學校基本資料
School Information
列印(Print)
請用英文填寫 (Please fill in the form in English)
預防措施(Precautions):
1. *為必填項目(* are required questions.)
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1.學校名稱 The full name of school
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2.學區位置 School location
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請選擇縣市
臺北市
基隆市
新北市
宜蘭縣
新竹縣市
桃園市
苗栗縣
臺中市
彰化縣
南投縣
嘉義縣市
雲林縣
臺南市
高雄市
屏東縣
臺東縣
花蓮縣
澎湖縣
金門縣
連江縣
3.學校層級 School level
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Age: 6~12
Age: 13~15
Age: 16~18
4.學生年級 Student grade level
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1年級 Grade 1
2年級 Grade 2
3年級 Grade 3
4年級 Grade 4
5年級 Grade 5
6年級 Grade 6
7年級 Grade 7
8年級 Grade 8
9年級 Grade 9
10年級 Grade 10
11年級 Grade 11
12年級 Grade 12
其他(Other)
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5.實際參與人數 Number of full-time teachers
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6.實際參與學生人數 Number of students
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7.學生組成 Composition of students
男校(Boys’ School)
女校(Girls’ School)
男女合校(Coeducation)
其他(Other)
8.學校屬性 Affiliation of schools
實驗學校(Alternative School)
寄宿學校(Boarding School)
國際學校(International School)
教會學校(Religious school)
其他學校(Other)
天主教(Catholicism)
基督教(Christianity)
佛教(Buddhism)
回教(Islam)
其他宗教 (Other religion)
無特定宗教信仰(Not Specified)
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9.課程主要使用語言 The main instruction languages
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英語(English)
法語(French)
德語(German)
印尼語(Indonesian)
日語(Japanese)
韓語(Korean)
華語(Mandarin)
西語(Spanish)
泰語(Thai)
越語(Vietnamese)
其他(Other)
可勾選一種以上語言
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10.外語課程 Foreign language programs
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英語(English)
法語(French)
德語(German)
印尼語(Indonesian)
日語(Japanese)
韓語(Korean)
西語(Spanish)
泰語(Thai)
越語(Vietnamese)
其他(Other)
可勾選一種以上語言
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11.海外姊妹校數 Number of overseas sister schools
總計 (Total)
校(school(s)),分別為 (There are):
洲 (Continent)
亞洲(Asia)
美洲(America)
歐洲(Europe)
非洲(Africa)
大洋洲(Oceania)
國家 (Country)
Afghanistan
Albania
Algeria
Andorra
Angola
Anguilla
Antigua and Barbuda
Argentina
Armenia
Ascension
Australia
Austria
Azerbaijan
Bahamas
Bahrain
Bangladesh
Barbados
Belarus
Belgium
Belize
Benin
Bermuda Is.
Bolivia
Botswana
Brazil
Brunei
Bulgaria
Burkina-faso
Burma
Burundi
Cameroon
Canada
Cayman Is.
Central African Republic
Chad
Chile
China
Colombia
Congo
Cook Is.
Costa Rica
Cuba
Cyprus
Czech
Czech Republic
Denmark
Djibouti
Dominica Rep.
