从国小客家语第二阶段教材内容 探讨其十大基本能力之评比研究

【外文题名】An analysis of the correspondence between the content and the curriculum guideline of the textbooks used at the second stage in elementary school Hakka teaching

【作者】 廖瑞珍

【关键词】 客家语 乡土语言 教科书 九年一贯课程纲要

【外文关键词】 Hakka dialect textbook nine year integrated curriculum

【导师姓名】古国顺

【学位名称】硕士

【学位年度】暂无

【学位授予单位】暂无

【所属分类】Q958.1

【录入时间】2014-11-17

【全文挂接】 读秀挂接

【摘要】提供研究心得做為未來編輯客家語教材的參考。
一、研究對象：康軒、翰林、南一、部編等四種版本之國小客家語第二階段教科
書及教師手冊。
二、主要結論分成四方面：〈一〉關於課程目標方面
〈二〉關於結構組織方面
〈三〉關於學習內容方面
〈四〉關於語文使用方面
二、依據研究結論提出建議。
三、對未來研究的建議
台灣自1987年後，關心族群語言教育的研究不勝枚舉，但大部分僅止於針對教學上的歷程進行討論，對於教材本身鮮少有人提出探討。九年一貫課程施行初期，雖有研究者開始對第一階段之鄉土語言教育進行研究，也僅止於各版本第一冊為研究範圍，如今九年一貫課程已全面實施，對於教材內容的完整性，似乎應該開始檢視。
本研究只針對九年一貫客家語課程各版本第二階段教科書進行研究分析，未能觸及有關教科書選用之其他規準，故未來研究上，可以針對研究主題對各版本進行更廣泛的研究分析，對各版本客家語教科書做更完整而深入的研究與建議，讓客家語教科書的內容更充實。...

【外文摘要】With the practice of the Nine-year Integrated Curriculum, dialect teaching has finally returned to classrooms, which marks a significant meaning as well as mission in preserving and passing down valuable cultures. The purpose of this study is, therefore, to analyze the correspondence between the content and the curriculum guideline of the textbooks used at the second stage in elementary school Hakka teaching. In addition, evaluation for the Ten Basic Abilities is included through the study of the content. Hopefully, in the process of comparison and analysis, a complete understanding of Hakka textbooks’ content and the advantages and deficiencies among different versions will be achieved, which may provide useful information for future Hakka teaching materials.
I. Research objects:
Four different versions of textbooks and teacher’s manuals used at the second stage in elementary
School Hakka teaching—Kang Sham, Han Lin, Nan Yi and the official versions.
II. Four main aspects in conclusions:
1. Curricular target
2. Structure and organization
3. Learning content
4. Language use
III. Suggestions for future researches
Numerous researches showing concern for dialect education have emerged since 1987; however, most of them simply discuss the teaching process instead of the materials in itself. Although some researches into the first stage dialect education were being conducted at the beginning of the practice of the Nine-year Integrated Curriculum, first Books of different versions were the only materials available for researchers. With the full practice of the Nine-year Integrated Curriculum, it is time to examine the integrity of the content in those textbooks.
This study only focuses on analyzing different versions of textbooks used at the second stage for Hakka teaching based on the Nine-year Integrated Curriculum. Nevertheless, some other textbook selection criteria are not included in this study. Future researches aiming at different versions of Hakka teaching materials may be extended to various subjects in order to provide thorough suggestions for the production of better qualified Hakka textbooks....