BY COLLABORATIVE TEACHING WITH INDUSTRY EXPERTS IN SENIOR HIGH SCHOOL - THE ANALYSIS OF
STUDENTS’ POINT OF VIEW
Shih, Yu Chuan’
Abstract: This study aims to explore students’ satisfaction on curriculum teaching, industrial-academic cooperation and learning performance by collaborative teaching with industry experts in senior high school This study adapted questionnaire survey method The participants in this study are the students who studied in the school which are included in the “2016 Collaborative Teaching with Industry Experts in Senior High School Project” The project was supported by Ministry of Education in Taiwan The results of this study are : 1) Curriculum and teaching: the students’ highest satisfaction is “when industry experts teach, the full-time certified teachers assist in the class”; the students’ lowest satisfaction is “the industry experts prepared additional lecture handout” 2) The industrial-academic cooperation: the students’ highest satisfaction is “the collaborative teaching with industry experts could help me know well the new technology in industry”; the students’ lowest satisfaction is “the school assign us to visit the industry experts’ work places’ 3) The learning outcomes: the students’ highest satisfaction is “the collaborative teaching with industry experts help me know well the attitude of respect one’s work and standards of behavior in workplace”; the students’ lowest satisfaction is “the industry experts will direct us to join the competition out of school after class’
Keywords: collaborative teaching, industry experts, senior high school
Trang 3Introduction
To foster manpower and talent person quality is a key point of competitiveness of a country in the future For this reason, in Taiwan, teachers, curriculums and equipment have been promoted continuosly to hope to improve the system of
technical and vocational education, and foster industry talents (K-12 Education
Administration, Ministry of Education, 2017) To improve the system of technical and vocational education, the education systems need to cooperate with the skills and technology in industry to shorten the educational mismatch
The Ministry of Education began implementing Phase 1 of the Technological
and Vocational Education Reform Program in 2009 Through recommending
industry experts to co-teaching and performing bi-teacher cooperative teaching strategies, the students’ leaning could achieve the study for the purpose of application and promote teachers’ and students’ practical abilities (Ministry of Education, 2009) Moreover, the students could know well the developing trends of industry to prepare their abilities for their intened career (Bureau of technical
and vocational education, Ministry of Education, 2001)
In 2016, the introduction of the technical and vocational education in Taiwan (Ministry of Education, 2016) defined the purposes of the technical and vocational education in the future which included: shortening the gap between
learning and practical application, training and educating the future technological
and vocational skilled professionals, and constructing learning environments that integrate industry, study, and research, and thereby give impetus to local economic growth, connect internationally, and interact more closely with Southeast Asia Therefore, the plans and performance of the technical and vocational education has been one of the most important policies in Taiwan
The Ministry of Education encourages the strategies of collaborative teaching with industry experts, promotes the integration of theory and practice, to improves the value of technical and vocational education The schools need to provide the collaborative teaching plans which were included in the performances of practical curriculum which will teach by full-time certified teachers and industry experts, the specialize of different majors and the needs of industry development Therefore, we can explore the students’ satisfaction of the collaborative teaching with industry experts on their teaching practice
Fan (2012) mentioned that helping students recognize their workplace in
the future, improving students’ hands on abilities, strengthing the emotional
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the cooperative relationship between industry and schools all can promote the teaching effectiveness Therefore, this study would explore the students’ satisfaction through the collaborative teaching with industry teaching in the linkage of industry and education.To assess teaching qualities through students’ points of view is a better way to investigate the teachers’ or staffs’ points of view (Ma, 1989) For these reasons, this study aims to explore students’ satisfaction on curriculum teaching, industrial-academic cooperation and learning performance by collaborative teaching with industry experts in senior high school The results of this study will provide some suggestions for policies of the government Literature Review
