Pingtung County Chaozhou Junior High School─A Beautiful Coexistence Space_Plants, Humans and History

1. The curriculum concepts in the previous two school years were unconsciously limited to the integration of school subjects. This school year, as a Scout, I was able to examine my teaching process from the perspective of other fields. When collecting outdoor leisure teaching materials, I suddenly discovered the importance of mountain and forest leisure sports. The beautiful and healthy image actually hides serious and unconscious high-level pollution, and then the core of the curriculum is re-adjusted to "respect for others in all living spaces."
2. First, use campus plants as objects, and change the mentality of treating plants as foil objects in the past to the idea that they coexist with us and have equal rights to exist. Think about campus plants’ claim rights in this coexistence space, and they should also enjoy the land. rights, why or whether it is suitable to be planted here, and what is its human relationship with campus use? At the beginning, the process of picking up fallen leaves guides students to observe the diversity and ecology of plants, and uses basic leaf collection, collage and extension. The seal slowly opens.
3. Secondly, using this semester’s Chinese text ~ Xi Murong’s poem “A Blossoming Tree”, I tried for the first time to analyze the words of the poem from concrete to abstract, and divided them into two types of performance elements: “behavioral imitation” and “emotional expression”. It is hoped that the concise text will be restored to the scene when it was created, and the drama will be combined with the succession and transition to reduce the difficulty and make it easier for students to understand. At the same time, by transforming road trees into spirits begging for fate in the poem, students can empathize with the emotions of plants that cannot be clearly expressed, and once again reflect on the fact that quiet plants also have emotional flows, which are not unique to animals.
4. From the return of plants and people to how people view their own activities in space. It happened that the school air-conditioning installation had discarded empty cardboard boxes, so we planned game-like levels from the perspective of environmental protection and creativity, combined with Scouting and performance courses, so that Cartons have been transformed from recycling into teaching aids that inspire creativity, guiding students to carefully examine the structure of cartons and associate them with their functions in life. We also design Scout level-breaking activities, emphasizing the physical fitness and creativity of level design, and invite physical education teachers to learn from physical fitness. It can evaluate and explain students' game design from a perspective, and more importantly, let students learn how to host levels independently.
5. Finally, the learning field is brought outside the school, emphasizing the community interaction function of the school. The surrounding community becomes a teaching material to expand students’ thinking space and people. In addition to plants, it also covers history and resident ecology. All learning must return to life, through Feel the atmosphere of the space through personal conversations and inspections, giving students who are increasingly addicted to 3C "technology natives" more stimulation of the physical space, warmth of interaction with the crowd, and a humble attitude when learning to cope.