~看見台灣珊瑚之美~

國際教育珊瑚礁大使計畫美國行心得報告

雙語部生物科 林燕靖老師

前言

本計畫延續2012年獲得美國博物館協會博物館連結獎助的「珊瑚礁大使」計畫。為了讓實中的孩子能有機會將學習觸角能延伸到生態教育與珊瑚保育，在我們努力積極爭取下，終獲得進入珊瑚礁劇院學習的關鍵門票! “劇院”?! 是的，這場學習劇場對我和孩子來說，處處經驗，時時驚艷! 我們既是學習的導演，亦是粉墨登場的演員，當然也是滿載而歸的觀眾!珊瑚礁大使計劃希望能培養未來的青年領袖對於國際發展與跨領域結合有更深入與專業的體認，甚至發展出科學專題研究與展示，增進自己對海洋科學與生態保育的認識與研究，然後透過社群媒體、教育與實習活動等，把所見所學與對海洋保育的體認擴及到其他師生和社區民眾身上。

徵選

去年九月，我們先邀請國立海洋生物博物館企劃研究組 樊同雲主任分享了幾場專題演講，和雙語部AP Biology、AP Environment Science、AP Chemistry和高中部生物專題的學生分享台灣與美國共同合作的「珊瑚礁大使」計劃、珊瑚保育和珊瑚缸建置的專業知識。樊博士很有耐心的聽著孩子們訴說他們對大海的期待與夢想，有夢最美，但總是得導引孩子一步步踏實築夢! 在每次的專題討論課，樊博士透過生動的師生互談中將夢幻的泡影彩繪成一幕幕精彩的學習腳本！從水缸的設計、設備的規劃與採買評估、海水儲存桶的採買安置、海水的載運與輸送，試缸、活石活沙載運與安置，靜待一切就緒，在點亮聚光燈同時，每個孩子興奮的心情隨著珊瑚、海葵和小丑魚的優游水波掀起一波又一波的驚嘆號，它們的一顰一笑總牽動著我們忽上忽下的心跳聲，是緊張、興奮、擔心、雀躍到感動∼最後再從這群同學中徵選並加以培訓，除了須具備珊瑚礁知識，徵選條件也將領導才能列入考量，希望藉由與美國的交流活動能增強同學外語與能力與國際觀。雙語部11B王贊堯和高中部204張?之同學挾著英文優勢與穩健的領導能力，在競爭激烈的徵選中脫穎而出，代表新竹實中成為2014台灣珊瑚礁大使的一員。

培訓

這次國立海洋生物博物館徵選出12名國中與高中珊瑚礁大使，分別來自新竹實驗高中、潮州高中、恆春工商、琉球國中、恆春國中以及車城國中，總計6所學校25名師生，代表的組成更加多元，為促進各校師生間彼此交流與合作，期盼出國能有豐碩成果，海生館在水族實驗中心舉辦行前集訓，一方面訓練師生用英文表達與溝通，並分享各校珊瑚生態缸設立與維護的最新發展，另一方面一起腦力激盪出國交流的簡報、課程設計與才藝表演。培訓期間也接受公視專訪探討光光對珊瑚生態的影響，雙語部學生王贊堯指出應該實施遊客數量管制在觀光和環境之間找到的平衡點。

出國的交流活動

在聖地牙哥我們分別參訪了Balboa Park、San Diego Natural History Museum、San Diego Zoo、Cabrillo National Monument、UCSD Scripps Institution of Oceanography的海洋研究所、校園中令人印象深刻的有Geisel library、Calit2和由學生設計的各種地標Stuart Collection。珊瑚礁大使最重的任務當然就是到聖地牙哥高科技高中與中學的媒體藝術分校進行學術文化交流和到Birch Aquarium進行水族專業實習，雖然任務具挑戰性高，但也應該是最令孩子感到最有成就感和學習意義的活動。最後則是拜訪聖地牙哥台灣中心，並分別住到接待家庭體驗美式生活，體會交棒與傳承，傳承自古以來奮鬥打拼的台灣精神! 這段精彩豐富的學習之旅教會我們三件事，第一英文很重要，尤其當公車司機告訴你”You were on the right bus!” 你一定要保持鎮定! 第二就是成功和你的極限就差一步，堅持下去，就一定可以追上公車找到遺落的外套(當然要注意安全)。第三教育的目的應該是幫助孩子找到他能發揮的角色，而不是強求他去詮釋你幫他寫好的劇本! 更詳盡的參訪請參閱兩位珊瑚礁大使的精彩解闢!

