教新诗是一件艰巨的工作,不能象旧诗那样教法。要教学生欣赏当代的诗歌,使他们能区别好坏、真假,能分清是创造性的还是模仿的,并懂得去欣赏真正好的诗歌,教师自己必须具有热情和鉴别力。要掌握任何一个历史时代的全貌,也要对那个时代的文学有一定的了解。我们应该尽量从他们的文学中;特别是从诗歌中,了解他们是怎样思考和想象的。假如只强调欣赏而忽略文学发展的面貌和对主要历史上名家的了解,那就很难达到学习的目的。有些诗歌和诗人的作用似乎仅仅只是为了唤醒人们对诗歌最初的兴趣,过后,就只能处于较次要的地位。当我们成年之后;或者更成熟之后,才会真正欣赏一些伟大诗人的作品。但我们还是有必要选一些伟大作家的作品给青少年读,尽管他们还不能完全欣赏。学习诗歌应该两种方法并用,使青年人既能从历史的角度又能从现实的角度来看文学——特别是诗歌;把文学当作遗产,又看到它们还在继续发展;把它们看作是知识中不可缺少的部分,又是一种可以欣赏的东西。教师要能把一些指定的古典文学当作历史来教,作为历史的一部分。他应该引导一部分学生去欣赏文学,并且至少要让其它的学生了解确有人欣赏文学。他要以强烈的热情介绍学生去读当代的诗:首先是欣赏,其次才是理解。 Teaching new poetry is an arduous task and can not be taught in the same way as the old poem. To teach students to appreciate contemporary poetry, so that they can distinguish good or bad, true and false, can distinguish between creative or imitation, and know how to appreciate true good poetry, teachers must have their own passion and discrimination. To grasp the history of any one historical era, but also have a certain understanding of the literature of that era. We should try our best to understand how they think and imagine from their literature, especially from their poems. If only emphasis on appreciation and neglect of the development of literature and the history of the famous masters, it is difficult to achieve the purpose of learning. Some poems and poets seem to serve only to awaken people’s initial interest in poetry, and only afterwards can they be in a secondary position. When we are older, or more mature, we will really appreciate the works of some great poets. However, it is still necessary for us to select young writers for works by some great writers, though they still can not fully appreciate it. Learning poetry should be combined in two ways so that young people can see literature both from a historical point of view and from a realistic point of view - in particular poetry; to use literature as a legacy and to see that they continue to develop; to look at them As an indispensable part of knowledge, it is also an enjoyable thing. Teachers should be able to teach some designated classical literature as history as part of history. He should guide some students to appreciate literature, and at least let other students know that there is indeed someone who appreciates literature. He is going to introduce students to contemporary poetry with a strong passion: first, appreciation, and second, understanding.