2025國際網界博覽會 項目敘述
第一部分
1、 類別：5. Local Attractions (Natural and Man-Made)
2、 項目名稱： Travelling Nanliao
3、 網址：www.justinli.idv.tw
4、 參考書目頁面網址：www.justinli.idv.tw
5、 完成日期：14th March, 2025
6、 學校名稱：康橋國際學校新竹校區中學部Kang Chiao International School
7、 城市：新竹市東區East District, Hsinchu City
8、 國家：中華民國(臺灣)Taiwan
9、 教師或班級的姓名：王別鐸、何姗樺
10、 有多少學生參與：5人
11、 學生年齡：12-14歲
社區描述(300字以內)： Nanliao, also known as Hsinchu Fishing Harbor, is a charming coastal area located in Hsinchu City, Taiwan. This picturesque harbor is renowned for its vibrant seafood market, where visitors can savor fresh catches of the day. The harbor is also a popular spot for kite flying, especially at the International Kite Park, which hosts an annual kite festival every September. The scenic coastal bike path, stretching 17 kilometers, offers breathtaking views of the ocean and is perfect for a leisurely ride. Nanliao's rich history dates back to 1731 when the Qing Dynasty first established a harbor here to facilitate international trade. Today, it remains a beloved destination for both locals and tourists, offering a blend of natural beauty, recreational activities, and delicious seafood. 南寮，亦稱新竹漁港，是位於台灣新竹市的一個迷人的海岸地區。這個風景如畫的漁港以其充滿活力的海鮮市場而聞名，遊客可以品嚐到當天捕獲的新鮮海產。漁港也是放風箏的熱門地點，特別是在國際風箏場，每年九月都會舉辦風箏節。沿著17公里的海岸自行車道，遊客可以欣賞到壯麗的海景，非常適合悠閒的騎行。南寮的歷史可以追溯到1731年，當時清朝首次在此建立港口，以促進國際貿易。如今，它仍然是當地居民和遊客喜愛的目的地，提供自然美景、休閒活動和美味海鮮的完美結合。
項目描述(300字以內)： This project delves into the rich fishing culture and history of Hsinchu through a variety of activities, including data analysis, video viewing, field visits, DIY experiences, expert interviews, and guided tours. As part of this exploration, students embark on a one-day visit to Nanliao Fishing Harbor in Hsinchu, where they get hands-on experience learning how local traditional industries merge with the area's cultural and industrial heritage. By interviewing local residents, students gain insights into the lives of the community and the significance of fishing to their way of life. In addition to exploring the seafood market and kite-flying activities, the project introduces other tourist attractions and highlights the importance of sustainable fishing practices. Moreover, this project aligns with the United Nations Sustainable Development Goals (SDGs) by promoting responsible consumption and production, life below water, and sustainable communities. The local industries in Hsinchu are continuously innovating, incorporating new elements to revitalize traditional practices. This fusion of tradition and modernity helps sustain the region's cultural and industrial vitality while moving towards sustainable development and cultural preservation. Through these engagements, students not only appreciate the historical aspects of Hsinchu's fishing culture but also understand its contemporary relevance. This project aims to bridge the gap between tradition and modernity, fostering a deeper connection between the students and the local community. 這個專題通過資料閱讀、影片觀賞、實地踏查、DIY、訪問與導覽等活動，深入了解新竹的漁業文化和歷史。作為這項探索的一部分，學生們將進行一日訪查，造訪新竹的南寮漁港，了解當地的傳統產業如何與文化結合。 通過與當地居民的訪談，學生們深入了解社區的生活和漁業對他們生活方式的重要性。除了探索海鮮市場和放風箏活動外，該專題還介紹了其他旅遊景點，並強調可持續漁業實踐的重要。 此外，這個專題通過促進負責任的消費和生產、保護水下生態和建設可持續社區，響應聯合國可持續發展目標（SDGs）。新竹的地方產業不斷創新，加入新元素來振興傳統實踐。這種傳統與現代的融合有助於維持該地區的文化和產業活力，同時邁向可持續發展和文化保存的目標。
電腦使用 (The Use of Computer)： （一）在家可使用互聯網的學生百分比：100% The percentage of the students who are able to use the Internet: 100% （二）教室中可上網的數量：40 The number of computers for use in the classroom at school: 40 （三）教室中的連網速度：1G The Internet speed at school: 1G
第二部分 1、 過程中遇到的障礙及如何克服（300字以內）
A. 決定主題與方向(Determine the theme and direction): In the early stage of brainstorming about the theme, we first collected relevant local information and listed the topics we were interested in first. Before the final decision of the topic, everyone has to use 3 minutes to introduce the key points of the topic and the reasons for conducting research to our teammates. It is very challenging to brief the key points in a short time and seek support from classmates.