The policy of collaborative teaching with industry experts in Taiwan Coordinate the industry development and shorten the educational mismatch, The Ministry of Education began to implement Phase 1 of the Technological and Vocational Education Reform Program in 2009 The purpose of this project is to strengthen the specialization development of practices and ascertain to foster technical manpower The first purpose is to achieve improvement of teachers’ and students’ teaching environment, strengthen the linkage between industry and
education, foster professional talents to ascertain the moving of economy and
balance the need and supply of manpower in Taiwan
The Ministry of Education enhanced Phase 2 of the Technological and Vocational Education Reform Program among 2013 to 2017 The main purpose of this project included “the adaption of system”, “the activation of curriculum” and “the promotion of employment obtaining” In the second stage project, the “value creation by practice” was the main strategy, and the “engage the industry experts to collaborate teaching” was the main performance item The Ministry of Education invested a lot of resources to hope to achieve these purposes
To ascertain the educational ideas and visions, and coordinate the policy
about technical and vocational education, the Ministry of Education plans the
“Project of mid-term development goals of technical and vocational education” to be the guideline of policy in 2018 to 2021 The main purpose of this project is to shorten the gap between learning and application through cooperation with industry and education, and want to foster the talents who the industry needs (K- 12 Education Administration, Ministry of Education, 2018)
Trang 5Experts for Co-teaching ”, and encouraged the school enhance the collaborative
teaching with industry experts to ascertain the specialization of technical and vocational education, promote the integration of theory and practice and highlight the value of technical and vocational education
The contents of the policy indicated that the schools could base on the needs of the industry development and professional development to invite industry experts to teach with the original full-time certified teachers in the practical lecture of 11" and 12" grade The industry experts need to have practical experiences and professional skills to be a mentor, which has one of the following qualifications:
1 Used to be a national professional competitor, coach or referee 2 Has been awarded a national professional competitions or certificate 3 Have ever been a vice-trainer which 1s identified by the government
4 Obtain the class B skill category of the major and work for the related
industry for five years
5 Work for the related industry for seven years and get exceptional performance The mentor’s professional practical experiences need to
be verified by school administration processing
The industry experts need to join the collaborative teaching and all the meetings related on the curriculum design, teaching materials design and performed, teaching, students’ practice achievement tests and make sure students’ safe in the class with co-teachers The limitation of time in the lecture is seven weeks per semester and six hours per week One or more industry experts could be invited to teach the same course, but each industry expert can only teach two course in the same school
To sum up, the policy and project encourage schools to invite industry experts to perform collaborative teaching with the original full-time certified teachers to develop the specialization of schools and fit the needs of industry development But, the original full-time certified teachers still be the main teachers in the curriculum design, and the industry experts played the role of the co-teachers or extra mentors This policy could improve students’ professional skills and learning outcomes through the industry experts’ experience sharing
The current situation of collaborative teaching by industry experts in Taiwan In 2010, The Ministry of Education Phase 2 of the Technological and
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focused on the “value creation by practice” strategy, and defined the “engage the industry experts to collaborate teaching” as the main performance purpose There are two indicators to verify the purpose, one is qualitative and the other
is quantitative The qualified indicator indicated the purpose need to make sure
the students’ practice qualify, rights and interests, and the students’ practical skills need to fit the needs of industry The quantified indicator indicated that the
industry experts were growing up to 400 persons from 2014, and the range of growing up is 40% from 2015 to 2017 (see Table 1)
The result of table 1 shows that the effects of performance were huge growing up from 2010 to 2011, and still growing up stably till 2014 The goal of the second stage project that the industry experts were growing up to 400 persons from 2014, and the range of growing up is 40% from 2015 to 2017 In 2014, the number of industry experts were 753 persons and the percentage were still growing up The results showed that the effects of this project were very good
