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博碩士論文: 桃園縣國民小學客語教學實施現況之研究

  • 作者:范明龍(研究生)
  • 其他作者:羅肇錦(指導教授)
  • 語文:中文
  • 出版者:國立新竹師範學院
  • 系所名稱:進修部學校行政碩士班
  • 學位類別:碩士
  • 出版日期:2004
  • 畢業學年度:92
  • 頁數:198
      • 關鍵詞:國民小學、教師、鄉土語言、客語教學、elementary school、teacher、local language、Hakka language teaching
      • 城市:桃園縣

      摘要:

      本研究旨在探討桃園縣國民小學客語教學實施之現況與困難,並分析背景因素及學校變項之影響,進一步嘗試建構客語教學模式及提出建議,以作為客語教學政策擬定及客語教學實施之參考。研究工具為研究者自編之客語教學實施現況調查問卷以及訪談問卷。前者採用Likert式五點量表,計包含行政支持、規畫背景、運作現況、師資條件、實施成效、實施困難以及專業期望等7個向度,總計有34道測驗題目;後者則包含實施現況評估、研究結果解讀以及困境因應等10大訪談大綱。本研究之調查研究對象來自於桃園縣365位教師與40位客語教學支援人員,總共回收問卷363份,其中有效問卷340份。調查所得資料經編碼登錄後,應用SPSS/11.01版統計套裝軟體進行分析,計使用了t-test、ANOVA以及regression等統計方法。調查研究得到初步結果後即進行當面訪談,接受訪談對象共有11位,其中校長1位、主任2位、教師3位以及客語教學支援人員5位。本研究之結論歸納如下:一、不同性別、職務、年齡、學歷之受測者所知覺到的客語教學實施現況整體上並未達顯著差異。二、不同族群受測者所知覺到的客語教學整體實施現況達顯著差異,且在行政支持、規畫背景、運作現況、師資條件現況、實施成效、實施困難與專業期望等七個向度均達顯著差異。三、學校規模不同受測者所知覺到的客語教學實施現況達顯著差異,且在行政支持等七個向度中均達顯著差異。以平均數觀之,12-24班學校規模之受測者所知覺到的客語教學實施現況之分數較高。四、受測者個人背景變項以及不同學校情境變項皆對「客語教學實施現況」有聯合預測效果(p<.001)。綜合文獻探討、問卷調查以及訪談之結果,本研究提出以下建議:一、對國民小學的建議:1.確實遵照「國民中小學九年一貫課程暫行綱要」實施要點之規定,維護學童選修習客語之學習權益,開設客語課程。2.溝通教師與家長之觀念,建立鄉土語言亦屬學校正式課程之共識。3.加強辦理客語教學之教師進修,提升專業知能。4.實施課程及教師評鑑,落實鄉土語言課程與教學。二、對行政機關的建議:1.編列充足且能符合學校本位需求之經費預算,俾利學校聘用客語師資。2.參考全民英檢方式,實施客語能力分級制度,辦理客語能力分級測驗。3.訂定具體之升學、就業獎勵措施,吸引國人學習各種鄉土語言。4.獎勵「客語常用家庭」,發揮母語傳承之關鍵力量。5.結合大眾傳播媒體,輔助客語教學。三、對家長的建議:1.敏覺母語流失之危機,以使命感復育母語。2.勇於創新及經營事業,增進經濟實力。3.勇於適度生育,並施以優質教育。四、對未來研究的建議:1.就研究對象:擴大研究範圍以實際客語教學者為對象。2.就研究內容:側重對教師專業與家庭教育配合之研究。3.就研究方法:兼採歷程檔案法對客語生活學校之客語教學成效長期追蹤。
      The purpose of this study was to investigate the current status and difficulties of Hakka language teaching in Taoyuan County. It also analyzed the influence of context factors and school variables for constructing Hakka language teaching model and provided some recommendations for the future policy and the implementation.The survey materials were developed by the researcher. They were included the questionnaire survey and interview questionnaire. Likert 5-point scale was adopted in the first one, which included 7 dimensions:(1) Administrative support(2) The plan of the background(3) Operational condition(4) The conditions of the teachers’ qualification(5) The effectiveness of implementation(6) The difficulties of implementation(7) Professional expectation.There were 34 questions. The second one included the evaluation of current condition, the interpretation of the results and the solution for the predicament.The subjects of the questionnaires are 365 teachers and 40 Hakka language teaching backup crew, of which 340 validated questionnaires were used. After coding the research data, it applied the SPSS for Windows 11.0 with t-test, ANOVA and regression statistic analyses. There are 11 people who included 1 principal, 2 directors, 3 teachers and 5 Hakka language teaching backup crew were chosen for further interview.The main conclusions are as follows:1. The subjects of different genders, jobs, ages and academic background who perceived the current Hakka language teaching don’t lead to obvious differences.2. The subjects of