Part A: Execute teaching innovation and improve teaching quality
Highlight:
Innovating Teaching Practices and Improving Teaching Quality
We built a special enrollment mechanism for NCUE students, connected short, medium and long term of learning worth, and formed a learning achievement team. We held group meeting regularly, through school affairs research, and enhanced efficient learning among students.
We effectively analyzed the effectiveness of students' learning, used big data to conduct “Analysis of Graduate Workplace Competitiveness” of various departments. The department used this analysis report to know the flow of graduates, to adjust the curriculum structure and faculty recruitment of the department, to achieve the effect of unity of learning and application. The school has mastered the characteristics of student from the beginning of their enrollment. Early help students understand the degree of conformity between their professional functions and professional interests and the department they are studying. We assisted students in planning lesson strategies and career development.
Strengthen students' professional and technical ability
We promoted thematic practical subsidy of "Good Teacher Enlightenment, Salary Passing Practice". In the way of mentoring, teachers lead students to make special topics. The subsidy category is extended in addition to the original industry-based problem-solving and academic problem-solving industry-academia cooperation types, in addition, cross-domain integration and competition categories are added. Students were able to apply for subsidies based on the nature of the topic. Implement the operation process by topic, allow students to learn different ways of cooperation according to the type of subsidy. For example, industry-university cooperation can allow students to talk to industry, get close to the industry and use this to understand industry trends and development context. The cross-domain integration class cooperates with students from different departments, stimulate different creative ideas, and combine their own expertise to complete thematic production. Participating students in the competition class aim to win prizes for thematic implementations, in addition to realizing ideas. It also enhanced the centripetal force among peers and cultivate self-confidence.
Develop students' key competencies
We engaged in promoting the new compulsory general education courses with awarding teachers in the year of 2021, established "Artificial Intelligence and Its Application", in response to world trends. We cultivated students' insight into the meaning behind big data, effectively enhance one's own value and increase the competitiveness of the workplace through the combination of one's own profession and artificial intelligence.
We promoted the college's interdisciplinary curriculum and the special courses of each college as the core, elective for non-institute students. We improved students’ cross-domain learning opportunities and breadth. It also enhanced students’ cross-domain integration ability.
We evaluated the current situation of the employment market for students of teacher education, planning the multi-track approach for students of teacher education: (1)2021 credits for public service development, after course inventory and integration, students can take the course of public service training credits. Except for teaching positions, also can choose to become a national civil servant. (2) Offering bilingual teacher training courses: according to the country's implementation strategy, to set up Intermediate, Intermediate and Advanced Bilingual Teachers TOEIC listening and reading class. Encourage students to obtain a language license above B2, and taking a bilingual teacher training course, acquiring bilingual teaching ability, improving employment competitiveness.
Reinforce teaching support system
Through the establishment of a professional community of teachers, promote teaching, research, tutoring, service, and industry-university cooperation among teachers and peer exchanges and experience inheritance, to fulfill the purpose of teacher growth. To improve the teaching quality of teachers, cultivating good teaching assistants is also an important part of the teaching support system. Through the teaching assistant training camp, teaching assistant learning community, and excellent teaching assistant lecture sharing, we effectively enhanced teaching assistants’ ability to assist teachers in the smooth progress of the classroom. Introduce industry teachers to teach collaboratively, teaching and sharing based on practical experience in the industry, broaden students’ application horizons in the industry and business world, deepen the impression of learning, making the basic knowledge applicable.
We provided teachers with substantial support and assistance in teaching innovation, encouraging teachers to apply for teaching practice research projects, handling multiple project application briefing sessions. Provide teachers with diverse resources and experience sharing dialogue, handling teacher empowerment workshops,inviting industry experts to participate in the meeting to increase the teaching skills of teachers in the school, incorporating it into the content of the course to improve students' learning effectiveness.
Outcomes:
- We have finished 11 research projects about student learning achievement. The results indicated that student learning achievement was effectively increased through teaching innovation in NCUE.
- We have finished 11 research projects about student learning achievement. The results indicated that student learning achievement was effectively increased through teaching innovation in NCUE.
- We have completed 47 employer satisfaction survey in 111 academic year. We will continue tracking guidance based on the survey results.
- In 111-academic year, 35 diversified learning courses were offered to 1,110 students.