Table 1 The current situation of industry experts engaging in senior high school in Taiwan
Year Number of Numer Number of | Number of ‘industry Schools Class Students Lecture Experts 2010 24 84 3,528 75 91 2011 52 204 8,580 129 159 2012 73 206 7,982 202 242 2013 99 391 13,018 318 332 2014 138 647 26,677 622 753 2015 171 912 36,268 779 900 2016 187 1,048 40,754 943 1,043 2017 197 1,234 47,951 1,091 1,162
The industry experts could improve all the development schools, teachers
and students The results are attributed to: Strengthen the practical skills and
Trang 7Furthermore, the students will get the experiences of practice and know well the reality of industry through the industry experts’ teaching The school will be the important bridge to link the education and industry The students could learn theory and skills completely by leaning with different thinking and different mentors and foster themselves to be the talent in their major career
Research Design and Performance Purposes of Research
This study investigated the students’ satisfaction on curriculum teaching, industrial-academic cooperation and learning performance by collaborative
teaching with industry experts in senior high school The schools were included
in the northern area of Taiwan (Yilan, Keelung, New Taipei city, Taipei, Taoyuan and Hsinchu), the medium area of Taiwan (Miaoli, Taichung, Changhua, Nantou, Yunlin), the southern area of Taiwan (C hiayi, Tainan, Kaohsiung, Pingtone), the eastern area of Taiwan (Hualian, Taitung) and the off-shore island (Peng-hu, Kinmen, Matsu) The participants were all 11" or 12" grade students who learned in the schools mentioned above
Participants
The participants in this study are the students who studied in the school which are included in the “2016 Collaborative Teaching with Industry Experts in
Senior High School Project’ Sampling Method
The sampling method in this study was adapted in the Stratified Cluster
Sampling Design There were 1,523 questionnaires to be provided, and the
retrieve questionnaire is 1,143 The retrieve rate is 75.0% To delete one invalid questionnaire, there are 1,142 questionnaires to be adapted in this study The rate of efficiency is 99.9% Table 2 Stratified Cluster Sampling Design
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The way of stratify Numbe r Expect Real of partici- Sampling Sampling (Area)
pants Size Size Eastern Area and Off-Shore Island 1,070 31 156
Total 40,754 1,200 1,523
The limitation of Research
Since the limitation of policy in the Ministry of Education in Taiwan, the
participants in this study are all 11" and 12" grade students without 10" grade
students The results of this study could be an inference to the 10" grade students Besides, the results explanation are interpret by the analysis of the questionnaire which is used in this study, the results in this stud could not infer the contents which are not included in the questionnaire
Results
Based on the research method, the data collection and statistical analysis, the results show as follows:
1 The situation of students’ background
In the survey of research questionnaire, the basic information included in gender, school, degree of age, major program, the area of school location and the intention of go to work after graduating The descriptive statistics of data from 1,142 questionnaire show (see table 3):
i Gender
In the part of gender analysis, there are 488 male students (42.7%) and 654
female students (57.3%) The results indicated that the female students are more than male students in this study
li School
In the part of school analysis, the participants who studied in national school are 535 (46.8%), other 577 participants (50.5%) studied in private schools and the
other 30 participants (2.6%) studied in municipal schools The results indicated
that there are more students in this research studied in private schools and less in municipal schools
111 Degree of Age
In the part of degree of age, 634 participants (55.5%) are 11th grade students
Trang 9there are higher percentage of 11th grade students participated in this study iv Major Program
In the part of major program, 229 participants (20.1%) majored in applied skill program; 57 participants (5.0%) majored in industry specialized needs program; 778 participants (68.1%) majored in vocational education; 78 participants (6.8%) majored in comprehensive high school The results show that the participants majored in vocational education most and less in the industry specialized needs program
v The area of school location
In the part of the area of school location, there are 333 participants (29.2%) studied in the schools which are located in the northern area of Taiwan; 380
participants (33.3%) studied in the schools which are located in the medium area
of Taiwan; 344 participants (30.1%) studied in the schools which are located in the southern area of Taiwan; 85 participants (7.4%) studied in the schools which are located in the eastern area of off-shore island of Taiwan The results of the study showed that the participants in this study were the most in southern Taiwan, and they had the least number of students studying in eastern Taiwan and off- shore islands
