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研究生:
李雪燕
學位類別:
碩士
校院名稱:
國立台北師範學院
學年度: 89
[摘要]
九年一貫課程語文領域內容包括本國語文及外國語文，本國語文又包括語文、閩南語、客語及原住民語，為因應九年一貫課程本土語言的實施，本研究透過教師行動研究方式，探討「客家歌謠」應用於國小低年級教學的可行性。
研究者首先以文獻分析方式，探討客家民系的來源、語言及歌謠的特色，並對各縣市現行客語教材作客觀的評析。其次，透過訪談請教有客語教學經驗者，擷取他們的寶貴意見，然後採取行動研究方式，實際擔任二年級一個班級的客語教學，並將客家歌謠應用於教學中。本研究運用觀察、錄影、錄音等方式進行，並由檢討反省及問卷訪問中完成本項研究。
依據研究結果，得到的結論是：（1）客家歌謠能做為國小低年級學生學習客語的教材（2）客家歌謠能提高學生學習的興趣（3）本土語言教材應顧及學生生活經驗及學習興趣（4）融入動靜態的教學活動，能提高學生的學習興趣（5）發音困難的指導可善用各種注音符號及手勢提示（6）配合歌謠內容可發展相關的語詞及語句教學（7）本土語言教學應採多元化的評量方式（8）本土語言教育的推廣有待親師共同合作（9）透過行動研究同儕合作的模式，促進教師專業成長。
對上述的研究結果，研究者有以下建議：（1）採課程統統整模式將客家歌謠融入客語教學中（2）本土語言之教材能以學生生活經驗及需求出發，以簡短、生動的方式編寫教材（3）學校應依據學生的需求安排本土語言教學，推展多元文化教育（4）善用現代科技媒體提高教學效能（5）運用合作學習及親師合作的學習方式，推動本土語言教學！
The curriculum on
the domain of language teaching for the compulsory nine-year education
has been designed to cover the Mandarin and foreign languages, of
which the teaching of mother-tongue language is further broken down to
the Mandarin, Fukkienese, Hakkahese and aboriginal language teaching. In
support of better streamlining the teaching of indigenous languages in
the nine-year curriculum, the study has been designed to study via an
instructor’s action research with which to examine the feasibility of
adopting Hakkahnese folk songs as part of the lower grades of
elementary education.
The method of
archival analysis has been sought by the researchers in examining the
origin, linguistic characteristics and melodic features of the Hakkah
culture, in conjunction with objective assessment made to evaluate the
current Hakkahnese teaching materials adopted throughout various
school districts on the country and municipality levels. What
followed are in-depth interviews conducted with renowned Hakkahese
academics, whose valuable input and opinions are then consolidated to
put forth an action research mode, which may be adopted in an
experimental teaching in a second grade class, where the Hakkahese
folk songs are taught through practical music teaching. The
study is conducted via results collected from observations,
video-taping and voice-recording, and the findings are reviewed,
reflected upon and surveyed via a questionnaire poll. Findings of the
study lead to a broad-based conclusion that, (1) Hakkahnese folk songs
can indeed be used as teaching materials for lower grade elementary
students to learn the Hakkah language; (2) The
presence of Hakkahnese folk songs can improve the students’ learning
motivation; (3) The
indigenous language teaching needs to duly address the practicality
and learning motivation of the students; (4) Integrating both the
interactive and still-mode teaching can drastically improve the
students’ learning motivation; (5) The guidance for overcoming the
difficulty of pronunciation may be achieved through phonemic spellings
among other sign language; (6) The
content of the songs may be developed around the premise of teaching
useful phrases and expressions; (7) The
indigenous language teaching ought to be evaluated via an integrated
means; (8) It
relies on everyone’s effort to promote the teaching of indigenous
languages; (9) An
action research and peer cooperation can also excel the teaching
faculty’s professional enhancement.
The findings
concluded in the study above lead the researchers to drawing the
following recommendations, (1) An integrated curricular development
can best support streamlining Hakkahnese songs into the teaching of
Hakkahnese language; (2) Teaching
indigenous languages is best be broached from a concise and
interactive mode adopted for teaching material compilation that meets
the students’ practical experience and the need to acquire the skill;
(3) It
is the responsibility of the school to adopt an adequate amount of
indigenous language according to the students’ needs for the ultimate
goal of promoting a diversified cross-cultural exposure; (4) It
is prudent to utilize modern technology in improving the teaching
efficiency; (5) A
cooperative learning mode by which both the faculty and students
benefit from it remains the key to promoting indigenous language
teaching. |
