約翰九大核心創課理念

本實驗教育主張「世界皆教室」，學習場域不限教室、學習範圍不限書本。室內課程著重在以師生互動，啟發學生主動；戶外課程則著重在行動、活動、運動的活潑教學。

一、領域課程樂活學 (室內互動教學為主)

生根國學：整合了文學、文化、民俗、史地、公民意識、鄉土情懷、生態環保、全球視野、人生哲學、文明進化…等涵蓋文史哲範圍之豐富內容，藉古喻今，把握當下，預見未來。教學者藉故事、童話、童謠、寓言、神話、傳奇、偉人傳記、韻味詩詞、經典小說、武俠小說、心情小品、抒情散文、時事報導，以及熟悉的生活經驗內容等趣味題材與活潑有趣的教學方式引起學習動機，一者增進學子語文表達的能力，二者介紹中文之美，三者充實學子人文涵養與自信人格。
深耕雙語：使用美加小學Reading 和Science的教材，營造英語學習環境和科學知能探討。另外並依據學生學習情形，輔以實用生活會話，及繪本故事、生態、旅遊、文化、藝術、STEAM等有趣的內容，以生動活潑的互動教學方式提高學子語文表達的樂趣與自信力。行有餘力，則兼顧英語以外之其他語文。
數位創客：由有趣的積木、繪圖軟體、2D動畫等題材，循序漸進導入文書軟體、網頁設計、機器人、3D列印的應用知能，啟發靈活應用其學習內容，據以開展創意發想，提升其面對未來AI時代的自信力。
享想數學：以「遊戲數學」為方法，引導發現數學奧妙有趣的邏輯；以「生活數學」為主軸，結合生活應用的知能；以「享想數學」為目標，激發享受問題解決的成就。
生態環保：以日常生活熟悉事務為題材，重視實驗與體驗，並導入永續生態的重要性，結合「萬里行腳」課程，實地參訪生態環境，及進行食農教育。
科普實作：重視生活科學，增加實驗實作，提升孩子們學習的興趣，加強其生活實用技能。

Learning should not be confined within the classroom, nor should it limited the pages between the books. We believe the world is our classroom, and we focus on student-teacher interactions within the classroom to motivate children in becoming self-driven learners. Outside of the classroom we focus on physical and team activities.

1. Academic Learning

1.1 Culture learning encompasses Chinese literature, history, folklore, environmental protection, and philosophy, to name a few. By means of studying the past and present, our children are be able to grasp the present and foresee the future. Our teachers uses stories, fairy tales, nursery rhymes, fables, myths, classic novels and poetry to motivate children to learn. Not only will their language ability be improved, but they will also learn to appreciate the beauty of the Chinese language, and be enriched with the culture.

1.2 Bilingual education takes place in our English reading and science classes, with American and Canadian content. Children will participate in group discussions to demonstrate their understanding, while strengthening their communication skills in English. Classes include field trips, drawings, and interactive STEAM classes to become fun learning experiences.

1.3 Digital learning includes the use of building blocks, illustration software, 2D animation incorporated within publishing, web page design, robotics, and 3D printing to inspire flexible learning and creativity. With these skills students will be able to face the future AI era confidently.

1.4 Gaming mathematics encourages students to enjoy problem-solving skills rather than memorizing equations. Children will enjoy learning about math and gain a sense of achievement via practical applications and gaming.

1.5 Environmental preservation teaches children the importance of sustainability. Children will not only conduct field experiments but also experience through our science trips in the open and at local farms.

1.6 Popular science is conducted within the classroom setting in a controlled environment to allow students to test hypotheses and to justify their scientific understanding.

二、特色課程樂活學 (戶外發展活動為主)

開發移動教室，規劃寓教於樂的戶外教育，達致「讀萬卷書，行萬里路」的學習效果。包括：

童軍探索：藉由具吸引力和進度性的遊戲與活動，以及較輕鬆有趣的方法來訓練各種實用技能，進而強化自己、幫助他人；並藉小隊遊戲、徽章制度、榮譽制度、實用技能、做中學、體驗學習、接觸大自然…等寓教於樂的課程，引導學子建立自信人格與健全體格，並學會團隊合作、患難與共的榮譽心和回饋社會的使命感，最終發展出自信、合群和服務的領導能力。
萬里行腳：規劃城鄉校際交流活動，交換師生、資源共享與互惠，開展學生視野與社交範圍。另外並走訪百工百業，認識真實人生；參訪古蹟、憧憬思古幽情；走訪農場、實踐食農教育；認識文創，啟迪創作靈感；參與社區，把握服務機會。高年級並規劃鐵道之旅、環台行旅漂鳥計畫，學習獨立自主，模擬踏入社會真實人生。此外，基於「親近大師～跟隨大師足跡」之理念，我們也逐步安排學生各種參訪大師之行程，例如藝術與文化學習、科普實作課程、木工學習、民俗技藝課程......等。
藝術文創：自低年級起即引介打擊樂、陶笛與直笛等「親民樂器」，啟蒙學子對音樂的樂趣；接著逐漸導入「琴棋書畫」的閒情雅興，提升學子的藝文氣息；最後藉「合唱團」、「小小樂團」和「音樂劇」的發表舞台，展現學子的藝術創意，體現於日常生活之中，建立其優雅出眾的氣質與自信。
讀解智能：參訪各圖書館、博物館、美術館、演藝廳等文化場館，善用公共資源，以培養學子寧靜有禮、設身處地的公德心與人文氣息。此外也規劃故事推演、議題探討課程，讓學子學會有效蒐集資訊，進行主題探索、批判思考、發表創作等終身學習的能力。
肢體動能：以肢體開發為目標，善用在地資源與場域，發展各種運動項目，包括跳繩及扯鈴等民俗運動，以及唱遊、舞蹈、游泳、直排輪、樂樂棒、桌球、攀岩、足球、羽球、馬術、武術、籃球、田徑、健行、定向越野....等。除鍛鍊學子的強健體魄、開發其運動潛能之外，也培養學子動靜皆宜的自處能力。

