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1. Description of Our Community
“Shen-Kong, Changhua” has been called since 1949. At the same year, the districts of this place were divided into fourteen villages. However, the elders of the old generation still called the old names of the villages instead of the new names. Therefore, the young people always didn’t understand what the elders talked about. Because of young people’s ignorance, the elders felt lazy to explain. Gradually, these old names of the villages were disappearing. The map now also doesn’t have these old names. This is the motivation for us to set up this website. According to the book, The Annals of Shen-Kong, we knew that there were people farming in the north of the Chuan-Tseng Village in 1734. So how many changes were there during the past 270 years? How were the old names of the villages named after? What happened in the beginning of the exploitation? How many legends were there on this land? After we explore the place and find out the answers, we will share with you..
2. Summary of Our Project
We were born here, yet we couldn’t feel it; we grew up here, yet we couldn’t follow the ancestor’s footprints. Therefore, we hope to establish a website to let the older generation of the land know that we, who are descendants, are trying to looking for their old memory and do our best to respect what they have done for the land. We also want to let the later generation understand the historical changes and the legends of the famous people, and the evolution of these villages from our website. We plan to start from the old and new names of the places. By means of the study of the materials and on-the-spot investigation, students can learn by doing and have deep impressions of their hometown. From the process of evaluation meeting, students can think about the purpose of the project. From the course of investigation, not only students will learn the skills of interview, but also villagers will know students’ efforts. Let the ancestors of the hometown go back to the past and sense the old sweet memory.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:more than 50%
B. Number of workstations with Internet access in the classroom:2-3
C. Connection speed used in the classroom:dedicated connection
D. Number of years our classroom has been connected to the Internet:2-3
E. Additional comments concerning your computer and/or Internet access (Optional):
The Internet access we used at school are two ADSLs. One is connected to Chinese Tele. The other is connected to educational net, TANNET. About the computer equipments, there are two computer rooms and some professional classrooms. We spent the break time studying in the computer room to conduct our project. Of course, each of the members has a computer at home, and which is connected to Internet. We finished the complicated parts at school and did small parts at home.
4. Problems We Had To Overcome
The problems students met and solutions: (1)Students' basic abilities are not enough. 1.To hold the computer and interview classes. 2.To direct students how to write a composition. (2) Students' attitudes of joining the activity are not correct. 1.To tell them correct ideas and ask them to improve. 2.To choose the hard-working students. (3)Students have too much pressure from study and homeroom teachers. 1.To direct the students how to make good use of their time. 2.To communicate with homeroom teachers. (4)Interviewed villagers do not support us. 1.Introduce ourselves first and ask the village chief to prove our purpose. 2.Be sure to respect the interviewees. 3.After interviews, we sent the records to them. (5)The contents were different from the facts in the books. 1.Keep the original contents to show our respect. 2.Check and choose the most correct information. (6) Villagers laugh at students. 1.Be confident in ourselves. 2.Ask interviewees to encourage students. (7) The materials were not enough. 1Ask the government office for materials. 2.Search for more maps.
The problems teachers met and solutions: (1)Ignore the classroom management. 1.Teachers take turns to check the schedule. 2.Give class leaders more powers to control the class. (2)Ignore the family. 1.Directors take turns to lead the group to interview. 2.The whole family join the activity. (3) There are not many useful materials. 1.Reflect the problems to school and ask them to help us. 2.Ask other teachers to give us a hand.
5. Our Project Sound Bite
Let our elders recall the past and make them be proud of themselves again. Motivate the new generation's interest in exploration of their hometown. Provide the local schools and the community with more information and sources.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
From the activity, we learned 'integration', 'evidence', 'coordination', 'breakthrough', 'learning', 'recognition', 'exploration', and so on. Furthermore, the the division and negotiation among the team work , and the analysis and interaction of conflict are what we learned most. CyberFair activity is a learning activity. Especially our topic involved many aspects, like society, Chinese, geography and so on. Hence, after we collected and arranged all of the materials, we provide more teachers and more classes with abundant information and teaching plans. We also offered several contests for classes, like jigsaw puzzle games and Chinese comic dialogues. By this way, our classes are more lively. We made the learning field broader into the community and shortened the distances between the school and the community. We not only broke the traditional impression that students could only study but also proved the diversified school education. We also made elders in the village approve their efforts and refresh the live of our hometown.
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