在台灣多元社會中，分別居住了福佬、客家、外省、原住民與新住民等族群。其中福佬、客家二族群在台灣已經歷了數百餘年的接觸交流，出現客家人福佬化比福佬人客家化更為嚴重的現象，因此要在福佬區推動客語較為困難，尤其是在缺乏客語的環境下尤甚。本研究以苗栗縣參與客語生活學校的六所學校（客家庄四所，福佬庄兩所）為評估對象，來瞭解不同背景地區，參與客語生活學校之過程與目前執行的情況。並透過德菲法建構出「行政規劃」、「課程設計」、「教師教學」、「師資選訓」等四面向客語教學評估指標，且配合深度訪談瞭解客家庄與福佬庄客語生活學校中，教師的客語教學、師生使用客語的意願和能力，以及行政人員與教師的認同感、行政機關的配合度、行政程序的申請和未來申辦的意願。 本研究發現以德菲法建構出之四個面向，其下細分四十二個評估標準，當中以「客語教學」整體表現為最重要，首要指標為教師教學引起學生學習興趣，依次為「教師教學態度」「教師教學方法」「教學評量方式」等都是重要的因素，可見在客語教學領域中，教師教學的重要性。 研究結論顯示客語生活學校是推展客語教學的重要途徑，客語教學的推行，需要政策、家庭、學校與社區四方面互相支援、協助，方能順利推展。客家庄或福佬庄學校只要參與客語生活學校的實施，就有相當的成效。本研究最後依據評估及訪談結果，分別提出建議，以確保推動客語教學能夠有效的落實，並達成預期的效益。 Taiwan has cultural diverse societies in which consist ethnic groups of Hoklo Hakka mainlanders aborigines and new inhabitants. Among these ethnic groups Hoklo and Hakka have been in contact and have interacted with each other in Taiwan for about hundreds of year and the phenomenon of the Hoklonization (becoming like Hoklo people) of Hakka people is more severe than the Hakkalization (becoming like Hakka people) of Hoklo people. Therefore Hakka language education is more difficult to promote in Hoklo areas and it is especially apparent because of the lack of proper Hakka environment. This research utilizes six elementary schools (four Hakka village schools and two Hoklo village schools) in Miaoli County that has participated in the Hakka Language School as subjects in order to understand the current process and executing situation of Hakka Language School program under different backgrounds in different areas. This study also constructs four aspects of Hakka language teaching evaluation index which are: “Administrative Scheme” “Curriculum Design” “Teacher’s In-class Teaching” and “Selecting and Training of Teachers” utilizing the Delphi Method. Coupling with in depth interviews with Hakka Language School participants in both Hakka villages and Hoklo villages this study sought to understand the actual teaching of Hakka language the willingness for teachers and students to speak Hakka as well as teachers and faculty’s identification with the program administrative office’s willingness to cooperate administrative procedure and the willingness to participate in future programs. This study discovers that out of the 42 evaluation standards derived from the four aspects constructed by Delphi Method the overall performance of “Hakka Teaching” is the most important standard. The primary index is whether teacher’s teaching method can generate students’ interest in learning Hakka. Subsequent indexes include “teacher’s teaching attitude” “teacher’s teaching method” and “mode of teaching evaluation” are also important factors. It is apparent that in the Hakka language education teacher’s actual teaching behavior weighs heavily on the importance scale. Study results indicate that Hakka Language School is a vital channel in promoting Hakka language teaching. The smooth promotion of Hakka language relies on the cooperation of policy family school and community. Regardless of Hoklo village or Hakka village significant results may be obtained if they participate in Hakka Language School program. In conclusion this study offers respective suggestions based on the results of evaluation and interviews in hopes to ensure the effective implementation and promotion of Hakka language teaching so that the anticipated effects may be accomplished.