Ecuador
Egypt
EI Salvador
Estonia
Ethiopia
Fiji
Finland
France
French Guiana
French Polynesia
Gabon
Gambia
Georgia
Germany
Ghana
Gibraltar
Greece
Grenada
Guam
Guatemala
Guinea
Guyana
Haiti
Honduras
Hongkong
Hungary
Iceland
India
Indonesia
Iran
Iraq
Ireland
Israel
Italy
Ivory Coast
Jamaica
Japan
Jordan
Kampuchea (Cambodia )
Kazakstan
Kenya
Kuwait
Kyrgyzstan
Laos
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Macao
Madagascar
Malawi
Malaysia
Maldives
Mali
Malta
Mariana Is
Martinique
Mauritius
Mexico
Moldova, Republic of
Monaco
Mongolia
Montserrat Is
Morocco
Mozambique
Namibia
Nauru
Nepal
Netheriands Antilles
Netherlands
New Zealand
Nicaragua
Niger
Nigeria
North Korea
Norway
Oman
Pakistan
Palestine
Panama
Papua New Cuinea
Paraguay
Peru
Philippines
Poland
Portugal
Puerto Rico
Qatar
Republic of Ivory Coast
Republic of Korea
Republic of Palau
Reunion
Romania
Russia
Saint Vincent
Samoa Eastern
San Marino
San Marino
Sao Tome and Principe
Saudi Arabia
Senegal
Seychelles
Sierra Leone
Singapore
Slovakia
Slovenia
Solomon Is
Somali
South Africa
Spain
Sri Lanka
St.Lucia
Sudan
Suriname
Swaziland
Sweden
Switzerland
Syria
Tajikstan
Tanzania
Thailand
Togo
Tonga
Trinidad and Tobago
Tunisia
Turkey
Turkmenistan
Tuvalu
Uganda
Ukraine
United Arab Emirates
United Kingdom
United States of America
Uruguay
Uzbekistan
Venezuela
Vietnam
Yemen
Zaire
Zambia
Zimbabwe
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12.學校地址 School Postal Address
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13.學校網址 School website
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14.學校簡史 School's Brief history
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Pinglin Experimental Junior High School (JHS) was founded in 1968 as the only junior high school in Pinglin District, a mountainous region bordering Yilan County. Today Pinglin JHS has 95 students and 23 teachers. The school’s low teacher-to-student ratio allows for a strong sense of community, enabling teachers to foster close relationships with every student. Many Pinglin JHS teachers choose to either move to the school dormitories or to live in remote Pinglin in order to better serve the student population. Pinglin JHS is thus distinguished by its tight-knit school community; an experimental approach to education; and an emphasis on outdoor education that promotes hands-on learning.
Pinglin JHS feeder elementary schools include those within the district, like Pinglin Elementary School, as well as other schools in neighboring areas such as Yunhai Elementary School. Some students commute from nearby Xindian or from Taipei City neighborhoods in order to attend.
Although Pinglin is the third-largest district in New Taipei City by geographic area, the district has a total population of only 3,900 people. In an effort to attract more students, Pinglin JHS adopted an experimental school curriculum in 2021. The decision followed a longstanding decrease in student enrollment, occurring in part due to Feicui Dam construction in neighboring Shiding district. After the dam was constructed in the late 1980s, the New Taipei City government imposed land development restrictions on areas bordering the Feicui Reservoir. Pinglin thus saw restrictions on industrial development that slowed local population growth and caused many of the area’s young people to move away. As the Pinglin JHS student population decreased, faculty determined that the school could attract more students by developing an innovative curriculum and modernized approach to learning.
Pinglin JHS’ experimental model draws from local and global scholarship in experimental education. The methodology is inspired first by the “ethics of care” theory pioneered by American scholar of education Nel Noddings. Noddings advocates a method of teaching that prioritizes student happiness and care for one’s local community. Second, Pinglin JHS integrates Noddings’ “ethics of care” theory with the KIST (KIPP Inspired School in Taiwan) model of education. KIPP Inspired Schools in Taiwan are based on the US-based KIPP (Knowledge IS Power Program), a nonprofit foundation that aims to boost education outcomes in underserved communities throughout the United States. In Taiwan, KIST has piloted KIPP pedagogy in order to serve Taiwanese schools that are located in remote or underdeveloped areas. Pinglin is one of ten schools currently using KIST methodology in its teaching.
Experimental Curriculum in Practice
Students at Pinglin JHS learn to live in accordance with three key points of focus: caring for their community, caring for the natural environment, and caring for themselves. Faculty promotes a KIST “whole-person” teaching method that prioritizes seven key characteristics including enthusiasm, optimism, curiosity, gratitude, self control, grit, and social intelligence. Pinglin staff work to cultivate these traits in students by modeling these traits themselves. Alongside subject-teaching responsibilities, Pinglin teachers take on a wide variety of roles that range from designing curriculum for brand-new “school-developed curriculum” and elective classes to chaperoning the annual eighth-grade overnight hiking trip.
