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研究生:
詹美玲
學位類別:
碩士
校院名稱:
國立新竹師範學院
學年度: 91
[摘要]
本研究旨在分析比較九年一貫課程國小一年級客語教材之異同，從比較過程提出各版客語教材之優點與不足處，提供教師編選客語教材之參考；並藉此研究提出編選客語教材之規準，做為未來評鑑客語教材之參考依據；最後希望本研究可做為未來各種語言教材比較研究的參考資源，並就本研究過程中遭遇的困難及研究結論，提出建言。
本研究採文獻分析法及比較分析法，以仁林版（第一冊）、竹市版（一上、一下）、光復版（第一、二冊）、金安版（首冊第一冊）、南一版（第一、二冊）、康軒版（第一、二冊）、翰林版（第一、二冊）為研究對象。比較規準是採國民教育九年一貫英語科教科書審查規準（屬資格審）中的《一般規準》，加上指導教授的意見，及文獻探討資料，所編擬出來的規準及比較細目為藍本，進行各版形式設計、音標編撰、客語書面字運用情形、內容編輯四部份的比較分析。
一、主要結論如下：
（一）
形式設計方面：各版均掌握了課本的基本規格，印刷圖畫各有風格，圖畫比例相當高；只是字型小了些，有些版本顏色過深、或發生圖文套印、模湖不清的情形。
（二）
音標編撰方面：音標教學各版表現還不錯，符號的出現順序有兼顧語言發展心理原則；音標打印排版方面則顯不夠成熟，且採用的音標系統各版有各版的堅持，互通性不佳。
（三）
客語書面字運用情形：出現的書面字大多保有客語特色，採用的同音同意字，幾乎都一致；書面字的難易較沒有掌握，且未輔以音標，對一年級小朋友來說較吃力。
（四）
內容編輯方面：大多數版本有遵循民國92年版《九年一貫課程綱要》-第一階段以聽說能力為主的編輯原則，內容取材也各具特色，句型詞彙的出現也還合乎語言發展心理原則；有的版本編輯架構不是很清楚，或是練習設計單調了些，抑或是內容取材較缺乏和孩子切身的經驗，這些是目前各版較明顯的缺點。
二、依據研究結論提出客語評鑑規準，供各界參考。
三、依據研究結論提出建議如下：
（一）對各版的建議：針對各版形式設計、音標編撰、客語書面字運用情形、內容編輯四部份之不足處，提出建議。
（二）對政府、教育當局的建議：客語評鑑規準的訂定，各種大型的語料調查研究，需儘快進行。
（三）對學校、教師的建議：要製訂因應各校環境的評鑑規準，教材使用後要進行評鑑檢討。
（四）對未來研究之建議：本研究進行比較過程中遭遇的困難，共提出九點研究方向。
Comparative and analytic research on Grade 1 of
Hakka textbooks of various versions pertaining to the Grade 1-9
curriculum Abtract May-lin Jan The research aims at comparing and
analyzing grade 1 of Hakka textbooks of various versions pertaining to
the Grade 1-9 curriculum, and proposing merits or drawbacks of each
version that can be the references of future evaluations, and
guidelines for selecting textbooks. We hope the research can be a
referencing resource of any future comparative researches on various
language textbooks.
The research adopts literatures analytic method and
comparative and analytic method, and takes Jenlin version（Volume1）、Hsin-Chu
version（Volume
1,2）、Guangfu
version（Volume
1,2）、Jinan
version（Volume1）、Nani
version（Volume
1,2）、Knsh
version（Volume
1,2）、Hle
version（Volume
1,2）
as samples. The comparative criteria are based on the
《general
criteria》of
the English textbooks evaluation criteria pertaining to the Grade 1-9
curriculum Guidelines, the professor’s opinion, and the related
literatures. We analyze and compare all versions in the following four
parts: the design forms, the editing of phonetic alphabets, the using
of written formed Hakka words, and the contents editing.
1.The main conclusions are as follows:
（1）In
design forms: all versions fit in with basic specifications
of the textbooks; each version has its own style, and the ratio of
pictures is quite high; the word sizes are a little small; some
versions have too deep colors or blurred pictures.
（2）
In phonetic alphabets editing: all versions performs well in phonetic
alphabets teaching, and the appearance orders of alphabets considers
the psychological theory of language development; the typesetting of
alphabets is not mature, and each version insists on its own alphabets
system such that the communication between versions
is bad.
（3）In
using of written formed Hakka words: most words in written form keep
Hakka language characteristics, and every specific word collocates the
same written formed word; the order of written formed words are not
handled well, and are not even assisted with phonetic alphabets, such
that it is hard for children in the first grade.
（4）In
contents editing: most versions obey the rules ---- listening and
speaking abilities should be the main consideration in the first
stage; each version has its own style in contents; the appearances of
literary and sentences fit in with the the psychological theory of
language development; some obvious defects of all versions are as
follows: some versions do not have clear structures, or the exercises
are a little dull, or the contents do not touch children’s
experiences.
2. According to conclusions of the research, we
propose a Hakka language evaluation criteria for reference.
3.According to conclusions of the research, the
following suggestions are made:
（1）Suggestions
to the publishers: we emphasize on the design forms, the phonetic
alphabets editing, the using of written formed Hakka words, and the
contents editing.
（2）Suggestions
to the government and the education authorities: to establish the
Hakka language evaluation criteria and investigate various
large-scaled data of discourse as soon as possible.
（3）Suggestions
to schools and teachers: to establish evaluation criteria that should
match the school environments and the experiences of learners; the
textbooks must be reviewed after using.
（4）Suggestions
to future researches: according to embarrassment met during the
research, we propose nine researching guides. |
