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class="main"> <div id="5vajrimf" class="main-left"> <div id="5vajrimf" class="article"> <script type="text/javascript">s("title_top");</script> <h1 class="title">小學(xué)語(yǔ)文教師兒童文學(xué)創(chuàng)作素養(yǎng)淺談?wù)撐?/h1> <div id="5vajrimf" class="info"> <span id="5vajrimf" class="time">時(shí)間：2020-07-11 09:08:04 </span> <span id="5vajrimf" class="sm_after_time"></span> <span id="5vajrimf" class="source"><a target="_blank" href="http://m.1-jiu.com/biyelunwen/fanwen/wenxue/" title="文學(xué)畢業(yè)論文">文學(xué)畢業(yè)論文</a></span> <span id="5vajrimf" class="source"><a target="_blank" href="http://m.1-jiu.com/usr/login.html" title="我要投稿">我要投稿</a></span> </div> <script type="text/javascript">s("content_top");</script> <div id="5vajrimf" class="content"> <p>小學(xué)語(yǔ)文教師兒童文學(xué)創(chuàng)作素養(yǎng)淺談?wù)撐?/p> <p>　　<strong>1教師本人的創(chuàng)作素養(yǎng)</strong></p><p style="text-align: center;"><img loading="lazy" src="https://p.9136.com/00/l/lm2519.jpg" alt="小學(xué)語(yǔ)文教師兒童文學(xué)創(chuàng)作素養(yǎng)淺談?wù)撐?/></p><p>　　1.1要有對(duì)兒童的愛(ài)心和責(zé)任感</p><p>　　兒童是人類(lèi)的未來(lái)和希望，兒童的成長(zhǎng)需要全社會(huì)的關(guān)注。因此，熱愛(ài)兒童是一個(gè)兒童文學(xué)作者的基本品格。每個(gè)有志于兒童文學(xué)創(chuàng)作的小學(xué)語(yǔ)文教師，都應(yīng)該有一種崇高的愛(ài)心和責(zé)任心，當(dāng)你看到兒童的孤單時(shí)，當(dāng)你看到城市兒童的夜晚只能看到城市的燈火，到當(dāng)你看到今天的孩子每天洗得干干凈凈的小手，而不能去郊外玩泥巴時(shí)；當(dāng)你看到城市的孩子擁有很多高檔的樂(lè)器，而不能到葦塘邊去折一節(jié)蘆葦做葦?shù)褧r(shí)等等都會(huì)有沖動(dòng)，這就是愛(ài)心和責(zé)任心的產(chǎn)生，這就會(huì)有文學(xué)創(chuàng)作的沖動(dòng)，這樣就會(huì)激活自己的童心。</p><p>　　1.2要有獨(dú)特的生活積累</p><p>　　生活是創(chuàng)作的源泉。一般地說(shuō)，兒童文學(xué)作者的生活敏感區(qū)應(yīng)該是少年兒童的生活領(lǐng)域。因?yàn)槲覀兊慕逃龑?duì)象，便是學(xué)齡兒童，天天泡在一起，可以相互交流情感，可以了解和熟悉各種各樣的少年兒童，可以把握兒童世界方方面面以及他們與整個(gè)社會(huì)的聯(lián)系。也許正是這個(gè)原因，許多優(yōu)秀的兒童文作家一直是或曾經(jīng)是小學(xué)語(yǔ)文教師。