Cheng Hsin Middle School, Yunlin County—Analysis, Appreciation, Migration, and Connection of the Yunlin River

The development philosophy of this curriculum can be mainly divided into three aspects: "interdisciplinary social co-creation," "sensory reconstruction of local history and culture," and "competency practice of holistic education."

First of all,Interdisciplinary social co-creationIn this regard, the course breaks down the boundaries of traditional single-subject teaching. This time, teachers from fields such as Chinese language, biology, early childhood education, art, music, and social studies have been brought together to analyze the same issues from multiple perspectives. More importantly, the school adheres to an open educational philosophy and actively implements SDG 17 (Multi-Partnership), introducing local external resources such as the "Yunlin River Cultural Community Alliance" and the "Nanrong Cultural and Historical Studio" for collaborative lesson preparation. This demonstrates that curriculum development is not limited to the school grounds but emphasizes collaboration with community experts, extending the teaching field to the real world.

Secondly, the core of the course will focus onSensory Reconstruction of Local HistoryWith "Analysis, Cherishing, Migration, and Connection of the Yunlin River" as its design theme, the course aims to awaken students' awareness of their surrounding environment. Unlike traditional textbook lectures, this course allows students to not only visually observe the ecology but also immerse themselves in the historical and cultural context of the Yunlin River through field trips and the creation of "sound maps." This echoes the themes of SDG 6 (Clean Water and Sanitation), building aesthetic education on an understanding and appreciation of the environment.

Finally, this curriculum continues the school's tradition.Holistic Education PracticeSpirit. Cheng Hsin Middle School has long valued physical education and artistic cultivation, and has a tradition of fostering social awareness and teamwork among students through activities such as camping and hiking. This interdisciplinary curriculum is an extension of this philosophy, emphasizing a shift from "knowledge understanding" to "action promotion." The expected outcomes specifically mention the hope that students will bring the information they have learned back to their families for promotion. This reflects the ultimate goal of the curriculum development: to expand its influence, truly integrating aesthetic appreciation and environmental literacy into students' lives and families, and strengthening the close and special connection between the school, students, and the local environment.

In summary, the development concept of this curriculum is a cross-domain aesthetic practice led by the school, combined with the power of the local community, and guided by sensory experiences to lead students from understanding their local culture to environmental care.