阿里山 · 嘉義 · 耶拿計畫Alishan · Chiayi · Jenaplan
安诵 Ansong ｜ YuCROWN C// Fellow Leader
給豐山實驗教育學校的三個樂章。第二段可以用手走。
Ansong · C// Fellow Leader at YuCROWN.
Three movements for Fengshan Experimental Education School. The second one you walk with your hand.
一所山上的小學校 · 一條溪 · 一片茶園 One small mountain school · one stream · one tea slope
我是安诵，在 YuCROWN 擔任 C// Fellow Leader。我不是來賣系統的，是來看看一所山上的小學校，怎麼把課走出教室。 I'm Ansong, C// Fellow Leader at YuCROWN. I didn't come to sell a system. I came to see how a small mountain school walks its lessons out of the classroom.
豐山只有幾十個孩子、一條溪、一片茶園，還有耶拿計畫的節奏——對話、遊戲、工作、慶典。這幾樣東西剛好是我最在意的：學習發生在路上，而不是在表格裡。 Fengshan has a few dozen children, one stream, one tea slope, and the Jenaplan rhythm — conversation, play, work, celebration. Which is exactly what I care about: learning that happens on the path, not inside a form.
我做的事很簡單：讓一個人的學習可以被好好收著，並且隨時、從任何地方打開。 What I build is simple: a place where one person's learning is kept well, and can be opened from anywhere, at any time.
拖曳、滑動、滾動，或用方向鍵，沿著步道走。走到一個站點，那份作業就會顯現；走過的站點之間，會長出一條發亮的細絲——那是不同年級、在同一條步道上做的事，彼此接上了。 Drag, swipe, scroll, or use the arrow keys to walk along. Reach a stop and its work appears; between the stops you have visited, a glowing filament grows — different grades, the same trail, quietly connected.
以下六份作業全部是虛構的示範樣本，沒有照片，沒有真實學生。 All six works below are invented samples. No photographs, no real students.
「葉子背面有一排小點點，我數了十九個。」"The back of the leaf has little dots. I counted nineteen."
「以前採茶三更就起來，露水還在，葉子才軟。天亮以前走到這個彎，就看得見自己家的燈。」"We rose at three to pick. The dew was still on, so the leaves stayed soft. If you reached this bend before dawn, you could see your own house lamp."
濁度比上個月高 0.9——前一晚下過雨。下次改在雨後 48 小時再測一次。Turbidity is 0.9 higher than last month — it rained the night before. Next time we'll re-measure 48 hours after rain.
「各位請看右手邊這棵柳杉，它比這條步道還老。」
（停三秒，讓大家聽溪的聲音）
「我阿公說，以前這裡是採茶人走的路。」
"Look right, at this cedar — it is older than the trail."
(pause three seconds, let them hear the stream)
"My grandfather says this was the tea pickers' road."
阿嬤：你數那些點點做什麼？
小葉：老師說數清楚，才知道它有沒有生病。
阿嬤：（笑）以前我們用聞的。
GRANDMOTHER: What are you counting those dots for?
XIAO YE: Teacher says if we count, we'll know if it's sick.
GRANDMOTHER: (laughs) We used to just smell it.
「我今天沒有說話，可是我把溪的聲音記下來了。」"I didn't speak today, but I wrote down what the stream sounded like."
換季會替步道換一次顏色，也會點亮不同的站點：冬天是森林與溪流，夏天是採收與導覽，秋天是慶典與反思。同一條路，一年被不同年級輪流使用。 Changing season recolours the trail and lights up different stops: winter is forest and stream, summer is harvest and tours, autumn is celebration and reflection. One path, used in turn by every grade across the year.
把剛才那六份作業，想成同一個孩子的六年。每一位學生都可以有自己的 Station：一份活的學習歷程檔案，收著他的學習計畫、作品與痕跡，隨著他一起長大。家人在山下、在城市、在海外，打開一個連結就看得到——今天溪水幾度，那齣戲排到第幾場。 Imagine those six works as six years of one child. Each student could have a Station: a living portfolio holding their learning plan, their work and the traces they leave, growing as they grow. A family down the mountain, in the city, or overseas opens one link and sees it — today's water temperature, which scene the play has reached.
這些之中，哪一項對你們的學生真的有用？Which of these would actually be useful to your students?