vi The intention of going to work after graduating
In the survey of the intention of go to work after graduating, there are 254
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388 PROCEEDINGS OF INTERNATIONAL CONFERENCE: NEW TRENDS IN EDUCATION
Category Number of Prticipants Percentage Degree of age
11" grade 634 55.5
12" grade | 508 | 44.5
Major Program
applied skill program | 229 | 20.1
industry specialized needs program 57 5.0 vocational education | 778 | 68.1 comprehensive high school 78 6.8 The area of school location | |
Northern Area 333 29.2
Medium Area | 380 | 33.3
Southern Area 344 30.1 Eastern Area and Off-Shore Island | 85 | 7.4 The intention of go to work after graduating Very High | 254 | 222 High 341 29.9 Common | 464 | 406 Low 49 4.3 Very Low | 34 | 3.0
2 Students’ satisfaction on collaborative teaching of industry experts There are three aspects to be discussed in this study to explore students’ satisfaction on collaborative teaching of industry experts which are “curriculum and teaching”, “linkage of industry” and “learning outcomes” The satisfaction questionnaire is answered by the way of Likert’s five point scales The scales are included in “strongly agree (5 points)”, “agree (4 points)”, “neutral (3 points)”, “disagree (2 points)” and “strongly disagree (1 point)’ Each question will get the average score The higher scores mean the students’ higher satisfaction
i The situation of curriculum and teaching satisfaction
Trang 11The highest satisfaction is “when industry experts teach, the full-time certified teachers assist in the class (4.18)”, the second one is “the industry experts will teach the related professional knowledge (4.15)’ and the third one is “the industry experts could interpret the contents of teaching clearly before operating (4.13)” The results indicated that the students show higher satisfaction on industry experts’ teaching This findings are supported by Lee (2015), whose
study indicated that the students satisfied the industry experts’ professional
abilities, friendly teaching and clearly interpretation In general, the students agree that the industry experts had professional knowledge and higher quality of teaching contents to promote students’ knowledge and skills
The students’ lowest satisfaction is “the industry experts prepared additional lecture handout (3.81)” The possible reason is that the industry experts taught by using the same teaching materials in the original class without preparing the additional lecture handout Chen (2003) mentioned that it is possible for teachers to prepare professional teaching material in collaborative teaching The teachers could use the hardware of software resources from school and the equipment in the school environment In other words, it is possible for industry experts to prepare additional professional teaching materials or technique to improve students’ knowledge and skills
Tabel 4 Students’ Satisfaction about Curriculum and Teacing Distribution of Answering Strongly Strongly Aver- Contents i Agree an ints) G soins) an) Disagree S98 (5point ) P P (1poinf)
1.The teaching lecture
is suitable for industry 450 370 296 18 8 4.08 experts
2.It is suitable for
teaching / times per 449 344 315 24 10 4.05
semester by industry experts
3.The lecture which
taught by industry ex- 437 333 327 33 12 4.01 perts fit my interesting
4 The industry experts could interpret the
contents of teaching 487 349 274 26 6 4.13 clearly before
operating
Trang 12390 PROCEEDINGS OF INTERNATIONAL CONFERENCE: NEW TRENDS IN EDUCATION Distribution of Answering Aver- Contents Strongly Agree Neutral Disagree st rongly
Agree (4points) (points) (Zoints) Disagree 296
(5point ) P P (1point)
5 When industry
experts teach, the full 567 278 251 30 16 4.18
time certified teachers assist in the class 6.The contents of
industry experts taught = Ags 371 284 14 8 4.14
are the practical skills of original curriculum 7 the industry experts will teach the 506 397 287 44 8 445 related professional knowledge 8.The industry experts
will teach by using multiple strategies 515 297 297 20 13 4.12 such us grouping, panel discussion etc 9 The industry experts prepared additional 400 257 390 53 42 3.81 lecture handout
11 The satisfaction about the linkage of industry
There are 8 items in this aspect to detect the students’ satisfaction situation about the linkage of industry The results in table 5 show that the average scores are between 3.22 and 4.07 The results show that the students’ satisfaction about
the linkage of industry are higher than medium
The highest satisfaction is “the collaborative teaching with industry experts help me know well the attitude of respect one’s work and standards of behavior
in workplace (4.07)”, the second one is “the collaborative teaching with industry experts could help me know well the new technology in industry (4.06)”, and the third one is “the collaborative teaching with industry experts get reality helpful