- In 111-academic year, 17 innovation and entrepreneurship courses were started for 343 students. In addition, 10 Maker courses were offered to 194 students.
- In 111-academic year, we have established 15 professional teacher communities for exchanging teaching experiences.
- In 111-academic year, we provided 430 TA students, who are trained in teaching-related knowledge and skills in 32 workshops, to help teachers in class. Through workshop training, skills and knowledge required by teaching assistants to effectively assist teachers in teaching were improved. In addition, 12 national sports players served as teaching assistants with excellent sports performance.
- In 111-academic year, 124 collaborative teaching courses, which were composite by industrial expert and teacher, were offered to 5,016 students.
- 111-academic year, students were encouraged to conduct graduation performances to encourage students to display their creativity, and a total of 178 achievements were produced.
- 111-academic year, 52 teams were subsidized for "Mentor Enlightenment, Pass-On Project" and a total of 180 students produced special projects to improve opportunities for cooperation with industries or cross-field integration, and participated in competitions to improve professional vision and competitiveness.
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| "Mentor Enlightenment, Pass-On Project" Subsidizes Geography majors to participate in competitions and won the Gold Award in the 2022 Data Innovation Application Competition-Life and Meteorology Multiple Application Group | Department of Fine Arts Participates in New Voices of Art Exhibition |
Part B：Development of key features at NCUE
Highlights:
Distinctive teacher education: Good moral normativity influence and professional teachers pool.
A two-day camp was conducted to improve teaching knowledge and learning. 302 freshly graduated pre-service teachers received support to pass the teacher qualification examination in 2011. In the 110-111 academic year, the passing ratios of secondary school teachers' subjects were 78.73%, 86.27%, and 87.50%, respectively, and the passing rates of special education school teachers' subjects were 83.98%, 93.33%, and 100%, respectively. They are growing year by year and higher than the national passing rate.
Teacher training courses integrate innovative teaching or inquiry and practical ability: The Faculty of Science offers 5 classes on "Inquiry and Practice Course Design" and 6 classes on "Inquiry and Practice in Natural Sciences Fields", with 157 students enrolled. Also, the project executed the competition in "Scientific inquiry and problem-solving" with 18 groups (85 students) joining the Lesson Plan Design Track and 21 groups (60 students) in the Project Research Track to develop professional and practical competencies.
Industry-academia cooperation: Cultivation of the talent innovation model, Industry-academia creates a triple-win situation.
Constructing the intelligent meters system at Bao-Shan campus in pace with the Renewable energy policy of Taiwan government, that is the 1MW energy storage which donated by Orsted. Integrate Fog Computing of micro-grid management system server and data storage device to be the intelligent microgrid big data for teaching and research. Moreover, our university ranks 5th in Taiwan for 2022 UN SDGs with 64.3 points on Affordable and Clean Energy, and ranks 101-200 globally.
Research energy: Optimize the academic environment and strengthen research capacities.
The university published 235 papers on Web of Science in 2011 (statistics until October); we ranked 10th in Taiwan based on the Times Higher Education (THE) "2022 World University Influence Ranking", which fully proves that NCUE is excellent at teaching, research, academic affairs. In addition, a total of 12 professors from our school have won the honor of "World's Top 2% Scientists 2021", and a total of 8 professors have been included in the "2021 Scientific Influence Ranking List", which shows that the faculty of our school have made great achievements in various research fields. The field has been deeply cultivated for a long time and has demonstrated its excellent strength.
International Exchange: Strengthen alliance's distinctive feature, International competitive advantage.
The university has sister schools in 217 universities across 25 countries. Moreover, a total of 7 departments/institutes signed the design dual-degree agreement with California State University, Fresno and University of Strathclyde. The university also cooperates with the Department of Psychology of the University of Nevada in the United States and Western University in Canada to develop courses and research through joint teaching, establishing an international behavior analyst certification training model, and conducting regular behavior counseling workshops. A total of 30 students have obtained international certificates.
Outcomes:
- Creation of "Educational Philosophy", "Life Education" and "Educational Issues" were three courses offered through 14 classes, where students learned politeness and manners, how to run a caring society, and improve self-learning with the unity of NCUE mentorship.
