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1. Description of Our Community
Our community is in Jhongpu Village, Chiayi County. Chiayi County is located in Central Southern Taiwan which is a country in a key position in Asia Pacific. The location of our community is on the way from Chiayi downtown to Mt. Ali where the mainly residents used to be aborigines. Thus, our community was the important central area for the contact of the aboriginals and the local people. This is a typical agriculture village which agricultural products includes betel nuts, oranges, and grapefruits. There is a famous landmark in our community--- Wu Hoe Temple, an ancestral temple in memory of Wu Hoe. Our school is close to this temple.
2. Summary of Our Project
Wu Hoe’s story is well-known to Taiwanese people, not only because it used to be one of the lessons of mandarin textbooks, but also Wu Hoe Temple is the reminder to visitors. Our school is near Wu Hoe Temple, it’s on the main road of this area. So it’s part of our community and part of our life as well. Wu Hoe was a famous hero in Taiwan’s history. The moral of his story is that Wu Hoe sacrificed himself to reform the aborigines and to change their bad habit of killing people and offering them as sacrifices. Because the legend and the heroic story of Wu Hoe make us believe it a true story, we never doubt the fact of it. However, we considered that it’s important to know our community more, especially the historical part. We then decided to research on Wu Hoe because he’s a famous hero here. During the period of collecting the information and interviewing the people who knows the story well, we found out that there are several different viewpoints about the story. Some people keep the point that it is a real story. Some people said Wu Feng existed but the story was a fiction. And other people considered the fact is totally different from the original one described in the textbook. We are surprised about the survey, so we worked on these different points about Wu Hoe’s story and did the project with the objective attitude.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:less than 20
B. Number of workstations with Internet access in the classroom:4-6
C. Connection speed used in the classroom:dedicated connection
D. Number of years our classroom has been connected to the Internet:1
E. Additional comments concerning your computer and/or Internet access (Optional):
There are six classes in our school. We can get onto the Internet in every classroom and computer classroom. We have ten cumputers for students in the computer classroom and one Linux and NT Server. Now the Internet center of Chiayi County Education Department supplies ADSL to schools, and we can use IP to get on line. During the period of doing the project, we use the of computer class and breaktime of noon and Wednesday afternoons on work. There are only two members of us can get on-line at home, so we make use of the computer mostly at school.
4. Problems We Had To Overcome
Because Wu Hoe's story is commonly believed as a true story, But along the process of doing the research, we found out there are some difficulties, as followed: 1. Collecting the data: There are not much data about Wu Hoe, even some of them are in Japanese, so teachers had to spend time on translating the Japanese data for us.On the other side, we thought it's important to see and listen to different tribes, so we needed to collect the data from Cou Tribe. Fortunately Mr. Liang had taught in the elementary of Cou Tribe, he supplied some digital and video data as the references. We needed more data and information to complete this project, so we not only use our school's library but also use the library in National Chung Cheng University. 2. The equipment: During the research, we needed a camera or a digital camera to record, nevertheless, our school doesn't have extra budget, we could just use the old ones. 3.The computer: This is the toughest problem for us, because the computers in our school are too old that they had breakdown sometimes. 4.Collecting the different data: The data about Cou Tribe needed to be proved, we wanted to realize their thoughts, too. Therefore we had to interviewed them and asked them the questions. But for Cou Tribe, the topic of Wu Hoe has been a sensitive one, they may not want to take our interview. After talking with the chief (Mr. Wang) and explaining our project to him, he gave an interview and invited us to visit the area of Cou Tribe in Ali Mountain. 5.The Intellectual Property: Our teacher has been emphasizing on the Intellectual Property since we started the project. He always reminded us that we couldn't use and copy the data that we found on the Internet and from the books. So we spent lots of time on taking pictures, recording and typing by ourselves. As soon as we knew that there was a film produced and published by Public Television which is about the sacrifice of mankind's head and the pointviews of Wu Hoe and Cou Tribe, we were so excited that we can use it as a precious data in our project. However, Mr. Liang denied us until our school applied for and got the authorization from Public Television. We learned a very important lesson about respect and being respected. As we searched on the Internet, there were some articles and data about Cou Tribe and the aborigines. But some of them are not proved, even those people were misunderstood in the past.
5. Our Project Sound Bite
1.We can know more about history from the traditinal buildings. 2.We all agree that we should know our history through investigation and respect. 3.The fact of the events in the history, after a long time, hundred or thousand years, could be twisted or misunderstood. 4.The method of protecting and transmitting the events in the history should be taken up by investigating the pointviews of each side and describing the events objectively but not just subjectively taking the beneficial part. 5.The event was understood in different way by different tribes. So we had better not look into the event only through our narrow door, but back to the fact then judge it. 6.We should respect every tribe and every culture on earth but not being picky and disuniting.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
The situation of combining the Nine-year Integrated curriculum in school and completing the project is explained as follows: (written by Liang Chun-Che) 1. Describing the problem in the relevent curriculum that is concerned: Through the discussion we considered that the important landamrk in our community is Wu Hoe Temple. Most students know this story , however, they don't really know the culture within it. So we agreed that we should work on research of local culture. 2. Plan the solution and the project that would be likely solve the problem. we evaluated that the combination of local geography and computer information would be the active project, so we registered in and the teachers arranged how to integrate the project into the curriculum. 3. Put the project into effect. Arrange the curriculum to integrate our project with it: (1). Integrate Wu Hoe's story into Mandarin lessons. (2). Integrate the lesson of respect different cultures and understanding the time that event happened in the history into society lessons. (3).Integrate the aborigines affairs with knowing the plants and animals of mountains into science lessons. (4).In local culture lesson, study in Wu Hoe Temple and the place of Wu Hoe's martyring, also the tribe as well. (5).Teaching Web designing skills and other computer skills. 5. Curriculum evaluation and impressions: The team had self-evaluation and discussed the results of the project on December 29, 2003. 6. Presentation Present and introduce the project in the flexible curriculum in front of whole students and teachers at school.
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