陳淑惠校長說：「本校的辦學除重視學生的潛能開發外，更重視學科基本能力的啟迪與培養，尤其新創『國際雙語班』吸引更多家長極力爭取，希望孩子能在雙語環境中，提升英語力並拓展國際視野。」

探究式的學習方式 (Inquiry-based Learning)

採用探究式教學的課程：應用英語科 101 班及301班

目前課程規劃：個人簡歷寫作和面試準備

畢業研究報告：合作創業主題Project

探究式學習是目前在加拿大廣泛使用的一種學習方式，主要是通過探索和提問來建立與現實世界的聯繫，引起學習的興趣與動機，並鼓勵學生參與問題解決過程的體驗式學習方法。本校聘請來自加拿大、擁有在公立國中任教八年經驗的Esther老師，即採用此探究式的學習風格進行教學。

首先，課程的設計是讓本校學生能具備實用英語的基礎，其內容符合加拿大對於該年級學生教學要求的標準。依照探究式教學的指標，Esther老師將授課內容與現實生活進行連結，為學生們提供了個人英語簡歷寫作的基礎素材與框架，並在實際寫作與修改的過程中，教授編輯技能(Peer Editing)。此外，學生們也能在課堂中享有與老師一對一的教學，所有的課堂作業會立刻從老師得到語法和內容的建議與修正。

本課程亦教導學生建立批判性思維(Critical Thinking)，Esther老師以本校輔導室所收集的歷年來台灣大學外文系入學面試問題為基礎，重點整理歸納後，撰寫成英語的即興演講與辯論題材，透過問題探索的過程，讓學生逐漸熟悉用英語思索的學習方式，深入了解不同的社會問題，加強對於自我選擇、責任和行動的理解。課程中的許多討論都涉及當下國內外的社會現況與熱門議題，比如探討如何在疫情期間克服被社會孤立的孤獨感等主題，除了加強英語的應用能力，也培養學生在每天的生活中，運用所學的知識與技能，思考與解決問題。

Esther老師也十分重視學生的心理健康，因此以跨領域學習的角度，再次從輔導的專業領域收集資源，將與學生一起研究異性交友的議題。在偶像團體風潮等亞洲流行文化的影響之下，青少年對於異性間感情的理解常流於膚淺，因此希望藉由課堂的討論，讓學生們在人與人的關係上建立起正確的價值觀。以上的課程設計，完全符合探究式學習中，要求教師通過向學生提出具有現實性、高層次性的問題，促使學生進行批判性思維的宗旨。

此外，目前Esther 老師所帶領的畢業生們，正在著手進行一項與創業有關的畢業研究報告。首先，學生們必須找出自己有興趣的職業進行研究，下一步是與其他同學所選的相關職業進行媒合，創立自己的公司。舉例來說，選擇婚禮策劃師為職業的同學，可與選擇網站設計師、化妝師、麵包師傅為職業的同學們，共同策劃創立屬於他們的新創產業。最後，這些新創產業將上台展示公司的服務內容——解釋每個人的工作職責、報告銷售計畫、展示商業廣告等，並從老師與同學們獲得消費者評分，作為在校成績的一部分。

Applied English 101 & 301

Graduation Career Life Management Studies: Resume & CV writing & interview preparation

Graduation Project： Starting My Very Own Company (Current)

What is Inquiry-based Learning? It is a learning process used widely in Canada today that engages students by making real-world connections through exploration and high-level questioning. Inquiry is an approach to learning that encourages students to engage in problem-solving and experiential learning. How does this look like in the classroom? As one of our teachers was Canadian trained and had taught in public schools in Canada for eight years, the Inquiry-based Learning style is apparent in her way of teaching. First of all, Ms. Esther’s courses are exclusively content-based, which means that the courses are created to foster teaching opportunities of learning “relevant and functional English” for Lio-Ho students at a certain grade level; however, the course materials are designed to meet the appropriate requirements of the Canadian program of studies for the given grade level as well.

For instance, Ms. Esther engages her senior high English students in inquiry-based learning by making real world connections—providing them with framework for writing their Resumes and CVs— and in the writing and editing process teaching them peer editing skills as well. In addition, our students are always offered one-on-one help from the teacher in class where their written works are corrected immediately for grammar and content.

Ms. Esther teaches her students critical thinking skills by giving them real-life Taiwan university interviews questions in English, formerly collected and analyzed by the guidance office at Lio-Ho, and through such problem-solving process, she involves her students in exploring the range of issues in depth and to develop a deeper level of understanding of their choices, responsibilities and actions. Many of Ms. Esther’s in-class discussions involve current events and are designed to improve students’ theoretical understanding of health and social issues and their ability to apply knowledge and skills to personal situations, such as how to overcome the loneliness of social isolation in the time of Covid 19. In Ms. Esther’s classroom, student participation is also mandatory, her students voluntarily participate in debates and speeches under their teacher’s careful guidance and direction as they survey today’s social issues both native to Taiwan and abroad.

Moreover, as an avid believer in mental health and students’ well-being, Ms. Esther collects resources from the Guidance Specialist at Lio-Ho and looks into the notion of compatibility in romantic relationships with her students. She feels that due to the Korean Idol and other Asian pop cultural influences, many students have a superficial understanding of dating and relationships, and as a teacher, there is the need to install the proper values into students concerning essential personality attributes as well as what makes a relationship worthwhile. As inquiry-based learning requires the teacher to promote critical thinking in students by posing realistic, high-level questions for the students, Ms. Esther very much enjoys the many thought-provoking discussions she has with the class concerning the many facets of students’ social life today.

Lastly, Ms. Esther graduating students are currently working on their graduating project: It has to do with starting their very own company! Her students first researched into their desired profession such as Wedding Planner or Photographer, Make-up Artist, and Web-Designer, and after students have decided on their dream career path, they join forces to create their own companies. For example, the Wedding Planner will team up with the Website-Designer, the Make-up Artist and the Baker to create their Wedding Plan & Co. The final school project is to present their companies’ services to the consumers— explaining the job responsibilities of each of the working professionals, make sales plans and print out commercial ads for the class to enjoy and finally receive consumer ratings from their teacher and classmates as a final school grade.