【诗歌】春天的校园诗歌：写给三月的操场（适合小学生朗诵）

三月，我们在操场上跑步

这首诗是给小学中高年级朗诵用的，叫《三月，我们在操场上跑步》。全诗三小节，十六行，每一行都短，念的时候好换气。四个要写的景物——操场、跑道、花坛、晨风——全在里面，按「走进操场先看见什么、跑起来看见什么、跑完想到什么」的顺序排。

晨风推开操场的门，

把草叶上的露水送进我们的衣领。

旗杆还没伸完懒腰，

太阳已经爬上了教学楼的屋顶。

跑道是红的，分道线是白的，

春天拉得平平的，等我们去踩。

我们跑，风追着，

路边的花坛举着一盏盏小黄灯。

花苞站在枝头上，

一个挨一个，像我们排队做早操。

三月的操场是一本新本子，

我们每走一步，就写下一行。

别急着翻页，

春天正在我们嘴里朗读。

下课铃一响，我们散开，

操场笑了，把春天装进口袋。

第一小节怎么念？慢一点。晨风「推门」、露水「钻进衣领」，都是安静的动作，声音要轻，像怕吵醒操场。「旗杆还没伸完懒腰」后面停一拍，让听的人脑子里出现那根睡眼惺忪的旗杆。最后一句「太阳已经爬上了教学楼的屋顶」要扬起来一点，因为太阳着急。

第二小节换活泼的语气。「跑道是红的，分道线是白的」两个短句念得干脆，像两下拍手。「我们跑，风追着」加快一点，手臂可以带一点摆动的意思。念到「花坛举着一盏盏小黄灯」再慢下来，这是这一小节最好看的画面，赶着念过去，听的人就错过了。最后两行把花苞比成排队做操的同学，孩子听到这儿一般会笑，念的时候要带着笑意。

第三小节是收尾，要有「把礼物包好」的感觉。「三月的操场是一本新本子」念得稳，重音落在「新本子」上。「别急着翻页」几乎是悄悄话，像跟好朋友提个醒。最后两行是全诗的结尾：「操场笑了，把春天装进口袋」——念到「装进」的时候，手可以做一个往口袋里塞东西的小动作，诗就完了。动作要小，不要变成跳舞。

班级朗诵可以这样分工：第一小节全体齐读，第二小节男生单读「我们跑，风追着」这一行、其余女生接，第三小节回到全体，最后两行重复一遍，第二遍比第一遍轻。整首诗念下来大约一分钟，适合当班级朗诵的开场节目，或者春天主题班会上的一人节目。

排练前还有两个小办法。第一，先带学生到真操场上走一圈，让他们自己找到旗杆、分道线和花坛，背过真实地方的诗，念出来跟照着纸念完全不一样。第二，别给每一行都配动作，全诗有一个摆手动作、一个装口袋动作就够了，动作太多会把词盖住。

March, We Run on the Playground

This poem was written for middle and upper primary school students to recite aloud. It is called March, We Run on the Playground. The whole poem has three stanzas and sixteen lines, and every line is short enough to take a breath in the middle of it. The four images the teacher asked for, the playground, the running track, the flowerbed and the morning breeze, are all inside, arranged in the order a child actually meets them: first what you see when you walk in, then what you see while running, and finally what you think about after you stop.

The morning breeze opens the gate of the playground,

and brings the grass dew into my collar.

The flagpole has not finished stretching its arms,

but the sun has already climbed onto the roof edge.

The running track is red, the lane lines are white,

spring stretched out flat, waiting for our feet.

We run, and the wind runs after us,

the flowerbeds hold up their little yellow lamps.

The buds stand up on the branches,

one by one, like our class lining up for exercises.

March's playground is a brand-new notebook,

and every step we take writes one more line.

Do not hurry to turn the page,

spring is reading aloud right there in our mouths.

When the bell rings we scatter in all directions,

and the playground smiles, tucking spring into its pocket.

How should the first stanza sound? Slow and soft. The morning breeze opening a gate and carrying dew into a collar are both quiet actions, so the reader should lower the voice, as if afraid of waking the playground up. Leave a small pause after the flagpole line, so the listeners have time to picture the tall pole standing there sleepy. The last line of the stanza should lift a little, because the sun is already in a hurry, and the voice should show that hurry.

The second stanza changes the mood completely. The running track is red, the lane lines are white is two short beats, read them like two claps. We run, and the wind runs after us should speed up, and the reader may add a small arm swing without making it a performance. Then slow down again for the flowerbeds and their little yellow lamps, because that is the prettiest picture in the stanza, and rushing past it wastes it. The final comparison, buds standing like a class lining up for morning exercises, usually makes children laugh, so keep a smile in the voice while reading it.

The third stanza is the closing, and it needs a feeling of wrapping a gift. The line about the brand-new notebook is read firmly, with the weight on notebook. Do not hurry to turn the page is almost a whisper, like advice given to a close friend. The last two lines are the finale: when reaching tucking spring into its pocket, the reader can make a small tucking motion with one hand, then let the voice fade. That motion should be small and natural, never a dance move.

For a class recitation, divide it like this. The first stanza is read by everyone together, slowly. In the second stanza, the boys take the line about running and the wind alone while the girls read the rest, which gives the stanza a call and answer shape. The third stanza returns to everyone together, and the last two lines are repeated once, the second time softer than the first. The whole poem takes about one minute, which fits an opening program for a class recitation or a spring themed class meeting.

