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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/71686

    Title: 新北市客語魔法學院推動成效之研究;The Study on the Hakka Magic College in New Taipei City
    Authors: 葉力肇;Yeh,Li-Chao
    Contributors: 客家研究碩士在職專班
    Keywords: 客語魔法學院;沉浸式教學;客語政策;Hakka Magic College;Immersion Program;Hakka Language Policy
    Date: 2016-06-27
    Issue Date: 2016-10-13 13:44:52 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 「台北縣(全球)第一所客語魔法學院開課囉!」
    ;“The first Hakka Magic College in New Taipei City (in the world) begins!”
    The Hakka Magic College opened officially in 2009 and the director of department of Hakka Affairs, He Pei Cai, established positively this college in the light of the flowing away of Hakka and its culture. He hoped that students have the opportunity to learn Hakka culture and to know the foods, handicrafts, toys, drama, songs, and etc. through the series of experimental courses and immersion programs to cultivate students to know deeply about the language and the folklore of Hakka and to conserve, arouse and pass down Hakka. Therefore, the first Hakka Magic College in the world was established at Wu Lao Elementary school in the Sanxia District, New Taipei City in May 23th, 2009.
    Compared to the good time of beginning, the effects of the Hakka Magic College have been not good as expected since it worked many years; the Hakka Magic College has stopped for two years and the schools in charge have changed frequently. The researcher working for 16 years in New Taipei City, the most colleagues and even friends in other schools seldom knew the exist of the Hakka Magic College. As an elementary teacher and also a Hakka, the researcher was curious and wanted to understand the Hakka Magic College based on this study and then gave some suggestions and assistance.
    The researcher knew the present situations and effects of the Hakka Magic College through the field visits and interviews of the organizers, coorganizers and parents in schools.
    The researcher knew clearly the challenges and difficulties through the probes of learning environment, courses, teachings, faculty and materials and then synthesizes and generalizes conclusions eventually. As an educator, the researcher gave suggestions and expected this meaningful policy and activities can be continued and can improve students’ learning motivation of Hakka and then students can pass down the culture of Hakka.
    Appears in Collections:[客家研究碩士在職專班] 博碩士論文

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