Suchen und Finden
Foreword by Ying-Yao Cheng
5
Foreword by Lichia Saner-Yiu
7
Foreword by Hong Tat Ewe
10
Preface by Sehwa Wu
12
Preface by Carol Yeh-Yun Lin
15
Executive Summary
17
Contents
19
Acronym
25
Chapter 1: Introduction
27
1.1 Why Educational Innovation Matters
28
1.2 Current Issues of Global Education
29
1.3 Educational Reform in Various Countries
29
1.3.1 Trend1: Preparing Students for the Future
30
1.3.2 Trend2: School Improvement
30
1.3.3 Trend3: Equity and Equality in Education
30
1.4 Education in Finland
30
1.4.1 Educational Belief
31
1.4.2 Horizontal Competence
31
1.4.3 Peer Coaching
32
1.4.4 Cooperative Learning
32
1.4.5 Alternative Classroom Assessment
32
1.4.6 Multiple Intelligence
33
1.5 Education in the Netherlands
33
1.5.1 1993 Reform: Emphasis on Basic Life Education
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1.5.2 1998 Reform: Emphasis on the Ability to Develop Independent Learning
34
1.5.3 2014 Reform for 2032: Emphasizing Students’ Ability to Pursue Knowledge Independently
34
1.6 Education in the U.S.A.
35
1.6.1 STEM Education
35
1.6.2 A New Educational Law
35
1.7 Education in Taiwan
36
1.7.1 Core Competencies
36
1.8 Non-State Actors
37
1.8.1 Ashoka Organization
37
1.8.1.1 Identify and Support the World’s Leading Social Entrepreneurs
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1.8.1.2 Accelerate the “Everyone a Change Maker” World
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1.8.1.3 Equip Everyone to be a Change Maker
37
1.8.2 AltSchool
38
1.8.2.1 AltSchool Helps Schools Become Learner-Centered
38
1.8.2.2 Reimaging Education Together
38
1.8.2.3 Start with Students Starting Now
38
1.8.3 UNICEF
39
1.8.4 DFC: Design for Change
39
1.8.4.1 Design for Change, Taiwan
39
1.8.5 Khan Academy
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1.8.5.1 A Personalized Learning Resource for All Ages
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1.8.5.2 Free Tools for Parents and Teachers
40
1.8.5.3 Participating in a Global Classroom
40
1.8.6 Google
40
1.8.6.1 Inspiring the Creative Problem Solvers of the Future at I/O Youth
41
1.8.6.2 Igniting Innovation and Learning
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1.9 Challenges of Education in Taiwan
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1.9.1 Low Birth Rate
41
1.9.2 Digitalization
42
1.9.3 Globalization
42
1.9.4 Urbanization
42
1.9.5 Paradigm Shift
43
1.10 Summary
43
1.10.1 Educational Innovation is Gaining Social Attention
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1.10.2 Educational Entrepreneurial Spirit, the First Step of Future Education
44
References
45
Chapter 2: The Evolution of Educational Innovation Policies in Taiwan
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2.1 Experimental Education: From Non-institutional Reform to Support Within the System
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2.2 Educational Innovation: Creativity and Imagination
51
2.3 Action Year of Educational Innovation
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2.4 Educational Innovation from the Peripheral: Flipping Education in Rural Areas
54
2.4.1 Experimental Education and Educational Innovation
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2.4.2 Digital Integration, Virtual and Physical Learning Integration
