國民小學九年一貫本土語言課程對新北市某國小學童閩南語態度和課後使用行為影響研究

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Title:	國民小學九年一貫本土語言課程對新北市某國小學童閩南語態度和課後使用行為影響研究
Other Titles:	A Study of the Influence of the Dialect Course in Grade 1-9 Curriculum on Students' Attitude toward Taiwanese and After School Behaviors--The Case of An Elementary School in New Taipei City
Authors:	曾盈碩 TSENG, YING-SHUO
Contributors:	國際事務與企業學系亞太研究碩士班戴東清 TAI, TUNG-CHING
Keywords:	九年一貫;本土語課程;閩南語;態度;課後使用行為 Grade 1-9 curriculum;dialect course;Taiwanese;attitude;after school behaviors
Date:	2019
Issue Date:	2022-04-13 15:40:44 (UTC+8)
Abstract:	九年一貫本土語政策點亮臺灣各族群語言復興的火炬。這個政策實施的對象包括了國民小學和國民中學，總共九個年級的學生。從一百零八學年度開始，也將往上銜接，成為十二年國民教育課程綱要。本研究從應用語言社會學的角度，採半結構式、深入訪談的方法，質性分析詮釋的方式，探討該政策對國小學童閩南語態度和課後使用行為所產生的影響。政策擬定、教材編纂或教學實施，都能從本研究獲得一定的助益。　　本研究發現，學童喜歡上閩南語課，認為閩南語是溝通工具，肯定學習閩南語的重要性與課程的價值。在學校接觸過閩南語課程後能提高對閩南語喜愛的程度，但對使用意願與族群認同的提升不顯著。受訪者普遍認為該課程的重要性比不上國語，但是重於英語。學前已具備閩南語基本溝通能力的學童多數希望能提高課程的難度。課後使用行為受到課程影響的人數多，但是程度不大，多為點綴性的影響。學前已具備基本溝通能力的學童甚至表示，由於環境的轉換，入學後反而會造成使用頻率的減少，甚至能力上的衰退。整體來說，閩南語課程對受訪者生活所帶來的影響多為正向的，以增進人際關係、提升能力而得到自信，等態度上的影響較為顯著。　　根據以上研究結果判斷，即將實施的十二年國民教育課程綱要如果要達成訂定的目標，不能僅靠學校課程，還必須整個社會，從上到下，從政府到基層民眾，各階層一同努力，營造本土語言友善環境，提昇使用風氣，才有可能成功。　　The dialects course in Grade 1-9 Curriculum rekindles the acquisition of dialects of different ethnic groups in Taiwan. Having covered students from grade 1 to 9 in elementary and junior high school, this policy will further integrate with guidelines of the 12-year compulsory education in 2020. From the perspective of applied sociology of language, this research conducts in-depth semi-structured interviews and carries out qualitative analysis to probe into the influence of this policy on students' attitude toward Taiwanese and their afterschool usage behavior. Policy formulation, teaching materials compilation, and teaching implementation can all benefit from this research.　　This research finds that students like Taiwanese course. Viewing Taiwanese as a means of communication, they approve the importance of learning Taiwanese and the value of the course. Students love Taiwanese more after they take the course, but the increase in their willingness to use the dialect or in their ethnic identity is not significant. The opinion that Taiwanese is not as important as Mandarin but more important than English is common among interviewees. Most students with basic Taiwanese communication proficiency before enrolled hope the content of the course can be more difficult. A large number of students' usage behavior after school is affected, but the change is minor and contingent. Students with basic communication proficiency before enrolled even say that their language skills lower after they attend school because they use the dialect less frequently in the new environment. On the whole, on lives of the interviewees Taiwanese course shows positive influence which is noticeable in the improvement of interpersonal relations and the confidence rising from the enhancement of ability.　　Judging from the results of this study, school curricula alone are not enough for the upcoming 12-year compulsory education guidelines to achieve their goals. The government and people from all walks of life have to work together to create a dialects-friendly environment and promote the use of dialects so that the school education can succeed.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Asia-Pacific Studies)

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