Why does the fox say grapes are sour?

Student: There is a fox under the grape trellis. He wandered around and jumped up to pick grapes, but he didn't pick any.

Teacher: What did you read from this sentence?

Health 1: From "The fox turned around for a while and jumped up to pick grapes", I learned that the fox really wanted to eat grapes.

Health 2: I add, especially the word "turn", that the fox is not willing not to pick grapes. He is looking for an opportunity to see if a bunch of grapes grows lower and can be picked.

Teacher: But he didn't pick any. )

Health: I also read from this sentence that the fox was disappointed. "He wandered around for a while, jumped up and picked grapes, but didn't pick any." He tried his best, but he still couldn't pick it. He must be very sad and disappointed.

Teacher: The children speak very well! Let's look at the picture again. What did you find?

Health: I found the fox looking up at the purple grapes on the grape rack and drooling. He must really want to eat them.

Teacher: You have observed it carefully! The fox wanted to eat grapes so much that his mouth watered. This is called "drooling"! (The teacher said while writing on the blackboard: drooling, let the children read the words together)

Teacher: Let's read this sentence again and read the fox's thirst for grapes.

Read again: There is a fox under the grape trellis. He wandered around and jumped up to pick grapes, but he didn't pick any.

Teacher: The fox tried to pick grapes, but he didn't pick any. So he pointed to the grapes on the shelf and said, "This grape is sour and can't be eaten!" " "

Teacher: Is this grape really sour?

Health: not sour! Still very sweet!

Teacher: Where do you know that grapes are not sour?

Health: Look, all the grapes on the shelf are purple, which means the grapes are ripe. Ripe grapes should not be sour.

Teacher: You are good at reading pictures. Can anyone else read from the text that grapes are not sour?

Student: I remember at the back of the text that the little monkey, the little squirrel and the little rabbit all tasted grapes and found them very sweet.

Teacher: You are really capable. You can understand it by contacting the following paragraphs. Not bad!

Health: If the grapes are sour, the fox will not wander around for a while, jump up to pick grapes and try his best to eat them!

Teacher: Wow, you are also very capable. You will contact the above to find out.

Teacher: Yes, by looking at the pictures and connecting with the context, we understand that grapes are actually very sweet. The teacher doesn't understand. This is obviously a very sweet grape. Why does the fox insist that he is sour?

ponder ...

Zhao: I see, teacher. The fox can't eat the grapes himself, and he doesn't want others to eat them. He said that grapes are sour and other animals will not pick them and eat them.

Teacher: Oh, you mean the fox is a little narrow-minded, right?

Most children nodded vigorously and said "mmm".

Teacher: Is there a different understanding?

Chen Deta: I think the fox still wants to eat the grapes on the grape rack. The fox is very clever. He jumped up and couldn't pick it, so he wanted to go home and find a ladder to pick it. But I'm afraid other animals will pick all the grapes first. So he said that grapes are sour, and other animals will believe it when they listen, so they won't pick grapes.

Teacher: Tata, you are also a very clever boy. You will find a way for the fox!

Laugh.

Zhang Shuo held his hand high and the teacher asked him to answer.

Zhang Shuo: Teacher, I think the fox says grapes are sour because he thinks he is a very clever animal. He tried his best, but he couldn't even pick a grape. Other animals will laugh at him. He said that the grapes were sour, and others would think that the fox didn't want to pick them because they were sour, so he wouldn't laugh at him.

Teacher: Your understanding is unique. Do you think the fox is hiding his incompetence by saying this?

Zhang Shuo nodded, and the other children suddenly realized.

Teacher: Is there any different understanding?

At this moment, ray Zheng Zheng hesitantly raised his hand. The teacher encouraged him to express his views boldly with his eyes.

Ray: I think the fox was comforting himself when he said the grapes were sour. Because he tried his best to pick grapes, but he didn't pick any, he must be very sad and disappointed, so he comforted himself. Anyway, the grapes are sour, so forget it if he can't pick them.

Teacher: You think the fox is comforting himself by saying sour grapes. (Ray Zheng Zheng nods)

Several other children also echoed.

Teacher: These four understandings all make sense. Our children are really good at thinking! Explain why foxes say grapes are sour and interpret such rich connotations.

While writing on the blackboard, the teacher said that "grapes are sour if you can't eat them" has now become a common saying, which specifically describes the psychological phenomenon of those who can't achieve their goals because of their lack of ability, so they belittle their goals like the fox in the story and defend themselves with acceptable reasons to achieve the purpose of self-comfort, also called "sour grape psychology".

Teaching reflection:

The Chinese curriculum standard says: "Reading is a child's personalized behavior, and children's unique understanding and sentiment should be respected." In this teaching clip, I put this concept of reading teaching into practice. "Grapes are obviously sweet. Why does the fox insist that grapes are sour? " In this teaching clip, with my encouragement, the children have used their brains to interpret such rich connotations, which I didn't expect before class. I preset the first and fourth understandings before class, but the second and third understandings in class are undoubtedly in line with the psychological characteristics of children, so I fully affirmed the children's views, which should be a diversified interpretation of reading teaching.

I think the answers in reading teaching are not that important. It is important to activate children's thinking and teach them to think in the process of reading teaching. This is a very important purpose of our reading teaching, and it is also the direction that our teachers should work hard.

In this class, I feel the joy of teaching, surprised by the richness of children's spiritual world, and happy that I have activated children's thinking. I think our children will be happy, too, because they can express their ideas freely. I read happiness from the bright eyes of children. Let the Chinese classroom be full of vitality, which I have been working hard and will continue to pursue as always.