The predecessor of Penglai Elementary School was the "Hongmaoguan Fantong Education Institute" during the Japanese occupation. t was founded on March 28th, 10 years (1921). It was renamed Penglai National School in Nanzhuang Township, Hsinchu County on January 1st in 36 years (1947). In 1968, it was restructured into Penglai National Primary School in Miaoli County. In 1992 (2003), an attached kindergarten was established. Penglai 100th Anniversary!
Penglai, located in Nanzhuang Township, northeast of Miaoli County, belongs to a remote mountainous area and is a community in Xueba National Park. Surrounded by the Zuo Penglai Creek, the air is fresh, the environment is beautiful, the scenery is beautiful, and the clouds are misty throughout the year. It is a veritable "Penglai Wonderland". The Penglai community covers an area of about 30 square kilometers, which accounts for about one-fifth of the area of Nanzhuang Township in Miaoli County. It is second only to Donghe Village and is the second largest village in the township. Most of it is hilly and mountainous. Penglai Village is located in the southwest corner of Nanzhuang Township, upstream of Penglai Stream (Nanhe Stream), a tributary of Zhonggang Stream, with an area of about 30 square kilometers, 20 neighbors, 415 households, and a population of about 1,117 people.
The school was established in the 10th year of the Republic of China and was called the Hongmaoguan Fantong Education Center. In the 1970s, the mining industry was popular. The number of residents who migrated to the mining industry increased and the number of students was large. There were 5,600 students in the school. With the decline of industries, the migration of the population and the phenomenon of declining birthrates, the population of residents has decreased. At that time, movie theaters, villas, and restaurants have declined. At present, there are only a few grocery stores and snack bars in the village.
At present, the school has 6 classes, with 30 elementary school students and 21 kindergarten students. Nearly 60% of the students are aboriginal students of Saixia nationality, and the rest are of Hakka nationality. The ratio of inter-generational parenting, single-parent families, and high-caring families exceeds 80%. The tribal parents have low socioeconomic status and are busy with work and livelihoods. Educational issues rely heavily on schools. The school hopes to create a quality educational environment, so that students can learn from multiple ways and open multiple intelligences, so that each student can learn abilities and willingness, display their innate learning enthusiasm, open up curiosity about the better world, and needs The skills, knowledge and courage of the students give students the limitations of changing their native families, broaden and deepen their horizons, and even change their own destiny.
The school has been integrated with the tribe over the years, and because of the 12-year syllabus, the localization of the curriculum is inevitable. Therefore, the school actively seeks talents and cooperation opportunities from the tribe, hoping to keep the local wisdom in Penglai. The year 110 is the 100th anniversary of the school. Teachers, students, local people and alumni of the school hope to have better opportunities to connect with each other, and to become the center of community (tribal) activities in the direction of communityization of school services, communityization of resources, and community participation.
The school has been integrated with the tribe over the years, and because of the 12-year syllabus, the localization of the curriculum is inevitable. Therefore, the school actively seeks talents and cooperation opportunities from the tribe, hoping to keep the local wisdom in Penglai. The year 110 is the 100th anniversary of the school. Teachers, students, local people and alumni of the school hope to have better opportunities to connect with each other, and to become the center of community (tribal) activities in the direction of communityization of school services, communityization of resources, and community participation.
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School vision: self-confidence, inheritance, sustainability and innovation.
Penglai Elementary School has always used Saixia’s traditional culture and ecological environment education as the school’s school curriculum, hoping to make good use of the local natural resources and humanistic characteristics, and combine the concept of Nanzhuang’s “slow city” to bring the international slow city awareness through talks , Participation in cultural festivals (Bastard Pass, Heaven Praying Festival, Planting Festival), ecological visit activities, natural art creation (bamboo and rattan weaving, weaving, painting creation), etc. In the past two years, the school has encouraged students to go out of the classroom. Through sports activities, students are allowed to challenge adversity, exercise character, and establish a good team spirit. Therefore, they organize various sports clubs and participate in related competitions outside the school.
. Characteristic environment:
1. Located in the area of Nanzhuang Township which is the "International Slow City".
2. The community promotes environmental sustainability, and there is a well-known fish-protection trail throughout the country.
3. The community is one of the entrances to Miaoli Mother Mountain-Mount Jiali Mountain.
4. There is a single leaf orchid planting area in the community that is sold abroad.
5. Penglai is a mixed settlement of Saixia and Hakka, with distinctive cultural characteristics.
. Featured courses:
1. Handle ethnic education courses to inherit ethnic life and ritual wisdom.
2. Handle Penglai school-booked courses, be friendly to the land, respect culture, and implement courses such as weaving, planting black fungus, shiitake mushrooms, and millet.
3. Promote rural reading education, create a high-quality reading space-Reading World, invite lecturers from all parties to the school to share, and continue to promote with the Taipei Book Fair's rural reading plan.
4. Promote international education programs, use school curriculum time, and reflect with students on issues such as environmental sustainability, international epidemics, and children's rights.
5. Actively promote sports teams. Students can choose wrestling teams, inline skating teams and track and field teams according to their own conditions. In addition to inducing students' learning motivation, they develop regular exercise habits and hope to strengthen their character with the spirit of martial arts.
6. Promote art education, develop the Ocarina course for a long time, aim at one person, one instrument, and cultivate students' hearts; invite painting teachers to the school to guide students in painting for a long time, so that students can paint lives with colors.
It is hoped that students will be cultivated to become a new generation of rich ethnic groups with self-confidence, respect for cultural differences, and a concept of ecological sustainability.
Lai people!
600-1000字為限 Limit: 600-1000 Words