基礎教育學報



童詩教學:審美教育的三種境界

2003.第12卷第1期(Vol. 12 No. 1).pp. 11–30
 

童詩教學:審美教育的三種境界

The Teaching of Poetry to Children: Three Dimensions of Aesthetic Education

霍玉英 (Yuk-Ying FOK)

摘要

審美培養可以透過不同學科學習而得,以中國語文科而言,優美的語言文字是美育教學的重點,但不少教師卻忽略了由語言文字所營造的優美意境,以及意境對培養學生德育意志的默化作用。語文學習的最佳途徑始於文學的薰陶,對初小學生學習來說,兒童文學作品是優秀的學習材料,當中以兒歌童詩的淺白語言,鏗鏘的語調節奏最為吸引。本文以童詩教學為重心,討論教師如何透過導賞,使學生經歷審美教育的三種境界:感受語言文字的美感;體味由文字呈現的優美意境;感受作品中的嘉言善行,進而美化性靈,提升道德意志。

Abstract

Aesthetic Education can be developed through different academic subjects. In Chinese language learning, the use of the language is definitely one of the focuses, but the poetic mood created through words and the subtle influence of literary works on students' moral development is sometimes neglected by teachers. Children's literature offers excellent learning materials for junior primary level students, especially nursery rhymes and poems. The simple diction and musical rhythm have a great appeal for young children. This paper focuses on the teaching of children's poems and discusses how guided appreciation of literary works enables students to experience the three dimensions of aesthetic education: to appreciate the beauty of language, to feel the subtleties of mood created through the language, and to nourish the soul, upgrade one's moral character and strength through thoughtful reading of literary works.