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    题名: 客語薪傳師培訓政策之回應性評估-以桃園市為例;Responsive Evaluation of the Policy of Hakka Language Heritage Teacher raining —A Case Study on Taoyuan City
    作者: 黃盛莉;Huang,Sheng-Li
    贡献者: 客家研究碩士在職專班
    关键词: 客語薪傳師;培訓政策;回應性評估;Hakka language heritage teacher;training policy;the responsive evaluation
    日期: 2016-06-17
    上传时间: 2016-10-13 13:44:48 (UTC+8)
    出版者: 國立中央大學
    摘要: 本研究旨在了解客委會於2013年12月6日致函全國客語薪傳師,對客語薪傳師資格認定作業要點,增設之客語薪傳師培訓與開班傳習政策實施要點,所進行的回應性評估與政策建議。本研究以桃園市客語薪傳師為研究對象,利用桃園市客家事務局舉辦之客家文學班級經營所培訓學員(客語薪傳師)佐以問卷調查的方式,經SPSS22分析軟體進行統計分析,及回應性評估利害關係人的訴求、關切、爭議等回應性觀點以(一)、薪傳師知能&專業素養的提升度;(二)、培訓政策的實質效益;(三)、培訓課程&傳習困境等問題,以MAXQDA12分析軟體將五組相關利害關係人,進行深度訪談的內容檢視與綜合編碼,歸納比較分析後發現:(一)、桃園市客語薪傳師具有高學歷之師資條件;(二)、桃園市客語薪傳師具有高度參與客語薪傳師培訓政策實施的意願;(三)、桃園市客語薪傳師注重自我的要求與成長,對客語復甦與文化傳承具有高度的使命感;(四)、桃園市客語薪傳師面對嚴苛的培訓政策,在無力承載負荷之際有放棄薪傳師資格的傾向,但也普遍認為接受培訓政策後會具備開班傳習的實力;(五)、客語薪傳師接受培訓課程以來,正面的成果收穫大於負面的缺失。
    ;This study aimed to conduct responsive evaluation and propose suggestions on the letters sent by Hakka Affairs Council to all the Hakka language heritage teachers in Taiwan on December 6, 2013, Hakka language heritage teacher qualification accreditation key points, and the key points of the implementation of the policy to add Hakka language heritage teacher training and classes. This study regarded Hakka language heritage teachers in Taoyuan City as its subjects, conducted a questionnaire survey on the students at the Hakka literature class (Hakka language heritage teacher training) held by Department of Hakka Affairs, Taoyuan, carried out statistical analysis via SPSS22 analysis software, and evaluated the responses on the demands, concerns, and controversial views of stakeholders. It focused on (1) the improvement of the knowledge and ability of Hakka language heritage teachers, (2) actual benefits of the training policy, and (3) training course and teaching difficulties. MAXQDA12 analysis software was employed to deeply investigate the interviews to five groups of stakeholders and carry out comprehensive encoding. After comparison and summarization, it has been found that: (1) Hakka language heritage teachers in Taoyuan City had high education background; (2) they had high willingness to participate in the training; (3) they focused on self-growth, had high requirements to themselves, and shouldered a high sense of responsibility to recover Hakka and inherit Hakka culture; (4) they faced strict training policy, so some had the intention to give up. But it had been generally agreed that after receiving training, they could become more competence to teach; (5) since the participation of the training, Hakka language heritage teachers obtained more positive results than negative ones.
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