Place is a combination of space and emotion. Sense of place is the unique experience of "place" created by residents through long-term everyday-life practices. It also encompasses the unique ways of thinking and values of a place, and sense of place has its own unique structural process. The 108 Curriculum provides schools with greater freedom in designing school-based instruction, allowing school-based instruction to participate in the construction of place. This article uses Yue-ming Elementary School in Yi-lan as a case study to discuss how school-based instruction constructs place-making and sense of place through curriculum implementation. By cultivating students’ bodily rights and caring skills, it progresses toward a "city as home" pedagogy.
This study proposes an analytical framework between "material/space" and "emotion/value," highlighting the sense of place and its structural process constructed through long-term practices across generations. School-based instruction, as one of the agents of place construction, and the curriculum content at Yue-ming Elementary School, serves as the subject of this article’s research. This analytical framework explains how it constructs and reweaves place through the fluidity of the "material-value" combination. The research indicates that school-based instruction constructs place and sense of place through methods such as: translating students’ experiences into local bundles, transforming community resources into teaching resources, cultivating their capacity for action, transforming the value connotations of place, perpetuating local values, building new social relationships, and repairing fractured senses of place. The discussion also analyzes the process of constructing a sense of place, illustrating the dynamics and significance of the "material-value" combination.
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