Yung-Cheng School Foundation, Taichung City Daming Senior High School—Ming-Ming is Beautiful

Since the 2021-2021 academic year, our school has implemented the core compulsory course "Ming Arts and Crafts," aiming to cultivate students' character, learning ability, and innovation, shaping them into outstanding Da Ming students with core competencies of "honesty, teamwork, aesthetics, and intelligence." Integrating with the campus environment, the course emphasizes the integration of knowledge and skills with practical application in life. Through multiple interdisciplinary collaborative preparations, four main axes have been designed: "Affirming Self-Worth," "Environment and Me," "Marketing Yourself—My Story," and "Self-Portrait—It Doesn't Matter How It Resembles You." A series of course activities are designed around these core themes, guiding students to deeply understand themselves, connect with social contexts, and stimulate aesthetic experiences and creativity through artistic creation and storytelling, allowing children to develop "portable skills" through thinking and practice. The course incorporates the five core SEL (Social and Emotional Learning) skills: self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making, helping students build a healthy self-identity, enhance emotional intelligence and social adaptability, and move towards multi-faceted development.
■Course Design Concept for the Second Semester of the 2015 Academic Year: 'An Ecological and Artistic Dialogue Starting from Self-Exploration' This course follows the spirit of the school's compulsory "Mingyi Xue" (明艺学) curriculum, with "Environment and Me" as its core category. The instructional design emphasizes "hands-on and exploratory experiences," guiding first-year high school students out of the classroom for nature exploration. The course uses campus plants as a starting point for observation, allowing students to explore the geometric aesthetics of natural order and life through the microscopic forms of leaves, phyllotaxis, and inflorescences. This is not only biological data collection but also a deep dialogue between students and the environment. After understanding the life stories of plants adapting to their environment, students will internalize this inspiration and combine it with the professional expertise of technical high school students to artistically translate ecological information through art and multimedia tools. The emerging technologies introduced in the lesson plan are not merely display tools but play a key role in "information translation" and "digital archiving." The forward-thinking approach is reflected in two major digital dimensions: first, "Spatial Information and Ecological Data Integration (GIS Prototype)," where students use digital mobile devices to accurately locate campus plants and conduct macro photography, transforming disorganized environmental information into structured digital data; second, "Transmedia Storytelling," guiding students to incorporate plant characteristics into digital drawing, multimedia effects, or dynamic interface design (UI/UX), enabling them to acquire practical skills in cross-disciplinary information technology even in their first year of high school. This aligns with Daming High School's educational vision of "Talent Development, Local Identity, and Cross-Domain Innovation," and resonates with the student profile of "Innovation, Learning Ability, and Character." Through campus green space exploration, students develop an awareness of local ecology and community, achieving "Environmental Adaptation and Humanistic Care." Interdisciplinary projects and presentations provide diverse platforms, allowing students to express themselves artistically and cultivate a positive outlook on life through experiences of service and sharing.
■ Overall Course Structure Description (including the planning of interdisciplinary collaborative teaching, presented in concise text and structure diagram)
Interdisciplinary Collaborative Teaching Plan Description: This course adopts an interdisciplinary collaborative teaching model, with a teaching community composed of teachers from the natural sciences, art and engineering, and multimedia disciplines, jointly conducting project-based learning (PBL) that connects across disciplines. The overall teaching adopts a "three-stage progressive" plan, dividing the collaborative framework into: scientific observation (body), aesthetic extraction (application), and technological translation (media).
Phase 1: Scientific Observation (led by natural sciences)
Guide students to accurately identify plant nutrition and reproductive organs using biological perspectives, and establish rational ecological awareness and humanistic concern.
Phase Two: Aesthetic Extraction (Art and Engineering Collaboration)
Students deconstruct the shapes of the collected plants, extract natural geometric lines and colors, and use basic design techniques to create symbolic and totem-like works.
Phase 3: Technology Translation (Multimedia Collaboration)
By importing digital vehicles to integrate macro photography and spatial information (GIS), and using multimedia tools to transform scientific stories and aesthetic symbols into interactive digital products.