3) teaching of poetry writing
诗歌写作教学
1.
Since the mid 20th century there has been a long blank of about half a century in our teaching of poetry writing which has greatly restricted the development of China s new poetry.
自 2 0世纪中叶以来 ,我国的诗歌写作教学出现了长达半个多世纪的“空白期” ,这严重阻碍了我国新诗的发展。
4) Poetical works; poetry.
诗歌作品;诗歌
5) poem teaching
诗歌教学
1.
The present poem teaching stress emotion,image and the speech analysis,actually neglected the meaning of the work itself,and is hard to obtained the good teach ing effect.
现行诗歌教学,注重情感、意象和语言分析,却忽视了对作品意脉的寻绎,难以取得良好的教学效果。
2.
Take the poem teaching for instance, to read the text, students may intensify the understading thinking; to analyze its artistic conception, they will form a habit of appreciation; while to experience its feeling, moral education will be profoundly penetrated into students mind.
以诗歌教学为例,通过细读文本,强化学生的悟性思维;通过分析诗歌意境,养成纯正鉴赏趣味;通过情感体验,渗透人格教育。
6) Poetry Teaching
诗歌教学
1.
"Expected Frustration" and Its Overcoming:Probing into Comprehension of Poetry Teaching Text of Contemporary Literature;
“期待受挫”及其克服——当代文学诗歌教学文本解读初探
补充资料：李白、杜甫诗歌风格与其性格
李白、杜甫诗歌风格与其性格
Li Bai and Du Fu's poetic style and their character
李白、杜甫诗歌风格与其性格(Li Baiand Du Fu’5 Poetie style and theireh盯aeter)李、杜诗歌的风格不同。李白“清新飘逸”，杜甫却是“沉郁顿挫”。说李白的诗清新飘逸，是杜甫对他的评价。杜甫《春日忆李白》诗云:“白也诗无敌，飘然思无群。清新庚开府，俊逸鲍参军。’，李白自己也说:‘。清水出芙蓉，天然去雕饰。”这是他的自我评价。他的诗格之所以如此，与其性格有关。他热情奔放，富于想像力，并有远大的理想。又加他的思想受道家影响，超世拔俗，故有浪漫主义的性格。杜甫，之所以说他的风格是“沉郁顿挫”，因其忧国忧民之心，郁结于怀，如鲤在喉，不得不吐。发之诗歌，一字一血，抑扬顿挫，催人泪下!他在 《春望》中歌道:“国破山河在，城春草木深。感时花溅泪，恨别鸟惊心!”又说:“安得广厦千万间，大庇天下寒士俱欢颜，风雨不动安如山!..·…”(《茅屋为秋风所破歌》)杜甫诗的风格之所以这样，一则他有伟大的胸怀，炽热的感情，故能“兼善天下”;二则他深受儒家思想的影响，又加饱受战乱之苦，故能以己度人，有忧国忧民的情思。可见，杜甫不愧为伟大的现实主义者。 (刘迷均撰匝豆}审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条