in the further career(4.05)” This findings are supported by Chen (2015), whose study also found that students focused on professional attitude most The results implied that engage the attitude of respect one’s work and standards of behavior in workplace is helpful for students in the further career
Trang 13school environment to be the main teaching places In the other hand, it might
be time or place limitation to restrict the chance to visit the industry experts’ work place Chen (2010) and Hung (2014) mentioned that the field visit could provide students to inquiry and experience Moreover, to visit the reality work place could improve students’ recognition about the trends of career development and improve the motivation to integrate the theory and practice
Table 5 The satisfaction about the linkage of industry
| Distribution of Answering
Contents Strongly Agree Neutral Disagree (Bnent) (4points) (3points) (2oints) Strongly Disagree (1point) Average
1 The industry experts will taught the newest
information and further trends of industry 416 359 331 24 12 4.00 2 The collaborative teaching with industry
experts could help 440 372 298 24 me know well the new
technology in industry
4.06
3 The industry experts will show or introduce the newest professional equipment
414 334 333 45
16 3.95
4 The school assign us to
visit the industry experts’ 335 185 273 99
work places 250 3.22
5 The industry experts
taught me to know well 428 356 303 45
the career skills 10 4.00
6.The collaborative teaching with industry experts help me know well the attitude of respect one’s work and standards of behavior in workplace
465 345 290 27 15 4.07
7 The collaborative teaching with industry experts get reality helpful in the further career
430 3/7 300 28
4.05
8 After the industry experts teaching, | want to join the major career more
356 298 399 67
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111 The satisfaction about the learning outcomes
There are 9 items in this aspect to detect the students’ satisfaction situation
about the learning outcomes The results in table 6 show that the average scores
are between 3.22 and 4.16 The results show that the students’ satisfaction about the linkage of industry are higher than medium
The highest satisfaction is “the collaboration teaching with industry experts could improve my practical abilities (4.16)’, the second one is “It would be helpful for me to learn better if the time of collaboration teaching of industry experts could be longer (4.02), and the third one is “the industry experts inspirit me in technique domain (3.99)” Huang (2013) investigated the vocation education students’ learning satisfaction and learning outcomes, and the results found that the students’ would improve their own weakness through practical learning to promote their own learning outcomes Lee (2015) also indicated that the collaborative teaching by industry experts could help students get highest practical ability scores, and Lee’s research also recommended to add time of collaborative teaching by industry experts Those research findings are all supporting the findings of this study The results of this study implied that students agree the collaborative teaching by industry experts could improve their practical abilities more and help them to learn the technique domain by themselves The findings of this research also implied that the students agree that the practical skills should be concerned and strong to engage the industry
Trang 15Table 6 The satisfaction about the learning outcomes | Distribution of Answering |
Contents Strongly Agree Neutral Disagree St rongly Average
Agree (4points) (3points) (2ointsy P'Sa9ree
(5point) ‘"P P (point)
1 The collaboration
teaching with industry 497 370 240 26 9 4.16
experts could improve my practical abilities
2 After the industry experts teaching, | know well
the differences between 3/2 344 358 53 15 3.88 skill tests and practical
operation
3 After the industry experts
teaching, | increase the 400 361 326 44 11 3.96
enthusiasm of this major 4 It would be helpful for me to learn better if
the time of collaboration 437 354 302 34 15 4.02 teaching of industry experts could be longer
5 The industry experts will
guide us the operation of 321 248 350 94 129 3.47
practice project after class
6 The industry experts will train us the practice
performance or the 313 217 349 103 160 3.37 graduation exhibition after
class
7 The industry experts will
train us the skill practical 315 232 344 109 142 3.41 tests after class
8 The industry experts
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Conclusion and Suggestion
Based on the data analysis and results about students’ satisfaction on collaborative teaching of industry experts in “curriculum and teaching”, “linkage of industry” and “learning outcomes” aspects, the conclusion and suggestions are provided in this study
1 Conclusion
1 In curriculum and teaching aspects
(A) The results show that the students’ satisfaction about the curriculum and teaching aspect are higher than medium
The results of this study interpret that the students satisfied the industry experts’ teaching contents and clear operation interpretation Therefore, the school should invite industry experts with interesting and good teaching ability to induce students’ learning motivation
