1. Description of Our Community
Beidou Township is located at the southeast of Changhua County and the north bank of Dongluo River (also called “Old Zhuoshui River”). During the period of Qing Dynasty, it has been the important port and entrepot in central Taiwan. During the Japanese colonial period, Dongluo River was no longer the mainstream of downstream of Zhuoshui River. Great amount of sandstone silted up. At the time of construction, Western Line did not pass through Beidou Township. Thus, the position of Beidou as transportation hub was successively replaced by Linyuan. During the Japanese colonial period, after the accomplishment of embankment of Zhuoshui River, Government of Taiwan established 6 official Japanese immigrant villages along Old Zhuoshui River, including Fengli, Ludao, Hsiangqu, Bachou, Liguo, and Qiujing. The scope of this study refers to Fengli Village and Hsiangqu Village of Beidou Township.
2. Summary of Our Project
After Meiji Restoration of Japan in the 19th century, the population increased rapidly and it resulted in urgent problems of Japan, such as overpopulation, lack of cultivated lands and shortage of food. It encouraged the Japanese to immigrate to the new countries such as Brazil of South America. In 1895, after the signing of Treaty of Shimonoseki, Taiwan and Penghu became new territories of Japan and Taiwan was the solution to the population problem in Japan. The first Japanese immigrant village was established in Hualien of eastern Taiwan in 1899, followed by the villages in eastern and western Taiwan. In 1932, Japanese immigrant village in Beidou Township was constructed. However, after the end of World War II, the Japanese withdrew from Taiwan. In 70 years, Japanese immigrant village of Beidou Township changed from original Japanese village into Minnan and modern buildings. The goal of our team was to revisit Beidou Township Japanese immigrant village, review the development and reconstruct the history of the village.
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:1
C. Connection speed used in the classroom:dedicated connection
D. Number of years our classroom has been connected to the Internet:more than 6
E. Additional comments concerning your computer and/or Internet access (Optional):
There are two computer classrooms in school. In each classroom, there is one computer and one large touch screen with internet access of 100M broadband academic network. We used computer, search for information, generalized data and created web page during noon break in the computer classroom. In addition, on holidays, we used our computers at home with ADSL.
4. Problems We Had To Overcome
(1) Group members’ limited time Besides daily classes, after school and on holidays, we had after-school programs. Thus, our meeting time was limited and our work progress tended to be delayed. (2) Group members lacked teamwork experience We recognized the importance of teamwork. However, we lacked the communication after the teacher assigned the work. We worked individually and could not cooperated with each other efficiently. (3) Lack of competence to create project web page The group members created web page for the first time and we were not familiar with web page making software and graphic software. Thus, we encountered the obstacles and challenge in the process to create project web page.
5. Our Project Sound Bite
(1) For visitors who browse web page of the project, we intended to act as “introducer”. (2) As to the preservation of instructor dormitory of Beidou immigrant village, we intended to act as “reminder”. (3) For the Japanese who have lived in Changhua immigrant village, we intended to act as “contact”.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
Language: 1. We reorganized the key points of the related information collected. 2. We designed items of questionnaire, conducted oral interview and generalized the transcription of interview. 3. We developed writing competence of regular research progress report and acquisition report. 4. We recognized the importance to accomplish a research project and to learn native and foreign language. Social studies subject: 1. We recognized the policy and implementation of Japanese agriculture immigrating to Taiwan during the Japanese colonial period. 2. We pondered on the issues of preservation of historic relics according to the curriculum. Comprehensive activities: 1. We learned to share our views and opinions with group members and respect others’ opinions. 2. By teamwork, we showed the spirit of cooperation. 3. We interviewed the residents of Japanese immigrant village and practiced the interview manners and skills. Arts and humanities subject: Photography and editing of digital photos, design and arrangement of project web page relied on aesthetics and design.