华德福4-1*****诗歌艺术化教学实战篇

Why Do We Recite Poetry at the Waldorf School?

在华德福学校为什么我们要背诵诗歌？

Dear Teachers,

亲爱的老师们，

By now it is common knowledge that in the 

lower grades (G1-3), children learn the 

foreign language more quickly when it is 

practiced through verses and songs, 

accompanied by gestures and movements. 

到目前为止，大家都知道，在低年级（G1-3），孩子们通过诗歌和歌曲，伴随着手势和动作来练习外语，学习速度会更快。

But why do we continue to recite poems with our classes all the way through Grade 12? Do the students really benefit from the poetic 

language which often uses uncommon words or expressions?

但是为什么我们要一直到12年级都和班上的同学一起背诵诗歌呢？学生是否真的受益于经常使用不常用词语的诗歌语言？

I, too, asked this question when I first 

started teaching English at a Waldorf School 

in Germany twenty years ago. In the 

meantime, experience has given me the 

answers, showing me the many benefits of 

reciting poems with students of every age.

20年前，我在德国的一所华尔道夫学校开始教英语时也问过这个问题。同时，经验给了我答案，向我展示了与各个年龄段的学生朗诵诗歌的许多好处。

For one thing, it is a way for the children to 

experience the beauty of the language. 

Today, in our digital world of texting and 

Google translations, language is often 

reduced to its simplest form. We have the 

feeling that ‘quicker is better’. 

一方面，它是孩子们体验语言美的一种方式。今天，在我们的文字和谷歌翻译的数字世界里，语言常常被简化成最简单的形式。我们觉得“越快越好”。

然而，用心学习一首优美的诗，并在课堂上背诵它，我们在更深层次上体验了这门语言。我们不必翻译诗歌，也不必逐字逐句地把它拆开，而是让我们的学生去学习语言：结构，单词和短语，诗句的声音和节奏。

This is very much the way we, as young 

children, absorbed the beautiful language of 

the fairy tales read to us by our parents over 

and over again. Some of the vocabulary of 

those wonderful stories is so uncommon, we 

rarely use it. Still, the familiarity and beauty 

of these words stay with us for the rest of 

our lives.

我们小时候就是这样，一次又一次地吸收父母给我们读的童话故事的优美语言。那些精彩故事的一些词汇是如此罕见，我们很少使用它。尽管如此，这些词的熟悉和美丽伴随着我们的余生。

Teaching poetry, we are also working on our students’capacity for imagination. When we 

introduce the poem to them, we do not give 

it to them in written form and read through 

the lines together. Instead, we start by 

telling them a story that will connect them 

with the inner pictures and feelings of the 

poem. 

教诗，我们也在培养学生的想象力。当我们把这首诗介绍给他们时，我们不把它以书面形式交给他们，也不把这几行诗通读一遍。取而代之的是，我们先给他们讲一个故事，将他们与诗歌的内在画面和情感联系起来。

一旦他们进入这个想象的世界，我们就开始和他们一起朗诵这首诗，让它在接下来的课程中成长。因此，语言的意义是通过图片和情感以及语言本身来传达的。它不仅是一种智力活动，而且是一种全心全意工作的活动。

In his Practical Advice to Teachers, Rudolph 

Steiner explained that we must permeate all 

our teaching with the artistic. Doing so, we 

are working on the whole child: body, soul, 

and spirit. Further, he explained that the 

artistic element in our teaching works 

particularly strongly on the will nature of 

the children. 

在给老师的实际建议中，鲁道夫·施泰纳解释说，我们必须把艺术渗透到我们所有的教学中。这样做，我们是在为孩子的全人工作：身，心和灵。此外，他还解释说，我们教学作品中的艺术元素特别强烈地体现了孩子们的意志品质。

If we can grip the whole child with our 

teaching, our students will want to learn. 

The recitation of poetry is an element of 

artistic teaching that we incorporate into 

every lesson.

如果我们能用教学对全人产生强有力的作用，我们的学生就会想学。诗歌朗诵是艺术教学的一个组成部分，我们把它融入每节课。

The daily routine of entering the classroom, 

having our students stand up, greet each 

other, and then recite together the poem we 

are currently working on has a further 

benefit. By joining our voices in the 

recitation of a poem, we are asking our 

students to listen precisely to the 

pronunciation and cadence of the lines and 

to imitate them with exactness and with 

feeling. 

每天走进教室，让我们的学生站起来，互相问候，然后一起背诵我们目前正在学的诗，这样的日常活动还有进一步的好处。通过在朗诵诗歌时加入我们的声音，我们要求我们的学生准确地听歌词的发音和韵律，并以准确和有感觉的方式模仿它们。

During these brief moments, if we do our 

job well in leading the class, they will push 

aside other distracting thoughts and focus 

on the foreign language and the inner 

pictures they have formed. We speak 

together as a chorus, feeling the music of 

the language. At its best, it is a moment of 

joint meditation. 

在这些短暂的时刻，如果我们引领班级的工作，他们就会抛开其他分散注意力的想法，把注意力集中在外语和他们所形成的内心画面上。我们一起背诵，感受语言的音乐。最好的时候，这是一个集体冥想的时刻。

Then, when we are finished, the class takes 

their seats, focused and ready to work.

Through my years of teaching, I learned to 

love memorizing these poems and became 

better at introducing them and leading my 

classes in recitation. I watched my students 

learn to love them as well. In fact, they 

would sometimes surprise me in the middle 

of a lesson. While reading from our 

literature, they might come upon a phrase 

which had been in one of the poems we 

had recited a year or so before. 

然后，当我们讲完后，全班同学就座，全神贯注地准备工作，通过多年的教学，我学会了热爱背诵这些诗，并且在介绍这些诗和带领我的班级背诵方面做得更好。我看着我的学生也学会了爱他们。事实上，他们有时会在课上给我一个惊喜。在阅读我们的文学作品时，他们可能会发现一个短语，在一年前背诵的一首诗中出现过。

At first, they would recall the line, and then 

the whole verse. Sometimes, the old poem 

would re-emerge from their memories. All of 

them speaking together, delighted!At first, 

they would recall the line, and then the 

whole verse. Sometimes, the old poem 

would re-emerge from their memories. All of 

them speaking together, delighted!

一开始，他们会回忆起诗句，然后回忆起整首诗。有时，这首古诗会从他们的记忆中重现。他们一起背诗，很高兴！

Dear teachers, it is my sincere hope that this 

video course will give you some practical 

examples of how to recite poems with your 

classes. No matter what level your English is, 

you can learn English poems by heart and 

share these treasures with your students. 

The examples I have given you in these 

videos are truly ONLY examples. Reach into 

your own creative powers and share your 

own personal experiences! Your students will 

be touched by your stories, deepening the 

bond between you and them.

亲爱的老师们，我真诚地希望这门视频课程能给你们一些如何在课堂上背诵诗歌的实际例子。无论你的英语水平如何，你都可以用心学习英语诗歌，并与学生分享这些宝藏。我在这些视频中给你们举的例子仅是一个实例。发挥你自己的创造力，分享你自己的个人经历！你的故事会感动你的学生，加深你和他们之间的联系。

Wishing you joy and success

祝你们快乐成功

Susan Masterson