|
1. Description of Our Community
Wanhua, originally called Manka, comes from the Ketagalan word for 'canoe' or 'canoe gathering place.' The Ketagalan people were the first to live here. In 1709, Han Chinese settlers arrived, started farming, and traded goods, like sweet potatoes, with the Ketagalan using canoes. Over time, the area became known as Manka, a key trade port in northern Taiwan and one of the three main cities during the Qing Dynasty.
Under Japanese rule, the name changed to Wanhua, meaning 'eternal prosperity.' In 1990, it became the Wanhua District.
Wanhua has three areas: North, Central, and South, each with its own history. North Wanhua includes Ximending, once Taiwan’s top fashion district. Central Wanhua has Longshan Temple, Bopiliao, Tangbu Cultural Park, and the Lin House. Renji Sanatorium was important for mental health care. South Wanhua features Central and Huanan Markets, Machangding, Youth Park, and the site of Taipei South Airport and executions during the 228 Incident. This area, filled with history and modern culture, is worth our study.
2. Summary of Our Project
Our project explores the history, culture, and self-identity of Wanhua. With its rich past blending tradition and modernity, Wanhua is sometimes seen in a negative light, making young people feel disconnected from their roots. By visiting Longshan Temple, Bopiliao, and Zhongzheng Market, we reexamine the city's value and reflect on our own identity. We also interview elders, foreigners, and locals who have returned to Wanhua to understand different perspectives on self-identity. Through this, we hope to inspire a deeper connection to our hometown, strengthen our sense of belonging, and better understand who we are.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:none
B. Number of workstations with Internet access in the classroom:none
C. Connection speed used in the classroom:dial-up modem
D. Number of years our classroom has been connected to the Internet:1
E. Additional comments concerning your computer and/or Internet access (Optional):
Creating a website is the first time we have encountered a skill that allows us to present the topics we have explored. However, throughout the process of making the website, we really enjoyed every interaction with the site, as well as each search and analysis of information. By organizing the data, we were able to reflect on our learning journey over the past days, giving us a sense of achievement.
4. Problems We Had To Overcome
When creating the webpage, we spent a lot of time searching for tools to build it, as this was our first time making a webpage, and we didn't know where to start. Fortunately, we had a teacher outside who knew how to create webpages, so she taught us how to make one, and everything went smoothly after that.
5. Our Project Sound Bite
We usually do project-based research, but we typically present it using paper or slides. This time, using a webpage to present was a new experience. It's also different from what we usually do in our computer classes. By using another tool, it has expanded our perspective and helped us discover a new world of knowledge.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
In this project, the roles between students and teachers are flexible. For instance, when students need to explore additional resources, the teacher acts as a guide, supporting students during outdoor lessons and offering extra instruction in specialized areas. During text analysis, the teacher becomes a facilitator, providing scaffolding and guiding students' thinking through questioning. Therefore, the roles of students and teachers shift based on the task at hand, with the teacher alternating between a pioneering and guiding role to support student learning.
| 
