After observing the adult stage of silkworms, silk spinning and cocoon making came again. Children are observing, discovering, and comprehending. Silkworms defecate once before spinning silk, and their bodies become somewhat transparent and soft. Then find a suitable place in the box, wet it with your mouth and spin the silk back and forth. At first, you can still see the movements of silkworms, but gradually they are shrouded in silk. The silk becomes thicker and thicker, forming a home for silkworm moths. Children think it surrounds itself in a cocoon in order to pupate into a moth. This is the only way to grow, although it is painful but inevitable. From this, this series of activities also permeates the education of life consciousness. When observing silkworm cocoons, some people suggested cutting the cocoons open for observation, and some suggested observing under lights or sunlight, which can achieve the purpose of observation without harming the pupae in the cocoons. The cocoon moth will gradually die after laying eggs, which makes the students very sad. I think: This activity shows the objective laws of birth, aging, sickness and death, and sericulture activities will definitely leave a deep impression on them as they grow up.

2. A blessing in disguise is a blessing in disguise.

Looking back on the past month or so, the children observed and raised silkworms together. They experienced the joy of harvest and the bitterness of failure.

(1) Inadvertent mistakes lead to big mistakes

For example: when students were feeding mulberry leaves, they were eager to feed the silkworms and forgot to wash and dry the mulberry leaves, resulting in silkworm poisoning. (The leaves are sprayed with pesticides) Entering the stage of diarrhea and death. After asking classmates or teachers for advice, he noticed that the cleanliness and moisture content of mulberry leaves have a direct impact on the health of silkworms. I believe he will never forget it. Another example: Silkworms will pull a few threads in the corner of the box before spinning a cocoon. Some students accidentally broke it. As a result, the silkworms spun silk again to fix themselves, and some silkworms failed to break out of the cocoon. The students were very sad when they knew that it was their "misoperation" that caused the silkworm to fail. I comforted them and believed that they would "learn from each other". Because we firmly believe that failure is as important to a person's growth as success. From the ashes of failure, the spark of success often breaks out. When children make mistakes and suffer setbacks, teachers should be more tolerant and considerate. They will definitely bring us successful results.

(2) Being competitive leads to failure

Some students are active in thinking and hope to be different, so most of the solutions they adopt are complex, difficult to operate, or are designed to be innovative. Choosing different options will mostly end in failure. There are two methods we can use to deal with this. One is to severely point out his failure for the sake of showing off. This method is in line with the actual situation but hurts the child's self-esteem and confidence, so it should not be used and cannot be used; the other is to affirm that he does it. Show the courage to choose, and at the same time tell him tactfully: We often face many choices, but the one that looks the most gorgeous may not be the best choice. Ask him to think more before choosing, which can increase the success rate of his choice. It also reflects that teaching is both a science and an art. An art of communication and interaction between teachers and students, an art that requires exhaustive mental exploration.

3. Although children are cautious, they are not too small

The famous educator Tao Xingzhi once wrote this: Everyone says that children are small, but children are not too careful. If we only say that a child is small, he is even smaller than a child. In this sericulture activity, what impressed me most was not their numerous discoveries and novel observation reports, but the emotions, attitudes and values ??they displayed during the activity. Children made many discoveries during their observations, such as the body shape, spot patterns, living habits, etc. of silkworms. These discoveries are very unique, but the answers can be found in books or other materials, and he is sincere and persistent when searching for answers. Attitude and love for life cannot be taught. One student proposed cutting open the cocoon to observe the pupa, but many people objected on the grounds that the silkworm would feel cold, the silkworm might be angry, and it might never become a silkworm moth again, etc. All this shows that they not only care about silkworms as objects of observation, but as friends. From this, I thought of a few words: Indifference can only cultivate indifference! Wisdom needs to be cultivated with wisdom! ! Only love can cultivate love! ! ! Their attitude towards silkworms shocked me greatly. Children are like this towards silkworms, so shouldn’t teachers’ attitude towards children be even more like this? In this activity, the children taught us a vivid lesson through their actions.

