Research On The Teaching Status And Strategy Of Children's Poetry

Based on the children's learning situation,this thesis starts from the stylistic characteristics and educational functions of children's poems,and sorts out the current primary school Chinese textbooks.On the basis of education investigation and teaching case analysis,aiming at the current children's poetry teaching problem,and then propose operative and effective teaching strategy.The full text of the paper consists of four chapters.The first chapter discusses the poetic characteristics and educational functions of children's poems.Children's poems have four characteristics compared to other poems: children's thinking imagination;the expression of synaesthesia;the easy-to-understand discourse art and the embodying of verbal expression.Moreover,it points out the important educational significance of children's poetry for children.The second chapter mainly analyzes the selection and arrangement of children's poems in the current Chinese version of the primary school Chinese textbook.Starting from the number of children's poems,the proportion of distribution,and the imagery,themes and themes,the paper analyzes the advantages and disadvantages of the selection of children's poems in the textbooks,and then proposes the selection.The third chapter analyzes the questionnaires and interviews distributed,and analyzes the teaching cases of 24 children's poems collected.Furthermore,there are six major problems in the teaching of children's poetry: the teaching objectives are fixed;the teaching content is separated;the teaching process is modeled;the teaching method is formalized;the teaching environment is closed;and the text interpretation is stagnation.The fourth chapter puts forward several teaching strategies of children's poetry from the perspective of the embodied cognition theory: multi-sensory mobilization,let students experience the "children's interest";carry out situational teaching,let students fully feel the poetry;create active activities,Stimulate students' "children's hearts";pay attention to children's academic conditions,conduct generative teaching;explore the openness of texts and establish a two-way dialogue with children.