- Encouraged professors and students to draw up learning plans and goals, handle education professional knowledge and ability verification, education program enhancement workshops, etc. A total of 588 students participated in the 111-academic year.
- The subsidy for preservice teachers to establish 29 teaching knowledge learning communities, through professional lecturers and cross-department exchanges of community momentum, the workshops improved the passing rate of teacher qualification examinations and teaching professional knowledge. 302 teachers passed the secondary teacher certification exam in the 111-academic year with a passing rate of 87.5%. The passing rate for preservice teachers in Special Education is 100%.
- Using modern technology to assist teachers and students in teaching innovation, a total of 14 classes on teaching media and application were offered in 2011, with a total of 506 students taking the courses. Through simulated teaching on-site practice drills, teachers and students can obtain multi-party feedback and real-time response data analysis in real time, self-think and check after class, internalize and transform into the next teaching structure.
- Formulated educational practice guidance and assessment work standards, interact with middle schools to drive teachers to cultivate teaching professional orientation, and promote the stability and development of regional teaching quality. Provide teachers and students with teaching suggestions or practical consultation. In 111-academic year, a total of 337 teachers and students participated in the half-year educational practice course.
- A cross-disciplinary team of professors is formed by faculty members from each college to diagnose and solve problems for companies, and attract companies to settle in the Innovation Incubation Center, and apply for the SBIR program together with teachers. In 111-academic year, teachers implemented a total of 86 industry-university cooperation projects (including SBIR projects), with a total amount of 50.86 million dollars.
- In 111-academic year, a total of 10 groups of students were subsidized to cooperate with enterprises to solve practical problems in the industry, and to closely integrate with the pulse of the market in the process of cultivating talents, so as to cultivate professional talents needed by industry and academia, and drive employment competition power up.
- In 111-academic year, the National Industry-University Innovation Practice Competition was held. The themes were divided into "Green Technology", "Machinery and Automation", "Information and Electronics" and "Artificial Intelligence and Its Application". A total of 217 teams from all over the country signed up for the competition.
- 235 papers published by teachers on Web of Science in the 111-academic year (statistics until October); the school ranked 10th in Taiwan in the Times Higher Education (THE) "2022 World University Influence Ranking", which fully proves that the school is teaching, research and school performance have been widely affirmed by all walks of life.
- Encouraged faculty members to apply for the National Science and Technology Council grants. Those who fail to receive a grant can submit a revised plan according to the university’s "Special Research Funding Subsidy Regulations", and the university will subsidize part of the funds to maintain their research capacity. In 111-academic year, a total of 33 teachers received subsidies; in 110-academic year, 65.2% of faculty members who received the subsidies successfully received external project grants.
- Encouraged professors to form research teams, aiming at key characteristics, uniqueness or popular fields, and strive for cross-field integrated research projects of the National Science and Technology Council; subsidize the development of funds for key characteristic fields, a total of 17 projects were subsidized in 107-111 academic years. Encouraged new faculty members and researchers to engage in academic special research projects and accumulate personal academic research energy. A total of 21 faculty members were subsidized in the 107-111 academic year, with a total amount of more than 2.68 million dollars.
- Invited 20 outstanding international scholars to the school for short-term study visits to assist in research, guide students, hold international conferences or workshops, enhance the international vision and teaching and research energy of teachers and students of the school, and enhance teachers' international exchange experience.
- Cooperated with the Department of Psychology of the University of Nevada in the United States and Western University in Canada to develop courses and research through joint teaching, establish an international behavior analyst certification training model, and conduct regular behavior counseling workshops. A total of 30 students have obtained international certificates.
- 7 departments in the university established sister schools with 226 foreign universities in 27 countries around the world, resulting in 11 dual-degree program contracts with California State University Fresno, California State University Sacramento, and Kennesaw State University in the US, and University of Strathclyde in the UK.
- In response to the COVID-19 pandemic, the off-site study was changed to an online method. A total of 133 students participated in the 111 academic year; the 111 academic year opened an international master's degree program in order to respond to the trend of globalization and meet the needs of national development and industry.
