Inquiry
探究
Begin with a question that is relevant to the class and the place.
以一條與班級及地方相關的問題開始。
The full-day purpose · 全日學習的目的
Understanding to Action
由理解到行動
A full-day format is suitable when a school has a clearer inquiry, cross-curricular or service-learning purpose. Activities are selected around the class question and confirmed operational conditions.
當學校有較清晰的探究、跨學科或服務學習目標時，全日模式較為合適。實際內容會圍繞班級問題及已確認的運作條件選擇。
Connections
連結
Make time to connect observations, local context and curriculum learning.
預留時間連結觀察、地方脈絡與課程學習。
Responsibility
責任
Invite students to consider a thoughtful response rather than a token action.
引導學生思考有意義的回應，而非流於形式的行動。
A planning example · 規劃示例
Build a deeper field inquiry around place and responsibility.
以地方與責任為核心，建立更深入的實地探究。
Question · 問題
How can people learn from a living sea community and act with care?
人如何從活態海上社區學習，並以關懷的方式行動？
Task · 任務
Compare field observations, identify a relationship between community and sea, then develop a class response.
比較實地觀察，找出社區與海洋的關係，再發展班級回應。
Evidence · 學習證據
A group map, evidence-based reflection or teacher-designed action proposal.
一張小組關聯圖、以證據為本的反思，或由老師設計的行動提案。
Subject links · 相關學科
Science · Geography · Citizenship · Service learning
科學 · 地理 · 公民教育 · 服務學習
Plan the field-to-classroom connection.
規劃由實地走進課室的學習連結。
Visit the teacher resources page for preparation, field learning, reflection and practical planning guidance.
Teacher planning support · 教師行前支援
Request the Teacher Pack
索取教師資料包
Tell us your year group, learning question and preferred timing. We will discuss suitable options and confirm practical arrangements in writing before your visit.
請告訴我們年級、學習問題及理想時間；我們會共同討論合適方案，並於活動前以書面確認實際安排。