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2.4.3 Resource Matching and Social Connection
57
2.4.4 Turning the Concept of Being the First One Into the Only One
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2.5 Technology-Integrated Teaching
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2.5.1 Building a Fiber Infrastructure
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2.5.2 MOOCs Online Courses
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2.5.3 Community Building to Expand the Benefits of Innovation
60
2.5.4 Maker
60
2.6 Shaping the Milieu of Educational Innovation
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2.6.1 Dream Hi Future Education Idea Exhibition
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2.7 Conclusion
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2.7.1 Pathfinding Taking on the System
64
2.7.2 Project Planning, Model Case
64
2.7.3 Forming Institutions, Setting Rules of Law
65
2.7.4 Activating Administration, Entering the Action Year of Education Innovation
65
2.8 Appendices
66
2.8.1 Appendix 1: Milestones of Educational Innovations in Taiwan
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2.8.2 Appendix 2: Proportion of Various Types of Experimental Schools from 1992 to 2015
66
2.8.3 Appendix 3: Proportion of Various Experimental Education Groups from 1995 to 2015
67
References
67
Chapter 3: Educational Innovation, Educational Entrepreneurs and Ecosystem
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3.1 Educational Innovation
68
3.2 Factors Influencing Educational Innovation
68
3.3 Educational Entrepreneurs
70
3.3.1 The Difference Between Educational Entrepreneurs and General Entrepreneurs
70
3.4 Ecosystem
72
3.5 Ecosystem of Educational Innovation (ECOEI)
73
3.5.1 Elements in the ECOEI
73
3.5.2 The Operation of ECOEI
75
3.5.2.1 Actor-centered
75
3.5.2.2 Activity-centered
76
References
77
Chapter 4: Educational Innovation for Schools
79
4.1 Tongmen Elementary School – Principal Mei-Chen Hsiao
79
4.1.1 Background of Tongmen Elementary School
80
4.1.2 Key Person – Principal Mei-Chen Hsiao
80
4.1.3 Educational Innovation
82
4.1.4 Building a Tribal Culture Campus
82
4.1.4.1 General Campus
83
4.1.4.2 Awarding Winning Restroom
84
4.1.4.3 A Playground Platform
85
4.1.5 Educational Innovation Practices
86
4.1.5.1 Rationale for Double-Core Programs
87
4.1.5.2 The School-Based Curriculum
88
4.1.5.3 Maker Classroom
88
4.1.5.4 Village School Programs
89
4.1.5.5 Summer Programs
89
Face-Mountain Education & Root-Seeking
89
Summer Music Program
90
4.1.5.6 Environmental Education
91
4.1.5.7 Financial Support
91
4.1.6 Social Impact
92
4.1.6.1 Students
92
4.1.6.2 Teachers/Staff
92
4.1.6.3 Parents
93
4.1.6.4 The School
93
4.1.6.5 Community
94
4.1.7 Eco-System of Educational Innovation (ECOEI)
94
4.1.8 Case Conclusion
96
4.2 Huanan Experimental Elementary School – Principal Chin-Chun Chen
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4.2.1 The Legendary Educator Papa Principal Ching-Chun Chen
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4.2.2 Educational Innovation
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4.2.2.1 For Students
101
Curriculum Innovation
101
Spring: Discover your Village
101
Summer: Free-Style Travel
102
Autumn: Mountain Climbing
102
Winter: Learning through Biking
103
Environmental Education
103