different ethnic groups who perceived the current Hakka language teaching lead to obvious differences in 7 dimensions as said.3. The subjects of different school scopes who perceived the HAKKA language teaching lead to obvious differences. According to the mean, the subjects of the school scopes with 12-24 classes get higher score.4. The background variables of the subjects and the situational variables from different schools predict the performance (p < .001) in the Hakka language teaching.Based on the literature review, questionnaires, and interview; the study provided some suggestions:1. Suggestions to the elementary school:(1) According to the Grade 1-9 curriculum, schools have to provide Hakka language course for maintaining students’ rights .(2) Through the communication of teachers and parents, build the consciousness of local language as the formal curriculum.(3) Provide the further education for the Hakka language teaching teachers to enhance their professional competence.(4) To carry out the curriculum and teachers’ evaluation for practicing the local language curriculum .2. Suggestions to the education authorities concerned:(1) Arrange the sufficient budget for the School-based requirement to employ Hakka language teachers.(2) Take the “General English Proficiency Test-GEPT” as the reference, and implement Hakka language ability ranking system and tests.(3) Provide some encouragement in advancing higher education and working opportunities to attract people for learning local language.(4) Encourage the family who use Hakka often to last the vernacular language.(5) Combine with the mass media as the assistant for the Hakka language teaching.3. Suggestions for the parents(1) For perceiving the crisis of local language, parents should have the determination to revive the local language.(2) For increasing the economic growth, parents should have courage to innovate and manage their business.(3) Parents should have the courage to bear appropriately and create high quality education.4. Suggestion for the prospective researchers(1) For the subjects: broaden the research scale and take the Hakka language teachers as subjects.(2) For the content: emphasis on the study of teachers’ professional development and family education in coordination.(3) For the method: The progress portfolio method can be applied to trace the Hakka language teaching effectiveness of the schools for a long term.

      目錄:

      第一章 緒論 1
      第一節 研究動機與目的 1
      第二節 待答問題 7
      第三節 名詞釋義 9
      第四節 研究範圍與研究架構 11
      第五節 研究方法與步驟 13
      第六節 研究限制 15
      第二章 文獻探討 17
      第一節 母語教學研究文獻之探討 17
      第二節 世界各國的語言復振之借鏡 27
      第三節 母語教學相關問題探討 35
      第三章 研究方法 41
      第一節 研究架構 41
      第二節 研究對象 45
      第三節 研究工具 47
      第四節 實施程序 53
      第五節 資料處理 55
      第四章 研究結果 57
      第一節 國民小學客語教學實施現況之描述分析 57
      第二節 個人變項對國小客語教學現況之差異分析 59
      第三節 學校情境變項對國小客語教學現況之差異分析 95
      第四節 國小客語教學實施現況的預測變項及影響力 109
      第五節 國民小學客語教學實施現況訪談結果 119
      第五章 討論、結論與建議 123
      第一節 綜合討論 123
      第二節 結論 129
      第三節 建議 131
      參考書目 135
      附錄 143