| 摘要: | 本研究探討桃園縣國民中學實施客語教學之效能，其動機在於了解國民中學學生的客語學習效能，希望了解國中學生學習客家語言與文化面臨的問題，並評估學生學習成效，進而討論學生的客家意識與文化的認同。本研究採用問卷調查、實地觀察與深度訪談法進行資料的收集與分析。抽樣現有客語教學的國民中學校長、主任、組長、教師、教學支援人員、家長、學生等15位進行教學觀察與訪談；問卷調查對象為97年度桃園縣國民中學實施客語教學學生，進行問卷調查與分析，研究工具採用自行編製之「桃園縣國民中學客語教學實施效能」調查問卷，所得資料以spss12.0套裝軟體進行分析。 本研究發現在桃園縣國民中學實施客語教學的學校共七所，面臨到的困難與限制最多為「升學壓力，無專用教材」；而在客語教學研習最重要的課程是「教材教法設計與學生常規管理」。至於桃園縣國民中學客語教學實施之效能，實證調查發現(1)課程與教材方面：男女學生、客家與非客家認同、父親族群別是否為客家，沒有明顯之效能差異。(2)行政規劃與認同方面：女生對於行政規劃與認同效能顯著高於男生；自認為客家族群之學生行政規劃與認同效能，顯著高於自認為非客家族群之學生。(3)社區支援與回饋方面：自認為客家族群之學生，社區支援與回饋效能，顯著高於自認為非客家族群之學生；父親為客家族群之學生，社區支援與回饋效能，顯著高於父親為非客家族群之學生。(4)學生學習方面：自認為客家族群之學生，客語學習效能，顯著高於自認為非客家族群之學生；父親為客家族群之學生，客語學習效能，顯著高於父親為非客家族群之學生。(5)教師教學方面：非客家族群之學生，對於教師客語教學效能，顯著高於自認為客家族群學生；父親為非客家族群之學生，對於教師客語教學效能，顯著高於父親為客家族群之學生。最後，本研究也提出相關具體建議，供教育行政機關、學校行政單位、國中教師、社區家長參考。 The purpose of the research was to investigate the implementation of Hakka teaching in junior high schools in Taoyuan County, discuss students’ Hakka consciousness and cultural identify, and anticipate promoting the effectiveness of Hakka teaching. Questionnaire surveys, field study, and interviews were adopted to collect and analyze the empirical data from the principals, deans, chiefs, teachers, teaching support staff, and parents and students, a total of fifteen. Questionnaire “Effectiveness of Hakka Teaching in Junior High Schools in Taoyuan County," is filled out by the junior high schools students who have been taught Hakka. The collected data are analyzed by the software spss12.0. The results of this study are as follows: Teaching Status that they facing difficulties and restrictions are without teaching hours by being not related to entrance exam; thus, the most parts of Hakka curriculum are to design teaching materials, instructions, and classroom management. The performance of Hakka teaching: (a)Curriculum and teaching materials: There are no significant differences in performance between male and female students, Hakka and non-Hakka identity, or father of Hakka and other ethnic groups. (b)Administration plan and cognition: Girls obviously shows higher agreement on administration plan and cognition than boys; students who think that they themselves are Hakkas are significantly higher than those of non-Hakka tribes. (c)Community support and feedback: Hakka students show significantly higher than non-Hakka students in community support and feedback performance. Those whose fathers are Hakkas are obviously higher than those of non-Hakka groups from the view of community support and feedback performance. (d)Learning: Students who think they themselves are from Hakka show significantly higher than those of non-Hakkas. Students whose fathers are from Hakka are significantly higher than those of non-Hakka in learning performance. (e)Teaching: Significant differences in teachers’Hakka teaching performance are found higher on non-Hakka students than Hakka. Non-Hakka students show significantly higher than those whose fathers are Hakkas in teachers’ Hakka teaching performance. Finally, this research put forward proposals for educational administration institutions, school administrative units, teachers, parents to promote the effectiveness of Hakka teaching in junior high schools. |
