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一般教师认为多数流行歌曲格调不高、情绪乖戾、装腔作势、语言粗俗,在一定程度上损害了学生的心理与思想健康,因此持否定态度的多。但调查表明学生对流行歌曲情有独钟,喜爱有加。为妥然解决两者的矛盾,我们大胆开展“流行歌曲介入作文教学”的实验,试图通过对流行歌曲的综合利用,促发学生读写的兴趣和热情,化流行歌曲中的消极因素为积极因素,并充分利用优秀歌曲中的健康向上的成分以及灵活变化的语言艺术,进行德育渗透,拓展学生的视野,提高学生的读写水平和艺术鉴赏能力。
Most teachers think that most popular songs are not good in style and moody. They are pretentious and vulgar in language. To some extent, they impair the students’ psychology and mental health. Therefore, they hold a negative attitude. However, surveys show that students are fond of popular songs, like to add. In order to resolve the contradiction between the two, we boldly carried out the experiment of “pop song intervention writing teaching”, tried to promote students’ interest and enthusiasm in reading and writing through the comprehensive utilization of pop songs, and made the negative factors in pop songs positive Factors, and make full use of the healthy composition of the excellent songs and flexible language art, moral education infiltration, expand students ’horizons and improve students’ reading and writing skills and artistic appreciation.