SiteMap  |  Narrative  | References & link  |  MainPage  |  Chinese(中文) 
Project Narrative

PROJECT DESCRIPTION

  1. Title : Trace of Dragons in Changhua - Meet the Dragon through Time
  2. Category: 6.Historical LandmarksProject
  3. Project URL: http://librarywork.taiwanschoolnet.org/gsh2017/gsh8285/index.htm
  4. Bibliography: http://librarywork.taiwanschoolnet.org/gsh2017/gsh8285/team6_3.html
  5. Our School's Web Site: http://www.hyjhes.chc.edu.tw/
  6. Project completion date: February 21, 2017
  7. School : Hsin-Yi Public Junior High and Elementary School of Changhua County
  8. Address : No. 168, Hsiangyang Street, Changhua city, Changhua County Taiwan
  9. Teachers: Yin-jui Chou, Hsu-jen Li, Wei-li Chen
  10. Team: Dragon Seekers ( Number of students:10 )
      Students :Yu-chi Wang, Cheng-chih Hsieh, Che-yuan Yeh, Jui-hung Kao, Fang-yun Tsai, Po-ju Chou,
      Yun-chen Hsu, Yu-ying Chou, Yi-hsuan Lo, Yung-han Wu
  11. Ages of students : 12~13
  12. E-mail: aul168@yahoo.com.tw

Description of Our Community:

  Relative to Taiwan developed in the Ming Zheng Period, Changhua, located in central Taiwan, possesses an indicative position in terms of politics and economy. The administrative districts of Changhua in early Qing Dynasty were very vast, including the current administrative districts of Taichung City, Chunghwa County, Nantou County and half Yunlin County, becoming the synonym of central Taiwan. According to the historical research of Taiwan During Qing Dynasty, the important position of Changhua goes without saying. The Changhua city where then county was located possessed the important construction of culture, education and religious belief. Among which, Changhua Temple of Confucius was the only culture and education center in the north and middle area of Taiwan at that time. Also, Changhua Nanyao Temple was not only one of the four famous Mazu Temples in Taiwan in early Qing Dynasty, but also an importantMazu belief center in the north and middle area. Among which, more than a hundred thousand believers participated in the activity of [Walking To Benkang to offer incense to Mazu in Nanyao Temple], being the largest incense offering activity at that time in Taiwan. A tightly organized and huge circle of belief was constructed.

Summary of Our Project:

  Dragon is the supreme animal in Chinese legend and the most representative symbol of Chinese culture. According to legend, dragon has nine sons who have their own strengths. Their images and stories have been handed down and often appeared in Chinese culture, especially in the decoration of temples. Through the dragon traces seeking field surveys, the team leads us to have a glimpse of this legend characteristic of profound history and culture as well as high artistic value. To this end, we established this research team of “Dragon Seekers”. Led by the teachers, we proceeded with the following:
  1. Collect relevant data from internet and books.
  2. Conduct interviews and surveys in the field.
  3. Organize and study the materials, write the research conclusion, suggestions and thoughts.
  4. Make a website to present the results.
  5. Make more people become aware of our research results.

Our Computer and Internet Access:

  1. Percentage of students using the Internet at home:more than 50%
  2. Connection speed used in the classroom:dedicated connection
  3. Number of years our classroom has been connected to the Internet:more than 7
  4. Additional comments concerning your computer and/or Internet access (Optional):Our team has no other comments about concerning our computer and Internet access.

Problems We Had To Overcome:

  1. Difficulties in making webpages: Due to the limitation in age and experience, the webpage making was a high challenge to us. Most of us were still learning how to make webpages. With the teacher’s assistance, we found the appropriate webpage frame structure to solve some problems. We conducted the data collection and design specific to the contents of overall webpages, asked for guidance form the teachers and attained big achievements in learning.
  2. Unfamiliarity with a great deal of new knowledge: A great deal of knowledge of Cyberfair project was totally new to us. Therefore, we have adopted the data study and collection method and utilized the methods of consulting the guiding teachers, interviewing the local seniors and joint discussions to overcome this obstacle.
  3. Uncooperativeness of team members sometimes: Our works are shared among the members, but during the process, due to personal expertise, time limit and capability training, the cooperation was difficult. With the teacher’s instruction and coordination, we gradually overcame this obstacle.
  4. A lot of coordination was needed for field interviews: Except for the locations and itineries of field surveys as well as the plans determined by the teachers in advance, the contacts and coordination were required to fulfill the matters like research topic communication, coordination in time and safe traffic and transportation.

Our Project Sound Bite:

  Endeavor to contribute to the local historical and cultural characteristics.

