NARRATIVE-Elements

Please explain how your team's special research project fits the goals and objectives of the Taiwan School Cyber ​​Expo. How does your special research plan for this "Taiwan School Network Expo" activity integrate with the 12-year National Basic Education and school-based curriculum?

We studied the "characteristics of mangoes," interviewed local mango farmers, visited mango farms, and documented the local features we observed and experienced.

This part is combined with the 12-year National Basic Education Curriculum Competency Index ["Social" Learning Area]. Compliant indicators:

Aa-Ⅳ-3 Characteristics of Taiwan’s geographic location and their impacts.
Ab-Ⅳ-2 Distribution and features of Taiwan’s major landforms.
Ab-Ⅳ-4 Inquiry-based study: Land use or geomorphic hazards and environmental ethics.
Ac-Ⅳ-1 Weather and climate.
Ac-Ⅳ-2 Characteristics of Taiwan’s climate.
Ae-Ⅳ-1 Characteristics of agricultural management in Taiwan.
Ae-Ⅳ-4 Inquiry-based study: Challenges and adaptations of industrial activities.
Bb-Ⅳ-1 Transformation of industrial activities.
Bc-Ⅳ-1 Natural environment and resources.
Bc-Ⅳ-2 Impacts of global climate change.
Bd-Ⅳ-1 Background of the natural environment.
Bd-Ⅳ-2 Characteristics of industrial and cultural development.
Bf-Ⅳ-1 Natural environment and resources.
Cb-Ⅳ-2 Food distribution and international trade.
Cb-Ⅳ-3 Food culture, food processing, and genetically modified foods.
Cb-Ⅳ-4 Inquiry-based study: Exploring the causes of food safety issues and solution strategies from a geographical perspective

In terms of "editing web content", we first use our language proficiency to enrich the content of the web page, and then we also spend a lot of time discussing, communicating and sharing our ideas with each other, so it is related to the ability of the 12-year National Basic Education Curriculum. Indicators ["Chinese" learning area] are combined.

Compliant indicators:

6-Ⅱ-2 Cultivating basic writing abilities such as sensibility and imagination.
6-Ⅲ-2 Cultivating basic writing abilities such as thinking skills and associative thinking.
6-Ⅴ-1 Deepening writing ability to compose various types of texts according to the needs of daily life.
Ca-I-1 Cultural connotations related to daily life in various types of texts.
Ca-Ⅱ-1 Cultural connotations in various types of texts, including food, clothing, transportation, famous sites and historic landmarks, and leisure activities.
6-Ⅳ-6 Using information technology to edit works, express personal viewpoints, and share the joy of writing.
2-Ⅲ-6 Integrating technology and information to enhance the effectiveness of expression.
6-Ⅳ-6 Using information technology to edit works, express personal viewpoints, and share the joy of writing.
Bc-Ⅳ-1 Logical, objective, and rational explanations, such as explanations of scientific knowledge, products, environments, and systems.
Bc-V-2 Support through objective data.
Bd-V-1 Core claims and arguments.
Bd-V-2 Structure of arguments and supporting evidence.
Bc-Ⅴ-3 Supporting explanations using data, charts, images, toolbars, and other aids.
5-Ⅳ-6 Using libraries (media centers) and technological tools to collect information, organize materials, and broaden reading horizons.
5-Ⅲ-12 Using libraries (media centers), technology, and the internet to collect, interpret, and evaluate information, enhancing the reading and application abilities of diverse texts.

Overall, visits, text editing and web page production are combined with the ["Comprehensive Activities" learning area]. We realize the power of teamwork and everyone is an indispensable role. Compliant indicators:

2b-II-1 Experiencing the significance of teamwork and showing care for team members.
2b-II-2 Participating in group activities, observing discipline, valuing a sense of honor, and demonstrating a responsible attitude.
Bb-II-1 The meaning and importance of teamwork.
Bb-II-2 Actions that show care for team members.
Bb-II-3 Attitudes toward participation in group activities.
3d-II-1 Recognizing environmental issues in daily life, exploring, and carrying out environmentally friendly actions.
Cd-II-1 Awareness of environmental issues in daily life.
Cd-II-2 Environmentally friendly actions and sharing.
Cd-III-1 Ecological resources and their relationship with the environment.
Cd-III-2 Human impacts on the environment and ecological resources.
Cd-III-3 Implementation of actions for ecological resources and environmental protection.
Cd-III-4 Demonstrating appreciation for ecological resources and a commitment to environmental protection.