B. 資料分類與蒐集(Data classification and collection)： Before our on-the-spot visit to Nanliao, we have collected a lot of relevant information through the Internet. Because the amount of the information is plentiful but complicated, we must first discuss to spot our focus and the direction of the topic that everyone wants to present, and through the mind diagrams and tree diagrams, etc., we classified and sorted out the key points.
C. 訪談準備與模擬(Interview preparation and simulation)： Another challenge for us is how to collect the information we need, ask in-depth questions to the interviewees, and use interview tools correctly within the limited time on the day of the survey. Through discussion, we sorted out the questions that we were curious and interested in, and recorded them as the basis for the interview. Before the survey, we practiced how to collect first-hand complete records through simulated conversation exercises and training in the use of audio-visual tools.
D. 團隊默契與合作(Team synergy and collaboration)： When we first participated in this topic, we all had our own ideas, and we didn't have a great tacit understanding in terms of theme decision, web page structure, and division of labor. Through discussion and communication time after time, we gradually cultivated a good understanding, and finally we were able to present the complicated information into a complete website through a systematic structure.
2、 總結參與網博對學生、學校或社區的意義(150字以內) Through their participation in the Cyberfair, students gain a deeper understanding of their hometown and strengthen their connection to the local fishing industry. By collecting information, conducting field visits to Nanliao Fishing Harbor, and interviewing local residents, students learn how traditional industries integrate with the area's cultural and industrial heritage. They also realize that the promotion and preservation of the fishing industry can be achieved through their own efforts. After completing their research, the school provides a platform for a club exhibition, allowing students who participated in the Cyberfair to showcase their findings. Through the creation of tri-fold brochures, live presentations, and in-class promotions, they help their peers gain a greater appreciation of the local fishing culture. This collective effort between the school, students, and the community fosters a shared commitment to protecting and passing down the artistic heritage of Hsinchu’s industries. 學生在參加網界博覽會的過程中，也更進一步的了解自己的家鄉，增進學生與當地漁業產業的連結。藉由資料蒐集、實地走訪南寮漁港及訪問當地居民，學生們了解當地傳統產業如何與文化和產業遺產結合。他們也認識到推廣和保護漁業產業可以通過自己的力量來實現。除了探索海鮮市場、放風箏活動和其他旅遊景點外，該專題還強調了可持續漁業實踐的重要性，並通過促進負責任的消費和生產、保護水下生態和建設可持續社區，響應聯合國可持續發展目標（SDGs）。新竹的地方產業不斷創新，加入新元素來振興傳統實踐，從而維持該地區的文化和產業活力。在結束研究後，學校提供社團成果展的平台，讓參與網界博覽會的學生展示他們的發現。通過製作三折頁、現場解說和進入班級的宣傳，學生們幫助他們的同儕更加了解當地的漁業文化。學校、學生和社區的集體努力促進了保護和傳承新竹產業藝術遺產的共同承諾。
第三部分 1、 學到什麼新技能、練習哪些小組概念、此項目如何符合學校或班級的要求、您對教育系統有什麼新發現、您在學校社區中扮演的角色、使用互聯網進行教學和學習是否比傳統方式有效~如果有，請解釋How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards? (300字以內)
In this special topic and webpage production, both students and teachers can experience the advantages of digital learning. Through collecting, classifying and integrating data on the Internet, and then deepening the impression through on-site interviews and personal experiences, the students extended learning from the classroom to the outside. On the Google platform, the students engage in classifying data, integrating and completing the research structure, and then present the data systematically on the web. These learning and growth are difficult to achieve in traditional teaching. This time, it made us learn that the vast network resources can surely bring us a broader perspective. Through setting common goals, starting a plan, a lot of brainstorming and interactive discussions in the process, and solving problems together, both students and teachers all benefit in the aspects, including knowledge and operational skills.
2、 使用哪些工具和技術來完成項目In what ways did your students act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.
A. 電話、Email：受訪者的邀約與聯繫、一手資料的蒐集。 Phone and email: Primary resources like Interviews and phone calls.
B. 網際網路：利用網際網路蒐集二手資料。利用網路平台進行組員間資料、心得的分享及資料上傳、下載，完成專題的整理。 Internet: Make use of the Internet to collect secondary resources and cooperation platforms to upload data, download materials and organize them systematically.
