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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/80709


    Title: 客家語文素養導向教學之具體實踐研究 -以新北市秀山國小為例;The Practice of Competence-oriented Hakka Learning
    Authors: 彭翠伶;Peng, Tsui-Ling
    Contributors: 客家語文暨社會科學學系客家研究碩士在職專班
    Keywords: 核心素養;素養導向教學;客家語文教學;教學效能;校訂課程;部定課程
    Date: 2019-07-23
    Issue Date: 2019-09-03 15:00:50 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 語言是文化的載體,臺灣具有豐富及多元的語言和文化,為促進社會正義與公平機會,實施多元文化教育、肯定文化多樣性、尊重不同族群是學校教育責無旁貸之重責大任。
    自教育部在民國90學年度,將客家語言的學習正式納入國民義務教育課程中,學校就成為母語學習的場域。然而,由於知識社會變遷迅速,客家語課程亦應調整教學模式和教學設計,讓學生能樂於學習客家語,進而提升族群意識。
    為了解教學現場是否能透過這種新的教學模式來培養學習者的核心素養,藉由進行素養導向的客家語文教學實驗,探究素養導向的客家語文課程內涵、教學模式與策略,了解學生、老師、教學設計的實質成效。
    因此,本研究以都會地區的學生為樣本,針對十二年國教之部定課程與校訂課程的課程內涵、教學模式及策略、教學效能,採用個案研究法進行研究,並輔以訪談法、觀察法、問卷等三種方法收集資料,最後將上述資料進行三角校正。
    經由研究結果顯示,素養導向之客家語文教學達到顯著成效者可分為四方面:一、提升學生的學習興趣與動機;二、增進客語聽、說能力;三、提升學生對客家文化的認同度;四、學生能運用課程中的學習策略於生活中嘗試解決生活問題。顯示素養導向教學對客家語文之學習確有實質效益。
    關鍵詞:核心素養、素養導向教學、客家語文教學、教學效能、校訂課程
    ;Language is the cultural media, and Taiwan features various language and culture. To promote social justice and equity, to implement multicultural education, and to affirm cultural diversity, school education is responsible for respecting different ethnicity.
    After the ministry of education officially incorporated Hakka learning into the national compulsory education curriculum from 90 academic year of Republic Era, the schools have become the field for mother language learning. However, due to rapid change of knowledge society, the instructional model and design of Hakka Language Curriculum should be adjusted, so that students are willing to learn Hakka language, thus improve the ethnic consciousness.
    This research took second and third learning stage students in metropolitan areas as samples. The purpose of this research is to investigate the current status of curriculum content, instructional model, instructional strategy, and teaching efficiency of MOE-mandated curriculum and school-developed curriculum in 12-Year Basic Education. Major method adapted in this research is case study method and other three supportive methods used to collect data in this research are interview, observation, and questionnaire methods. The collected data was corrected by triangulation.
    Base on the research findings, the competence-oriented Hakka learning can enhance learning interest and motivation of students, also can improve their listening and speaking ability of Hakka language. After the implementation of the curriculum, the Hakka cultural identity of students has been improved. On the other hand, the students showed more interest in the instructional model of competence-oriented curriculum, and the learning strategies in the curriculum can be leveraged by students to daily life and help them to solve day-to-day problems.
    According to the results, competence-oriented teaching had achievement on for parts: 1. Enhancing students’ interests and motivation in learning; 2. Improving listening and speaking ability of Hakka; 3. Increasing ethnic identity in Hakka culture; 4. Contributing to problem solving skills for students based on the learning tactics in curriculums. All the results indicated the benefits of competence-oriented teaching to Hakka language teaching.
    Keywords: Key Competencies, competence-oriented teaching, Hakka language teaching, teaching efficiency, school-developed curriculum
    Appears in Collections:[客家研究碩士在職專班] 博碩士論文

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