Two practice tips before the rehearsal. First, take the students for a real walk around the playground before practicing, and ask them to find the flagpole, the lane lines and the flowerbed with their own eyes; a poem read from memory of a real place always sounds better than one read from paper. Second, do not add movements to every line. One arm swing and one tucking motion are enough, because too many gestures cover up the words, and the words are the whole point of a recitation.

操场醒得早

第二首《操场醒得早》换了个写法：整首诗由操场自己开口，用第一人称。孩子都喜欢拟人，让「操场」自己说话，比站在旁边写景有意思得多。全诗三小节，十二行，四个景物——操场、晨风、跑道、花坛——按顺序出现在前两小节，第三小节用孩子们收束。

我是学校的操场，

春天我醒得比谁都早。

晨风先替我梳头，

露水在旗杆上写我的名字。

跑道是我戴的戒指，

一年都是红的，春天最亮。

花坛是我领口的扣子，

黄的、紫的，一颗扣子一个香味。

孩子们跑上来的时候，

春天才算开始。

他们的笑声落在地上，

发芽比草还快。

念这首诗的时候，你就是操场，声音要低一点、慢一点，像一个高个子大人对着一群小孩说话。「春天我醒得比谁都早」要带一点得意，因为操场很高兴自己起得早。「露水在旗杆上写我的名字」念得特别轻，好像露水在写很小的字，怕被人看见。

第二小节是操场在显摆自己的穿戴。念「跑道是我戴的戒指」时，手可以抬起来，指一下手指上那枚看不见的戒指。「一颗扣子一个香味」要念得慢，黄的、紫的，一个一个数过去，像真的在数扣子。孩子背诗的时候会模仿这个节奏，所以一开始就要把节拍念清楚。

第三小节是全诗的关键句：「孩子们跑上来的时候，春天才算开始。」这两行要念得突然亮起来，像操场一下子憋不住高兴。最后两行「他们的笑声落在地上，发芽比草还快」要念得有滋味，念完停两拍，让听的人自己想——笑声掉在地上，长出来的是什么呢？答案不用说出来。

班级朗诵可以安排成「一人领、大家和」：一个学生读带「我」字的句子，其他人接其余的行。也可以按男女生分：男生读跑道那几行，女生读花坛那几行，第三小节全体齐读。如果班里人多，还可以把「和」的部分拆成左右两半，从教室两边轮流接，操场会显得更大。

整首诗念下来大约五十秒，省下的时间可以问听众一个小问题：操场除了戒指和扣子，还有什么？让学生顺着往下编，比如球门是我听声音的耳朵，篮球架是我举起来的手。自己编过的孩子，背这首诗会比照着抄的快得多，因为整首诗的拟人口吻他们已经学会了。

The Playground Wakes Up Early

The second poem, The Playground Wakes Up Early, uses a different trick: the whole poem is spoken by the playground itself, in the first person. Children love personification, and letting the playground talk about itself is far more interesting than describing the scenery from the outside. The poem has three stanzas and twelve lines. The four required images, playground, morning breeze, running track and flowerbed, appear in order in the first two stanzas, and the third stanza closes with the children who arrive.

I am the school playground,

and in spring I wake up earlier than everyone.

The morning breeze combs my hair first,

the dew writes my name on the flagpole.

The running track is the ring I wear,

red all year round, brightest in spring.

The flowerbeds are the buttons on my collar,

yellow and purple, one button, one scent.

When the children run onto me,

spring truly begins.

Their laughter falls onto the ground,

and sprouts faster than the grass.

While reciting this poem, you are the playground, so keep the voice a little low and a little slow, like a large friendly person talking down to a crowd of children. Read the line about waking up earlier than everyone with a small note of pride, because the playground is pleased to be early. Read the line about the dew writing its name on the flagpole very softly, as if the dew were writing tiny letters that should not be disturbed by anyone.

The second stanza is the playground showing off its outfit. When reaching the ring, the reader may raise one hand to show an imaginary ring on a finger. One button, one scent should be read slowly, item by item, yellow, purple, like counting buttons one at a time. Children will copy this rhythm when memorizing the poem, so make the beat clear from the very first practice.

The third stanza carries the key line of the whole poem: when the children run onto me, spring truly begins. Read these two lines with a sudden brightness, as if the playground can no longer hold its happiness back. Then read the last two lines with relish, and after finishing, leave two full beats of silence so the listeners can wonder by themselves what exactly grows out of fallen laughter. Do not answer that question for them.

For a class recitation, arrange this poem as leader and echo: one student reads the lines that begin with I, and the rest of the class echoes the other lines. Another plan divides by groups: boys read the running track stanza, girls read the flowerbed stanza, and everyone joins for the third stanza. If the class is large, split the echo group into two halves and let them answer from the left and right sides of the room, which makes the personified playground feel even bigger.

The poem takes about fifty seconds, and the leftover time can be used for a quick question to the audience: besides the ring and the buttons, what else does the playground own? Let students invent answers, for example the goalposts are the ears I listen with, or the basketball hoop is the hand I raise. A child who has extended the poem remembers it much faster than one who only copied it, because they have learned the personified voice the whole poem is built on.

A final note on the personification itself. The poem never explains that the playground is like a person; it simply speaks as one, and that quiet confidence is what makes the trick work for young readers. When children try writing their own version, tell them the same rule: do not write the playground is like a giant, just start with I am the playground and let the ring, the buttons and the waking up carry the comparison by themselves. A poem that trusts its image always sounds braver than a poem that explains it, and a brave poem is easier to stand behind on stage, which is exactly what a class recitation needs from every line it asks a child to speak aloud in front of a room full of listening parents.