C. 筆記型電腦：列出訪談提問，撰寫影片文字稿、設計網頁、整理相關資料。 Laptops: List out the questions for the interview and edit the transcript for videos, webpage design and material organization.
D. 攝影機、相機、手機：拍攝平時研究工作及參觀、訪問、體驗的影像紀錄，並將訪問過程錄影，幫助訪問稿整理。 Cameras and cellphones: They are used to video record the research work, field investigation, and interviews.
E. 電腦軟體：Google雲端軟體、Coggle、Mindmup2.0、Canva等。 Computer Softwares: Cloud Computing Softwares in Google, Coggle, Mindmup 2.0, Canva, and so forth.
3、 學生用何種方式擔任網博大使和發言人In what ways did your students act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person. (300字以內)
A. After the completion of the website, the students went to every classroom to promote it in person, and they orally shared their one-day investigation and interview experience. What’s more, they also used the webpage to systematically introduce the fishing culture of Nanliao, and encouraged schoolmates to make reservations for guided tours online, and support the preservation of the fishing culture in Hsinchu with practical actions by joining the activities.
B. Students made posters and brochures during the on-campus clubs fair, and introduced Nanliao tourist attractions personally to teachers and students who participated.
C. After the website is completed, the students post website links through social media such as Facebook, Instagram, and Google Classroom to increase the visibility of the webpage, so that more people can discover the culture of Nanliao.
第四部分
• What has been or will be the impact of your project on your community? (300字以內) 通過這次的網站製作和實地訪查，讓學生對新竹南寮的歷史文化和當地居民產生認同感，進而將這些經驗和想法分享給周圍的親友，鼓勵更多人走進南寮漁港，參與導覽和一日體驗行程，進一步了解這個古老漁村的魅力。此外，通過網絡的力量，將所有珍視南寮文化的人串聯在一起，相信在未來將產生更大的效益，讓南寮文化與世界接軌，為當地文化保存帶來永續經營與發展的可能。 Through this website project and on-site visits, students have developed a sense of identity with Nanliao’s history, culture, and local residents. They are inspired to share their experiences and ideas with family and friends, encouraging more people to visit Nanliao Fishing Port, participate in guided tours, and engage in one-day experiential activities—deepening their appreciation of this ancient fishing village. Furthermore, leveraging the power of the internet, this initiative connects everyone who cherishes Nanliao’s culture. Looking ahead, this collective effort is expected to generate greater impact, bridging Nanliao's culture with the world and paving the way for sustainable preservation and development.
• How did your project involve other members of your community as helpers and volunteers? (300字以內) 在我們參與導覽和訪談後，無論是南寮漁港的漁民還是當地居民，他們除了肯定我們的專題研究，還提供我們許多歷史資料和故事，使我們對南寮的文化和發展有了更多的認識。他們也提供聯繫方式，承諾我們在研究過程中有任何需要解答的部分，他們將會樂意提供協助。 After participating in guided tours and interviews, we received valuable support from both the fishermen at Nanliao Fishing Port and the local residents. They not only recognized our research project but also provided us with various historical documents and stories, deepening our understanding of Nanliao’s culture and development. Additionally, they shared their contact information and assured us that they would be happy to assist with any questions or challenges we might encounter during our research process.
• Discoveries, Lessons, and Surprises (300字以內)
A. 導覽與訪談 (Guided Tour and Interview): 通過訪談導覽員和當地居民，學生發現南寮漁港不僅是當地的重要經濟來源，還是文化和社會活動的中心。漁港內的歷史建築和當地居民的故事，使學生們認識到這裡蘊藏的豐富文化資源和其歷史演變。 Through interviews with tour guides and local residents, students discovered that Nanliao Fishing Port is not only a significant economic source for the area but also a hub of cultural and social activities. The historical buildings within the port and the stories of the local residents revealed the rich cultural resources and historical evolution present in Nanliao.
B. 田野踏查 (Field Investigation): 在南寮漁港內，學生參觀了當地的漁市場和歷史建築，並與漁民進行了深入交流，了解了捕魚技術的發展和南寮的漁業歷史。之後，學生親自體驗了漁民的日常工作，感受到了這一職業的辛苦和魅力。 At Nanliao Fishing Port, students visited the local fish market and historical buildings, engaging deeply with fishermen to learn about the development of fishing techniques and the history of the fishing industry in Nanliao. Afterwards, students had the opportunity to experience the daily work of fishermen firsthand, gaining an