Integrating Courses to Community Needs
104
Coffee Course
104
Huashan Educational Farm
104
Revitalizing the Local Industry
105
Passing down a Traditional Craft
105
Festivals Expressing Gratitude to the Earth
105
4.2.2.2 For the Community
106
Fundraising
106
Clinic at School
106
River Rafting for Tourists
107
4.2.3 Social Impact
108
4.2.3.1 Students
108
4.2.3.2 Teachers
108
4.2.3.3 School
109
4.2.3.4 Parents and Community
109
4.2.3.5 Environment
110
4.2.3.6 Taiwan Government
110
4.2.4 Eco-System of Educational Innovation (ECOEI)
111
4.2.5 Case Conclusion
113
4.3 Ruro Innovation Project – Director Jyi-Shane Liu
116
4.3.1 Background
116
4.3.2 Educational Innovation
117
4.3.2.1 Sample Post of a Rural School
119
4.3.2.2 Stories
119
4.3.3 The Platform Provider– CCIS at NCCU
120
4.3.4 Partnering Volunteers
121
4.3.4.1 Overseas Volunteers
121
4.3.4.2 Young Volunteers
122
4.3.4.3 Associations
122
4.3.4.4 Corporate Foundation
122
4.3.5 Social Impact
123
4.3.5.1 Students
123
4.3.5.2 Regular Teachers
124
4.3.5.3 Schools
124
4.3.5.4 Volunteers
125
4.3.5.5 Parents and Community
125
4.3.5.6 Government
126
4.3.5.7 Corporate Donors
126
4.3.6 Ruro’s Sustainability
126
4.3.7 Eco-System of Educational Innovation (ECOEI)
127
4.3.7.1 Case Conclusion
129
4.4 Taiwan Plurkers Education and Technology (TPET)
132
4.4.1 Background of TPET
133
4.4.2 The Key Person – Principal Hsu-Liang Hung
134
4.4.3 Educational Innovation
135
4.4.3.1 The Rationale for Establishing TPET
136
4.4.3.2 Innovative Sharing
137
4.4.3.3 Innovative Conference
138
4.4.3.4 Applications of Digital Technology
140
4.4.4 Social Impact
141
4.4.4.1 Teachers
141
TPET Management Team
141
Member Teachers
142
4.4.4.2 Students
143
4.4.4.3 Local Nantou County and Local Government
143
4.4.5 Eco-System of Educational Innovation (ECOEI)
144
4.4.6 Case Conclusion
146
4.5 Ci-Xin Waldorf School – Founder Ms. Chun-Shu Chang
149
4.5.1 The Godmother of Waldorf School in Taiwan - Ms. Chun-Shu Chang
150
4.5.2 The Core Values of Waldorf Education
151
4.5.3 Educational Innovation
152
4.5.3.1 Curriculum Design Based on Human Developmental Stages
153
Kindergarten and High School Education as Examples
154
Art as a Way of Education
156
Natural World Experience
156
4.5.3.2 Creating a Family Environment
157
4.5.3.3 Other Activities
157
4.5.4 Building a Privately Managed Public Charter School
158
4.5.5 Social Impact
159
4.5.5.1 Students
159
4.5.5.2 Teachers
159
4.5.5.3 Ci-Xin Waldorf School
160
4.5.5.4 Parents
160
4.5.5.5 Community
161
4.5.5.6 Yi-Lan County Government
161
4.5.6 Eco-System of Educational Innovation (ECOEI)
161
4.5.7 Case Conclusion
164
4.6 Tao-Xi Special Education Center – Founder Freddy Chu
168
4.6.1 Background
168
4.6.2 The Key Person – Big Brother Founder Mr. Freddy Chu
169
4.6.3 Educational Innovation
171
4.6.3.1 Motivation for Setting up Tao-Xi
171
4.6.3.2 Distinctive Views on Kids with Special Needs
171
4.6.3.3 Innovative Teaching Methods
172
Personalized Program with Frequent Companionship
172
Real-Life Learning
172
Teaching Students According to their Aptitude
175
4.6.4 Social Impact
176
4.6.4.1 Students
176
4.6.4.2 Parents
177
Overprotective Parents
177
Over-Controlling Parents
178
Parents Who Easily Change their Mind
178
4.6.4.3 Teachers
178
4.6.4.4 Schools
179
4.6.4.5 Government
180
4.6.5 Eco-System of Educational Innovation (ECOEI)
180
4.6.6 Case Conclusion