在夏威夷我們則分別參訪位於夏威夷Coconut island的海洋生物研究所、威基基水族館等地，獲得熱情的接待，也對美國珊瑚礁的研究保育與教育推廣有實地深刻體驗。Coconut island位於歐胡島附近被珊瑚所圍繞的小島，為熱帶海洋生物科技和生物多樣性的主要研究重鎮!我們得翻過一座大山來到一個小碼頭，再換搭著搖搖晃晃的小船來到小島!蔚藍的天空，油綠棕梠樹，虎頭鯊魚自在悠遊於蒂芬尼藍的海水中，平時躺在生物課本裡的文字與圖片，剎那間躍出眼前唱跳出一幕又一幕幕活生生的生態歌舞秀，海綿寶寶撕裂嘴對你微笑，沒有蟹堡，只有一樣活蹦亂跳的蟹老闆，小蝸、派大星也不惶多讓賣力演出，而皮老闆的開心上菜，無限量供應著連綿不絕的食物鏈、食物網!在威基基水族館，我們參觀了後場，看著專業的保育員潛入魚缸進行清理工作，也見識到阿嬤級的車渠貝，三十五歲的它體型壯碩，色彩絢麗!台灣珊瑚礁大使此行，成功地促進台美雙方對珊瑚礁的教育保育、海洋觀光與國際教育有較全面與深入的瞭解，也?後續進一步國際交流合作奠定良好基礎。

展望

我們在校內會持續推動校內珊瑚生態缸導覽解說員的培訓、課程融入、網站資料庫的建置、海兔的觸摸活動、潛水訓練課程等，期待大家能一起加入我們保育珊瑚礁的行列。

高中部二年4班 張?之

領導人與責任

這次交流課程的主軸之一便是──學習做為一個領導人。本次活動負責人，海生館樊同雲教授鼓勵我們自動為團體服務，勇於承擔責任，學習做為一位領導人；一行中，問路、找路、統整報告、買票等，大家輪流貢獻自己的力量，為彼此付出，同時也激勵自己，勇敢地站出來，發號施令，重點不在本身是否已經具備領導能力，而是自主學習，利用這次機會，朝正確的方向前進，培養那份實力與熱忱，同詩人何梅斯所云：「人生重要的並非我們站在何處，而是我們正往哪個方向去」。而同行同學們亦相當認真，由任務指派，漸漸轉為自願服務，大夥都進步許多。

而一行中印象最深刻地便是三次到Birch Aquarium的經過。因行程時間安排彈性，有時在某處太盡興，會使得行程延誤；本次交流的重點行程之一便是至Birch Aquarium參訪，為了遵守約定時間，我們由輕快自在的腳步，變作快走，最後一次甚至用跑步的方式。而第三次之所以必須跑步，大部分原因是──我帶錯路了！

和幾個女孩拉著手，總覺得憑印象，一切都在正確的方向，沒想到路癡的劣根性恆存在著，我們竟是沒有目的地亂晃。眼看著約定的時間即將到了，在修正方向之後，硬著頭皮，我便開始跑──太久沒運動的結果，是總有些使不上力，還偷休息了一段，直到Kim老師一同加入，才有激勵的效果，繼續努力，跑到終點，終於盡到補償的責任，沒有壞了整體的形象。

在起喘吁吁中，我體悟到很多。終於，我擁有了「人定勝天」的自身經驗；第二次至Birch Aquarium，將路人估計的一小時時程，縮短為二十分鐘，而第三次，只花了八分鐘便跑到了(當然相對距離有些差異，但總覺得八分鐘這個數字格外具有毅力的意義)。

其實過程中很累，因前頭沒人，原本一同跑的同學也還在後頭，只覺得Aquarium在可及之處，卻又無限遙遠，長長的下坡道，恣意蜿蜒伸展，即便有盡頭，卻無法預知途中有多少的「波折」，上坡下坡，一步步的腳步聲，好孤單，一顆心伴隨著急促的呼吸聲，擊著不規律的節奏。有些戲劇性地，Kim老師出現了，擁有持著共同目標的夥伴，不知為何，便有了能量，心情忽然轉為輕鬆，一會兒便到達了目的地。於是，我明白了──人往往陷於自己營造的恐懼，深陷泥淖，被裹足不前，可是同伴的力量似是冬日的暖陽，驅逐了寒冷，轉換了背景模式，使人們變得堅強、勇敢，開始相信自己，打破那道自己設下的障礙。誠如羅馬詩人味吉爾的信念──「他們能，是因為他們相信他們能」，又或者是拿破崙：「勝利屬於最堅忍者」，我學會了堅強、勇敢，擁有了永不放棄的信念。

