The goal of the first stage of Chinese Curriculum Standard also clearly points out that students should be guided to "read nursery rhymes, nursery rhymes and shallow ancient poems, expand their imagination, gain initial emotional experience and feel the beauty of language." Looking through the Chinese textbooks for Grade One and Grade Two published by People's Education Publishing House, we will find that children's poems occupy a considerable number in the total reading items, which shows that our editors are more and more convinced of the important role of children's poems in Chinese learning in the process of children's growth. Moreover, children's poetry teaching should be properly carried out in the first stage of primary school, so that students can create situations to imitate writing on the basis of being familiar with poetry, which is not only a kind of writing enlightenment, but also a re-accumulation of language. It is conducive to enhancing children's sense of music, rhythm and thinking ability in images, and also conforms to the concept of curriculum standards, which plays a very important role in improving students' Chinese literacy and aesthetic taste. Therefore, in Chinese teaching, the author boldly practices and actively explores the writing activities of children's poems in the class, so that innocent children's words can flow naturally and innocent children's hearts can fly freely.
First, enter the classroom and write boldly-open the flower of poetry
There are many beautiful children's poems in the current low-level Chinese textbooks, which build a good platform for students to write children's poems. If we make a further analysis of the textbook, we will also find that many poems in the textbook, such as Four Seasons, Shadow and Biwei, can be used to practice parody. From the psychological point of view, people must learn a skill from imitation, which is the nature of children and the basis of creation. Imitation not only reduces the difficulty of children's poetry writing, but also eliminates students' fear, protects students' interest and enthusiasm in writing poetry, and is also the best link between reading and writing. Mr. Zhang Zhigong, a famous language expert, once said, "Imitation is the only way to learn." Let students imitate the text and use language, stimulate imagination, cultivate self-confidence and cultivate students' concern and thinking about life in language practice. They will write poems because they are happy, and they will be happy because they write poems.
(A) into the poetry full of rhythm.
In the People's Education Edition, there are many beautiful and charming words. A beautiful text itself is a touching poem, and we can let students try to adapt a poem with personality for such a text.
[Case] Lotus Leaf Yuanyuan is a text in Unit 4, Volume 2, Grade One, Primary Chinese, published by People's Education Press. It is a lively prose poem, which depicts the round green lotus leaf with metaphor and personification. The language of the text is fresh and elegant, full of childlike interest, which is conducive to enlightening students' wisdom, stimulating students' imagination and helping teachers to use teaching materials creatively. After learning this text, the author asked the students to try to rewrite this beautiful text into a poem. At first, the students were a little helpless and didn't know where to start. The teacher took a small drop of water as an example and changed it to: the lotus leaf is round and the lotus leaf is green. The little drop of water lies on the lotus leaf and says, "The lotus leaf is my cradle." Inspired by the teacher, the children also successfully rewritten the paragraphs of little dragonfly, little frog and little fish. For example:
Lotus leaves are round and green.
The little dragonfly stood on the lotus leaf and said, "The lotus leaf is my apron."
Lotus leaves are round and green.
The little frog squatted on the lotus leaf and said, "The lotus leaf is my stage."
Lotus leaves are round and green.
The little fish hid under the lotus leaf and said, "The lotus leaf is my umbrella."
What a spiritual poem! Just slightly adapted the text, so that students can feel the poetic generation and be in the realm of poetry. Moreover, rewriting the text into poetry is catchy to read, which is a consolidation exercise for the children in Grade One.
(2) It is natural and appropriate to change words into poems.
In the textbook of senior one, some texts do not belong to poetry, but there are also some beautiful sentences. We can choose some poetic sentences that we like and are close to children, and enjoy and understand them with children. Then let the students imitate the exercises by replacing the words. This parody not only reduces the slope of children's poetry writing, but also eliminates students' fear and makes children's poetry writing easy.
The case "Raindrop" is a text in the textbook. Although it is not a children's poem, there are several beautiful and vivid sentences in the text. Countless raindrops fell from the clouds. When students learn this sentence, they can imitate and describe things around them by word replacement. The students also wrote after learning this sentence:
Countless snowflakes fell from the sky.
