Phone NO.:88666231310
Web address: http://www.gyes.tnc.edu.tw
Location of the school:
Guoyi Elementary School is located on the island of Taiwan which is situated in East Asia. Its coordinate of north longitude is 23°15'28 and east latitude is 120°22'21.The school is located on Taiwan’s largest plain- Chianan Plain that has been a pretty important granary since ancient time, so paddy fields, vegetable gardens and melon gardens make up the prevailing scenery. To respond to the need for agricultural irrigation, there are many reservoirs in the neighboring areas, the bigger ones are Chianshan Reservoir, Deyuan Reservoir, Xibu Reservoir and Wusanto Reservoir. What’s more, ChiaNan Channel, which transports water to every grain field so as to help farmers plow, is located there.
The history of the school:
The establishment of Guoyi Elementary School can be traced back to as early as AD 1920. Although its name has changed several times, Guoyi Elementary School is its final name. The school will celebrate its centennial soon. With the hard work of the teachers, the school has produced many outstanding pupils.
The scale of the school:
Guoyi Elementary school is a typical small school situated in a remote village. Most of the parents make a living by farming in the school district with poor economical condition. Due to a lack of work opportunities, the circumstance of emigrant population is serious. In addition to the effects of declining birth rate, now there are only six classes in the elementary school, one class in the kindergarten, with a total of 135 students and 16 faculty members.
Special features of school operation:
One: Guoyihou Art Elementary School:
1.Resources from the government and the local community allow us to establish a variety of art clubs, which include violin club, cello club, Taiko team, recorder team, and dragon dance team. By doing so, we let the pupils have the opportunities to learn various instruments and traditional arts. We also create the chance to let children show what they have learned at the same time. For example, we held shows for students to display their learning achievements and let them attend the activities in the community or performance asked by many people. On one hand, we give students diverse exploration for learning. On the other hand, we enable every kid to attain high peak of learning experience, and even reach the purpose of enrich their accomplishment of art and humanities.
2.We keep applying for the teaching plan which is named: Deep Plow of Art and Humanities, funded by the Ministry of Education, inviting artists to stay on campus, with the purpose of not only strengthening the weakness of the professional teachers who teach Art and Humanities, but also giving the teachers on campus a chance to progress in this field. To mention the implement, we integrate the different fields into a curriculum, operating on the formal curricula commonly and bring on the atmosphere of art appreciation and creativity for the whole faculty and student body.
3.We cultivate an environment full of color and playfulness, making the art created by teachers and students visible everywhere on campus, letting children be surrounded by the field full of art, cultivating kids’ sense of art through unobtrusive and imperceptible influence and nurture the foundation of art for life and habit. Moreover, we removed the walls of the school, making the fence between the school and the community disappear, welcoming the local people to have recreational activities on campus, and to experience the artistic atmosphere which can be easily attained. We step diligently toward the goal of being the art center of the community.
4.In addition to creativity and atmospheric establishment for beauty, we care about preserving our environment. Under this concept, we used a large amount of waste materials to let teachers and students brainstorm ideas on how to apply waste paper, plastic bottles, and waste wood. Their works become the installation art on campus, and carry out the ideal concept of sustaining the art environment permanently.
Two: The Development and Implementation of School-based Curriculum:
1.“Walking and reading Guoyi” home town exploration: We start from our home town, constructing a school-based Curriculum as foundation, and the faculty transforms information into curricula. Teaching outside is the center for interdisciplinary topics, so that pupils can have a concern for their surroundings through the curricula, and care for people and events in the community.
2.Environmental sustainability-Guoyihou biological story train: We use the concept of sustainable environment and activating the campus. We combine the plan of changing the campus with the plan of changing the atmosphere of the city along with the country, develop the relevant curriculum of “The Legend of Guoyihou, establish a diverse teaching program and arrange a learning path on campus.
Three: The Arrangement and Implement of Sustaining Low-Carbon Campus Permanently:
1.To support the goal of becoming a low-carbon city, the school has modified unused space of the campus into a venue of education on saving energy, such as, the story house of education for saving energy, rain recycling system, the area for falling leaves as fertilizer and happy farm. In that way, we combine low-carbon life with the living experience of students, and help them take action in their everyday lives.
2.With the useful resources of the government and the local communities, we add books to the school library year after year, enhance the arrangement of space and equipment of the library, and create advantages of reading education and activities. We reestablish the library to save energy, which not only provide a digital electricity gauge, monitoring the air quality instantly, and the system for monitoring temperature, but also integrate those in the computer system, presenting data on the screen, enabling teachers and students to feel the circumstance of energy and their surroundings vividly, so that they have the habit and the concept of saving energy and cherishing the environment.
3.We apply to become “Tainan Energy Technology Education Center” and “Tainan Low-Carbon School”, and popularize “Sustainable and Low-Carbon Education” and policies.
4.We make use of the financial subsidy from the Bureau of Energy, Ministry of Economic Affairs to install a teaching system on solar energy, which inspires teachers and students to know and observe the recycling energy.
5.Using the concept of Lohas (lifestyles of health and sustainability) as the central idea, we planned the curriculum for students to have farming experience, using leaves and leftovers as the main sources of compost. By doing so, we can teach the teachers and students to have a life attitude that includes health, sustainability and biology, and help them experience the zero-carbon lunch, and accomplish food education.
No comments:
Post a Comment