School: Chongwen Junior High School
    Pingtung County, Pingtung County, Taiwan

9 students, ages 13, 14, 15 worked together to complete this CyberFair project on February 7, 2026. They have participated in CyberFair in the following year(s): 2012,2013,2014,2015,2016,2017,2018,2019,2020,2021

Classes and Teachers: Chen Yuting, Wu Junying, Lin Yujuan,Wang Bolin,Yang Chen,Pan Ziyan,Pan Youyun,Liu Hengrui,He Kunjia,Lin Siaoyun,Lin Yiru,Chen Yuyan

E-Mail contact:

Our School's Web Site: http://https://www.cwjh.ptc.edu.tw/nss/p/index

1. Description of Our Community

Our Local Community A community is an important living space that includes schools, community activity centers, and churches. It brings residents together, strengthens emotional connections, and provides spiritual support. The community we visited is Fangshan Township, located at the southern tip of Pingtung County. With its unique landscape where mountains meet the sea, Fangshan is also the birthplace of the well-known Fangshan Mango.

2. Summary of Our Project

This CyberFair project-based research allowed us to learn a great deal. During the field visits, we gained valuable experiences beyond what is taught in school courses. For example, we learned about the history of mangoes, visited mango orchards, and participated in activities related to mangoes, such as mango-based ice products and canned goods. These are histories that are gradually fading from everyday life. During the process, local staff and owners carefully explained the history of fruit trees and architectural features to us.In addition, we hope that through this project, visitors can better understand the culture and stories of Pingtung mangoes, and that everyone can gain a deeper understanding of mango history. People from all over the world can also experience the aroma and flavor of Pingtung mangoes.Throughout the visits, we learned how to communicate with others, respect teammates, work cooperatively as a team, and build friendships with classmates. During the webpage production process, we developed language expression skills, information technology skills, and webpage design techniques.We would also like to thank the teachers who worked tirelessly alongside u

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):

Internet Environment:School environment: The school uses a local area network to connect to the Internet. The speed is relatively fast—faster than we originally expected. However, sometimes the computer software we need cannot be used on school computers, so we have to use alternative software instead.Home environment: Some students do not have computers at home, or their computers have relatively low performance. Therefore, most of the work is done at school. We make use of our daily lunch break time to complete our progress.

4. Problems We Had To Overcome

I. Challenges and Difficulties We Encountered:Problem 1: Learning webpage layout design through hands-on instructionThe purpose of hands-on guidance was to help us learn webpage layout design. Because the webpage layout for this project was designed by ourselves, it was much richer and more refined than previous templates, which greatly increased the level of difficulty. As a result, students who were not good at webpage design or had no prior experience found it much more challenging.Solution:We asked senior students from the CyberFair team or teachers for help, and they were always kind and willing to assist us. However, some students still felt pressure and frustration, worrying that they might not keep up with the schedule or become a burden to others. Problem 2: Progress issues

5. Our Project Sound Bite

This CyberFair project allowed us to gain valuable learning experiences beyond the classroom. Through field visits, we learned about the history of mangoes, visited orchards, and participated in mango-related activities, helping preserve fading local traditions. With guidance from local staff, we gained insight into fruit tree history and architecture.

This project helps visitors better understand the culture and stories of Pingtung mangoes while allowing people worldwide to experience their unique flavor. Throughout the process, we developed teamwork, communication, IT, language, and webpage design skills. We are sincerely grateful to the teachers who guided and supported us throughout the project.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

We studied the 'characteristics of mangoes,' interviewed local mango farmers, visited mango farms, and documented the local features we observed and experienced. This part is combined with the 12-year National Basic Education Curriculum Competency Index ['Social' Learning Area]. Compliant indicators: Aa-?-3 Characteristics of Taiwan’s geographic location and their impacts. Ab-?-2 Distribution and features of Taiwan’s major landforms. Ab-?-4 Inquiry-based study: Land use or geomorphic hazards and environmental ethics. Ac-?-1 Weather and climate. Ac-?-2 Characteristics of Taiwan’s climate. Ae-?-1 Characteristics of agricultural management in Taiwan. Ae-?-4 Inquiry-based study: Challenges and adaptations of industrial activities. Bb-?-1 Transformation of industrial activities. Bc-?-1 Natural environment and resources. Bc-?-2 Impacts of global climate change. Bd-?-1 Background of the natural environment. Bd-?-2 Characteristics of industrial and cultural development. Bf-?-1 Natural environment and resources. Cb-?-2 Food distribution and international trade. Cb-?-3 Food culture, food processing, and genetically modified foods. Cb-?-4 Inquiry-based study: Exploring the causes of food safety issues and solution strategies from a geographical perspective In terms of 'editing web content', we first use our language proficiency to enrich the content of the web page, and then we also spend a lot of time discussing, communicating and sharing our ideas with each other, so it is related to the ability of the 12-year National Basic Education Curriculum. Indicators ['Chinese' learning area] are combined.

1) What information tools & technologies did you used to complete your CyberFair project?

Technology equipment 1.Equipment 2.Microsoft Expression Web4 3.Smartphone 4.Contact (parents or store owners), take photos (photos and videos) 5.Internet(GOOGLE) 6.Data transmission, map download, data collection 7.Desktop computer 8.Image or word processing, web page production 9.Use computer software 10.Microsoft Word 2013

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

We used a variety of communication methods, including interviews, letters, telephone calls, and emails, to collect information and conduct our research. Through these approaches, we were able to communicate directly with local residents, experts, and related organizations, gaining first-hand insights and accurate data. These interactions not only enriched the content of our project but also helped us develop communication skills, problem-solving abilities, and confidence in expressing our ideas in real-world situations.

3) What has been the impact of your project on your community?

This project-based research focusing on Fangshan mangoes had a profound impact on the community. Through on-site interviews at local farms, community members were able to truly understand the hard work farmers invest from planting and caring for crops to harvesting, and to deeply feel how climate, pests, diseases, and market prices affect their lives. During the teamwork process, the community learned how to divide tasks, communicate effectively, and respect different opinions, making the research more efficient. This project not only enhanced the community’s abilities in data organization and interviewing, but also encouraged everyone to cherish food more and develop a stronger sense of identification with and concern for local agriculture.

In addition, during the website production process, the community came to deeply realize the importance of information integration and visual presentation, learning how to transform complex research content into clear and engaging webpages so that more people can easily understand the stories and value of Fangshan mangoes.

4) How did your project involve other members of your community as helpers and volunteers?

Local Resident / Farm Owner: Fangshan Mango Farm Guided tour and introduction to Fangshan mangoes Provided interview materials related to Fangshan mangoes Answered students’ questions about Fangshan mangoes

5) Discoveries, Lessons and Surprises (Optional)

What impact did your team’s project-based research plan have on you?This project-based research, focusing on Fangshan mangoes, had a profound impact on me. Through on-site interviews at local farms, I truly understood for the first time the hard work farmers invest from planting and caring for crops to harvesting. I also felt how climate, pests, diseases, and market prices affect their lives. During the teamwork process, I learned how to divide tasks, communicate effectively, and respect different opinions, which made the research more efficient. This project not only improved my skills in data organization and interviewing, but also taught me to cherish food more and develop a sense of identification with and concern for local agriculture.In addition, during the process of website production, we deeply realized the importance of teamwork. Every discussion and meeting felt like a challenge, requiring good communication and clear division of labor among team members in order to successfully complete the entire project.