本研究旨在探討台灣客家戲在中壢市興國國小音樂教學的成效。首先 探討台灣客家戲的重要，從「藝術與人文學習領域」、「人權教育」及「多 元文化教育」三方面聚焦，了解復甦客家戲的重要；接著從以上三項的「課程目標」著手，並藉由「欣賞三類客家戲作品」的教學方法，融入國民小 學「藝術與人文領域音樂教學課程」，探討其教學成效；最後達成以下三 點研究目的：一、探討客家戲的教學成效二、歸納及設計客家戲教學的評 量指標三、了解並釐清客家戲欣賞教學的困境。 本研究以ASSURE MODEL進行教學設計，並採文獻分析法(Document Analysis)、行動研究法(Action Research)、觀察法(Observation Probe)、問 卷調查法(Questionnaire Survey)等進行研究。研究對象為桃園縣中壢市興國 國小五、六年級18個班級553名的學生；實施期程為99學年度的音樂課 程；欣賞內容為「採茶小戲—姊妹過渡」、「客家改良戲—羅芳伯傳奇」、 「新客家歌舞劇—福春嫁女」三部客家戲。實施前，學生施作「學習成效 調查問卷」前測；課程結束，施作「學習成效調查問卷」後測。並以SPSS 做出量化的圖表、分析，為日後教授客家戲的教師，提供參考的教學指標。 This study aimed to explore the effectiveness of contributing Taiwan Hakka Opera to the music education of Chungli Sing Guo Elementary School. Procedure and Method To explore the importance of Taiwan’s Hakka Drama and ethnicity to future youth, the focus is directed to the junction of “Arts and Humanities”, “Education of Human Rights”, and “the Multicultural Education.” Within these areas of studies, the research investigates the significance of the recovery of Hakka Opera by using three Hakka Drama classics as teaching materials intergrading music education into the Arts and Humanities course system of the Elementary School. The main course objectives are as followed: 1. The effectiveness of using Hakka Drama as teaching method. 2. The assessment of the induction of Hakka Opera to the designed assignments and the breakdown of this teaching technique. 3. The discussion of the difficulties of the education continuance to the extinction of Hakka culture. This research uses the standard teaching method of ASSURE MODEL, assisted along with Document Analysis, Action and Observation probe as well as Questionnaire Survey. The subjects of the research are fifth and sixth graders of Taoyuan County Chungli City Sing Guo Elementary School, 18 classes totaled 553 students. The research implements from 2010 to 2011 using the classics of the “Tea-picking Short-Sisters crossing the river”, the “Hakka Altered Play- Luo Fangbo Legend”, and the “New Hakka Musical-My Daughter's Wedding” as teaching materials. Prior to the implementation and upon the completion of the course, students were asked to take the designed questionnaires for the evaluation of the difference. Using SPSS to graph and analyze the divergence for future studies.
