it with PPT: Can you give a metaphor to the cloud? )
Health 2: White clouds, like a cotton candy.
Teacher: The answer is correct. Can you speak better?
Health 3: White clouds, like a big and sweet cotton candy. (Student laughs)
Teacher: Please tell me the reason for laughing. What did I hear in the laughter?
Health 4: I think white clouds are tasteless, so this is an imagination. ?
Teacher: Please tell me whether the new one is better or the original one.
Health 5: The last sentence is good, because it has flavor.
Teacher: A simple metaphor just compares simplicity to something. A good metaphor has flavor. ?
Teacher: What will eat the white clouds?
?
Health: White clouds, like a colorful flower.
Teacher (pretending to be angry): What are the white clouds like? Colorful? You make it clear to me!
Health: Because at night, white clouds turn red, red clouds and white clouds turn purple, purple and red together.
Teacher: Do you think his answer is good? Be a primary school teacher.
Health: I don't think he speaks well, because white clouds are only white, black and red. Can't say colorful, most of the white clouds are white. ?
Teacher: It is right to say that the sunset glow is like colorful flowers. But is the sunset glow a white cloud? Answer with the poet's ideas. If you say that at night, white clouds are colored by the sun. This opened my uncle's imagination. Writing poetry pays attention to imagination? Think of what others dare not think, of course, provided that there is an internal connection between the two, and it will change when it is white.
?
Teacher: The second game is over. The first game is full of words, and the second game turns words into figurative sentences. Especially after the figurative sentence, the story has changed a lot. It doesn't seem to be a metaphor anymore. Poets use metaphors to write poems. This is the secret I will tell you in this class.
In this session, Mr. Ye Xue used? Borrow words to make sentences? Enter the game? Metaphor? Link. In this link, the focus is not on the definition of metaphor, nor on the constituent elements of metaphor, such as ontology, vehicle and figurative words.
What should we get through this link? How to connect two things or images? What is the most important one? Spirit likeness? .
Here, Mr. Ye Xue made two important definitions. The first is bold imagination, and the second is that imagination cannot be chaotic, and there must be enough similar reasons. It is the most difficult thing to be bold and innovative but limited.
To this end, Mr. Ye Xue chose two examples that can be elaborated by two students to emphasize. In the first example, Mr Ye Xue asked the students to compare? White clouds are marshmallows? And then what? White clouds, big and sweet marshmallows? . When the second child said it was big and sweet, the children all laughed, and the teacher heard the children's fun and confusion from the laughter.
Laughter here is not a classroom phenomenon that can be let go. This phenomenon shows that students are still confused about the boundaries of imagination. Best of all, Mr. Ye Xue caught the laughter and asked the students to review what you were laughing at. As a result, the students answered? White clouds are tasteless? This shows that our students' imagination is limited and they think that metaphor should be done according to the truth of the world. The teacher borrowed a feedback here to dispel everyone's doubts.
Then, in the second example, there was another burst of laughter. White clouds are like a colorful little flower? The students laughed again. This association seems a bit beyond imagination, so Mr. Ye Xue concludes here that we should use the poet's language to describe the relationship between these two things.
Two laughter, two cases, through these two cases, the teacher solved the students' two puzzles and solved the problems of limited imagination and excessive divergence.
In the third part, teachers personally demonstrate the creation of children's poems and encourage students to use what they have learned in the previous stage to create children's poems. This part is the teacher's demonstration and students' practice, which takes up little time, because this part is the extension and growth of the follow-up course and can be used as the follow-up of children's poetry creation.
Teacher: (The teacher shows his little friend's poem and summarizes it) When there is a figurative sentence, I will ask such a question in 0. 1 second, and I will answer such a question in 0.2 second.
The whole process of a poet from discovery to question to result is a poetic process. Now read this poem together. The first time: touch every word with your eyes, open your mouth and read it in a voice that only you can hear. The second time: by this time, you won't slip of the tongue, and you can read aloud when you feel it. Raise your hand and give the poem a title.
Health: books.
Teacher: You can be smarter.
Health: colorful clouds and cool breeze.
Teacher: I'm not sure about the core. Taking this as a topic is a bit simple.
?
Teacher: Put the taste to be achieved at the beginning, and put the figurative sentence at the beginning. What's the smell? What's the taste of the metaphor sentence behind? How do you imagine the development of the story when a metaphor appears? Poetry is written while walking and jumping. You have three minutes to write a poem. Writing poetry is not writing a composition, nor does it have to have a topic first. You have to have a question first. You can finish the poem, then refine it and put it on the topic.
? In order to complete this poem, then scrutinize and install the topic.
?
Teacher: Poetry can certainly be imitated. This classmate's topic is "The Pigment Bag of Baiyun". Unfortunately, this poem has no unexpected ending. A good poem needs a lot of effort at the end. ?
Teacher: In this class today, I tell you: Don't underestimate the combination of words. When you have a word, when you find a classic metaphor, you may have all the poems. A painting and a mood can make you write wonderful children's poems.
In this last link, we will finally turn from metaphor to the creation of children's poems. Because this is a demonstration class, time is tight, and we don't have a glimpse of the whole process of poetry creation, but we have seen Mr. Ye Xue's concept of poetry creation. He told the students the idea and taught them how to read poetry aloud, which should be the first time to use it. Only you can hear the sound? Read silently, and then read aloud for the second time, without missing any words.
Reading aloud is the focus of Chinese teaching, but reading aloud is not the key to promoting reading comprehension. On the contrary, the premise of reading aloud is understanding. For this reason, the previous pause and understanding are necessary prerequisites. At the end of the class, the poet concluded that we should start with classic figurative sentences, and we can start with imitation, and finally express an imaginary world. In this world, there are all kinds of possibilities, and the charm of poetry comes from this.
Third, the children's poetry teaching reflection
The course of children's poetry creation has been recognized by experts and scholars, and the response after class is also very enthusiastic. Of course, there are still many remarkable places in this class, which can be polished more finely, for example, around? Cloud? Continue? A word blooms? Can you design when playing games? Learning list? Let the students write first, then let them express, or borrow? Cloud? The association of attribute characteristics can promote each student to reflect on the words produced in his mind.
For example, in the design process of the last link or in the following courses, the teacher's demonstration can not only stay on the display of poetry achievements, but also combine his own ideas in poetry creation with specific poems, which will be more effective than just expounding the concept of poetry creation.
Although there is still room for improvement, this class has carried out various teaching activities around a very specific teaching goal. The most important thing is to grasp the students' specific puzzles and difficulties in the process of realizing the teaching objectives and give specific guidance. These are all places worthy of in-depth study by teachers.
What is particularly rare is that this is the poet's classroom teaching class, and he borrowed it in class? Metaphor in children's poetry? This point combines the exquisiteness of language and the development of thinking, and the integration is seamless. The charm of Chinese is also reflected in the close combination of language and thinking.
[1] Zhao Ningning, associate professor, Institute of Chinese Education, School of Art, Beijing Normal University, mainly engaged in Chinese curriculum and teaching theory, psychology of Chinese education, measurement and evaluation of Chinese education.
[2] Meiyuan. A Study on Selected Reading of Children's Poetry in Current Chinese Textbooks for Primary Schools [J]. Modern Primary and Secondary Education, 2013,03:1-15.