Thanks to the school’s dedicated staff, Pinglin JHS extracurricular offerings are broad and diverse in scope. The eighth-grade hiking trip comprises part of the Pinglin JHS experiential learning program, in which students learn through hands-on experience in the outdoors. Other outdoor education opportunities include a biking class and a wilderness skills training class. Many students choose to participate in a drumming club, in which the team practices both Japanese-inspired and traditional Taiwanese drumming techniques. Pinglin also boasts a competitive boys’ volleyball team which often qualifies for the New Taipei City Championships. In 2022 the team represented New Taipei City at the national junior high school volleyball championships.
Through a student-centered, experimental curriculum, Pinglin JHS faculty ultimately hope to inspire students to care for their community and work to create a better world.
600-1000字為限 Limit: 600-1000 Words
15.學校特色 School features
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Pinglin JHS Experimental Education
Pinglin JHS has developed five classes that operate with a primary focus on employing P3BL strategies. These classes enable students to find their own meaning in learning through self-directed inquiry and research, while offering learning opportunities to children who may have a wide variety of different learning styles. An emphasis on P3BL also serves to reinforce each of the KIST key characteristics.
Course1:Global issues
In “Global Issues” class, students spend a year participating in activities designed to encourage hands-on study of current events. Curriculum includes both recent developments in the news and ongoing phenomena such as “fast fashion,” selected in line with UN Sustainable Development Goals.
In the fall, eighth grade students participated in a 90-minute international relations simulation in which they were assigned “countries” to represent country governments. Students researched their assigned country in order to prepare for negotiations with other countries. The countries involved were provided with certain “resources” based on their countries’ actual economic/ agricultural situations, then advocated on behalf of their selected country in order to achieve their assigned goals. The activity allowed students to operate with the perspective of other governments such as China.
In the spring, students simulated “clothes-manufacturing” to better understand . Each group of six students was assigned a goal such as “lowest prices” or “most unique styles” and was thus asked to design a business model based on their respective goals. Simplified business model templates allowed students to select how much they would pay employees, what types of materials they would use, and how many different styles of clothing they would produce. The activity allowed students to learn for themselves why many large fashion companies may choose to forgo high employee wages or high-quality materials in favor of high profits.
Course2:Pinglin Story Gathering
In their Pinglin “Story-Gathering” class, students engage with the Pinglin local environment through both primary source research and individual art projects. First, students study Pinglin community history and collect stories through interviews with local residents. This activity pushes students to better understand the town through anthropological perspectives from older generations. Second, students dyed cloth with local symbols and themes inspired by conversations with local elders, using traditional Taiwanese cloth dyeing techniques.
Students in the Pinglin Story Gathering class have also pursued sculpture art projects inspired by local anthropological themes. In one project, students built “monster” statues out of clay. These “monsters” represented issues that students saw in the local community: one student created a statue to illustrate flooding that may occur after storms, while another was shaped like a bus to represent the often-overcrowded public buses that transport students and local residents from Xindian district to Pinglin.
600-1000字為限 Limit: 600-1000 Words
16.附檔 Attachment
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學校介紹資料
※請上傳學校介紹資料 Please submit school brochures or flyers
刪除目前檔案 (Delete current file):
學校介紹英文版.pdf
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17.我要交流的方式 International Exchange Method
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A.我想接待。
(I want to host a school from Taiwan.)
B.我想出訪。
(I want to visit a school in Taiwan.)
C.我想國際網路交流。
(Online Activities for International Exchanges.)
D.臺日、臺韓高中生國際教育旅行專案(入境接待)
(Taiwan-Japan/Taiwan-Korea Educational Trip Program for High School Students(Inbound))
E.臺日、臺韓高中生國際教育旅行專案(出境訪問)
(Taiwan-Japan/Taiwan-Korea Educational Trip Program for High School Students(Outbound))
F.臺日、臺韓高中生國際教育旅行專案(國際網路交流)
(Taiwan-Japan/Taiwan-Korea Educational Trip Program for High School Students(Online Activities))
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