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The purpose of the SGH program:

In today's world, as society, economy, and the globalization of culture rapidly evolve, there is growing international unity. In addition, due to great advances in science and technology and the complex and rapid change of society, new challenges have arisen that can not be addressed using only previously accumulated knowledge and technology. In order to respond to these issues, new globally competitive specialized skills and knowledge in respect to human resources are required. Due to societal changes in the 21st century, it is an aim to be an active leader in the global community and an important objective to achieve this is the development of human resources.

Our SGH research agenda:

To identify global challenges that Hokkaido industries face and provide solutions through the development of its human capital.

Our SGH outline:

Under the theme of "Hokkaido of the future”, we plan to promote internationalization in cooperation with universities, government and private companies to acquire international cultural awareness, industrial, and environmental skills.

Research overview:
・Agenda
・Surveys (fieldwork)
・Hypotheses and Analyses
・Presentation, Dissemination and Evaluation

To nurture interdisciplinary global leaders who actively work within the international arena.

Research Details

The SGH Program prepares students to be global citizens by having them conduct investigative and evaluative research. The focus will be on understanding current global issues, exploring new challenges, analyzing diversity, taking assertive action and developing the ability to think critically.

(1) Foundation - Investigation, Analysis, Discussion, Imaginative Scope

Understanding different cultures and fostering open-mindedness.
Our school’s teachers as well as guest lecturers, e.g., teachers invited from schools like Hokkaido University, will take part in cooperative fieldwork with participating institutions to conduct a deep study on cross-cultural society.
Valuable experience gained through such domestic and overseas training will additionally enhance one’s sensitivity to be more culturally concerned.

(2) Application - Problem-Solving, Diversity, Implementation

Personal Research
Students will decide on a topic of interest and take on an individual research theme.
Example: “Food”, “Tourism”, “Territory”, “Post-war”
Concerning ourselves with topics that are familiar to Hokkaido, we are able to engage in a cultural discourse, think from a global perspective about the challenges at hand and finally find resolutions to these problems..

Group Research
A central research theme will be decided within the group, analyzed and discussed through exchange of opinions.

International Fieldwork
Collaborative research and discourse with participating institutions.

(3) Development - Reporting, Negotiation, English Communication

Students will formulate their own thesis and depending on their language skill level will choose to report on it in English or Japanese.
The paper should demonstrate a clear argument with well-written and comprehensible sentences.
Participants will take part in various competitions both from within their school and off-campus.
A graduation thesis will be composed as well.

(4) Evaluation - Performance Assessment
All aspects of the research and development process are part of a quality assured and verified evaluation program.

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Taiwan International Exchange

1st Session2015/04/23  / 2nd Session2015/04/30

3rd Session2015/05/07  /  4th Session2015/05/30

Research Theme

  1. Interdisciplinary Skills
  2. Research Perspective
    Students will engage in a critical-thinking and creative writing discourse to develop and address basic conceptual ideas for research topics of interest.

1. Overview

Preparation

1st Session – Discussions about the theme and how to introduce Japanese culture to the visiting school on May 21st (Taipei Municipal Da-An Vocational High School) were talked about and decided on.

Class 1-8             : Hokkaido Sightseeing & Souvenirs

Class 1-9             : The Japanese Entrance Examination System

Class 1-10           : Our School Introduction

Each class will prepare and give a Powerpoint presentation in English for 10 minutes. All classes discussed in great detail what kind of information to present and how to present it. The attitude and work ethic regarding the project from within the group was mostly positive but at the same time unanticipated feelings of inexperience were duly noted by others as well.

2nd Session – Continuing on from the previous session, students came to a decision for an established theme. During the second half, the project status and assigned tasks were announced by each of the class representatives.

 

3rd Session – Preparation and presentation were the main points of focus for students during this session. The following is an outline for each group’s assigned topic.

Hokkaido Sightseeing & SouvenirsClass 1-8)】

Select regions of Hokkaido were introduced individually while highlighting each region’s special tourism points. It was thought that the theme of “snow” would be a good idea to touch upon given that Taiwan doesn’t see any snowfall in its country. Furthermore, although the presentations were ready in English, there was a small delay with the Powerpoint preparation. Regardless, the plan still stood in place.

The Japanese Entrance Examination SystemClass 1-9)】

The presentation for this topic was limited only to that of an introductory explanation. In regards to teacher-student support, students must understand that they are not alone when it comes to facing these challenges and that they should actively seek out support from their teachers.

Our School IntroductionClass 1-10)】

Schools affiliated with the Nihon University name were introduced. Questions regarding the times of establishment for any of those particular schools were also addressed. For the included explanations of education, school events and activities, it was advised to summarize the experience of high school and junior high school life. 

To sum up the entire event, students were asked to finalize and share their own opinions.

2. Results

Following the presentation and cultural exchange, students did brainstorming.

Process

15min – Students will write a plan/solution for a problem on their study card.

15min – Within the group, a problem is presented.

10min – Group Research

10min – Presentation Preparation

Presentation to the audience.

Student opinions were heard. The main ideas and powerpoint were all made by the presenter so of course there was a bit of anxiety felt as to whether or not they communicated well to their audience. Japanese culture was the primary topic of this discussion. Although, there were also good presentations given on the culture of Taiwan. Through these presentations, a greater sense of cultural understanding for both cultures was realized.

During the free exchange time, students were kind to take our guests around the school. Students were able to exchange contact information with each other. Being proactive about exchanging information with each other proved to be somewhat of a challenge. Active exchange was a big point for evaluation that students realized. Aside from the short preparation time, exchange was welcomed, and students were able to grow and learn a lot from this experience. Furthermore, students were seen to have taken a more proactive role in their duties throughout the day. In the future we hope to have more activities like these.

Orientation

Thursday, April 9th, 2015. 5th – 6th period

Today's study theme

  1. Orientation
  2. Research perspective
    1. Understanding of the SGH program
    2. Approach to challenges
      1. Introduction of a real life example in society
      2. Using the example to identify problems, an awareness of diversity.

1.Details of the implementation

About the SGH program

The reasons for implementing the SGH program and the contents of the program were described to the students to help create understanding and awareness of the direction of studies. In addition, it was explained to students that investigation lessons are planned to be assessed. The positive attitude to lessons and evaluations would be taken into account. Students earnestly listened whilst also taking notes.

Investigative training

Ideas were collected from students about instances where real life companies are experiencing challenges. The case studies consisted of:

  • Yamato Transport and its courier documents.

  • The packaging of products of a candy maker.

    The role of a customer service centre was also introduced

Each table (consisting of 3 people) gave a presentation on the case studies.

About the Taiwan school exchange activities

Students were informed that on May 21st students of Taipei Municipal Daan Vocational High School will visit the school.

Students were told to prepare three things:

  • Perform a welcome ceremony,
  • Introduce a part of Japanese culture,
  • Let the exchange students have a Japanese cultural experience.

For the Japanese cultural introduction, each class will give a presentation in English following a certain theme.

2.Result

Student feedback

Some thoughts from our students after today’s orientation

  • It’s difficult to say as we have just started, but I’m really looking forward to the cultural exchanges.
  • As the method of evaluation is different, I want to actively try my best rather than being passive.
  • I think it’s a really good idea! I think I want to be a global person

    I feel motivated!
  • I want to communicate a lot with foreign people.
  • I think, in the future, it will be very necessary for getting a job around the world.
  • I can think about various things so it's an important time that I'm looking forward to
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