HD理論融入現代詩創意教學

A Creative Teaching in Modern Poetry with Integration of Habitual Domain Theory

在文學欣賞教學中最有意思的是現代詩這一個領域，因為，新詩所使用的文字不多，同學容易讀完。但是，必須要能引起學生學習興趣。如何找到學生的電網?運用溫柔的壓力，讓學生可以在注意力調度的策略下，不怕讀詩與寫詩。於是，邀請學生寫作新詩投稿，中選同學文學欣賞課程可以輕鬆過關，來引起學習動機。接著的問題是－如何克服學生會運用的字詞不多及對「寫出」現代詩的問題?筆者想到了運用剪貼詩的方法，可以運用別人已經構思好的句子，讓同學隨意激蕩，看能不能漾出一首新詩。改變學生以往對新詩是艱深難懂的印象，在拼圖中期望引出學生看見因果－你現在所做的一切都會對未來有深遠的影響。顯現：任何選擇都有答案，只要持續地尋找，最終一定會出現。這篇論文比較多的是筆者內化HD理論後，實際在課堂上設計創意教學，引出學生的創意，應用操做HD理論多於理論本身的闡述。

In teaching literature appreciation， the most challenging subject is to teach students how to appreciate modern poetry. Modern poetry is usually written in the form of conciseness with a few words and phrases. So， it is an easy job for students to finish reading a modern poem. However， the most challenging thing， I think， is how to stimulate students’ interest in reading modern poetry; how to let reading poetry get connected with their brain & nervous system like a communication network in a central computer; how to lead students to get into the world of modern poetry through mobilizing their concentration and imagination; how to tenderly relieve students’ fear of reading and writing poetry. To overcome all these challenges， I encouraged and invited students to write poems for contribution to newspaper， journal， or magazine. The students with poems published will be rewarded with an easy pass in the subject without having to take examinations or to submit term paper. The reward is to motivate them to write. Then， the problem we are going to face is how to use limitedquantity of words and phrases to create poetry. The strategy I adopted is collage techniques. Students were encouraged to get inspired by other writers’ sophisticated or well-structured sentences. In such circumstance， they can explore creativity without the constraints of plot， grammar or syntax. There was much chatter， much laughter， and many collage poems were created in the process of brainstorming. This is an effective way to wipe out students’ embedded impression that modern poetry is erudite and esoteric. The major concern of this paper focuses on my creative teachingin classroom with integration of habitual domain theory.