Chen Chun-wen took the seal of office at Qiaotou from the county magistrate on 1 August 2026. It is his third headship, and he describes the feeling of receiving it not as satisfaction but as caution — the way one walks on thin ice, careful not to let down the parents’ association, the teachers, or the children.
陳俊文校長自115 年 8 月 1 日從縣長手中接下橋頭國小的印信，這是他擔任校長的第三所學校。他形容接下印信的心情不是滿足，而是戒慎恐懼、如履薄冰，戰戰兢兢努力經營校務，深怕自己做不好，辜負了家長會及全校師生的期望。
The method he names for that is an old one. He takes after Zengzi, who examined himself three times a day, and applies the same habit to running a school: check yourself constantly, then lead the administrative team in working out what to do — measures fitted to the person, the matter, the moment, the place and the means at hand, rather than a plan copied from somewhere else.
而他為此說出的方法很老派。他師法曾子，「吾日三省吾身」，把同一個習慣用在辦學上：隨時自我檢視，再帶領行政團隊群策群力，擬出因人、因事、因時、因地、因物制宜的具體行動，而不是把別處的計畫抄過來。
Qiaotou is coming up on eighty years old, and in that time it has raised a great many capable people. Principal Chen’s stated goal for it is short: a school of quality, and a school of happiness. He points at three things already here to build on — an administrative team with the willingness and the professional grounding to serve, a teaching team with real expertise and an appetite for trying something new, and a parents’ association that backs the school fully, funding included.
橋頭國小創校近 80 年，孕育了許多優秀的人才。陳校長替它訂下的目標很短：打造優質和幸福學校。他指出三樣本來就在這裡、可以往上蓋的東西——行政團隊具有服務的熱忱及專業素養，教師團隊具備專業教學及創新精神，家長會團隊全力支持及經費挹注。而校園本身廣闊，環境優雅宜人，樹木林立、綠意盎然，正適合塑造學生寬廣的心胸與儒雅的人文氣質。
He started as a class teacher in this same township, and worked through every office in the building.
他從同一個鄉的一間教室開始，一路做過那棟樓裡的每一個職務。
Read in order, Principal Chen’s career is unusually vertical. He spent the first stretch of it inside one school — Shetou Elementary, in this township — moving from the classroom to the PE section, the curriculum section, the discipline office and then academic affairs. That is the whole engine room of a primary school, learned one room at a time. Only then did he move outward: to the county Education Department as a curriculum supervisor, and afterwards to two headships.
照順序讀下來，陳校長的資歷是很「垂直」的。他把前段生涯全部放在同一所學校——本鄉的社頭國小——從教室走到體育組、教學組、訓導處、教務處。那正好是一所國小的整個機房，一間一間學過來。之後他才往外走：到縣府教育處當課程督學，再接連擔任兩所學校的校長。
Alongside the school posts he has carried two curriculum roles that reach well past his own campus: convenor of the Life Curriculum group on the Changhua County instructional guidance team, and a reviewer for Life Curriculum on the Ministry of Education’s central guidance team. Life Curriculum is the integrated subject the youngest children are taught — the one where a school decides what a six-year-old’s first year of school is actually going to feel like.
在學校職務之外，他另外承擔兩個影響範圍遠超過自己校園的課程角色：彰化縣教學輔導團生活課程分團召集人，以及教育部中央輔導團生活課程審查委員。「生活課程」是低年級的統整課程——也就是決定一個六歲孩子的第一年上學到底是什麼感覺的那一門課。
Students first. Teaching second. Administration in support.
學生第一、教學優先、行政支援。
Education, Principal Chen writes, is the hundred-year work of raising people, and a nation’s hope project. Only through it does a society get the capable people it needs to grow its own civilisation, move itself forward, and hand its culture on while still making something new of it. From which follows the sentence that decides everything else: the student is the subject of a school’s education — not its output, not its material, its subject.
陳校長寫道，教育是「百年樹人」的大業，也是國家社會的希望工程。唯有透過教育，培育出優質人才，方以促進文明成長、導引社會進步、傳承與創新文化。而由此推出的那一句，決定了其餘的一切：學生為學校教育的主體——不是產出，不是材料，是主體。
Five short phrases follow, and the order they come in is the argument. Everything the school does is then supposed to be checked against one test: does this arrangement take account of this child’s interest, ability and need?
接著是五個短句，而它們的排列順序本身就是主張。學校的每一項措施與作為，最後都要通過同一道檢驗：這個安排，有沒有考量到這個孩子的興趣、能力與需要？
And what should a child have learned by the end? Principal Chen names four, and only one of them is academic: to learn how to be a person, to learn how to do things, to learn how to know, and to learn how to build a life. Those cannot be delivered by a single subject or a single teacher — they need many kinds of learning, over a long process, which is exactly why this school works at 多元學習 rather than at one thing done well.
