The curriculum highlights
The school's curriculum highlights: linking to the land, with a bird's eye view of the future
Based on an objective anthropological perspective, we have avoided the design of the course to fall into the quagmire of "exoticism" and "small town pathos". With Howard Gardner's theory of Multiple Intelligences (MI) at its core, the curriculum emphasizes the development of students' beliefs about their contribution to their land or living environment, which also includes discussions of future values and future righteous actions. We seek to cultivate students’ positive attitude toward the future, the ability to imagine the future, and the desire to solve future problems. Through the DFC concepts of Feel, Imagine, Do, and Share, children will be able to face the challenges of the future environment and their homes.
Expectations for the school curriculum: It takes ten years nurture a tree, but a hundred years to train a man. Schools have an intergenerational responsibility.
Maybe our hometown is not so hopeless, but we tend to ignore its potential.
Maybe competency is not a far-off concept, it is just quietly waiting for you to fill its void.
As mentioned earlier, elementary schools in rural areas are a paradoxical presence. In the long run, the school's efforts may lead to individual student achievement, but they also shrink the future of the school and the community. The future of a community is beyond control of an elementary school educator, and we cannot force students to return to their hometowns. What we can do is facilitate opportunities and potential!
- From the Farmer/Nong (儂) Course (Tying Taiwan and Japan with Rope 繩繫台日), we saw local objects made alive through reinterpretation.
- From the Pure/Chun (純) Course (Mobile Food Farming 行動食農), we experienced the different scenery of traditional agriculture revitalized with the concepts of the new generation.
- From the Inlay/Xiang (鑲) Course (Aesthetic Taste 美感品味), we found that aesthetics is closely attached to history and modern life.
- In the Respond/Xiang (嚮) Course (Return to Hometowns 庄腳迴潮), the element of mission for the present and the future of serving the hometown has emerged.
Through the example of local matters or leaders, the students will be able to learn about their hometowns, and then plant the seed of local creation and nutrients in their hearts. In the future, we hope the local area will be revitalized by these seeds of change that we nurture today.
Perhaps our dreams are not easy to realize, perhaps our hopes are too distant, but we firmly believe that this is the road we should take. With the heart, the road is not far; with action, dreams can come true.
Jiajhong Elementary School Curriculum Matrix