責任感，又是另外的感觸。犯錯大多時候，是成功所必經的過程，既然帶錯了路，便應該勇敢地面對結果，並且負起修正的責任，憑著這份使命感，我才有前進的動力，相信這樣的經驗在未來，也是相當受用的。

人的一生之中，或許大多數時候都在犯錯，但重要的是如何應對、改正，避免同樣的錯誤再次打擊自己；而在學習的過程中，我們會有許多的同伴，如何利用同儕的力量，督促自己朝正向的人生邁進，值得省思，同時，也應該好好珍惜上天所安排的每一份緣分，在70.57億人中，我們得以彼此相識、互相喜愛彼此，一切都是可貴的緣分!

過於依賴的團體生活、排外與交流

猶記得同行志長老師所提出的問題──團體感情過度融洽，反而導致與外界的互動情形減少。事情都是一體兩面的，團體感情相處融洽固然重要，可反而會導致個別同學的嘗試接觸機會減少，大夥都自動地團體行動，而依賴某些人，減少自我歷練的機會。

以我來說，或許當我換做一人獨行時，方向感會增強，對於空間的「敏感度」會提高，或是至少可以增加問路的機會；但實際上，大部分時候，我都和女孩們一同行動，在安全方面，當然比較受到保護，但是我也產生了一種依賴的情緒，可以同在台灣般，隨便亂晃，反正總有人記得路，心裡也輕鬆許多，就是少了些磨練自己的機會。

而話雖如此，除了認路方面，我還是努力地多做一些交流，例如──High Tech Middle的交流課程。為期兩天的交流中，為了增加課程的吸引力，我們大部分都是採用介紹遊戲與互動的方式，效果也還不錯，雖然中間有一點小尷尬，但和幾個九年級的小朋友成為了朋友。附帶的照片即是，其中一位小女生甚至主動帶我認識她的朋友，分享她平日的生活，還有自己的理想、興趣等，外國的孩子大部分都比我們活潑，在參觀校園的過程中，還加入了個聲音非常甜美的可愛女孩，同我們拍照，雖然相處的時間不到一個小時(扣除上課)，可是總是感到捨不得。而另一位小男生則是Henry，是個活潑可愛、手有些不靈巧(典型的外國孩子)的九年級學生，因分配在相同的組別而認識。

在與外國人溝通方面，其實只要是跟成年人對話(比較有耐心)，我並沒有很大的問題，甚至覺得挺有趣的，他們的無厘頭與爽朗個性很討喜，具有親切感，也很健談；在互動的過程中，我提升了聽力以及精準用字的能力。

除了在學校的交流之外，我意外地在公車上認識一位朋友，他今年60歲，大半輩子都住在San Diego；因為文化不同的關係，我並沒有很深入地探知他的背景，只是閒聊一些生活上面的瑣事、近況與興趣，同時也分享一些文化習俗方面的不同。我並不是一個很健談的人，但是外國人大方的態度，總讓我有一種莫名的安心感，在短短的車程中，不停地追加新話題，著實有趣。其實語言只是一座橋，串連兩人的心，若願意勇敢跨出，溝通方面的障礙從來不存在!

我相信：人與人之間的緣分註定，其中充滿著命運奇幻的色彩，在異國認識的這些朋友或許終將褪色，隨著生活的沉重而漸漸消失身影，但是這片刻的感動將永遠凝結心頭，幻化作秋葉的浪漫，將情感延伸至葉尖，帶著香氣，永遠封存，在回憶的旋風中，搖擺、舞動中……

團體生活的依賴固然阻隔了一些學習機會，但卻讓身處異鄉的彼此可以擁有家的溫暖；在這次的交流課程中，最重要的莫過於主動出擊，抓緊學習的契機，而或許正是因為我們過於仰賴彼此，才使得嘗試更具意義與挑戰性，更有價值!

