我就喜歡這樣的妳

Course: IBDP ( Literature Review of International Mindedness )

Why International Mindedness Matters?

Introduction

        Since President Tsai published the “2030 Bilingual Policy” in 2018, the educational system in Taiwan has undergone significant changes in various ways. Firstly, in higher education, we have implemented “English as a Medium of Instruction.” English is now not only a language but also a tool for learning new things. Secondly, universities have started to train both bilingual and international teachers, offering Taiwanese educators the opportunity to compete internationally. Thirdly, experimental education has been flourishing across Taiwan, giving students the choice to follow the ROC Education System or explore international education systems like the IB. However, compared to foreign students, Taiwanese students still struggle to immerse themselves in other cultures quickly due to a lack of something important: “International Mindedness.” (IM)

        “Why International Mindedness Matters?” According to the International Baccalaureate (IB) mission statement, the programs "encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right" (International Baccalaureate, n.d.). In my point of view, language is like a bridge that brings us closer, but to understand more deeply, you need to immerse yourself in the target culture, be aware of global issues, and demonstrate international competence. In this article, I will elaborate on the definition of International Mindedness and its core components. I will discuss the framework of International Mindedness and present research evidence on its importance and challenges.

 Approaches to teaching - removing barriers to learning - What can we do to make participation more comfortable, more inviting for more of our students?

 offer framework : asking questions 

“What you said about…makes me wonder…”
“You suggested…would that also apply to…”
“Could you elaborate on…”

去圖書館不小心看到兩本關於PASSOVER的繪本，回來之後，就找了一些資料。

1. **逾越節（#PASSOVER / PESACH）**：
    逾越節（Pesach）是猶太教的重要節日之一，紀念古代以色列人從埃及奴隸身份中被解放的歷史事件。根據《聖經》的記載，當時的埃及法老拒絕讓以色列人離開，於是上帝降下了十個災難來懲罰埃及。在最後一個災難中，上帝使埃及的每個家庭的長子死亡，但「逾越」了以色列人的家，因為他們在門框上塗了羔羊的血作為標記。因此，這個節日得名為「逾越節」。逾越節通常持續七天（在以色列以外的地方為八天），期間猶太人不吃或擁有任何發酵食品（chametz），以紀念他們匆忙離開埃及時無法讓麵團發酵。

臺師大原資中心舉辦返鄉活動  前進Fata’an 傾聽部落的聲音

「Nga’ay ho salikaka mapolong」為了推廣全民原教及讓學生更加貼近了解部落需要及真實生活，臺師大原住民族學生資源中心6月17日帶領不同科系共12名學生在花蓮光復鄉舉辦四天三夜Nga’ay ho 返鄉服務活動，原住民族學生專責導師Hana’Ilid、Vilian isingkaunan、及原資中心專任助理Ipay・Boci也共襄盛舉，為部落盡一份心力。

馬太鞍部落為全台灣最大的阿美族部落之一，範圍包含大馬、大平、大同及大華等四個村落。「馬太鞍」源自阿美族語fata'an「樹豆」為阿美族傳統農作物，富含高營養價值。「Fata’an是我成長給予我養分的地方，很開心能為故鄉盡一份心力。這次先跟部落族人聯絡，了解當地需求後，再設計相關行程。」Hana老師表示，臺師大返鄉服務隊已經行之有年，每年選定一個地方，進行短期服務。這次服務對象包含部落當地獨居老人房舍整理、社區水溝疏濬、當地國小課後輔導及才藝增能、文化健康站長者服務等等。