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A Case Study of Building a Literary Campus Presenter: Pan Shu-man ( Taiwan)

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Presentation on theme: "A Case Study of Building a Literary Campus Presenter: Pan Shu-man ( Taiwan)"— Presentation transcript:

1 A Case Study of Building a Literary Campus Presenter: Pan Shu-man ( Taiwan)

2 The Background of Establishment of Class Study Group 1. Development of life-long learning Development of life-long learning 2. Establishment of national educational policies Establishment of national educational policies 3. Implementation of study group promotion plan Implementation of study group promotion plan 4. The aggressiveness administration of National Feng Yuan Senior High School The aggressiveness administration of National Feng Yuan Senior High School

3 1. Development of life-long learning The rapid development of digital technology not only promotes the knowledge economy but also, at the same time, changes the ways of knowledge spread and accumulation. The purpose of education is no longer on the instruction of knowledge. Instead, it now emphasizes on diversified values and implementation of life-long learning.

4 2. Establishment of national educational policies The Minister of Education, Lin Qin-jiang, announced “White Paper of Moving into A Learning Society” and named 1998 the Year of Life-Long Learning of the R.O.C. There are 14 schemes in the White Paper. The fifth one is to promote study group activities in combination with libraries. It would be started with public library system. School libraries come next.

5 3. Implementation of study group promotion plan MOE requested each senior high school to establish concrete plans to hold “class study group” activities in MOE gave some bookcases and books to promote the “class study group” activities.

6 4. The aggressiveness administration of National Feng Yuan Senior High School The goal of my library is to promote life-long learning, and we hope to build a campus of book loving through various kinds of activities.

7 II. The Concrete Measures to Promote " Class Study Groups" 1. Establishment of project organizationEstablishment of project organization 2. Selection of reading materialsSelection of reading materials 3. Training activitiesTraining activities 4. Encourage of discussionsEncourage of discussions 5. Enhancement of relative measuresEnhancement of relative measures 6. Adjustment and correctionAdjustment and correction

8 1. Establishment of project organization establish " Committee of Class Study Group Promotion" in the school establish the " class study group" in each class

9 select proper themes from the library or other learning resources (including books, audio books, films, CD ROMs, newspapers, magazines, electronic media and the Internet, etc.) 2. Selection of reading materials

10 3. Training activities invite teachers and students to participate in leadership study group outside the school hold different activities provide with its collection

11 4. Encouragement of discussions Students are divided into groups to collect, arrange and analyze information respectively. During each study discussion, students discuss and share what they learned, and teachers should be present and give comments. Study discussion was held no less than twice a semester and the recapitulation was completed in time.

12 5. Enhancement of relative measures Each student has a “ Reading Passport.” Each class has a “class bookcase.” Good works were selected for public praise and rewards. In the meantime, the selected works were compiled into a study group collection. The website for class study groups was built on which one can find policies, activities, books, reports, and discussions.

13 6. Adjustment and correction The members of study groups increased. Students, teachers and parents have their individual study groups. The number of books is increasing. Besides books, the reading materials are diversified to audio books, movies, music and plays. The school won Superiority and we were invited to participate in the " Reading Movement in Atmosphere of Book Loving" at Book Fair of High Schools in Taipei.

14 III. Performances of Class Study Group Promotion 1. Formation of reading atmosphereFormation of reading atmosphere 2. Improvement of learning and study abilityImprovement of learning and study ability 3. Internal mental changesInternal mental changes 4. Diversified performancesDiversified performances

15 1. Formation of reading atmosphere From the statistics of borrowing/ returning of books at the library, the borrowing rate is increasing and the usage of AV Room also escalates. It is very common that students bring books to the class or classes buy books to enrich the collection.

16 2.Improvement of learning and study ability In each semester, the Library requests each class to submit no less than 10 reports after reading or on courses. The Library has now kept at least 2,100 articles. Students learned how to find substitutes or solutions to the difficulties in the books, core issues of the conflict, compare characteristics in the books with real people and even rewrite the ending.

17 3. Internal mental changes In the study groups, students fostered their reading habits. They were aware that reading is the foundation of all kinds of learning. Through the group discussions, such free, fair and open exchanges made them feel a sense of belonging, satisfaction, and mutual sharing. This made them enjoy reading, participation, and learning.

18 4. Diversified performances Publication of good works Participation in national competitions Diversified performance presentation

19 IV. Response to Class Study Groups 1. Background of establishment of Parent Study GroupBackground of establishment of Parent Study Group 2. Actual operation of parent study groupActual operation of parent study group 3. Prospects of parent study groupProspects of parent study group

20 1. Background of establishment of Parent Study Group PTA made its request. The Library Committee made a questionnaire. 1.Are you aware that students at the first and second grades are promoting study groups? □ 1. Yes □ 2.No 2. How did you know that the School is promoting class study groups? □ 1. From your children □ 2. From other parents □ 3. From the website of the Library □ 4. Others: please specify 3. What do you think about the class study groups at our School? □ 1. Good □ 2. Disagree 4. Reasons that you agree with our “class study groups”: □ 1. Children can have the habit of reading extracurricular books □ 2. To increase children’s knowledge □ 3. To have opportunities to discuss with classmates 5. Reasons I do not agree with “class study groups:” □ 1. They might influence children’s schedule. □ 2. They might reduce the time of children to do housework. □ 3. Children might read improper books. 6. Have you discussed with your children on what they read? □ 1. Yes. □ 2. No 7. If time permits, would you participate in “Discussion for Parents and Children?” □ 1. Yes. □ 2. No 8. If we establish a “Parent Study Group,” would you like to participate in? □ 1. Yes. □ 2. No. Questionnaire of Class Study Group for Parents

21 2. Actual operation of parent study group The main details are divided into three parts: Booklist, Lectures, Talk of life

22 3. Prospects of parent study group Parents enjoyed the good relationship by sharing their life experiences. They learn and grow together.

23 V. Discovery and Prospects 1. Discovery in interpersonal relationshipsDiscovery in interpersonal relationships 2. Discovery in affair relationshipsDiscovery in affair relationships 3. Feature prospectsFeature prospects

24 1. Discovery in interpersonal relationships teachers student s parents Build a new partnership and make a beneficial cycle. librarians

25 2. Discovery in affair relationships The promotion of study groups increases the possibilities to integrate with education and teaching of various courses.

26 3. Future prospects Establish more community study groups for parents/children, mothers, and brides of foreign nationalities. Provide art news on the website.

27 VI. Conclusion Everyone can enjoy reading.

28 Thank You


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