Humble Beginnings

Upon landing in San Diego, I was enveloped in the brisk, cool air, which aroused childhood memories of my time in the states. We were in California as Coral Reef Ambassadors, looking forward to experiencing the American way of life while simultaneously enhancing our knowledge in how to protect coral reefs. This amazing project was first introduced at our school during the first few months of the school year, in the form of a spectacular tank for any potentially interested students studying at the International Bilingual School at Hsinchu. The next step, after stabilizing the coral reef tank, was venturing into the United States with students from various schools in Pingtung. All of us were determined and eager to interact with American researchers and students. The trip to the U.S. encompassed a total of ten entire days, where we practiced diligently and prepared arduously for an eventual two-day presentation at High Tech High, a well-known school in California. Every spare minute, whether it was waiting for the bus or resting after lunch, would be used for English conversational practice. This was upon the request of the esteemed Tony Fan, the Director of Research in Kenting’s National Museum of Marine Biology and Aquarium, who also happened to be our group leader. We were asked to give individual five-minute speeches that covered our own expectations and aspirations for our trip. Because I was born and raised in the United States, I had a much stronger foundation in English (with it being my native language), and was chosen by Dr. Fan to assist the other students in their vocalization, intonation, and vocabulary. Dr. Fan also informed us that we were responsible for our own daily needs, such as food and transportation, hoping to shape us into more independent individuals.

High Tech High

The night before the big day of presentations for the students at High Tech High, we could feel the pressure mounting. The schedule for the next day had yet to be confirmed, and we still had some parts of our presentations that were incomplete. Delegated with the job to lead our presentations, I reviewed everyone’s parts, editing and translating repeatedly.The night felt forever and I was drowned in all the tasks that were still incomplete. My mind was racing to piece together the final components and fix every trivial problem I came across. Suddenly, I remembered Dr. Fan’s advice to “be flexible.” He said that flexibility is crucial, especially in the real world. Many volatile and unexpected factors exists that could affect a flawless schedule, and are almost impossible to prepare for unless efforts are made to incorporate flexibility. I came to realize that it was impossible to prepare an impeccable plan, especially if the future was always covered by a hazy veil of uncertainty. Nothing can be preordained. Rather, we could only prepare back-up plans and directly confront any unforeseen problems with improvisation. Keeping his much-appreciated advice in mind, we spent the rest of the night rehearsing with a much lighter heart and organizing the materials as neatly as we could for the next day.

1st Day of Presentations

Just like the previous mornings, we were assigned to search for directions on our own and lead the way to High Tech High. Because we arrived early, a sophomore currently studying there gave us a brief tour around the school campus. Students’ artworks and projects decorated the halls, creating an aura not unlike the entrancing, aesthetically-pleasing atmosphere found in the museums in Balboa Park. Their works covered a massive range from basic human anatomy and movements to theatrical drama, and even to applicable physics in instruments and general music theory.

Soon, we found our way back to the classrooms, all prepared to give our presentations. We were presenting in two different teams: one consisting of only high school students and the other only middle school students. Both teams, however, had the same target audience: seventh graders. Our main goal was to introduce Taiwanese culture and coral reefs over the course of two days to four different classes. We were all anxious and feared that the students would not like our presentations or actively participate. Within minutes, the bell rang and kids came running into the classroom. We could see the shock clearly expressed on their young faces; it must have come as a huge surprise to see a group of unfamiliar teenagers and teachers. It was go time.

Edward and Ezio began with a short dance to lighten up the mood. That itself was an incredible success. I could tell by the glimmer in the kids’ eyes and their huge smiles that they were thrilled. After the icebreaker and a brief self-introduction, we started our presentation with a general geographical view of Taiwan, and then proceeded with Taiwan’s rich cultural traditions, such as glove puppetry, lantern festivals, and unique events of the Chinese New Year. Our main event for the day, however, was teaching the students how to make their own miniature red lantern. The process was hectic, with beads rolling off tables. We overcame all the unexpected difficulties fortunately, and in retrospect, had a fantastic time piecing the little lanterns together. All the previous pressure and anxiety from last night evaporated, leaving us imbued with a sense of newfound confidence for the subsequent classes. The day was definitely a success, but our duty was not quite over yet -- we still had one more day! Upon returning to our hotel, the teachers allowed us to take a short break, mainly so that we could recharge our fatigue-ridden bodies.

