文化馆要写雨中的桥。只写“下雨了”，够吗？The fair wants a poem about a rainy bridge. Is “it rained” enough?
第 1 步：用感官组织意象Step 1: Build sensory imagery
先让读者看见、听见。Let readers see and hear.
意象是语言唤起的感官画面。“雨点敲着空桥”带来声音和空间。这是本页原创句，不是古诗引文。Imagery evokes sensory experience. “Raindrops tap the empty bridge” suggests sound and space. This is an original teaching example, not a quotation.
第 2 步：节奏与分行Step 2: Rhythm and line breaks
画面有了，声音怎样走？How does the sound move?
重复、停顿和分行能改变节奏。押韵让相近声音呼应，但不是所有诗都押韵。自由诗也会认真安排语言。Repetition, pauses and line breaks shape rhythm. Rhyme connects similar sounds, but not every poem rhymes. Free verse also organizes language deliberately.
第 3 步：解释要回到词句Step 3: Return to textual evidence
读出感受后，怎样支持解释？How can an interpretation be supported?
有人读出孤独，有人读出安静。解释可以不同，但应指出词句依据。诗中说话的人，也不必等同作者本人。One reader hears loneliness; another hears calm. Interpretations may differ but should cite textual clues. A poem’s speaker need not be its author.
🎮 你来探索与判断🎮 Explore and reason
先操作实践台，再用四个挑战检验理解。每次判断都能看见理由。Explore the practice table, then try four challenges. Each judgment comes with a reason.
一句话记住它：诗歌用精心安排的语言唤起体验。Remember: Poetry shapes experience through deliberately arranged language.
意象可以诉诸多种感官。Imagery can involve several senses.不押韵也可以是诗。Poems need not rhyme.解释要提供词句依据。Support interpretations with words from the poem.
来源与理解边界Sources and limits
诗体很多，定义和审美可以讨论。本页短诗均为教学原创。Poetic forms are diverse; definitions and aesthetics invite debate. Short examples here are original.
来源查阅：2026 年 10 月 6 日。场景与例题为教学创作；插图为概念示意，不是历史实物照片。Sources checked on 6 October 2026. Scenarios and exercises are educational creations; illustrations are conceptual, not historical photographs.
参考上列公开资料 · AI 生成与自动化检查 · 欢迎提供可核查的勘误。Based on the public sources above · AI-generated and automatically checked · Verifiable corrections are welcome.
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