Xiaolin Elementary School after Typhoon Morakot - A Case Study

• Main Authors: Wang Chen Shu, 王振書
• Other Authors: 何俊青;黃楸萍
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/68044225542354770546

碩士 === 國立臺東大學 === 教育學系(所) === 101 === This study examines the educational conditions of Xiaolin Elementary School before the devastating typhoon Morakot and its recovery and reconstruction after the disastrous event. Such an examination cultivates a better and comparative understanding of the changes at the school pre- and post-typhoon, the challenges among these changes, and their solutions. Objectives of this study are to learn from the experience, preserve resources, and move forward with hopes. As stated by Stanley Yen in his book, 【Education should not the same】(Commonwealth Publishing Group), “To educate is not to fill a child with water as to fill a pot. To educate is to light up a child’s heart so it can shine like a candle.” A student-centered approach to education will help students develop better future in a more solid way. Suffering from this natural tragedy, Xiaolin had lost much that hardly can be restored. The resettlement and reconstruction are transformational processes that assist the school and its students to recover with resilience, revamp traditions to embrace new ideas, and discover new directions with courage. Field notes, observation logs, parents and staff interviews, and self-reflective journal entries are all used in this study to illustrate how Xiaolin, a small school in remote mountain area, have been affected by and recovered from a major natural disaster. Results are discussed in hope to illuminate for similar cases with various possible response models, and they include: A. Xiaolin responded to crisis as a team a. Team leader were capable in risk management, leading the school in its reconstruction work; b. Xiaolin faced the crisis with resilience; c. Students were resettled in a timely manner without study being interrupted. B. Xiaolin transformed after the disaster a. Faculty and staff at school learned to become stronger, engaging positive attitudes when challenges were presented; b. Faculty, staff and students learned to appreciate. C. Xiaolin received aids from both the government and the public a. Reconstruction committees were formed at the central and local levels, working closely together in assisting the recovery; b. The powerful strength from the general public helped in the happy rebirth of a new Xiaolin. D Xiaolin achieved its ex-situ reconstruction goals a. Children of xiaolin were carefully guided to look for what the roots were- education; b. The school became the cultural and spiritual focal center of the community.