1. A feast for body, mind and soul where food is the most important thing:

1. From three perspectives: human visitors, bird visitors, and butterfly visitors, students will be led to feel the vitality of the surrounding environment through activities such as article and video readings, expert lectures, and handmade art.

2. The first stage of food art development allows students to understand real food rather than food, and then introduce visual beauty into food, use food to decorate colorful delicacies, and use cameras to capture the perfect combination of art and food.

3. In the second stage of developing food skills, the perspective shifts from the food itself to the utensils and decorations that carry the food, allowing students to skillfully use various utensils, flowers, plants and other accessories to create a harmonious combination of food aesthetics.

4. The third stage of developing food skills is to return to environmental sensitivity. Through the performance of picnic songs, chorus, and costumes, students can experience how they feel about food skills in different environmental situations.

2. Integrating life aesthetics into diverse cross-field courses:

1. Based on life experience, lead students to appreciate the aesthetics of life. Activities such as making floral handkerchiefs, folding napkins, plating and decorating food allow students to gain a perspective of beauty in life.

2. Diverse handcraft courses integrate Chinese, natural, information, comprehensive and other fields to implement literacy-oriented teaching.

3. Curriculum Practice Process

1. Teachers prepare together, and club members jointly construct the teaching activities of the Forest Picnic, plan courses across classes, academic years, and fields, jointly develop and develop the "Mountain Picnic Course" lesson plan, and conduct class observations and discussion activities.

2. Continuing the last semester's observation of the Forbidden City guide's famous painting guided tour class, the students followed in the teacher's footsteps. The fifth grade guided the lower grade students to explain "The Picnic Picture", and voted for the best guide to become a gold medal commentator.

3. From the appreciation of "Picture of the Picnic", students learned about the aesthetic form of ancient Chinese paintings through painting appreciation and conducted cross-field courses:

  3-1． The senior grade combines Chinese classes to explore the historical background of the Tang Dynasty through literature, understand the evolution of ancient people's sharing of food, sitting postures and seats, and the rise and fall of the times; and write scripts based on paintings.

  3-2． The senior students used the information class to learn FlipCode code initialization, programmed the "robot serving show" for picnic pictures, and held a results exhibition.

  3-3． In middle and lower grades, Chinese language classes are used to explore, understand and apply the origins of relevant idioms.

  3-4． Instruct the children to use the existing clothing materials at home to perform COSPLAY on the Picnic Picnic Cosplay Show. Understand the costumes of the Tang Dynasty in the Picnic Picnic and prepare for the drama performance of "The Picnic Picnic Live Reenactment".

  3-5． The senior grade combines the art deep-rooting plan and hires external drama instructors to turn students and script writing into dramatic performances, recreating the picnic scene in real life.

4. Combined with the school + picnic on the hillside, the course also focuses on how to host a feast for extended learning: starting from the school’s ecological aesthetic environment, completing campus public art creation (get to know my visitors); starting from the preparation for a banquet , learn the concept of setting up a banquet (table display aesthetics), how to welcome guests (welcoming dance and picnic song performance and chorus), obtaining ingredients (collecting mountain vegetables), food cooking (food art creation), and the use of food utensils Courses such as selection and production (plate presentation aesthetics and prop making) allow children to integrate the beauty of a meal from different aspects.

5. When everything is ready, let’s have a picnic together! (Achievements Exhibition)