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| National Industry-University Innovation Practice Competition | Seminars and Panels with International Scholars |
Part C:The Higher Education Improvement
highlights：
Class mobility promotion and counseling mechanism improvement
Financial support for study at ease: With the close connection of industry, government, enterprise, and alumni, and the promotion of fundraising amount – "Thousands of people lighting the lamp, thousand people leading the way", the University completed a sustainable student support mechanism to assist students far away from disadvantaged families. In 111, a total of 5 million NTD is raised which is an increase of 2 million NTD compared with previous years.
"Wooden Pallet Pathway" - Ensure and enhance the admission opportunities for economically disadvantaged students: Through the "Young Eagles Admissions Subgroup" and "Priority Admissions", there are 30 candidates provided and 14 economically disadvantaged students admitted totally in 111 academic year.
Comprehensive care for academic portfolio of disadvantaged students: We set up the comprehensive counseling mechanism including life, psychology, academics, and career through the "Soaring Eagle Project". In 111, there are 17 counseling projects, and 355 students have been subsidized.
"Precise Counseling" for student resilience: By the general test for new students and a psychological test for sophomores and above, the students who have difficulty adapting and need counseling resources will be filtered out, and the resilience of them will be enhanced via the provided resilience courses. In 111, a total of 12 lessons and 132 students have been provided and served in the resilience courses, with a satisfaction rating of 4.43 (out of 5 points).
School self-accountability and sustainable school management
External and internal performance reports announcement regularly: Our school information disclosure website (https://ncueinfo.ncue.edu.tw/) supports the responsive web design, the simultaneous online editing by multiple users, a built-in data search engine etc. In 111, there are a total of 1,549 users (without double counting), of which the first and the revisiting rate was 91.9% and 8.1%, respectively. Moreover, the number of website views have achieved 5,447 (annual growth rate of 1.05%).
Professional development of admissions: We introduce the institutional research to enhance the talent selection, effectively utilize the rubrics to connect the students' academic performance in senior high school, and feed back to the admissions system. With the associative analysis, Apriori algorithm, we analyze and identify the competition of each department they are facing, and then formulate relevant recruitment strategies and adjust their selection strategies.
outcomes：
- External and Internal Performance Reports Announcement Regularly: (1) 1,549 users (without double counting) visit our school information disclosure website, of which the rates of first and revisit are 91.9% and 8.1%, respectively. In addition, the total views of website amount to 5,447 (annual growth rate of 1.05%). (2) For the disclosure of institutional information, a total of 20 items of public information covering the basic data, the evaluation results, the graduated student performance, financial information, etc. are released, and that effectively supports the transparency of school management.
- Admissions Professional Development: (1) Introducing the institutional research and effectively using the rubrics to improve the talent selection and link the academic performance of senior high school students, and then feeding back to the admissions system. (2) Simulation of rubrics implementation: there are 7 specific analysis items for simulation review. With the analysis items, a total of 25 department groups have participated in (110 academic year students, 111 academic year rubrics), and the results show that the consistency checks of the raters of the departments reach the significant level statistically. (3) The admission and candidate on the waiting list for admission by application and the analysis of academic performance after admission: Checking whether there is a difference between the "average GPA of freshman (the average course points)" and the "total number of warnings in an academic year" of the admission and candidate on the waiting list for admission by application in the 108 and 109 academic years. The results indicate that there is no significant difference in the above two students and the learning performance is similar which shows the selection criterion of various departments have a high degree of consistency. (4) The first stage in individual application – academic scores and performance analysis after admission: The object of analysis is the student applying for admission in the 108 and 109 academic years. At the prediction of "Average GPA of freshman" by the "Academic grades of each subject", the regression model reaches a significant level statistically. In addition, there are significant results in the independent variables including Chinese grade, English grade, Mathematics grade, social grades, and English listening grades, and the explainable variation R-squared is 20.85%. (5) The second stage in individual application – each review and academic performance analysis after admission: The object of analysis is also the student applying for admission in the 108 and 109 academic years. At the prediction of "Average GPA of freshman" by the "Scores of each review", there are five departments have achieved the significant level statistically in the regression model. It means there is a significant correlation between the review and GPA after admission in these departments, and it is suggested that the proportion of the score of the specified item can be enhanced advisably. (6) Analysis of school grades and academic performance after admission between different senior high schools: The object of analysis is the student applying for admission in the 108 and 109 academic years. At first, checking the whether there is a significant difference of average GPA between different senior high schools. Overall, the average GPA of public senior high school students outperform that of private senior high school students significantly after enrollment (public is 3.705 and private is 3.583). Moreover, the average GPA of metropolitan senior high school students is better than that of non-metropolitan senior high school students (metropolis is 3.809, non-metropolis is 3.646). Furthermore, at the prediction of "Average GPA of freshman" by the "School and group rankings", the regression model achieves a significant level statistically, and both school and group rankings have the prediction capability, and the explainable variation R-squared is 17.10%. (7) Competition analysis of student sources for individual applicants: By the web crawler coded by Python language, the data of "Passing the first stage results" and "Admission results" of the national application for admission from 107 to 111 academic years is captured. Then, we could calculate the probability of the inflow and outflow of competing departments with the Apriori algorithm, an association rule analysis of data mining, and add the "Competitive difference ratio" data in 111. According to the results, we can investigate the department rules and advantages of superior schools whose competitive difference ratio is greater than 1 to avoid the outflow of students.
