This project continues the cross-disciplinary aesthetic project from the first semester of the 109 academic year. From the proposition of building a beautiful city, students use the scaffolding of the course and the production of architectural models to realize the external "imaginary beautiful city". In the process of children's development, the team found that students' "imagination" often flows into the expression of self-awareness; in the unrestrained expression, it ignores the fact that in the real world, groups have different opinions and expectations. Therefore, this semester we rethink how to conduct courses, so that children can first use [exploration] to learn from the characteristics of the subject and use different forms of expression to play different positions on issues in the ideal city, speak out from different positions, and look forward to This process can create various possibilities for [dialogue]. In the process of dialogue, trying to understand, persuade, and be persuaded, and produce [similar] issues related to environmental friendliness and sustainability. There is no "best" answer, but constant Pursue "better" experience and practice. The planned course takes "Beautiful City" as its theme and integrates the topic learning part of "I Think, My Poetry", focusing on the inner exploration of the city, emotional cherishing and problem improvement. Through multi-level activities and creative processes, students are expected to demonstrate A truly vital future civic life. In the first stage, the course starts with the "exploration" stage. In the nature of each discipline, we try to find various abilities to present a beautiful city. In the field of Chinese language, we first observe the students' lives and guide them to experience the abstract word "spring", using a concrete description and a "two-line poem" to express the inner meaning, while dealing with the external and internal aspects of the abstract word "spring". state. From there, everything from the environmental changes on campus to the city where we live can be displayed using the language tool of two lines of poetry. In the field of "Performing Arts", students experience games and try to explore the body and voice, and then use their bodies to express different urban looks and thoughts on urban issues. "Visual art" uses the skills of model presentation to gradually promote the concrete presentation of the model, as well as the continuous reflection on human needs in the process, to demonstrate the planning of a beautiful city. In the second stage, the course will initiate children's "dialogue" with larger conflicts. When we talk about sustainability issues, environmental protection always seems to be the only answer to victory. But in the real world, when the economy brings the dividends of human development and people live comfortably in contemporary civilized and progressive urban life, when the harm caused by economic development When the two face conflicts with the protection of the ecological environment, students are faced with the dilemma of whether to feel the dilemma. Citizenship is not a formal or abstract concept. Through the search for solutions to problems, discussions, communication and interaction, and public dialogue, we can find ways to balance problems, or express our aspirations and ideas for changing the city. The formation of citizen literacy and Thinking about social responsibility is an important goal of this stage of the course. Therefore, in the "Society" course, "Should the local oil refinery be relocated?" is used as a dialectical issue. The children take on different positions and roles, and engage in debates and dialogues based on their positions, hoping that they can freely think about the beautiful things. What are the urban issues, your own stance and aspirations? In the third stage, the course plan comes to an end and enters the reshaping stage of "empathy" in civil society. After the dialogue in the second phase of the course, students are already filled with contradictory ideas about positives and negatives, imagination and reality, beliefs and taboos, economy and environmental protection, individuals and groups. They return to the various subject sites again and face themselves again. Students The theme of a beautiful city can be re-presented through the presentation of the characteristics of different disciplines. I hope that in this exhibition, we will find that students are different from the past, who just know the answer in one sentence. Instead, through the operation of thinking about urban issues, the "choice or decision" can contain multiple aspects of thinking, and produce " Based on "empathy", we strive for better civic literacy. We hope that students can understand the balanced relationship between individuals and individuals, and between individuals and communities, and also plant the seeds that every citizen's voice needs to be taken seriously. We hope that children can actively engage in public participation as citizens, which will help them acquire and practice citizenship and strive for a lifestyle that pursues common goals in the future. A "beautiful city" cannot only be "aesthetic", but also needs to deduce the splendid city in the mind through citizen life with civic consciousness. This semester's "I think, my poem" course is designed based on this concept. Students Only those with the wisdom and ability to make the right choices about issues can truly achieve a beautiful urban development vision with such judgment and actions.