I believe that teaching is not merely the transmission of knowledge, but an enlightening journey of perspective transformation. In general education, I strive to reconstruct complex science into lived experiences—starting from the thermodynamics of a cup of coffee—guiding students to internalize scientific methods as life literacy. To cultivate asynchronous dialogue beyond the classroom, I dedicatedly review students’ “Learning Footprints” after every session, addressing the questions they hesitate to ask during lectures.
I also believe that environmental sustainability and education cannot stop at advocacy; we must step outside the classroom. Therefore, I lead students to visit the CYCU Biopond and Lao-Jie River, particularly through the “Taoyuan Studies” curriculum, transforming sustainability into a tangible sense of belonging and responsibility toward our local homeland. Through this perception-driven guidance, I hope to accompany students on their path to becoming modern citizens who embrace both rational critical thinking and empathetic care, fully equipped with a vision for sustainability.

我認為「教學」不僅是知識傳遞，更是一場「視角轉換」的啟蒙。在通識教育中，我致力將艱澀科學重構為生命經驗，從一杯咖啡的熱力學出發，引導學生將科學內化為生活素養。為了建構師生線下的非同步對話 ，我堅持在每堂課後批改學生的「學習腳蹤」，回應同學上課不敢發問的問題。
我也認為環境的永續與教育不能止於呼籲，更需走出教室。因此，我帶領學生走訪中原埤塘與老街溪，特別是在桃園學的課程中，讓環境永續轉化為對在地家園的認同與責任。期盼透過知覺化的引導，陪伴學生成為兼具理性思辨與感性關懷，並且具備永續視野的現代公民。