- Master of Education Credit Classes Promotion: 136 classes were offered in the 110 academic year to allow working students in various fields to plan their own learning blueprints flexibly.
- Cross-border Cooperation for In-service Courses: In 111 academic year, 7 classes of professional in-service courses were offered to strengthen workplace knowledge and abilities.
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| Young Eagles Admissions - Adaptive Teaching Micro-courses – Enrollment Activities of the Department of Chemistry – Nano Precision Medicine Understanding and Hands-on Courses | Comprehensive counseling – Career Exploration – Lecture in the Department of Accounting – The Beauty and Sorrow of Accountants |
Part D: University social responsibility
Highlights:
The overall development of school affairs and the fulfillment of university social responsibility.
The mechanism of administrative integration:
- The Center for University Social Responsibility is coordinated and promoted by the supervisors of administration.
- Project Supervision and Evaluation Meeting: In each project of USR, the quality management mechanism of PDCA is carried out every 1-2 months, and each qualitative performance indicators and execution status of funds will be reviewed and given corresponding recommendations.
- USR Project Exchange Discussion Meeting: Every two months, all of the project executors (include sub-project D, USRHUB, and project of USR) are invited to participate in the meeting. Mutual exchanges and discussions regarding implementation difficulties and resources of various projects, and provide suggestions and assistance on major issues. And 4 meetings have been held in this year.
- USR Teacher Professional Community: The professional knowledge is shared and exchanged in the form of conferences/lectures/workshops. In 111, we have handled 7 teacher empowerment lectures and experience sharing sections. Among them, on July 1, 2022, the vice principal led the USR community teachers to the implementation field of the USR HUB "Connection, Overgrowth, New Topography – Changhua City Art Highlights Project": Lukang Hexing Youth Entrepreneurship Base to conduct inspections and experience communicate.
- USR Assistant Executive Coordination Meeting: The USR assistants will discuss or support each other on the implementation of current priorities with the form of online or substantive meetings from time to time. In this year, we have handled multiple online USR assistant executive coordination meetings for each topic.
Course:
1.Carry out the root cultivation of university social responsibility via general education courses:
- Offer life exploration, development, and practice courses: Through the service learning in the course to actually participate in the service experience of communities and enterprises, students connect with the place, and deepen their understanding and recognition of local culture, industry and environment.
- Offer vision stimulation and execution courses: With the course to encourage the local development of contributions and creativity, there are not only the increase in employment opportunities, but also promotion in local freshmen.
- Open "USR Multi-Learning Micro-credit Course": In this year, 5 diversified learning courses have been offered. Through flexible and diversified courses and self-study design, local characteristics, environmental sustainability and industrial development courses have been introduced to cultivate students' local identity, discover local problems, and think the solutions.
2.Set up "University Social Responsibility Micro-program": Using professional course to connect with the local characteristics of cross-faculty and cross-field "University Social Responsibility Micro-program". At present, 24 students have obtained the qualification of "University Social Responsibility Micro-program".
Teacher support:
1.The promotion of school-level USR teacher professional community: From 20 in 107 to 111, 30 teachers have joined the teacher's community. Teachers’ participation in co-learning activities both inside and outside the school is regarded as a promotion that it can improve the teaching knowledge survey to be 4.81 points. (five-point scale)
2.The effectiveness of the encouraging teachers to participate in the USR: At the end of the project year, a survey will be conducted to count the frequencies of participation in internal and external co-learning activities for USR executive teachers. In addition, the survey will be submitted to the R&D Department for assistance in providing additional points for teacher evaluation.
