「隨師成長之路」意味著學生緊跟導師，觀察與模仿其教學、研究或處世方式。在此脈絡下，維管束象徵了知識與精神的「傳遞管道」：
• 老師 → 學生如同韌皮部 → 樹根：老師將養分（知識、經驗）傳遞給學生。
• 學生也會反向回饋給老師，如同水分從根部上行補充整株植物。
維管束不只是單向輸送，而是動態雙向的交流網絡，這呼應了教育本身的互動性與生成性。
「維管束計畫：隨師成長之路」是一個非常有趣的主題，結合了植物生理學與教學實踐的隱喻與借用。以下是對這個主題的解讀與延伸：
維管束的定義與功能
維管束是植物中用來運輸水分、養分與有機物的組織，主要由**木質部（xylem）與韌皮部（phloem）**構成：
• 木質部：向上運輸水分與無機鹽，從根部送至莖、葉。
• 韌皮部：向下運輸光合作用產生的有機養分，如蔗糖，分配到植物的各個部位。
它們類似於植物體內的「交通系統」或「生命通道」，確保能量與物質的循環不中斷。
「隨師成長之路」的象徵意義
「隨師成長之路」意味著學生緊跟導師，觀察與模仿其教學、研究或處世方式。在此脈絡下，維管束象徵了知識與精神的「傳遞管道」：
• 老師 → 學生如同韌皮部 → 樹根：老師將養分（知識、經驗）傳遞給學生。
• 學生也會反向回饋給老師，如同水分從根部上行補充整株植物。
維管束不只是單向輸送，而是動態雙向的交流網絡，這呼應了教育本身的互動性與生成性。
維管束作為教學法的比喻
這個比喻可作為教學設計的創意出發點：
維管束元素 教學對應概念
木質部 知識與工具的供應（教師提供資源）
韌皮部 學習成果的回饋（學生展現應用能力）
環狀結構 團隊互助、師徒共學
傳導方向 多元互動、非線性學習歷程
學習情境：
1. 活動實踐：由學員觀課、協助教學，再由老師與學員共同回饋學習成果。
2. 教材設計：運用「植物解剖模型」與「顯微鏡」的隱喻學習觀察，深化理解。
3. 反思記錄：請學員書寫「今天我從老師身上吸收到的『養分』是什麼？」。

"The Road to Growth of Teachers" means that students follow their supervisors to observe and imitate their teaching, research or experience. Under this connection, the "transmission channel" symbolizes the knowledge and spirit:
• Teacher → Students are like skin → Tree root: The teacher passes on the points (knowledge, experience) to students.
• Students will also reversely return to the teacher, just as water flows up from the roots to replenish the entire plant.
Countermeasures are not just a single delivery, but a dynamic dual communication network, which calls for the interactive and generative nature of education itself.
"Purpose of Cosmetology: The Road to Growth" is a very interesting topic that combines the metaphor and borrowing of plant physiology and teaching practice. Here is an explanation and extension of this topic:
Definition and function of ductile binding
The duct bundle is a tissue used in plants to transport moisture, nourish and organic matter. It is mainly composed of xylem and phloem:
• Wooden part: transports moisture and unclogged salt upwards, and sends it from the root to the pendant and leaf.
• Keratinous: Downwardly transport organic nutrients produced by photosynthesis, such as sucrose, are distributed to various parts of the plant.
They are similar to "traffic systems" or "life channels" in plants, ensuring that the circulation of energy and matter is uninterrupted.
The symbol of "the road to growth"
"The Road to Growth of Teachers" means that students follow their supervisors to observe and imitate their teaching, research or experience. Under this connection, the "transmission channel" symbolizes the knowledge and spirit:
• Teacher → Students are like skin → Tree root: The teacher passes on the points (knowledge, experience) to students.
• Students will also reversely return to the teacher, just as water flows up from the roots to replenish the entire plant.
Countermeasures are not just a single delivery, but a dynamic dual communication network, which calls for the interactive and generative nature of education itself.
The metaphor of regulating the tutoring method
This metaphor can be used as the creative origin of teaching design:
Braining elements Teaching-related concepts
Wood Department Knowledge and Tool Supply (Resources provided by teachers)
Result of learning results (students demonstrate application ability)
Circular structure: team mutual assistance, teacher-student sharing
Transmission direction: Multi-interactive, non-linear learning process
Learning situation:
1. Activity practice: The students visit the courses and assist the teaching, and then the teachers and students jointly review the learning results.
2. Textbook design: Use the metaphor of "plant anatomical model" and "microscope" to deepen understanding.
3. Reflection record: Please write in the teacher’s book “What is the 'cultivation score' I absorbed from the teacher today?”.

「隨師成長之路」象徵學生在導師引領下學習與成長，透過觀察與模仿教師的教學、研究及處世方式，不僅吸收知識，也養成態度與能力。以植物的維管束為隱喻，老師如同韌皮部，將知識與經驗輸送給學生，而學生則如根部，能反向回饋與支持教師，形成動態的雙向交流。這種互動不只是單向傳遞，而是相互滋養、共同成長的過程。「維管束計畫：隨師成長之路」便凸顯了教育中知識、精神與實踐的循環流動，體現學習的互動性與生成性。

"The Road to Growth of Teachers" symbolizes that students learn and grow under the guidance of their teachers. Through observation and imitation of teachers' teaching, research and experience methods, they not only absorb knowledge, but also develop attitudes and abilities. Using the plant's ductwork as a metaphor, the teacher is like a keratin, sending knowledge and experience to students, while students are like the roots, which can reversely retrograde and support teachers, forming dynamic dual communication. This kind of interaction is not just a single transmission, but a process of mutual nourishment and common growth. "Planning and Resilience: The Road to Growth of Teachers" highlights the circulating flow of knowledge, spirit and reality in education, and the interaction and generative nature of learning.

李偉文，2025。看見荒野：土地與人永續美好共生。台北：時報出版社。

Li Weiwen, 2025. See the wilderness: the land and people will live in a beautiful symbiosis forever. Taipei: Time News Publishing House.