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研究生:
林韻娟
學位類別:
碩士
校院名稱:
屏東師範學院
學年度: 91
[摘要]
雖然近年來，政府與民間都意識到鄉土文化的重要性，但是較弱勢的客家族群除了語言正在快速的流失之外，其傳統音樂的演奏、演唱人才也日漸凋零。教育部於民國八十二年修正頒布「國民小學課程標準」、民國八十五年「國民中學課程標準」，以及在民國八十七年所公佈的「國民教育階段九年一貫課程總綱綱要」，都陸續將鄉土藝術與語言的學習納入課程的規劃中，因此，如何在學校教育中，找到一個有效的教學方法來推行客家民謠，實為當務之急。
本研究主要目的在探討客語專業教師推行客家歌謠教學的理念，同時分析客家歌謠應用於班級音樂教學與社團音樂教學時，在教學策略、教材選用與教學方法上的異同，從而探討客語專業教師在運用客家歌謠作為音樂教學素材時所面臨的問題。
本研究採用個案研究法，兩位個案研究的對象皆為客籍音樂教師，他們分別在「六堆」地區的國民小學，負責班級音樂課程及社團音樂活動的教學工作，且擁有民族音樂學及客家歌謠演唱的專長。希望透過與個案教師的深度訪談，以及對其教學活動的觀察，獲知專業教師對客家歌謠的教學理念與活動模式，並分析現行音樂教科書版本中客家歌謠的內容，與個案教師的教學作呼應，來提供給有心於從事客家歌謠教學的教師們，作為未來教學時的參考。
從研究結果的發現中，提出下列七點結論：
一、
單位需儘快研究適合學生學習的客語化國字，及有效的譯音輔助系統。
二、
為了提昇學生學習客家歌謠的興趣與能力，教師可將歌謠的曲調，移到較舒適的歌唱音域，或以樂器演奏及欣賞活動等形式來進行教學。
三、
雖然在團體歌謠教學中，常需以省略裝飾音的基本曲調來教唱，會使得客家歌謠失去它即興的風貌，但在現階段以推廣及傳承為首要目標的情形下，應仍是最合宜的學習方法之一。
四、
相關單位應儘快成立客家歌謠的曲譜資料庫，將其依風格、曲式、難易度等項目加以分類，以提供給各出版社或教師來選用教材。
五、
政府可提供客家表演團體或個人，在教學資格上的認證，讓他們能夠到各級學校進行輔助教學。
六、
教師們需發揮合作教學的精神，來協同設計與客家歌謠有關的活動。
七、
學校行政單位需主動支持教學者，並積極結合社區團體，以親師合作的方式來推廣客家歌謠。
基於上述之研究結論，對於未來進一步的研究有以下的建議：
一、
針對學習客家歌謠是否需要拼音的輔助來加以探討。如果研究結論是肯定的，則期盼進一步研究適合於國民小學學生所使用的拼音方式，並提供可行的方法供相關教師參考。
二、
針對客語化國字進行研究，讓客家語不但可以藉由文字表達其口語的內涵，亦能夠與國語的用詞有所銜接。
三、
探討客家歌謠師資養成的必要條件，針對師資培育過程中的課程內容及教材教法加以研究，培養出真正切合需求的客家歌謠師資。
In these years,
although the government and the public are aware of the importance of
native culture education, Hakkah, one of the minor clans in Taiwan, is
facing a swift loss in not only language, but also the performers of
their traditional music. As
The Ministry of Education have put the learning of folk art and
language in courses designing by issuing「The
Elementary School Curriculum Stander」(
1993 ), 「The
Middle School Curriculum Stander」(
1996 ), and「The
Nine-Year Curriculum Integration Program」(1998
), it has no time to delay for working out an effective teaching
method to promote the Hakkah folk song.
The purpose of
the study is to investigate the ideas of the Hakkahese music teachers
for teaching Hakkahese folk songs, to discover their differences in
teaching strategies, materials, and methods during the class music
courses and extracurricular music activities, and to investigate the
difficulties when they teach Hakkahese folk songs.
This research
method utilized is case study. Both
of the cases are Hakkahese music teacher, and working in elementary
schools in Liu-Tui Hakkah area. One
is responsible for music courses in classes, and the other is coaching
in the extracurricular music activities. They
specialize in either folk musicology or the performance of Hakkah folk
songs. Therefore,
the research is attempting to acquire these professional teachers’
teaching ideas and activity models by precise interviews on case study
teachers and observations on their teaching activities. In
addition, the analysis of Hakkah folk songs from music textbooks of
all editions is provided to respond to two teachers teaching contents. Hope
the findings from this study could be the future teaching reference
for teachers who are looking forward to teach Hakkah folk songs.
From the research
findings, the study brings up the fallowing conclusions:
1. Related
organizations need to research the Hakkahese writing suit to
elementary school’s students, and finding an effective system to
translate Hakkahese pronunciation as soon as possible.
2. To promote
students’ interest and ability for learning Hakkah folk songs,
teachers can transpose the melody to comfortable range of students’
voice, or substitute the teaching activities such as instruments’
playing or music appreciation.
3. Although
skipping grace notes at groups teaching situation tend to make
Hakkahese folk songs lose its original style and features, it is still
the best way to popularize and impart Hakkahese folk songs.
4. Authority
concerned must set up the Hakkahese folk song database and classified
the songs by style, form, and difficulty in order to offer the
material for publishers and teachers.
5. The government
could hold the teaching certification for Hakkahese performing teams
or individuals, and make them enable to assist Hakkahese folk songs
teaching in the public schools.
6. Teachers have
to cooperate to design activities of Hakkahese folk songs.
7. School
authorities have to support teachers positively and associate with
community organizations to promote Hakkahese folk songs.
In consequence,
the study makes some proposals for the authority’s studies in the
future:
1. Discuss the
necessity of applying phonetic transcription on Hakkahese folk songs. If
the result is positive, work out a phonetic transcription suit to the
elementary school’s students, and provide teaching methods reference
for teachers.
2. Hold a
research on Hakkahese characters. Make
Hakkahese cannot only be spoken but also be written. Furthermore,
make a connection between Chinese characters and Hakkahese characters.
3. Discuss what
are the necessary conditions for training Hakkahese folk songs
teachers. Make
a research on materials and teaching method used in teacher training
courses. Breed
Hakkahese folk songs teachers met the demand. |