2. Exploratory Activities

Learning does not only occur in the classroom setting, it can take place anywhere, including:

Scouts: Through games and activities, children can learn to life-long skills for self-enhancement and to aid others in their time of need. Children will earn advancement, become more confident, and experience success working in groups and surrounded by nature. They will also learn about honor, teamwork, cooperation, and develop a sense of mission towards the society.
Cultural Learning: Children will broaden their views and sharpen their interpersonal skills through various exchange activities where they will meet new teachers, students, and have access to different resources. We will visit different businesses, historic attractions, farms, communities, and artisan workshops ranging from carpentry, performing arts, puppetry to learn about different cultural aspects. In grades 5 and 6 students will travel by train around Taiwan to experience life away from home and to become more independent.
Performing Arts: Beginning in grades 1 and 2, children will learn about percussion, ocarina, and flutes, all of which are easier to master and will arouse children's interest in music. In grades 3 and 4 children will participate in subtle activities such as chess, calligraphy, and painting to learn to calm their minds. In grades 5 and 6 children will participate in group performing activities including choir, symphony, and musical dramas to become confidence and artistic individuals.
Reading Comprehension: Children will visit libraries, museums, galleries, and music halls to not only learn from the difference resources to improve their research and critical thinking skills, but also learn how to behave properly in public.
Physical Activities: Utilizing the abundance of recreational resources available in Hsinchu, children not only experience but will be able to gain ample practice in different sports activities. In addition to common activities such as swimming and soccer, they will also participate in roller-skating, rock-climbing, equestrianism, and martial arts.

三、四季心情主題 (環境與心境教育)

在環境教育與心境教育方面，本實驗教育依循易經「元、亨、利、貞」(春、夏、秋、冬)四元德生生不息的概念，結合情境主題式學習的大架構，整合各學科、社會、生活議題、文化題材，藉音樂、美勞、表演、廣播劇、直播、微影片等活動，讓學子在教學環境、班級經營、午餐靜息及日常生活的時空環境中耳濡目染、潛移默化，營造學子樂活學習的心情。每學年共40週，每10週營造一個涵蓋情境學習與心境濡染的主題，一學年共四個主題，簡稱「歡、歌、彩、收」。說明如下：

1. 第一季心情主題「元～歡呼」：「元」者，始也。善始則易成，表現在自信力。學年開展之初，如大地甦醒之春，最宜播種「善因」，教學環境之主題則以「歡」顯「元」，營造學子「樂學樂活」之心情。

2. 第二季心情主題「亨～歌頌」：「亨」者，通也。互動則易通，表現在群策力。學習進階之程，如萬物成長之夏，最宜匯聚「善緣」，教學環境之主題則以「歌」顯「亨」，歌頌學子「群策群力」之情誼。

3. 第三季心情主題「利～精彩」：「利」者，和也。互利則易和，表現在服務力。收穫滿載之時，如萬物豐實之秋，調和臻於「至善」，教學環境之主題則以「彩」顯「利」，呈現學子「助人為善」之喜樂。

4. 第四季心情主題「貞～豐收」：「貞」者，守也。守成則可久，表現在永續力。收尾守成之期，如大地深藏之冬，最宜貞守「善果」，教學環境之主題則以「收」顯「貞」，呈獻學子「成德達材」之成果。

「元、亨、利、貞」四德，正如「春、夏、秋、冬」四時。天行健，生生不息。我們營造「歡、歌、彩、收」的循環過程串起學習主題，完整呈現「樂、活、行動、力」的核心理念。如下圖：

3. Phenomenon-based Learning

Our curriculum combines sustainable learning and phenomenon based learning. It incorporates different academic fields , social and cultural issues and allows children to learn through music, art, and performances throughout the 40 week school year. Like the 4 seasons, classes will rotate to a different theme in the cycle of learning.

1. Spring (Joy): like planting seeds in Spring, at the beginning of the school year our focus is to set the mood for a happy and confident learning environment, so children can become independent learners.

2. Summer (Enjoy): beginning in the 11th week, as children become familiar with their peers they will learn to cooperate in celebration of their friendship.

3. Autumn (Colorful): beginning in the 21st week, results of their learning are evident like the fruits from autumn harvest. Children will appreciate the joy behind helping others.

4. Winter (Wonderful): in the final 10 weeks children present the results of their learning through the 40 weeks of perseverance.

Through our cyclical curriculum we want our children to grow up in a sustainable learning environment filled with happiness, creativity, inspiration, and energy.

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