Visual Arts X Performing Arts X Chinese Language X Sports]

First of all, we 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. We think about campus plants also having claims rights in this coexistence space, and they should also enjoy the rights of land. , why or whether it is suitable to be planted here, and what is its human relationship with campus use? At the beginning, students are guided to observe the diversity and ecology of plants through the process of picking up fallen leaves, and slowly use basic leaf collection, collage and rubbing. Slow opening.

Secondly, using this semester's Chinese text ~ Xi Murong's poem "A Blooming 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", hoping to use This restores the concise text to the scene when it was created, and combines the inheritance and transition of the drama 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.

From the return of plants and people to how people view their own activities in space, it happened that the school's 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 the cardboard boxes could be used from Recycling is transformed into teaching aids that inspire creativity, guiding students to carefully examine the structure of cartons and associate them with their functions in life. Scout level-breaking activities are also designed to emphasize the physical fitness and creativity of level design, and physical education teachers are invited to use physical fitness from the perspective of Evaluate and explain student game design, and more importantly, allow students to learn how to host levels independently.

Finally, the learning field is brought outside the school, emphasizing the community interaction function of the school. The surrounding communities become teaching materials 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 personal experience. Conversations and visits provide a sense of the atmosphere of the space, 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.