184
References
184
Chapter 5: Educational Innovation for Students
186
5.1 Shung-Wen Middle School – Teacher Cheng-Chung Wang
186
5.1.1 School Background
187
5.1.2 Legendary Educator – Teacher Cheng-Chung Wang (Mountain Uncle)
187
5.1.3 Educational Innovation
189
5.1.3.1 Learning Passports
189
5.1.3.2 Collective Achievement
191
5.1.3.3 Initiating Small Changes to Make a Large Difference
191
5.1.3.4 Successful Experience Transfer
192
5.1.3.5 The Path to Success
192
5.1.3.6 Creating the MAPS Learning System
193
5.1.3.7 Shortening the English Learning Gap
194
5.1.3.8 Alumni as Volunteers
194
5.1.3.9 Open Classroom and Material Sharing
195
5.1.3.10 Building Communities of Teachers
195
5.1.4 Social Impact
196
5.1.4.1 Students
196
5.1.4.2 Teachers
197
5.1.4.3 Parents
197
5.1.4.4 Shung-Wen School
198
5.1.4.5 Community
198
5.1.4.6 Nantou County
199
5.1.5 Eco-System of Educational Innovation (ECOEI)
199
5.1.6 Case Conclusion
201
5.2 Tainan University Affiliated Elementary School – Teacher Mei-Yu Wen
204
5.2.1 School Background – National Tainan University Experimental Primary School
205
5.2.2 Key Person – Teacher Mei-Yu Wen
205
5.2.3 Educational Innovation
207
5.2.3.1 Innovative Teaching Methods
207
Teaching Strategy
208
5.2.3.2 Tool Kits
208
5.2.3.3 Reading Worksheet
209
5.2.3.4 Writing Worksheet
209
5.2.3.5 Six-Star Discussion Worksheet
211
5.2.3.6 Other Teaching Innovations
212
5.2.3.7 Classroom Management
213
5.2.4 Sharing Through Community
214
5.2.4.1 Teacher Wen’s Lesson Preparation Party
214
5.2.4.2 Book Publications
215
5.2.5 Social Impact
216
5.2.5.1 Students
216
5.2.5.2 Teachers
217
5.2.5.3 Parents
218
5.2.5.4 Other Societies
218
5.2.6 Eco-System of Educational Innovation (ECOEI)
219
5.2.7 Case Conclusion
222
5.3 Shiquan Elementary School – Math Magician Chin-Yi Hung
223
5.3.1 School Background
223
5.3.2 The Key Person – Math Magician Chin-Yi Hung
224
5.3.3 Educational Innovation
226
5.3.3.1 Rationale for the Educational Innovation
226
5.3.3.2 Star Teaching Method
227
5.3.4 Math Teacher Community
233
5.3.5 Social Impact
233
5.3.5.1 Students
233
5.3.5.2 Teachers
234
5.3.5.3 Parents
235
5.3.6 Eco-System of Educational Innovation (ECOEI)
236
5.3.7 Case Conclusion
239
5.4 Zhong-Shan Girls High School – Teacher Hui-Cheng Chang
240
5.4.1 Taipei Municipal Zhong Shan Girls High School
240
5.4.2 The Key Person – Hui Cheng Chang
241
5.4.3 Educational Innovation
242
5.4.3.1 Learning Pyramid
243
5.4.3.2 Open Classroom
244
5.4.3.3 Students – Main Players in the Classroom
245
5.4.3.4 Developing Students’ Self-Learning Ability
245
5.4.3.5 LTEP or Sharestart
246
5.4.4 Sharestart Community
248
5.4.5 Social Impact
248
5.4.5.1 Students
249
5.4.5.2 Teachers
249
5.4.5.3 Parents
251
5.4.5.4 Schools
251
5.4.5.5 Government
251
5.4.6 Eco-System of Educational Innovation (ECOEI)
252
5.4.7 Case Conclusion
256
5.5 Chung Shan Industrial and Commercial School – Champion Maker Teacher Yang
257
5.5.1 School Background
258
5.5.2 The Key Person – Champion Maker Zhen Ze Yang
258
5.5.3 Educational Innovation
260
5.5.3.1 Educational Philosophy
260
Teaching Principles
260
Principles for Selecting Students
261
Project Selection Principles
261
Generous Sharing
263
5.5.3.2 Maker Spirit
264
5.5.3.3 Real Projects
264
5.5.3.4 Collaboration with Industry
265
5.5.3.5 Competing in the National and International Arena
266
5.5.4 Social Impact
