Page 2 - 實中園地 第三十卷第一期

實中園地 The Newsletter of NEHS 114年第 30卷第 1期

H204 出訪日本茨城水戶第一高校 Visit to Mito First High School in
Ibaraki, Japan
本校 H204 學生在寒假期間前往日本茨城縣，
拜訪水戶第一高校與早稻田大學，進行了一場充 During the winter break, students from class H204 of
滿學術與文化交流的參訪活動。本次活動能夠順 High school dept. visited Mito First High School in Ibaraki
Prefecture, Japan, as well as Waseda University, for an academic
利展開，特別感謝水戶第一高校御 ? 祐司校長的 and cultural exchange program. This visit was made possible
積極協助。在水戶第一高校的交流活動中，日方 with the generous support of Mito First High School Principal
特別安排了一對一的學生夥伴，協助本校學生更 Yuji Miyauchi. At Mito First High School, the Japanese hosts
arranged one-on-one student partners to help our students adapt
快適應環境，並深入體驗日本校園文化。日方學 quickly to the new environment and gain an in-depth experience
生以生動有趣的方式介紹學校的各式社團活動， of Japanese school culture. The local students introduced various
讓本校學生對日本學校的課外活動與學習氛圍有 club activities, giving our students a deeper understanding of
更深刻的了解。此次參訪的重點之一，是本校學 extracurricular activities and the learning atmosphere in Japanese
schools. One of the key highlights of the visit was the English
生進行英文專題展演。他們將在校內完成的專題 research presentations by our students. They shared their research
研究，以英文口頭報告的方式，與水戶第一高校 projects, completed at our school, through oral presentations in
的師生分享。日方對此活動極為重視，特別安排 English to Mito First High School’s teachers and students. The
Japanese school placed great importance on this event, arranging
了八個班級的學生作為聽眾，讓每組學生有機會 eight classes of students as the audience, allowing each group to
進行 2 至 3 次的發表。日方學生也相當珍惜這次 present two to three times. The Japanese students greatly valued
學習機會，專注聆聽、認真筆記，並在報告結束 this learning opportunity, listening attentively and taking detailed
notes, fostering meaningful academic exchanges between both
後踴躍提問，促進雙方學生的學術交流。此外， sides. Additionally, the H204 students visited Waseda University,
H204 學生還參訪了早稻田大學，並獲得與教授及 where they had the opportunity to interact with professors and
研究生交流的機會。教授們對學生的專題研究提 graduate students. The professors provided valuable feedback on
the students’ research projects, offering suggestions from different
供了寶貴的意見，從不同的學術視角提出建議， perspectives. This exchange enriched their learning experience
讓本校學生收穫豐富，對未來的學習方向有了更 and provided them with new insights for their future academic
多啟發。這次日本參訪活動不僅加深了台日學生 pursuits. This visit to Japan not only deepened the cultural and
academic exchange between Taiwanese and Japanese students
間的文化與學術交流，也讓本校學生在國際視野、 but also significantly enhanced their global perspective, academic
學術報告與跨文化溝通能力方面都有了顯著成 presentation skills, and cross-cultural communication abilities.
長，為未來的學習旅程奠定了更堅實的基礎。（詳 (See pages 3-7 for details.)
見第 3-7 頁） The Wandervogel Project, NEHS 6th
graders explore the city.
漂鳥行動．國小部六年級學生探索城
市之旅 The elementary dept. of NEHS has adopted "International
Mobility" as the core theme of its curriculum, aiming to cultivate
students' adaptability, communication skills, and initiative. Sixth-
本校國小部以「國際移動力」為校本課程主 grade students take on the "Wandervogel Project," integrating
軸，培養學生「適應力」、「溝通力」及「行動 classroom knowledge with real-life experiences to develop their
力」。六年級的孩子們挑戰「漂鳥行動」，將課 observational and problem-solving skills while encouraging self-
堂知識與生活實踐結合，訓練觀察與應變能力， directed exploration of Taiwan.
This activity was isprired by late 19th-century Wandervogel
鼓勵學生以自主規劃的方式探索台灣。「漂鳥行 movement in Germany, where young people engaged in hiking,
動」的理念源於 19 世紀末的漂鳥運動，當時的德 adventure, and cultural exploration to foster independence and
國青年透過徒步旅行、冒險與文化探索，學習獨 personal growth. Following this spirit, this year's sixth graders
立與自我成長。今年六年級的學生承襲這種精神， took on the challenge of planning their one-day trip to Taipei.
Students formed groups, utilized public transportation, and
挑戰自我規劃台北一日遊。學生們組成小組，利 arranged visits to famous landmarks such as the National Palace
用大眾運輸工具，安排故宮、台北 101、圓山大 Museum, Taipei 101, the Grand Hotel, Beitou Library, and
飯店、北投圖書館、西門町等知名景點，透過團 Ximending. Through teamwork and self-directed learning, they
experienced both the joys and challenges of travel.
隊協作與自主學習，體驗旅行的樂趣與挑戰。其 Additionally, some classes integrated bilingual learning
中，更有班級結合雙語綜合課程，學生們化身小 into the project. Students acted as mini tour guides, carefully
導遊，在出發前精心準備景點介紹的英文講稿。 preparing English introductions for their chosen sites before
到了現場，他們鼓起勇氣向外國旅客介紹景點特 the trip. On-site, they bravely presented these introductions to
foreign tourists, showcasing their English communication skills.
色，展現英語溝通能力。即使過程中偶有緊張與 Despite occasional nervousness and stumbles, each student made
結巴，每位學生仍勇敢嘗試，努力傳達資訊，充 a courageous effort to convey their message, fully embodying the
分體現漂鳥精神與雙語學習的成果。透過這場旅 spirit of the Wandervogel Project and bilingual learning.
Through this journey, students not only learned how to
程，學生們不僅學會如何自主規劃行程、協調團 independently plan itineraries and coordinate teamwork but also
隊合作，還鍛鍊了解決問題與應變能力。這不僅 strengthened their problem-solving and adaptability skills. More
是一場旅行，更是一場成長的洗禮，為他們未來 than just a trip, this experience was a transformative journey of
的學習與挑戰奠定堅實的基礎。 personal growth, laying a solid foundation for their future learning
and challenges.

2 學校要聞