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Based on the concept of the project, it is also hoped that it can be implemented in classrooms in other fields/subjects.
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There is no restriction on the overall planning team being able to develop and implement courses only by in-service teachers. The relevant fee payment regulations are based on the decisions of the respective educational authorities and each school.
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If you apply from the same school during the application selection process, you can implement the courses in different stages at the school and indicate the cross-stage implementation in the application form/plan.
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Currently, various sub-schools are planned for the 108th to 109th academic year, and each semester will produce oneTeaching plan for more than three lessonsThat’s it. However, we hope that the curriculum plan for each semester will have continuity and expansion.
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The teaching plans produced in the four semesters can continue the same theme, deepen and broaden it, or make changes in fields, personnel, and directions. There are no restrictions on the implementation targets (number of students, number of classes, number of grades, etc.), and each school can plan according to actual teaching needs.
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After the selection results are announced, a national seed school swearing-in conference and regional training camps/lectures will be held to provide training and guidance on cross-field aesthetic education. For lesson plan design, please refer to the lesson plans developed in the early stages of this project (project official website > lesson plan sharing page https://www.inarts.world/resource/ ), you can also consult the district’s teacher training university and advisory committee.
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Please refer to the "Reference Principles for Implementing Cross-field or Cross-Subject Collaborative Teaching in National Middle Schools and Primary Schools" announced by the Ministry of Education.
Ministry of Education announcement publication date: 107-01-09
https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=1A3C3F7BC29B1BD1
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Take the case of Rainbow Junior High School to illustrate: Rainbow Junior High School designed a three-stage curriculum lesson plan, with art class as the precursor course for two classes → aesthetics integrated into two classes of biology class → art and biology teachers co-taught one class.
In principle, the curriculum and lesson plans should be coherent, and all useful subjects should be written in. This will also make it easier for other teachers to clearly understand when sharing lesson plans in the future. Therefore, whether developing lesson plans or implementing course hours, you can Match the time and content with each other and present the three courses completely.
Based on the three-stage curriculum design of Rainbow Junior High School, this has formed a complete teaching plan and is acceptable; the premise is that the goal of cross-disciplinary integration of art and biology subjects can be achieved. But ideally, it is best for these three classes to be taught collaboratively by two teachers. It is hoped that teachers from different disciplines can interact, dialogue and collaborate in the classroom to demonstrate the spirit of cross-field learning.
Two other things to note: (1) In the first preparatory course for art class, it would be ideal if the teaching resources that art can provide for biology subjects can be introduced, and the connection between art and biology can be emphasized to enhance students' learning motivation. 2) If the second and third lessons can guide students to conduct aesthetic reflections (or artistic expressions) on the subject of biology, and use the resulting aesthetic experience to deepen their understanding of the subject, it will meet the program requirements; It would be even more exciting if the theme is combined with students' life experiences and through art learning so that students can use artistic language to express their concerns about life issues.