Countless leaves fell from the trees.
Countless petals fell from the tree.
Countless bamboo shoots sprouted from the soil.
Countless stars are hanging in the sky, blinking their bright eyes.
Countless flowers make beautiful smiling faces.
You see, how natural their poems are.
(c) Fill in the blanks and become novel and unique.
This set of experimental teaching materials leaves room for teachers to develop and choose in many texts, and also leaves room for students to choose and expand. In teaching, teachers should base themselves on texts and develop curriculum resources, so that students can fill the gaps in these languages, make up for them and expand them appropriately to write poems.
The case "Sunshine" is the text of Unit 3 of Book 1 of People's Education Press. This article is relatively long, and the second paragraph is the longest, which is also the key paragraph of the whole article, so I focused my teaching on the study of this paragraph. I ask the students to count the sentences in this paragraph first, and then read the sentences in groups. The class is divided into three groups, and each group reads a sentence separately. Let them read fully in the form of group competition. After reading it through, I showed the sentence: 1, () is out of town, because () is even more (). 2. () on the mountain is because of (). 3. On the () of the river, because of the (), there is even more (). The first two sentences are ready-made sentences in the text, and the students quickly came up with the answer. The third sentence is based on the text, "The river is sunny and the river is like a brocade." Rewrite this sentence. Although it was difficult, several clever students gave different answers at the teacher's prompt. Some people say that the river is brighter because of sunlight. Some people say that rivers are more beautiful because of sunlight. Some people say that the river is brighter because of the sunshine. Let students practice speaking by filling in the blanks, which not only exercises students' expressive ability, but also makes them understand that all this is because of sunshine. Finally, show the sentence pattern: (), because of the sunshine, so compare (). Ask the students to imitate and write a poem or two. I will lead the students to talk about "the flowers in the park are more beautiful because of the sunshine." A stone stirred up a thousand waves, and then the students expanded their imagination and spoke various sentences:
The apples on the tree are redder because of the sunshine.
The leaves on the tree are brighter because of the sunshine.
Because of the sunshine, the grass on the grass is greener.
Because of the sunshine, the wheat in the field turned yellow.
The rice in the field is more curved because of the sunlight.
Sugarcane in the field is sweeter because of sunlight.
Because of the sunshine, the cotton in the field is whiter.
Cabbages in the garden are getting bigger because of the sunshine.
Bamboo on the mountain is taller because of sunlight.
In this link, students can use their imagination to do supplementary exercises, which not only exercises their imagination and divergent thinking, but also enriches their language and improves their language expression ability. At the same time, it also helps students understand the relationship between sunlight and everything in the world, and helps students understand the content of the text.
(d) Adapted into interesting poems.
The sentence patterns of children's poems are relatively neat, and there are many such neat poems in the textbooks of Grade One in Senior High School. In teaching practice, teachers should make full use of the dominant position of the classroom, make use of the situation, and strive to tap this favorable factor of children's poetry. After learning a poem, let the students imitate the sentence pattern and structure of the poem and compile it. This form of imitation helps students to master the formal characteristics of poetry and accumulate the structure and sentence patterns of classical poetry. Through this form, students can also appreciate the beauty of poetry, open the window of students' thinking, activate students' imagination, and let the spark of innovation rise continuously in their hearts.
The case "Four Seasons" is an interesting text in the first volume of Senior One. It describes several representative things in the form of nursery rhymes, such as grass buds in spring, lotus leaves in summer, ears of grain in autumn and snowman in winter, thus expressing the characteristics of the four seasons. The language of the article is cordial and vivid, and the text is beautiful, which is very suitable for reading. Moreover, the poems adopt personification and parallelism, which can arouse students' association and imagination. After learning the text, I asked the students to imitate the writing of the text and write poems for their favorite seasons, which received unexpected results.
Teacher: Spring, summer, autumn and winter are all beautiful. Can you compose children's songs for them like a little poet?
The students stared at me, a little overwhelmed. This is the first time the teacher asked them to write children's songs. They are at a loss and can understand.
