| 摘要: | 北區兩所社區大學推動客家民俗教學成效之研究 摘要 本研究旨在研究社區大學推動客家民俗教學為內涵，緣客家民俗文化的生命力受到現代化文明及強勢主流文化的衝擊，面臨逐漸的博物館化。為挽救客家民俗文化，延續民俗文化的生命力，能在多元文化的台灣社會中傳承與推展，落實客家民俗，社區大學推動客家民俗教學是必要的趨勢。本研究以社區大學推動客家民俗教學的教學現況、課程設計 、課程編排、教學方法、教學評量、師資培訓及未來展望，對於擔任社區大學客家民俗教學與學習相關人員做調查。採用參與觀察法、文獻分析法、深度訪談法，以及問卷調查法進行探究，並以北區兩所開設客家民俗課程的社區大學作為個案研究範圍。 研究發現北區兩所社區大學推動民俗教學的學習成效，包括：1.學員主動積極的參與相關的活動；2.學員積極研習客家文化相關課程；3.學員有良好的學習方法，以培養獨立思考的能力；4.務實的面對民俗學習與應用；5.民俗研習以應用、有發揮的空間為主；6.綜合學習效果，學員均滿意。而在深度訪談與參與觀察發現，包括：1.傳統民俗被簡化：(1)定婚習俗被簡化；(2)結婚習俗被簡化；(3)喪葬習俗被簡化；(4)黃道吉日習俗被打破；(5)午前習俗被打破；(6)傳統習俗信仰日漸流失。2.社區大學民俗教材仍然未跳脫行政的鑲嵌，弱化族群的認同。3.客家民俗結合地方特色。 4.在多元文化的潮流中民俗保有客家文化的特色。5.民俗師資跳脫父子相傳或師徒制。6.現階段民俗文化學習者的學習意願不高。7.行政部門的政策可以左右習俗的改變。8.民俗生命力的傳承與推展要靠教學。 關鍵詞：社區大學、客家文化、客家民俗教學。 The Effectiveness of Hakka Folk Teaching in Two Community Colleges in Northern Taiwan Abstract This research is to study the promotion of Hakka folk teaching in community colleges for the sake that strong impact of mainstream culture, and the modern civilization, and being “museumizaton” gradually. In order to save the Hakka folk culture, extend its vitality, inherit and promote in the multicultural Taiwan society, carry out the Hakka folk custom, it is essential to promote Hakka folk teaching in community colleges. This research investigates the promotion status of Hakka folk teaching, curriculum design, curriculum arrangement, teaching methods, teaching evaluation, teacher training and future prospects, and to explore on the related personnel of Hakka folk teaching. Participatory observations, literature analytic methods, the depth interviews, as well as the questionnaire survey procedures are adopted to study Hakka folk teaching in two community colleges in northern Taiwan. The research shows that the effectiveness of Hakka folk teaching, including: 1. Students initiatively participate in the related activities. 2. Students actively learn Hakka culture-related courses. 3. Students have good study methods to raise independent thinking abilities. 4. Students practically face folk studies and applications. 5. It is majored mostly in the studies of application and space. 6. Students satisfied with the comprehensive learning outcomes. On the other hand, through in-depth interviews and participation observation, the study shows: 1. Traditional folk has been simplified. (1) Engagement practices have been simplified. (2) Marriage customs have been simplified. (3) Funeral customs have been simplified. (4) Lucky day practices are broken. (5) The end of the morning practices are broken. (6) Traditional customs and beliefs are lost day after day. 2. The materials of folk teaching are not beyond the administration, and weakening the identity of ethnic. 3. Hakka folk is combined with local characteristics.4. The folk custom holds characteristic of Hakka culture in the current multicultural tides. 5. Folk teachers don’t hand down from the teacher or master and apprentice system any more. 6. Nowadays, the folk learners hold low will to learn. 7. Administrative department's policy may influence the changes of the customs. 8. The inheritance and promotion of folk vitality depends on teaching. Keywords: community college, Hakka culture, Hakka folk teaching. |