那麼一個孩子最後應該學會什麼？陳校長列了四項，其中只有一項是學科上的：「學會做人、學會做事、學會認知」以及「學會生涯發展」。這四件事沒辦法靠單一科目或單一老師交付——須透過多元學習的歷程，方能達成全人發展的目標。這也正是橋頭把力氣花在「多元學習」而不是單押一項的原因。
Education is not the filling of a pail, but the lighting of a fire.
教育不是注滿一桶水，而是點燃一把火。
Principal Chen quotes the Irish poet W. B. Yeats for the sentence above, and then divides the work of lighting that fire into three jobs. The nature of education is to draw a person towards the good. A teacher’s responsibility is to help a student find their own direction and build the ability to finish the dream. A principal’s part is to do everything in his power so that all of it can happen.
上面那一句，陳校長引的是愛爾蘭詩人葉慈。接著他把「點燃這把火」的工作分成三份：教育的本質，在引人為善；教師的責任，在協助學生找到自己的方向、培養完成夢想的能力；而校長的角色，則在盡其所能成就一切。
How he does his own part, he sets out as five hearts — five different attitudes, each attached to a different task, so that none of them stays a mood.
而他自己那一份要怎麼做，他寫成五顆心——五種不同的態度，各自扣在一件不同的事情上，於是沒有一顆心只是一種心情。
What he hopes for at the end is stated as an old Chinese phrase and a piece of imagery. The phrase is 青出於藍更勝於藍 — the blue dye comes from the indigo plant, and is bluer than the plant: the students should surpass the people who taught them. The imagery is that wherever these children end up, they should keep filling up their own energy, take the helm properly, and go on working for the generation after them — out on a wide blue sea, looking for treasure islands together, and uncovering the treasure that has been hidden inside each student all along, so that it can be brought out and made to shine.
他最後的期待，寫成一句成語和一幅畫面。成語是「青出於藍更勝於藍」——學生應該超過教過他的人。畫面是：未來不論身處何地，當時時豐盈自我能量、善盡舵手之力，為教育下一代打拚——期待於遼闊藍海裡，與孩子們一起尋找金銀島，發掘上帝潛藏於學生身上的寶藏，讓它發光發熱。
As is the principal, so the school.
有怎樣的校長，就有怎樣的學校。
Principal Chen calls a principal the CEO of an education enterprise, and quotes the line in English: “As is the principal, so the school.” He takes it as an obligation rather than a compliment. The greatest thing in a life, he writes, is to have a great goal and the determination to find a way to reach it — and then he applies that to himself in three steps: a leader’s character shapes what a school becomes known for; a leader’s attitude pulls the teachers’ professional growth along behind it; a leader’s passion is what makes students want to climb.
陳校長把校長稱為教育事業的 CEO，並引了那句英文：「As is the principal, so the school.」有怎樣的校長，就有怎樣的學校。他把這句當成義務，而不是恭維。他寫道，人生最重大的事情，就是有偉大的目標，和設法達到的決心——接著把這句用在自己身上，分成三層：領導者的特質，可形塑學校的特色；領導者的態度，可引領教師的教學專業成長；領導者的熱情，必可激發學生積極向上。
The practical half is money and equipment. He undertakes to go out and win more funding to improve teaching facilities and the campus environment, so that six things can follow from it: teachers teaching with real expertise, a humanistic grounding taking hold in the children, a character that knows honor, teaching that is worth calling inventive, a habit of studying hard, and learning that leaves a child healthier than it found them.
務實的那一半是經費和設備。他承諾努力爭取更多的經費來改善各項教學及環境設備，以便讓六件事跟著發生：透過教師專業的教導，蘊育人文的素養、培養榮譽的品格、激勵創意的教學、形塑勤學的特質、促進健康的學習。
And the sentence he finishes on is the title of the whole thing: he will meet the new challenge with a manner that is steady and plain, become the school’s navigator, build teachers and students an excellent place to be — and let Qiaotou Elementary shine again.
而他收尾的那一句，就是整篇文章的標題：他將以踏實、穩健的態度來迎接新挑戰，成為學校優質的領航者，為學生與教師打造一個卓越的優質學校，讓橋頭國小光芒再現。
Principal Chen’s own description of the place he has taken charge of is short and physical: the campus is wide, the setting is pleasant, the trees stand thick and the green runs everywhere. He puts that in the same paragraph as the people, because he regards it as doing the same job — shaping in the children a wide mind and a cultivated, gentle bearing.
陳校長自己對這個地方的描述很短，而且是身體性的：「本校校園廣闊，環境優雅宜人，樹木林立，綠意盎然。」他把這句和人寫在同一段裡，因為在他看來，它們做的是同一件事——塑造學生寬廣的心胸和儒雅的人文氣質。