Project Elements

1. What information tools & technologies did you used to complete your Cyberfair project?

  As the development of technology, we expect our students to use information technology products during the research. For example, to use digital pen recorder during interview, use digital camera to shoot a film, and gather information from internet. Besides, we use telephone, watch videos, read newspapers, scan pictures, and edit articles. We benefit from information tools and technologies as following: Hardware: desk-top computer, notebook, digital camera, digital pen recorder, scanner, and printer. Software: Dreamweaver, Frontpage, Namo, Photoimpact, Microsoft Word, Outlook Express, Internet Explorer, ACDSee, Cuteftp, and Flash. Internet: Web and Ftp Server, ADSL, Network hard drive, guestbook and e-mail.


2.In what ways did you act as "ambassadors" and spokespersons for your Cyberfair project both on-line and in person.

  Cyberfair project-Meet the Dragon through Time: We arranged some historic site visiting activities. These opportunities of knowledge conveying by famous culture and history workers allowed people to experience and realize that history is around us, which also caused the media attention and coverage and became a local topic and communication task. We also arranged the students to transfer the knowledge learned into practical actions by carrying out community tour guiding training and service and became the Dragon Seekers of historic site and culture inheritance.

3.What has been the impact of your project on your community?

  Through the resources of the Internet, we hope that more and more people will become aware of and concern about local history and culture. And we want to reveal our constant efforts in promoting the information education of our school. In the basic conception of Grade 1-9 Curriculum, we have been emphasizing school-based development and cultivation of native feelings. Through this project and activities, we traveled almost all the temples in our county, big and small! Education work should be carried out and promoted step by step. As the old saying goes, "Do your work and leave the rest to God." We believe that our efforts can narrow the gap among the citizens of our community.

4.How did your project involve other members of your community as helpers and volunteers?

   In the era of knowledge economy today, the success of a team does not lie in the strengths of its members but in teamwork spirit and the ability to seek help. Our teachers adhered to the idea while guiding us so as to encourage us. Therefore, besides data and resources collection by ourselves, we spent much time in field surveys and interviews. We'd like to thank Changhua City Office and the volunteer guides there, Wu-lang Cheng from “Lok-a-kang Culture Office”, responsible persons of temples, and so on. We can enjoy fruits because of the existence of trees. We really thank the seniors who helped us! Thanks to their hearty assistance, we could understand more. On the other hand, we needed to train good interview attitudes and skills. Hence, we exerted many efforts in our training of interview, for instance, politeness, etiquette, skills of asking questions, and so on in order to present the best ourselves to the interviewees politely.   

5.Intellectual Property Rights

   In this Cyberfair project, our teachers have paid much attention to intellectual property rights. Besides school promotion, the government has always advocated it. We have learned about it in morning assembly and rally. During the research process, we collected information online; thus, the teachers asked us to specify the sources and write our thoughts on the information. For the citation of the information on the Internet, we tried our best to contact the authors via emails for authorization of use. The intellectual property related to our research materials is explained follows: (1) Text: We searched websites and referred to books. Interviews were conducted and recorded by ourselves. (2) Photos: We used digital cameras to take pictures on site.

6.Discoveries, Lessons and Surprises

  In the course of the study, we learned to be humble and open-minded. We cherished and cared. We understood the value of life, which helped us grow a lot. During the study, we encountered difficulties in cooperation with each other. We learned how to understand, encourage, and sincerely communicate with each other. And we learned to shoulder our responsibilities. In this way, we could continue our task, present our results, and obtain the maximum learning effects.

Project Contributions

Participants Tasks Percentage
Yu-chi Wang, Cheng-chih Hsieh
Che-yuan Yeh, Jui-hung Kao
Fang-yun Tsai, Po-ju Chou
Yun-chen Hsu, Yu-ying Chou
Yi-hsuan Lo, Yung-han Wu
1. Collected and organized data
2. Photography
3. Interviewed relevant people
4. Recorded and compiled contents
5. Filled in progress report
6. Compiled digital data
7. Made webpages and compiled webpage contents
60%

Teacher Yin-jui Chou

Teacher Hsu-jen Li

Teacher Wei-li Chen

Instructed and mapped out the project name and plans
2. Held discussions on research
3. Instructed and analyzed research materials
4. Instructed and made schedules
5. Received tutorial in computer technologies
6. Instructed and drew up the frame of website
7. Instructed photography and filming
30%
Parents

1. Traffic and transportation support
2. Iitnery planning support
3. Computer technology guiding and support

10%



Trace of Dragons in Changhua - Meet the Dragon through Time  / Team:Dragon Seekers
Best View:1024x768 , IE11 Or Chrome

Copyright ©Hsin-Yi Public
Junior High and Elementary School of Changhua County All RightsReserved