Camphor Tree Elementary School, guided by the vision of diversity, adaptability, health, and teamwork, cultivates energetic, life-appreciating, optimistic, and excellence-seeking children of the 21st century who possess holistic development. The school aims to shape an organizational team that fosters learning abilities, creativity, and initiative.
Within the school district, there are two indigenous tribes, Shan Guang New Village and Hua Dong New Village, with a total of 107 indigenous students (approximately 18.64% of the student population). As a result, the school has become a key institution for indigenous education in non-indigenous areas. Therefore, the school's mission for multicultural education is to "provide students with opportunities to observe, appreciate, and understand ancestral cultures and wisdom through the exploration of various ethnic traditions and diverse activities, fostering a spirit of inclusivity and respect, and ultimately achieving cultural prosperity."
In the 90th academic year, the school established an "Indigenous Cultural Classroom" to introduce the current status of different ethnic groups in Taiwan, showcase indigenous traditional clothing and representative artifacts, and promote cultural understanding among the entire school community. Traditional indigenous weaving techniques were taught through hands-on activities, allowing students to learn and inherit indigenous craftsmanship. The school also implemented a "Leather Carving" curriculum for third and fourth-grade students to deepen their understanding of indigenous culture through creative projects. Furthermore, the school trained young guides for the Indigenous Cultural Classroom, fostering awareness of cultural identity and the mission of cultural heritage among indigenous students.
In addition to indigenous cultural education, starting from the 98th academic year, the school has applied for the Hakka Living School Program annually, organizing students' experiences of Hakka culture. Activities include Hakka tea pounding for first graders, Hakka red sticky rice cake making for second graders, Hakka mugwort sticky rice cake making for third graders, ancient tank model construction for fourth graders, kinetic butterfly making for fifth graders, and experiential tea mat weaving for sixth graders. Throughout the six years at the school, students gain a deeper understanding of Hakka culture through various experiential courses. The school also offers Hakka language classes, Hakka recitation classes, and Hakka speech classes. Students are encouraged to participate in Hakka language certification exams and Hakka oral art competitions. Through long-term training and cultivation, the school achieved outstanding results in the Hakka Oral Art North District preliminary competition in the 107th academic year, earning the honor to compete at the national level and boosting the morale of both teachers and students.
In line with the implementation of the 12-year national basic education, the curriculum framework is divided into two categories: "Ministry-Set Curriculum" and "School-Set Curriculum," with the latter being arranged by the school. The school's self-developed curriculum includes "Multicultural Learning," incorporating the Indigenous Cultural Classroom guided tour program, leather carving classes, and Hakka cultural experiential courses. These initiatives shape the school's educational vision and enhance students' adaptability and development.
Multicultural education is not merely a concept or slogan; it must be implemented in daily life. Through curriculum activities and daily guidance, students gain an understanding of their history, traditions, and way of life, and through this deeper understanding of their own culture, they learn to appreciate and value it. Furthermore, they can innovate, critically analyze, and pass on their culture to future generations.
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