Please explain what information technology your team uses to complete your thematic research project? The tools and information sources we use to create our web pages include:

Technology equipment

1.Equipment

2.Microsoft Expression Web4

3.Smartphone

4.Contact (parents or store owners), take photos (photos and videos)

5.Internet(GOOGLE)

6.Data transmission, map download, data collection

7.Desktop computer

8.Image or word processing, web page production

9.Use computer software

10.Microsoft Word 2013

What impact did your team’s project-based research plan have on you?
This project-based research, focusing on Fangshan mangoes, had a profound impact on me. Through on-site interviews at local farms, I truly understood for the first time the hard work farmers invest from planting and caring for crops to harvesting. I also felt how climate, pests, diseases, and market prices affect their lives. During the teamwork process, I learned how to divide tasks, communicate effectively, and respect different opinions, which made the research more efficient. This project not only improved my skills in data organization and interviewing, but also taught me to cherish food more and develop a sense of identification with and concern for local agriculture.
In addition, during the process of website production, we deeply realized the importance of teamwork. Every discussion and meeting felt like a challenge, requiring good communication and clear division of labor among team members in order to successfully complete the entire project.

How did your project-based research change the place as you know it?
My project focused on Fangshan mangoes and brought a positive impact to Fangshan. Through on-site interviews and documentation of farm stories, more people can understand that Fangshan is not just a mango-producing area, but a place that integrates natural environments, agricultural technology, and local culture. The project outcomes help enhance public awareness of the quality of Fangshan mangoes and the hard work of farmers, increasing attention to and support for local agriculture. At the same time, it allows local residents to feel that their industry is valued, strengthening their sense of local identity. Although the scale of impact is not large, such documentation and sharing help promote the unique characteristics of Fangshan and preserve valuable learning experiences and memories for the community.

Respect for Intellectual Property Rights and Source Citation

Based on the principle of respecting others’ intellectual property rights, whenever we used photos or articles created by others that were not taken or written by ourselves, we clearly indicated the sources to protect the rights of the original authors. All cited texts and images are listed in detail in the “Acknowledgements and Feedback” and “References” sections.

Discovery, Learning, and Surprise]
During the website production process, we often encountered setbacks and failures. However, as time went on, these difficulties gradually turned into valuable experiences, which became our most precious assets. Volunteers helped collect a large amount of information and photos, allowing us to gain an in-depth understanding of local industries in Fangshan and successfully complete all interview tasks. Thanks to these rich documents and images, the website production progressed more smoothly and the content became more substantial. We sincerely appreciate their contributions.

Skills Learned
In this project-based research on Fangshan mangoes, I learned many practical skills. First, in data collection and organization, I learned how to extract key points from written materials, online information, and on-site interviews, and integrate scattered information into systematic content. Second, I developed interviewing skills, including preparing questions in advance, listening attentively during interviews, and asking follow-up questions so interviewees could clearly express their thoughts. Third, I enhanced my teamwork skills by dividing tasks, discussing, and coordinating with others, which improved overall research efficiency and taught me to respect different opinions. In addition, I cultivated time management and problem-solving abilities, completing tasks within limited time and adjusting to unexpected situations. Finally, through presenting the results, I improved my communication and presentation skills, becoming more confident in sharing research outcomes. These skills are not only helpful for my studies, but will also have a long-term impact on my future learning and life.

Cooperation Philosophy and Methods
The website production team taught us many methods of cooperative work, such as planning itineraries before visits, assigning tasks during visits, and writing articles after visits. We assigned tasks according to each person’s strengths. This approach not only improved efficiency but also greatly reduced the likelihood of errors. Since we also needed to balance schoolwork, the time we could devote to website production was quite limited. Therefore, we made good use of winter and summer vacations, lunch breaks, and after-school time to complete the tasks together. Although the process was very demanding, it also strengthened our friendships.