笔者通过两届学生在唐诗学习阶段的写作教学实践,探索出“根正苗红”的读写设计和“率性而为”的听说创作两种方式。前者在大量练习写作“平仄押韵”的近体诗过程中带动学生对近体诗进行全方位的学习;后者以“音视频”教学为起点,促使学生在潜移默化的模仿中,转向自我创作再进行分析、衍生。两种方式相辅相生,最终达成在陶冶性教学设计中营造“诗性语文”的目标。 Through the writing practice of the two students in the learning stage of Tang poetry, the author explored two ways of designing “reading and writing” and “singing and hearing”. The former promoted all-round learning of Kinzi poetry in the process of extensive practice of writing “flat rhymes” in recent styles; the latter started with “audio/video” teaching, prompting students to shift to self-creation in subtle imitation. Analyze and derive. The two methods complement each other and eventually achieve the goal of creating a “poetic language” in the design of teaching.