What did school do for regional development and local creativity？
The professional service team has handled 248 hours of consulting services in 111, organized 3 green energy education-related workshops and scientific seed teacher training camps, cultivated 138 USR-related seed teachers and volunteers, and accumulated willingness and energy to cooperate with local stakeholders through consulting services in 111.
The highlights of the professional consulting service team in 111 are as follows：
- Changhua local consulting service team: To reach the health and well-being of the silver-haired people, the teachers of the Department of Health and Sports conducted multiple sessions of physical and mental health consultations and physical fitness tests using community tours. The Department of Fine Arts extends art to Lukang Hexing Youth Entrepreneurship Base, and reproduce the historical context of this land by using the theme of "Cross the Landscape". The Auxiliary Counseling Department assists Tianzhong Town Lizhi Middle School to tide over the difficulties of the transition period through education and counseling, to ensure that there is no social distinctions in teaching, fair, and high-quality education, and implement local humanistic and social care.
- Sustainable environment professional service team: In 111, the service team assisted Fangyuan Township to conduct 24 water quality inspections of fish farms and ditches, and aided the National Disaster Prevention and Rescue Technology Center to establish a fishery impact map of Taiwan’s climate change (clam breeding area), and worked with experts in the industry, government and academia to formulate policies for Taiwan's fisheries to confront the climate change and reduce local losses.
- Industry Sustainability Management Care Team: According to the needs of hosiery manufacturers, we provide professional E-commerce consultation and guidance. In 111, the Shetou hao socks e-commerce platform has recruited 12 local manufacturers to join the platform.
- Green energy professional consulting service team: Aiming at the development of Changhua green energy, the Department of Electrical Engineering has conducted consulting services with Changhua County Government and Changhua County Elementary and Secondary Schools repeatedly, and boosted the development of Changhua green energy through talent training and sharing of the latest green energy knowledge.
- Rural education professional consulting service team: We have invited teachers of university and current middle school to conduct collaborative teaching and practical exercises with educational volunteers on teaching practice, service learning, literacy-oriented teaching, and cross-field teaching applications. We also have performed clinical trials and consultations on the teaching site, and responded and revised immediately the teaching project.
outcome：
TalentCultivation-Teacher Orientation:
The 111 school-level professional community of USR teachers have handled 7 teacher empowerment and project implementation exchange workshops, dedicated to applying teachers' professional research and teaching practice to the implementation of USR courses and fields. In 111, there are a total of 3 university social responsibility projects approved by the Ministry of Education for teaching practice research projects.
Talent Cultivation-Student Orientation:
In 111, students trained by the USR courses and series of workshops are awarded relevant honors as follows: In Linker National Colleges and Universities Creative Marketing and Entrepreneurship Competition, winning the Best Event Planning Award in the Marketing Copywriting Planning Group, the First Award in the Multimedia Production Group, and obtaining a total of 110 related certificates for domestic and foreign sports instructors.
Localcare:
The project team have achieved 439 literacy-oriented and cross-disciplinary teaching projects, and coached disadvantaged students in rural areas to complete a total of 154 "personal-centered projects".
Environmentaleducation:
The water quality inspection team has assisted Fangyuan Township to conduct 24 water quality inspections on fish farms and ditches, and provided immediate water quality feedback and improvement suggestions. Moreover, the team teaches the on-site breeding workshops for local farmers, and breeding growth rate of local golden clam farmers is up to 1 cm/month (the growth rate of general farmers is from 0.5 to 0.6 cm/month). Furthermore, the Haha fish farm is taught simultaneously to be friendly to the environment and ecology Farm and earn a wetland badge.
Industrysustainability：
We have established the Shetou Hao Socks E-commerce platform and invited 12 hosiery manufacturers to join and complete the brand channel and business diagnosis.
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| USR Diversified Learning Course - Little Coastal Soldiers x Yiqi Jinghai Fun - Installation Art Painting | Changhua County Green Energy Teaching Plan Tour Train Launching Ceremony |