Elementary School, National Hsinchu University of Education

 

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Our Educational System

  • 1| In-depth teaching--aiming to achieve model education

    In 2008, all the teachers joined in the “Teacher Professional Development Evaluation Program,” setting an example for the nation.  On the basis of mutual trust and sharing, as well as through the process of structured class observation and discussion by colleagues, step by step, the teachers built a specialty development school, paving the way for professional growth of the teachers and their colleagues.  As a result, they developed, on their own accord, many specialty groups and teams, such as ICT language immersion education, math class discussions, digital writing, arts and humanities, active reading, Hsinchu heritage, and daily life issues, etc. Further, through teaching activities, they put these groups’ specialty education into practice.  The students’ achievements in language, math, art, dance, athletics, natural sciences, and chorus are reflected in the awards they have won in recent years from various competitions.  The brass band in particular has been ranked superior in national competitions.  All of these achievements attest to the teachers’ hard work in cultivation.

     

    In 2012, following an intense competition, the school won the highly coveted acclaim of being the nation’s “Model School for Teacher Professional Development and Evaluation.”   In the same year, using their math class discussions as its basis, teachers of the math team developed a complete syllabus for a math course, thus winning the “Excellence in Teaching” award.  This affirmation, brought about by the teachers’ assiduous cultivation, enabled the school to become a model of education.

  • 2| Aesthetics--enhancing the beauty of the campus

    The school buildings, constructed during the Japanese rule of Taiwan, exude classical simplicity and elegance.  They contain a wealth of asset for humanistic studies.  The teachers incorporated into their classes such projects as remodeling the restrooms, building a botanical pond, and widely planting butterfly-attracting vegetations in building a butterfly habitat.  The recently completed Hong Ai Lou school building created a new learning space through a design that incorporates nature, good ventilation and lighting, energy saving, and reduction of waste.

     

    To enrich the students’ environment for learning about beauty, the teachers deftly infused elements of beauty into the students’ activity space to enhance the sense of beauty.  The teachers also used various small spaces as a stage where students can study or display their skills and teachers can show their talents. By creating an environment conducive to learning, the teachers enable children to learn at every turn upon entering the school.  Through character building, furthermore, the school encourages children to love their beautiful campus.

  • 3| Active reading--adding dimensions to students’ vision

    “Reading” opens children’s window to happiness, elevates their knowledge about the world, and enhances their vision.  Through the teachers’ professional skills learning groups, the school aims to master the core of education to determine achievable educational strategies. And by transforming these strategies into concrete pedagogical practice, the school can promote reading, learning, and other relevant activities to foster children’s interest in reading.  Beginning with the text, teachers can guide the children in reading comprehension and in an understanding of the deeper meanings imbedded in the text. In so doing, teachers can encourage children to delve into deeper levels of reading, raising questions and engaging in argumentation about the text’s meanings.  This strategy helps develop the students’ abilities to discuss, communicate, and listen.  Furthermore, the students can showcase their acquired skills on a stage for displaying talents. This way, the school can broaden the students’ field of vision and gradually build the model of independent learning.

  • 4| Class discussion--encouraging the students to infer, to deliberate, and to debate

    Professor Tsai Wen Huan has helped the math community teachers’ teams in forging a complete class discussion pedagogical theory, which is peerless among all elementary schools’ math education.  The school’s math community groups start out in an amicable learning atmosphere and, under an appropriate  and clear set of social rules, enable the students to learn how to speak freely and with substance. The teachers prepare math questions for the students to solve individually, followed by group and class discussions.  In so doing, the school    instills in students the ability to think independently, making the school the center of learning.

  • 5| Digital writing—opening up a world for language learning

    Professor Tsai Wen Huan has helped the math community teachers’ teams in forging a complete class discussion pedagogical theory, which is peerless among all elementary schools’ math education.  The school’s math community groups start out in an amicable learning atmosphere and, under an appropriate  and clear set of social rules, enable the students to learn how to speak freely and with substance. The teachers prepare math questions for the students to solve individually, followed by group and class discussions.  In so doing, the school instills in students the ability to think independently, making the school the center of learning.

  • 6| Moral character education—laying the foundation for developing abilities and showcasing talent

    “Practice” is the core of character education.  The school provides an environment for teaching by deeds and not just in words.  Through a three-layered approach--understanding, embracing, and practicing—the school helps the students to develop complete moral character.  And, with an honor system, the school fosters their essential qualities of “honor and etiquette” and “everyone being polite, being well-mannered.” From here, the school moves one step further to teach the concept of  "planting one’s feet on the native soil and setting one’s sight on the international stage,” as a way to create a new vision of “making friends with the world”—to build a realm in which “life has taste; learning has quality; and a person has moral character.”

  • 7| Aptitude appropriate development—exploiting potential

    The school holds life education, equality of the sexes seminars, individual guidance and counseling activities to help the students gain self-understanding and explore their individual aptitude. To satisfy the students’ aptitude-appropriate needs in learning, the school has established artistic talent class and class for gifted students. Under the guidance of career teachers, the students learn according to their individual differences.  The teachers provide them with aptitude-appropriate courses to motivate them and explore their potential..

     

    To spearhead the development of integrated educational program, the school centers its educational strategies on integration of advanced classes and multi-level teaching to facilitate physically disabled students’ opportunity to closely interact with regular students, thus enabling disabled students to live and learn with regular students with minimum restrictions.  This way, all students will develop a sense of self-confidence and achievement.

  • 8| Collaboration of professions—cultivating new experts in education

    As an important place for educational experiment, the school and the National Hsinchu Educational University collaborate in integrating educational theories and practices to ensure the quality of teacher education.  This also guarantees that a mechanism for the university 's internships is available for the        students. Keeping pace with the “Collaborative Mentors Program” and “Enhancing Teaching Skills Program” special case, the school’s teachers participate in the planning of the university’s teacher training course and in  assisting with teaching.  Thus, the school’s teachers have contributed to the  improvement of the teacher training courses.

  • 9| Create multiplicity—hopping onto an international stage

    The school has won several awards for designing a course with “international vision” as the main theme.  In recent years, we have been actively tying sister-school knots with schools in other countries as a way to widen the students’ international horizon, strengthen multicultural learning, and increase the frequency of visits and exchanges of the teachers and students between sister schools. The school has developed subject-specific courses based on Hsinchu’s local culture to foster a passion for one's native land and one's country.  Furthermore, by incorporating digital writing, active reading, Hsinchu local culture, and teachers’ community groups, the students have not only learned about their local culture but also enjoyed using the Internet to share what they have learned with students in other countries. This way, both the students and the teachers can participate in learning about other countries’ culture and hop unto an international stage to achieve world peace.

  • 10| Thematic teaching—guiding pre-school education

    "The kindergarten children’s daily programs are infused with their life experiences and community culture in order to instill in them the spirit of  “free exploration by students alone or with the teacher’s participation, and learning through multi-pronged approaches.”  This methodology inculcates the students with good health, progressiveness, creativity, and team spirit. Furthermore, by using its resources, the school attempts to bridge kindergarten and elementary school education, in order for the students to learn the basic skills for “acquiring knowledge, communicating, caring and collaborating with other people, analyzing, and creating, as well as studying independently.”

Elementary School, National Hsinchu University of Education

 

 

 

Address: No. 47 Si-Wei Road, Hsinchu City, 300 Taiwan, R.O.C.

Phone Number: (03)-5282420

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