(B) The students got lower satisfaction about the less additional handout The results of this study show that the students got lower satisfaction about the less additional handout It means that the industry experts prepare less additional teaching materials This study suggests that the industry experts and original full- time certified teachers need to share and discuss the multiple teaching materials to improve students’ professional knowledge and abilities
2 In the linkage of industry aspect
(A) The results show that the students’ satisfaction about the curriculum and
teaching aspecs are higher than medium
The results of this study interpret that the students are satisfied with the industry experts’ teaching about the newest information, technique, equipment and industry trends in the future That is helpful for students to link the related information with industry And, it is very important for students to know well the attitude of respecting one’s work and standards of behavior in workplace
(B) The students got lower satisfaction about the school assign us to visit the industry experts’ work places
Trang 173 In learning outcomes aspect
(A) The results show that the students’ satisfaction of the learning outcomes aspect is higher than medium
The results of this study interpret that the students satisfied the industry experts’ inspirit of their practical abilities and skill domain Through this research, the students mentioned that learning with industry mentors could help them improve their practical skills and prepare to connect with industry better
(B) The students got lower satisfaction about the industry experts will direct us to join the competition out of school after class
The results of this study show that the students got lower satisfaction about
the industry experts will direct us to join the competition out of school after class
This study suggest that the schools might provide longer time of more teaching lectures to help industry experts train students’ practical skills and the industry
experts might spend time to help students’ join the competitions in the future
2 Suggestions
1 In the curriculum teaching aspect
(A) Encourage industry experts to prepare additional teaching materials and handouts to improve students’ interesting and knowledge
This study suggested the industry experts to prepare additional teaching materials and handouts with original full-time certified teachers, or prepare the curriculum design with the original full-time certified teachers to provide multiple teaching materials to improve students’ interesting and knowledge That would be more helpful to improve students’ learning efficiency and practical skills
(B) Ascertain the co-teaching with both industry experts and original full- time certified teachers to fit the rules of policy
This study suggested the government and schools to ascertain the co-teaching with both industry experts and original full-time certified teachers to create the highest learning and teaching effects for students, teachers and mentors
2 In the linkage of industry aspect
(A) Strengthen the linkage between industry and education, assign the
practice of outdoor visiting to enhance students’ experiences
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workplace The students would integrate the theory and practice, and prepare for working in industry through visiting
(B) Provide the teaching method training to strengthen the teachers’ professional knowledge and career skills
Except for visiting the real workplace, this study suggested that the schools need to provide the teaching method training or abilities creation workshop to enhance students’ experiences of industry career, and the teachers could share the experiences in their class
(C) The rules need to be to help the industry experts teach flexible
This study suggested that the rule need to be untied and consider about different situations in different school locations The higher flexible of rules could adapt the differences between different areas to enhance the industry experts to join the country schools and provide the students in country schools a chance to
learn the industry related knowledge and skills 3 In the learning outcome aspect
(A) The schools need to plan the industry experts’ guide strategies to strength the students’ practical skills
This study suggest the schools to plan a mechanism about the industry experts’ guide strategies to guide students’ skill competition or test
(B) Perform the graduation exhibition on time to promote the teaching efficiency
To enhance the industry experts’ and teachers’ knowledge and skills, this study suggested performing the graduation exhibition on time to promote the teaching efficiency Moreover, the industry needs to provide more cooperation
chances with schools to achieve the effects of education and industry
(C) To build information database to integrate all information
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