266
5.5.4.1 Students
267
A Major Accomplishment Can Emerge from a Small Idea
267
Real- Life Experience
267
Team Spirit
268
From Making to Marketing
268
Developing a Good Mindset
269
Building Confidence
269
5.5.4.2 Parents
270
5.5.4.3 Teachers
270
5.5.4.4 School
270
5.5.4.5 Partners
271
5.5.5 Eco-System of Educational Innovation (ECOEI)
271
5.5.6 Case Conclusion
275
5.6 Junyi Academy – Founder Shin-Jou Fang & CEO Ray Lu
275
5.6.1 Junyi Academy
276
5.6.2 Two Key Persons – Founder Mr. Shin-Jou Fang and CEO Guanwei (Ray) Lu
276
5.6.3 Educational Innovation
278
5.6.3.1 Khan Academy
279
5.6.3.2 Traditional Education vs Technology-Integrated Education
279
5.6.3.3 Innovations of Junyi Academy
280
Vision and Drive
281
Technological Innovation
281
NPO Supports NPO
281
Prioritizing Taiwan with Partners
282
Knowledge Leverage in Staffing
283
Software Engineering Team
283
Content Creation Team
284
Sales and Marketing Team
284
Operations Team
284
5.6.3.4 Performance of Junyi Academy
284
5.6.4 Social Impact
285
5.6.4.1 Students
285
5.6.4.2 Teachers
285
5.6.4.3 Parents
286
5.6.4.4 Government/School
287
5.6.5 Eco-System of Educational Innovation (ECOEI)
287
5.6.6 Case Conclusion
291
Appendix 1 Examples of Seven Major Components of Star Teaching Method
292
References
293
Chapter 6: Educational Entrepreneurs
295
6.1 Unique Characteristics of Educational Entrepreneurs
295
6.1.1 Belief: Humanism, Practical Creation, Common Good
296
6.1.1.1 Humanism
296
Student-centered
296
Everyone is good at something
297
Respect individual differences
297
6.1.1.2 Practical Creation
298
Peripheral Innovation
298
Resources at Hand
298
Active Implementation
299
6.1.1.3 Common Good
299
Mutual Enjoyment
300
Community
300
Co-creation
300
6.1.2 Examples of Belief
301
6.1.3 Vision: Insight, Introspection, Persistence
304
6.1.3.1 Insight
304
Macro-thinking
304
Opportunity Identification
304
Sense Making
305
6.1.3.2 Introspection
305
Confronting the Problem
305
Reflection
306
Epiphany
306
6.1.3.3 Persistence
306
Beginning With the End in Mind
306
Effective Execution
307
Fearless
307
6.1.4 Examples of Vision
307
6.1.5 Capability: Creativity, Innovation, Entrepreneurship
310
6.1.5.1 Creativity
310
Creative Thinking
311
Constant Renewal
311
6.1.5.2 Innovation
311
Familiar Novelty
311
Universal Usefulness
312
6.1.5.3 Entrepreneurship
312
Financial Independence
312
Legitimacy
312
Business Model
313
6.1.6 Examples of Capability
313
6.2 Conclusions
316
References
330
Chapter 7: Insights and Implications
331
7.1 General Insights
332
7.2 Educational Innovation Ecosystem (ECOEI)
335
7.2.1 Educational Entrepreneur
336
7.2.2 Students
336
7.2.3 Other Teachers
337
7.2.4 Parents
337
7.2.5 Experts
338
7.2.6 Community
338
7.3 Social Educational Innovation Ecosystem (SOECOEI)
338
7.3.1 Administration
339
7.3.2 Legislation
339
7.3.3 Media
340
7.4 Implications for General Entrepreneurs and Private Organizations
340
7.4.1 Humanistic Innovation Is the Soul of Future Innovation
341
7.4.2 Sustainable Innovation Helps Solve Social Problems
341
7.4.3 Resource Constraint Is Not an Excuse for No Innovation
342
7.4.4 Creating Something from Nothing Is Real Innovation
342
7.4.5 Sustainable Innovation Requires a Sound Eco-System
343
7.5 Conclusion
343
References
344
Author Index
345
Subject Index
347
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