That night, instead of just preparing our next presentation, we also had to perfect a short dance. The choreography, however, was not the only difficult part. By midnight, we also had to test our abilities with the Chinese spinning tops, which was the main activity we had planned for tomorrow for the second batch of students. Tiptoeing to the parking lot in hopes that we would not wake anyone up, we experimented with these nostalgic childhood toys. Spinning tops has a special place in my heart, as it was my grandfather who first introduced me to them. To be able to share the joy of spinning tops to the students tomorrow just as my grandfather was able to share with me thrilled me. Before we knew it, we were back at High Tech Media Art School.

2nd Day of Presentations

The following day, I was eager to begin. After a brief introduction of Taiwan and its pristine coral reefs, we led the students outside to the courtyard for the highlight of the day: playing with traditional Taiwanese toys. We focused on the Chinese spinning tops and the bamboo dragonflies, which are also known as bamboo-copters. It definitely struck us with nostalgia, because they were toys that played an important role in our childhood. Within minutes, the sky was filled with animated “dragonflies” and the ground covered with whirling tops.Sounds of the students’ jubilant laughter echoed in the courtyard. To say we had fun would be a gross understatement. Right before class ended, all of the students were told to gather in the main hall for a mini dance-off. As rhythmic beats blasted through the speakers, everyone started dancing and partying, turning the area into complete pandemonium.

Wrapping Up

In the glimpse of an eye, our presentations were all completed. We used the remaining time to exchange contact information and capture what we considered to be the most unforgettable moments with our cameras. Right before we left, we were able to play a quick basketball game, a sport we all shared a genuine passion. High Tech High is truly amazing and very different from any school I have been to. Its emphasis on project-based learning as opposed to stringent test-oriented curriculums is what distinguishes High Tech High’s stellar and innovative approach. This approach aims towards giving students a more wholesome education, while urging them to explore and apply their knowledge wherever they can. Memorization and test taking were not only de-emphasized, but were pushed aside in favor of making an environment for creative learning. In addition, I was incredibly impressed by High Tech High’s engineering class for juniors and seniors. Starting in eleventh grade, students begin learning basic computer programming in C and C+ languages, and how to properly utilize engineering tools. High Tech High also has a remarkable collection of machineries that cannot be found in our school: high-level advanced technology such as precise laser cutters and power saws. My amazement did not end there; all these specialized tools were available for students to use in their own projects. For example, a High Tech High student designed and built a projector stand for his project with the help of some power tools. He had to apply his knowledge on physics to real-world mechanics and combine them with his own engineering skills to produce a complete project. Another project, designed bythe engineering teacher,Mr. (?) Brendan Cavalier, had to do with constructing a functioning bridge and calculating the maximum weight the bridge could support. This interactive and hands-on style of education offered by High Tech High can be safely said as the school’s proudest and most distinctive feature. Furthermore, juniors are required to spend the entire month of January outside of the school to intern and share their experiences through online forums. Thus, students are required to find, apply to, and eventually intern at places (hopefully out of their own interests) to get a sublime taste of the real world and a step closer in discovering their individual passions.

Amy Lin, the mother of two students who have studied at High Tech High and our generous hostess during our last remaining days in San Diego, gave a radically different viewpoint of the school. (?) She explained that because some teaches only focus on certain units of a subject, especially in designing classes, curricula and projects, many other parts get neglected. As a result, students including her son, are unable to establish a firm well-rounded foundation all, and may struggle with the workload and subject level found in many academically rigorous universities. To my surprise, she lauds Taiwan’s stricter educational system. She remains convinced that students in Taiwan are able to benefit from the Taiwanese system, and subsequently develop comparatively stronger foundations in all fields.

I believe the best form of education should be a balanced system where students gain enough hands-on experience, but also receive a solid understanding of the various aspects of a subject. An above average, wholesome understanding of a school subject matter should be held more in favor than the complete mastery of only one aspect on the same school subject matter. Students should not learn through rote memorization, though a certain degree of diligent studying habit should still be pursued. I praise High Tech High’s ingenuity and its approach in maintaining an innovative, project-based educational system. Through High Tech High’s engaging programs, the junior high and high school students can grow to become creative-thinkers, innovational designers, and avant-garde inventors.

Enjoying a quick game of basketball with the High Tech High students

Group photo with the students