4. Insights from “Silkworm Raising”

(1) The world of home-school cooperation is broad

The new curriculum has brought us new concepts. One of them is impressive: "Beyond the classroom is a broader world for children to learn and apply science." At first, most students were very interested. They observed silkworms every day, looked up information, and consulted their parents. They soon learned about silkworms and became interested in further exploration. A certain amount of time was arranged for them to communicate in each class, and gradually those students who were not very interested were also infected and became obsessed with sericulture. This may be the benefit of life-student communication. Parents of children are engaged in various walks of life, have different knowledge backgrounds, and have different interests and hobbies. If their enthusiasm is mobilized, a rich mine of scientific education resources will be unearthed. For example: At first, some parents thought that raising silkworms was troublesome and unhygienic, and did not support raising silkworms at home. But after a period of time, when I found that my child was very serious about this matter and learned a lot of extracurricular knowledge from it, I changed from being unsupportive to being very supportive and then fully supportive. Take photos and videos of observation activities, add commentary, and guide children to obtain relevant information from the Internet and books. Become a strong supporter of our science classes. We express our gratitude to parents for their support by sending parent letters, making phone calls, etc. This can not only promote parents' support and attention to our work, but also provide an in-depth understanding of parents' situations, develop rich educational resources, and form a scientific education model in which schools, families, teachers, and students interact with each other. This will definitely bring substantial educational and social benefits to our scientific education.

(2) Sharing students’ wisdom

The concept of sharing permeates every aspect of science education, not just verbally or in writing. Sharing is a concept, a positive psychological characteristic, and an open and upward attitude towards life. Whether you have the concept of sharing is an important sign of measuring a modern person. British writer Bernard Shaw once said: "If you have an apple and I have an apple, and we exchange these apples with each other, then you and I still have an apple each. If you have a thought, I also have a thought, and We exchange these ideas with each other, and each of us will have two ideas." Modern education keenly captures the value of this idea and transforms it into an educational concept. Emphasize open communication and interactive communication. The premise of sharing is equal communication, so teachers must change from "educator" to "facilitator" role as soon as possible in order to share students' wisdom in inquiry activities.

1. You are happy, so I am happy

During the sericulture activities, students came up with many wonderful ideas. For example: they plan to feed silkworms different leaves and observe the effects on growth and development. We help students choose leaves, make plans, and get results. In this process, teachers always intervene as "researchers", pay attention to their gains and losses, intervene less, and give them space to think and develop. At the same time, they can also change students' inherent concepts-teachers know everything, are omnipotent, and You can conquer the world and listen to the teacher in everything. Only by persisting in this way can students treat teachers equally, gradually establish a sense of the role of learners, and share the joy of learning and research with us. Another example: when students write observation diaries, they not only record various changes in silkworms, such as food intake, feces, color, spots, molting date, etc., but also attach the skin shed each time to the record in a unique way. They also took photos and videos to clearly record the things observed from multiple angles and in all directions. This serious attitude towards things will benefit him throughout his life. I appreciate their intelligence and look forward to their success.

2. You think and I pay attention

Everyone is familiar with the concept of "students are the main body of scientific learning", but how to implement it into daily teaching has different methods. point of view. We believe that allowing them to think independently, communicate with each other, and share the joy and results of thinking in the classroom is truly student-centered.

During the activity, students raised a large number of imaginative questions - What are the small thorns on the tail of silkworms? What does it do? Is a black tube in the body a blood vessel or an esophagus? What is the use of silkworm patterns? Are there any rules? What is the use of the bracket-like pattern? These are all proposed on the basis of careful observation, and conclusions can be drawn through discussion, information search, thinking, and debate. The atmosphere of such communication is pleasant. We keep an eye on the student at all times, but it does not mean that we have to tell him. As long as there are no scientific errors, teachers do not need to interfere. But respecting students does not mean "inaction". We must also play the role of "facilitator". Actively help them analyze and filter various information. At the same time, in the joint construction of teachers and students, students and students, listen to and participate in their exchanges and arguments with a smile, and look forward to their success.

4. Curriculum resources generated in sericulture

The "Science Curriculum Standards" emphasize that "inquiry should be the main way of scientific learning" and inquiry should be an active teacher-student interaction, The interaction between students and students has produced many new learning growth points and new course resources. For example: Has the color of silkworm eggs changed? What does this change represent? Do silk moths lay eggs without mating? Why are eggs like this? What is the use of the egg shells of ant silkworms after they hatch? Do different silkworms lay the same eggs? How is silk made? How did silk spread? (This is the origin of the Silk Road) Children's research has gone beyond the level of studying biology in science classes and has risen to the level of cultural exchanges. This is true: the little silkworm has great abilities, and the Silk Road is spread all over the world. Spreading across the five continents and the four seas, Chinese wisdom shines all over the world. I once looked forward to making the science classroom full of growth. If I can persevere, I believe that the generation of new curriculum resources will be just around the corner.

In the sericulture activities, what I felt was the energy and vitality of the students. In the 21st century, society has begun to enter the "post-display era", that is, the generation born after the generation teaches the previous generation how to face the challenges of the new era. I hope that we will not fall behind the times, keep up with the pace of social development, and create a sky of scientific learning together with students.