"Welcoming the Baby Silkworm" is the starting lesson of the unit "The Life of Animals". This lesson is an example of observing the eggs of silkworms, so that students have a preliminary understanding of the beginning of life, and through the transfer of knowledge, to pave the way for the next lesson, "Knowing the Eggs of Other Animals". At the same time, this lesson is also the beginning of the entire sericulture activities in this unit, in order to meet the arrival of silkworm babies to make the necessary preparations for long-term observation activities.

At present, I am the first time to set up this kind of long period of homework, my implementation method:

① classroom learning unit 2, the first lesson "to meet the arrival of the baby silkworms," explaining the practice of sericulture activities (encourage participation, do not require mandatory.). Participation according to the practice of adding points, do not participate in not deduct points).

② class group to send the relevant text, as well as sericulture data card and the "silkworm baby observation program" form, the purpose is to let parents know, and strive to obtain parental support for the children to print the form for the use of observation records.

③ Unit 2, Lesson 1, "Welcoming the arrival of silkworm babies" recorded the students who raised their hands at that time to indicate that they wanted to raise silkworms, and the follow-up classroom before the lesson asked to investigate how many were sticking to the record.

Second, the problem:

① the immaturity of the design of this homework, homework recovery time, the form of qualitative, very vague, easy for students to feel dispensable.

② homework categorization level is not reflected, anticipate students to do homework less, there is no clear evaluation criteria as well as reward mechanisms.

③ Vague and unclear about the actual situation of students raising silkworms.

Third, to improve the idea:

① long cycle of sericulture homework, can be divided into three levels:

1. No actual sericulture:

can be accessed through the information, searching for Internet resources, etc. to understand the actual process of sericulture and what they have seen and heard, according to the silkworms at each stage, in a graphic and textual way to print out.

For example, just hatching out of the ant silkworm stage, the silkworm eggs hatching conditions, ant silkworm morphological characteristics, habits, ant silkworm pictures, such as summary organization print out.

2. Actual silkworm rearing A:

Fill in the "silkworm life observation program" form + photos or video

3. Actual silkworm rearing B:

Photographs and printouts, annotate the information directly on the photographs (the date, the number of days of rearing silkworms, the length of the silkworms, the feeding situation, etc.)

② Each level of work make a template out of it, to give the students a clear demonstration.

③ Provide a sharing platform before each lesson for students to show and share their experiences of silkworm rearing, to stimulate students' interest in silkworm rearing and keep their enthusiasm.

④ Appropriate rewards for students who share.

ps: Although I still don't quite accept this situation in my heart: a teacher may give out candy, school supplies, and other prizes at a high frequency in order to promote children's learning, such as a reward for completing any task or homework once. I'm not quite sure if my own concept is not enough of a new trend, but like the feeling of our own reading era, a semester down the most is the award such as a substantial thing in the hand, the purpose of learning is not for the award, but if you get it will be very happy, feel that it is a time for their own recognition. But at present, some children make me feel that he went to the podium to interact with the teacher's purpose is to pose on the podium of what what reward, once heard that after doing A have b reward, rumble queue, a look at the b no longer, alas, or go down to it ~

Perhaps lack of sufficient experience, the heart is still stubborn to feel that the study of their own things, how to become the teacher cajoled, hold the children to learn, and sometimes even puzzled! The children who have been rewarded with prizes: do you really feel the joy of learning? Do you feel the joy of solving a difficult problem? Do you feel the peace of mind that comes with growth and harvest? Or is it just the joy and pride of receiving a prize? ~ ~

Also hesitate to write these, after all, the idea is one-sided and fluctuating, at least today I have such a doubtful feeling.

What do teachers think about this? I look forward to exchanges, thank you colleagues seniors.