</p><p>　　1.3要有兒童的審美意識(shí)</p><p>　　在兒童文學(xué)的創(chuàng)作心理中普遍存在著兩種審美意識(shí)：一種是作者自我的成人審美意識(shí)，另一種是來(lái)自接受者的兒童審美意識(shí)。這兩種審美意識(shí)的協(xié)調(diào)作用，構(gòu)成了兒童文學(xué)作者獨(dú)特的雙向結(jié)構(gòu)的心理視角和心理層次。小學(xué)語(yǔ)文教師在創(chuàng)作兒童文學(xué)作品時(shí)，也存在著這樣的雙向結(jié)構(gòu)。對(duì)此，我們所要做的就是一方面努力提高，深化和引導(dǎo)兒童審美意識(shí)往成熟的方向發(fā)展：另一方面又以濃厚的興趣和寬容的態(tài)度，保護(hù)、調(diào)動(dòng)兒童審美方式的積極性。</p><p>　　1.4要兒童化的`創(chuàng)造力和表現(xiàn)力</p><p>　　黑格爾說(shuō)：“最杰出的藝術(shù)本領(lǐng)就是想象�！胂笫莿�(chuàng)造的�！边@是對(duì)所有藝術(shù)創(chuàng)造而言的兒童文學(xué)創(chuàng)作當(dāng)然也不例外。兒童文學(xué)作者想象的特殊性主要表現(xiàn)在兒童的可接受上，即具體性和活躍性，明快感和新奇感。兒童文學(xué)作者還應(yīng)該具有適宜于兒童接受的藝術(shù)表現(xiàn)力，包括情節(jié)結(jié)構(gòu)、細(xì)節(jié)描寫(xiě)、形象刻畫(huà)、語(yǔ)言運(yùn)用等方面的表現(xiàn)力。對(duì)于兒童文學(xué)的三大母題：愛(ài)、頑童、自然，小學(xué)語(yǔ)文教師這類(lèi)群體接近的機(jī)會(huì)比較多。所以，我們有優(yōu)勢(shì)也有責(zé)任把自己打造成一名業(yè)余兒童文學(xué)作者。</p><p>　　<strong>2如何指導(dǎo)兒童進(jìn)行創(chuàng)作</strong></p><p>　　兒童文學(xué)創(chuàng)作，也是學(xué)生習(xí)作的一部分。加強(qiáng)學(xué)生兒童文學(xué)創(chuàng)作的指導(dǎo)，可以反過(guò)來(lái)增強(qiáng)兒童文學(xué)的閱讀能力，發(fā)展創(chuàng)造精神和想象能力，提高兒童對(duì)寫(xiě)作的興趣促進(jìn)良好人格的養(yǎng)成，有效推動(dòng)學(xué)生語(yǔ)文素養(yǎng)的整體提升。這里以?xún)和膶W(xué)中常見(jiàn)的兒童詩(shī)和童話(huà)兩類(lèi)體裁為例，談?wù)勅绾沃笇?dǎo)兒童進(jìn)行創(chuàng)作。</p><p>　　2.1兒童詩(shī)的創(chuàng)作指導(dǎo)</p><p>　　兒童本身就帶有詩(shī)性，是一種繆斯性存在，是富有靈性與詩(shī)意的。每一個(gè)孩子，天然的就是一首詩(shī)。他們的一舉一動(dòng)，無(wú)不洋溢著濃濃的詩(shī)意。著童詩(shī)創(chuàng)作跟所有的創(chuàng)作一樣，需要有豐富的表象貯備。童詩(shī)從根本上來(lái)說(shuō)是“生活的折光，是某種比喻”。因此，指導(dǎo)兒童寫(xiě)兒童詩(shī)，必須通過(guò)各種途徑豐富他們頭腦中的表象。</p><p>　　2.2童話(huà)的創(chuàng)作指導(dǎo)</p><p>　　童話(huà)是具有濃厚幻想色彩的虛構(gòu)故事，童話(huà)中具有超人的神奇能力、能造就自然奇跡的理解。著名童話(huà)作家洪汛濤就曾說(shuō)過(guò)：“要開(kāi)發(fā)少年兒童的幻想智力，就要提倡孩子們寫(xiě)童話(huà)�！比绾沃笇�(dǎo)兒童寫(xiě)童話(huà)呢？應(yīng)該抓住兒童對(duì)童話(huà)濃厚興趣的契機(jī)，通過(guò)兒童聽(tīng)童話(huà)、讀童話(huà)、看童話(huà)、寫(xiě)童話(huà)，從而把他們引上愛(ài)寫(xiě)之路，引人愛(ài)寫(xiě)之門(mén)。</p> 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