儿童诗教学承载着陶冶儿童情操、发展儿童语言的重任。然而,《语文课程标准》在第一学段的“写话”以及第二、三学段的“习作”教学目标中都没有将“儿童诗”纳入其中,以致“儿童诗”教学读写分离,学生仅停留在阅读、欣赏的层面。加上在传统的儿童诗教学过程中,教师过于强调对儿童诗的解析,用成人的思维和逻辑去剖析儿童诗,企图找出深藏的内涵, Children’s poetry teaching carries the heavy responsibility of cultivating children’s sentiment and developing children’s language. However, the “Chinese Curriculum Standard” did not include “children’s poetry” in the first paragraph of “writing” and the second and third periods of “teaching and learning”, so that “ Children’s poems ”teaching read and write separation, students only stay in reading, appreciate the level. Coupled with the traditional teaching process of children’s poetry, teachers too much emphasis on the analysis of children’s poetry, with adult thinking and logic to analyze children’s poetry in an attempt to find out the meaning of deep,