School: National Rui-feng Elementary School
The counties and cities: Chiayi, Taiwan
Counselors: Teacher Weng, Qian-hui, Guo, Jun-hong, and Cai, Yue-ting
There are about 8 classmates participating in this case study, whose ages
are 11-12 years old.
Contacting e-mail address for the case study: rfps@mail.cyc.edu.tw
The Progress of the scheme:
Our Local Community:
The
Rui-feng lies in the Mei-shan village, Chiayi country. The elevation above
the sea level of it is dropping from 1309-450 meters. And it belongs to the
mountain range of Alishan. The average annual temperature of it is 20
degrees centigrade, and the climate here is very pleasing. The main farm
production of Rui-feng is high mountain tea. Because there is no running
water system, our main source of people’s livelihood water and agricultural
irrigating come from mountain springs. Because the terrain here belongs to
the mountain section, many wild streams originate from Rui-feng village,
which is the upper stream of the Qing-shui river, a series of Zhuo-shui
river. In recent years, water resource reduces day by day, since there are
more and more crop growing, the growth of tourist industry, and constantly
occurrence of natural calamity.
Outline of the Project:
The “mountain
springs” play a very imperative role in Rui-feng community. For it maintains
the operation and improvement of the neighborhood. Besides we have dry
season for over five months every year. During these harsh days, every
household has no water to use; when the torrential rain or typhoon comes,
water resource then become the fierce target which destroy the roads of
agricultural lands. The functions of the water resource include: the
ecological guiding and planning, irrigation of the community’s property,
livelihood demand of people, and the great calamity and problem occurred
after the water overflowing… etc. We set up several topics, including
“gold,” “wood,” “water,” “the fire,” “the soil,” as our major five issues to
separately talk about these topics about tea garden, forests, people’s
livelihood water, ecology, and water and soil maintenance.
Our Internet Environment:
Our
school has a computer classroom at present, which provides our students 13
PC to learn and study through the special line, Kbps, to connect online.
Further, our library has four computers, and each classroom has one computer
which can get online. The computer room is used for our classmates at lunch
break. And they can also utilize the computers in the computer room during
the break time. However, we don’t supply students to go online after class.
Thorny Problems that We Meet and Overcome:
1. Because the counselors contact the research plan of the home town first
time, and they are a stranger here in Rui-feng, who is unfamiliar with the
regional water resource, and they can’t instantaneously conduct us to enter
the main theme of the study. Therefore, these counselors hold numerous
meetings irregularly once they have free time. Students will join their
discussing and debating which mainly focus on our examine topics. On the
other hand, both the president of parent community and resident will
gleefully offer them a great help.
2.
Since we don’t have many students, and our information we receive in the
rural area is much lesser than that we got from the urban one, we are
powerless to choose those really brilliant students to participate in the
case study. Because of the limited number of the students we have (there are
simply 14 people studied in high grade), what we can do is ask for the
volunteers to unreservedly join the case study with one team. Frankly
speaking, we meet so many inauspicious frustrations because of the
congenital condition.
3. In our community, most family doesn’t have
computer to go online. All of the works, which require the computer to
operate or arrange, should be finished in our school. Students can employ
either their lunch break, or recess at night to carry on the research theme
of computer learning.
4. The locality of our school is very remote and isolated. And our funds are
restricted. It’s quite harsh for lecturers to come here in such a long
distance. Besides, it’s also very frustrating to say that we are incapable
to hire other professional personages to lend a hand to us. Consequently, we
decide to adopt the methods of discussing, researching, and aiming at the
local characteristics to educate our students how to carry on doing
research.
Impression from the Case Study:
It’s
very intricate for us to acquire the water resource in the mountain area. We
genuinely hope that through this study, we can encourage and inspire our
children to treasure the natural environment.
Combining With the Goal and Purpose of “Exposition of the Internet Courses
in Taiwan:”
First,
we borrow the idea of “information incorporated lessons.” And we come
together the five elements into the “courses of home town,” which include
society, nature, art, and humanity, through designing 5 teaching plans to
merge them all.
Teaching Activity 1: the guide of wide stream
Teaching Activity 2: Fortification of the Streams
Teaching Activity 3: the Management of Tea Garden and Water Resource
Teaching Activity 4: When Drinking Water, Think of its Source
Teaching Activity 5: Past and Present
Second:
From the aspect of studying, we use design of the “teamwork.” Separating the
study themes into each individual, and through the steps and methods of
sharing, discussing… etc. It comes out with the functional knowledge. In
addition, from the aspect of utilizing the materials, we use many kinds of
electric tools to support us. We electronize the words, learn the ability of
selecting information, and discuss on the internet.
We grasp that there is lots of information on the internet. If we don’t
select them properly, it will mislead the learning of our students. The
using and learning of internet can not only interest the learning, but also
avoid the limitation of time. It is a very good assisting learning device
for students in the mountain area.
Third:
About the studying theme: “water” influences the whole progress of the
mountain areas of Rui-feng. Especially there is no running water but only
mountain springs here, water resource is the fountainhead of the whole
community to continue to exist. However, our school often has the water
shortage. On the other hand, students’ parents have to find water resource
with a great effort. Furthermore, the invading of the strong typhoons in
resent years makes the “water” become the common topic in the community.
Basing on the home town thought that “born on it, grow on it,” our students
should understand the meaning and influence of the water resource. They
should also learn the correct knowledge of it, and wake the consciousness of
the community again.
