国小低年级客家歌谣教学实施之行动研究

【外文题名】The Action Research on the Hakkahese folk songs teaching of the lower grades of elementary education.

【作者】 李雪燕

【关键词】 本土语言 客家歌谣 客语教学 行动研究

【外文关键词】 Indigenous languages Hakkahnese folk songs Hakkahnese language teaching action research

【导师姓名】罗秋昭

【学位名称】硕士

【学位年度】暂无

【学位授予单位】暂无

【所属分类】暂无

【录入时间】2014-11-17

【全文挂接】 读秀挂接

【摘要】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！...

【外文摘要】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....