So, I led the students to read the sentences describing the beauty of spring again. I hope students can understand the writing of poetry through reading. Before the reverberation, Yu Qi couldn't wait to raise her little hand. As soon as I motioned, she stood up and said, "blossoming flowers, it said to the butterfly,' I am spring'." Really the smartest girl in my class. It's really perfect.
Under the guidance of Yu Qi, Zhan Shaoai, who responded fastest, blurted out immediately: "The lotus flower opened and said to the little fish," I am summer. "Look, he doesn't like it either. He linked the lotus leaf with the lotus flower in the article, and then turned the frog into a "small fish". Although it is a bit opportunistic, it is also impeccable.
Inspired by the first two children, other students also opened the floodgates of thinking and became active at once. There were so many hands in the classroom. Ladies and gentlemen, you have written many wonderful poems for the mother of the four seasons:
The red flower says to the bird, "I am spring."
Pear blossoms lived in vain. It said to Baiyun, "I am spring."
The leaf is green. It says to the cicada, "I am summer."
The frog croaked and said to the lotus leaf, "I am summer."
Autumn leaves are fluttering, and it says to mother tree, "I am autumn."
The leaves in autumn are yellow. It said to the tree, "I am autumn."
Osmanthus fragrans It says to the river, "I am autumn."
The apple is red. It said to the leaves, "I am autumn."
The snow is fluttering, and it says to the snow doll, "I am winter."
Snowflakes are in vain. It said to the children, "I am in winter."
I think: if you put these wonderful sentences together, aren't they also vivid and interesting poems of the four seasons?
(5) Painting poetry is vivid.
In the Song Dynasty, Su Shi pointed out in his comments on Wang Wei's works in the Tang Dynasty: "There are paintings in poetry, which are fascinating; Look at the picture, there are poems in the picture. " Many painters will write a poem next to the painting, and many poets will attach a picture to the poem. What they pursue is the artistic conception of "painting in poetry and poetry in painting". Therefore, the organic combination of poetry and painting is the tradition of Chinese painting and the characteristic of China's poetry. Poetry and painting are not absolute, and they are inextricably linked. Our children's poetry writing can also be expressed through painting.
The case "Biwei" is a nursery rhyme in the form of dialogue in the first book. This lesson introduces the characteristics of six animal tails in the form of three questions and three answers. Catchy, concise and interesting language can stimulate students' desire to read aloud and interest in observing the tail characteristics of other animals. After learning the text. I gave the students a piece of homework paper with pictures of animals, including puppies, pigs, mice, kangaroos, snakes, horses, fish, cows, swallows and so on. Every animal has no tail. I ask the students to draw the tails of several animals selectively according to their own understanding, and then write a few sentences next to the pictures to imitate the form of question and answer in the text. So our children wrote down their own required reading:
Whose tail is thick? Whose tail is thin? Whose tail is like a braid?
Kangaroos have thick tails. The mouse has a thin tail. A horse's tail is like a braid.
Whose tail is straight? Who has a crooked tail? Whose tail is like a fork?
The snake's tail is straight. The dog's tail is bent. A fish's tail is like a fork.
Whose tail is up? Whose tail is curly? Whose tail is like scissors?
The puppy's tail is cocked up? Piggy tail roll? Swallow's tail is like scissors?
This imitation form of "painting with poetry" makes children feel that writing poetry can be combined with painting. "Poetry painting is more vivid and interesting for children!
Second, go out of class to imagine and write-bear the fruit of poetry.
(a) familiar with children's poetry language.
As the saying goes: "Read 300 Tang poems, even if you can't write poems", reading is the premise of writing, and it is also the most direct, simple and effective method. Therefore, after class, the author actively creates an atmosphere of reading poems, and provides students with some excellent children's poems to read before self-study and Chinese class. Collect some interesting children's poems and copy one on the blackboard every day for students to learn. In the process of reading a lot for a long time, the emotion, language and art of poetry gradually penetrate into children's hearts, reaching the realm of subtle influence and many a mickle makes a mickle. On the basis of students' extensive reading, a special class on children's poetry appreciation and writing was set up for students. In children's poetry appreciation and writing class, children use their accumulated poetry language, learned poetry writing skills and their own imagination to create children's poems full of innocence and childlike interest.