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請使用永久網址來引用或連結此文件:
http://nhuir.nhu.edu.tw/handle/987654321/28842
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| 題名: | 台灣客家學童學習客語之調查－以南投縣國姓國小為例 |
| 其他題名: | A Survey of Taiwanese Hakka Children Learning Hakka--A Case Study of an Elementary School in Nantou County |
| 作者: | 葉淑慧
YEH, SHU-HUI |
| 貢獻者: | 國際事務與企業學系亞太研究碩士班
張子揚
CHANG, TZU-YANG |
| 關鍵詞: | 客家人;客家腔調;客家委員會;客語生活學校;客語能力
Hakka people;Hakka accent;Hakka Committee;Hakka language life school;Hakka ability |
| 日期: | 2021 |
| 上傳時間: | 2022-08-18 10:11:05 (UTC+8) |
| 摘要: | 自從台灣解嚴之後，國民教育歷經九年一貫及十二年國教的重大教育改革，在政府大力推行說母語、教母語的政策下，客家學童在家說母語的情況理應有所提升，但研究者針對南投縣國姓鄉客家籍達六成以上的國姓國小學童所做的調查研究顯示，客家學童在家說客家語的比例僅有一成左右，造成客家學童在家鮮少說客家語的因素為何?值得研究探討。 因此，本研究以南投縣全縣客家密度最高的國姓鄉國姓國小三、四、五、六年級的客家學童作研究來探討：為什麼具有客家血統的國小學童在家說客家語的比例偏低，進行資料蒐集、問卷調查，發出130份問卷，有效問卷96分，回收有效率74%，並將收集後的問卷資料以SPSS，進行次數分配和百分比、獨立樣本t檢定、以及單因子變異數分析等統計方式進行資料分析。本研究所獲得的結果如下：一﹑家庭的支持與鼓勵，是提升學童客語能力和使用客語交談的重要動力。二﹑學校與社區的支持和鼓勵，是提升學童客語能力和使用客語交談的動力。三﹑學校應鼓勵客語教師多進修充實精進客語教學。四﹑學校有趣多元的客語課程活動，有助於提升客語能力和使用客語交談的環境。五﹑與其他族別通婚的客家家庭，並非影響學童客語能力及使用客語交談的原因。六﹑對客家族群有認同感，可以提升客語能力和增加使用客語與人交談的機會。 最後，本研究結果建議： 家中的照顧者應該以身作則，建立好的客家榜樣， 學校與社區要塑造一個鼓勵說 客語的友善環境，學校方面應鼓勵客語教師多進修充實精進客語教學，鼓勵教師使用客語來進行各領域的教學。鼓勵學校開發多元、有趣的客語素養課程教學方案，讓學童喜歡學客語。也可透過社區相關資源開辦客語課程和活動，讓學童的父母或民眾有機會學習客語。政府或民間可透過鼓勵音樂與藝術家用客語來創作符合現代潮流的作品，讓大家更喜歡親近客家文化。也可以透過電視媒體、網路平台與學校校外教學，多認識客家文化與重要人物，以增強對客家族群的認同感。
Since the end of martial law, Taiwanese national education has gone through several major reforms. Under the government's policy of speaking and teaching mother language, Hakka children should be more encouraged to speak Hakka at home. However, a survey sampled more than 60% of Guoxing elementary school in Nantou County shows that only about 10% of the Hakka children speak Hakka at home. What are the reasons that Hakka children seldom speak Hakka at home? It is a topic worth studying. Therefore, this study takes the third, fourth, fifth and sixth grade Hakka children in Guoxing elementary school, which has the highest Hakka density in the country, as an example to discuss why the proportion of children with Hakka origin speaking Hakka at home is low. Through data collection, 130 questionnaires were sent out and 96 available responses were collected. With an effective rate of 74%, the collected data were analyzed by SPSS, frequency distribution and percentage, independent sample t-test, and ANOVA. The results are as follows:1.Family support and encouragement are important driving forces to improve children's ability to speak and use Hakka.2.Support and encouragement from schools and communities are also important to improve the children's willingness to use Hakka.3.Schools should encourage the Hakka teachers to advance Hakka teaching skills.4.Holding interesting and diversified Hakka activities at school are great ways to improve students' Hakka language ability and foster a good environment for Hakka conversations.5.Intermarriage between Haaka and other ethnic groups does not affect Hakka students' ability and willingness to use Hakka. 6.Having a sense of identity with the Hakka group can improve Hakka ability and increase the chances of using Hakka in conversations. Finally, the study suggests that: The Hakka caretakers at home should set a good example. The school and community should create a friendly environment to encourage the use of Hakka. The school should also encourage teachers to advance the teaching of Hakka, and use Hakka to teach in various fields. We should encourage schools to develop diversified and interesting teaching programs for Hakka, so that students can enjoy learning it. Furthermore, we can offer Hakka courses and activities through relevant community resources to offer a way for parents or the public to learn Hakka. The government or the folk can encourage artists to create works in Hakka that are in line with the modern trend, so the general public can have more access to Hakka culture. We can also foster a sense of identity through promoting Hakka culture on traditional and internet media. |
| 顯示於類別: | [國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班)] 博碩士論文-亞太研究碩士班
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