Fourth,
About the aspect of community's interaction: School is the only place with
digital learning equipments and professional teachers to alter the local
text books and hold many activities. Thus, school takes the crucial
responsibility to discuss and communicate with communal people. On the other
hand, the community itself takes the role to hold the outdoor visiting. So,
school and the community are the so called partners to cooperate with each
other.
Assisting digital technology
The digital technologies that we use are as follows:
1. Using Macromedia Dreamweaver and Frontpage 2003 to make the webpage.
2. Using Nikon COOLPIX 995, Canon DIGITAL IXUS 400 digit camera to obtain
the pictures.
3. Using Photoshop and Ulead PhotoImapct 6.0 to edit and revise the
pictures.
4. Using IE6.0 to browse the webpage.
5. Using the general mail, E-mail, telephone, and fax to connect the
relevant developments.
6. Using CuteFtp4.0 to convey the webpage files to WWW server.
7. Using the digital recording pen and DVD digital camera to record the
audio-visual interviewing materials.
8. Using the community resources (Rui-Tai tourists’ center, parents’
association, and the association of the convenient water) to search the
materials.
9. Using the newspaper, magazines, relevant books, and linking website to
search reports and materials.
10. Interview and investigation.
The water genies play the roles of “ambassador.”
The school helps us play the “local communal ambassador,” the cooperation is
as the following:
First, making the “guiding community map”
1, Community guiding map
2, Fold the paper, and print 3,000 copies for the community and tourists who
go to “Rui-Feng tourist center.” It points out the sceneries which created
by water resource.
Second, editing the “local text book of Chiayi county’s primary school,” and
it includes the management and the irrigating of the tea garden. Also, they
are provided to the primaries of the whole county.
Third,
holding the training movement, “little announcers of the community” to train
our students. We engaged Alishan Scenic Area Administration, village head,
president of the association, and so on to instruct us the history of the
community and the capability of the industry. Furthermore, we use
“experience” and “self-examination” as the main visiting activities to
articulate the truth of the communal water resource. And we write processing
reports to let people understand the continuously changing progress of the
local environment and the efforts from communal parents.
What’s the Influences of Impacts on Us?
First, impacts on us: We
realize that adults are often worried about water issues and
spending much money on it. We should treasure water resource. Besides, we
have improved our computer ability, learnt how to use many digital types of
equipment; the most important of all, knew how to collect useful
information.
Second, impacts on
community: Parents in the community all paid attention on our
participating in school’s activity and offered us many helps. The
association of community development even wished school to enlarge this kind
of activity and to edit the Hui-feng village records gradually.
Third, impacts on school:
teachers often got together to have meetings, to discuss, and Share their
opinions to one another. On the other hand, school also offers the funds for
us to buy more digital equipments.
Fourth, influences on others:
we have studied very hard, provided the relevant reports on webpage, and
visited other websites. We had lots of encourage from other students. And we
believe after establishing the website, we can not only elaborate our
results, but also show the world our efforts on water resource in Rui-feng
area.
Respecting the Intelligence
Proprietary and Quotation
We somewhat understand the problem of
“intelligence proprietary.” Teacher not only reminds us before the
researching, but also repeats during the whole processing.
Our researching reports are about the visiting, making, and paraphrasing
materials. And we use our leisure time typing computers in school. As for
the part of photo, they are all took by our teachers with the digital
cameras or scanner. They are all our works and won’t be the plagiarizing
problem for us.
We consulted a lot of written and website
materials during the studying the research. Most of the materials come from
the library, teachers’ text books, and information on the WebPages.
Discovering, Learning, and Surprising:
We find out that the “convenient water system”
is the creation of the problem which, the community faces during the
research. Parents all highly take care of it, and school will involve this
issue in the future: that’s, the solution for the water shortage. However,
the “tea industry,” “water and soil conservancy,” and “environmental
maintaining” are the avoiding topics for community people. But we observe
from the investing that parents are gradually pay attention on these issues.
We can feel that parents will do their best efforts to uphold the
development of community to solve the combating problem between livelihood
wasting and natural protection. They want to preserve the best gift from
nature - the water resource.
「The key elements of the studying plan」
Participating people |
Working items |
Percentage |
Instructors |
Chien-yu Weng |
• Team
work meeting
• Analyzing the researching materials
• Examining and instructing the Webpage
• Setting down the titles and plans
• Assisting the computer technique
• Photography
|
30
﹪ |
Chun-hung Kuo |
Yueh-ting Tsai |
Students |
Chao-ju Huang |
• Interviewing
the interviewees or relevant people
• Photography
• Recording of the interview content
• Editing and writing materials
|
50
﹪ |
Man-ting Huang |
Chih-hung Wang |
Che-ming Chen |
Chih-ting Yeh
|
Chia-ling Lee |
Yu-wen Wang |
Yu-chun Lai |
Parents’ stander |
Kuo-jen Chen |
• Contacting with the interviewers
• Plan of theConsoling
• Assisting the activities
|
10
﹪ |
Communal people |
Village head:
Ching-hui Chien |
• Providing materials
• Teachers of the activities
|
10
﹪ |
Chief of the committee:
Yuan-huang Tsai
Mr. Wen-chung Huang
Mr. Hsin-chung Wu
Ms. Hui-ling Chien
Teacher: Pan-shen Chou |
|