Safe environment 安全環境
需在前期塑造一個安全發言的環境，給予學員足夠安全感，以利更多有效對話的發生。
Create a safe speaking environment at an early stage to provide a sense of security.
Problem-oriented 問題導向
以「解決問題」為目的，做跨領域學習並培養目標拆分的能力。
With "solving problems" as the main purpose, learn across different domains and develop the ability to break down goals into actionable steps.
Autonomous learning 自主選擇
孩子的意願在課程中受到尊重，擁有部分的決定權，甚至可影響課程走向，間接養成孩子為自己的選擇負責的態度。
Children’s opinions are respected in class. They have a say when making decisions, which can even influence the course of the curriculum, and indirectly cultivate the children’s attitude of being responsible for their own choices.
Constructive interaction 建構式互動
藉由成員間的互動構築知識金字塔。
任何一個想法或提問都能衍生為若干問題，這些問題被探究後會帶來思維上的改進，進而衍生出新的想法與議題，如此往復使得參與者對於所探討的問題有了更深入的認識。
Construct a knowledge pyramid through interaction between students. Every single idea or question can evolve into numerous problems. These problems improve thinking abilities after being explored, as new ideas and issues are further derived from these problems, which therefore enables the participants to have a deeper understanding of the issues discussed.
Emotional Labeling 情緒標籤
把握每一個情緒表達的當下，協助孩子對感受作定義，提高自我感知與對話能力。
Seize every emotional expression. Help children define their feelings, improve self-perception and conversational skills.
