推動客語學校之成效研究-以桃園市楊梅區瑞原國中為例

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题名:	推動客語學校之成效研究-以桃園市楊梅區瑞原國中為例
作者:	葉俊顯;Yeh, Chun-Hsien
贡献者:	客家語文暨社會科學學系客家研究碩士在職專班
关键词:	客語生活學校;客家藝文競賽;客語認證;客語教學;社區互動
日期:	2020-08-24
上传时间:	2020-09-02 16:06:31 (UTC+8)
出版者:	國立中央大學
摘要:	中文摘要本研究「推動客語生活學校之成效研究以桃園市楊梅區瑞原國中為例」。探討桃園市楊梅區瑞原國中推動客語生活學校之現況。舉凡有關客語的活動與競賽瑞原國中都有很好的成績。並於 108年在全國客家藝文競賽中客語口說藝術類、客語歌唱表演類、客語戲劇類，三種類別比賽中更脫穎而出，得到全國賽中各項類別第二名之殊榮。本論文探討其如何運作規畫以及實施內容與客語社區之結合可做為客語生活學校之楷模。本研究採用文獻分析法、深度訪談法、社會網絡分析法。為了能了解到真實的層面，研究者到瑞原國中現場觀察並蒐集資料做分析。並以自編訪談大綱邀請訪談瑞原國中校長及 2 位主任、 2 位老師、 1 位薪傳老師及 10 位學生及學生家長和社區耆老共 19 位。研究發現瑞原國中全校師生近年來經由客語生活學校計畫的推動，積極參與客語生活學校計畫之推展，透過各式多元的教學以客語融入生活之中並且結合在地豐富之社區資源活動。導引出每個孩子的天賦，使之快樂學習、多元化之發展。實踐「教育即生活」的理念，並透過「客語生活學校多元特色課程」，落實本土教學，藉客語認證、全國客家藝文競賽與社區等各項有關客家的活動。使客語內化於校園之中。關鍵詞：客語生活學校、客家藝文競賽、客語認證、客語教學、社區互動;Abstract The current study, “Promoting Hakka life school A case study from the Rei Yuan Junior High School”, aims to explore how the Hakka language and culture was promoted and incorporated into students’ daily learning. The Rei Yuan Junior High School has stood out for its excellent performance in the national Hakka related competitions. For example, it won the 2nd places in Hakka speech, Hakka singing and Hakka drama competitions in 2019. The current study investigated how the Hakka language and culture were implemented into regular didactic curriculum and interweaved partners with local organization and community. Indeed, the Rei Yuan Junior High School can serve as a role model of promoting Hakka language and culture. This qualitative study applied thorough literature review, participant observation, in depth interview as we all social network analyses. A home grown interview outline was developed by the researcher and used for the current study. Nineteen study participants from the Rei Yuan Junior High School were invited for the interview, including, the principle, directors, teachers, a Hakka heir, students, parents, and experts in local community. The study results showed that both teachers and students at the Rei Yuan Junior High School were actively involved in Hakka relevant events, after the implementation of the Hakka life school. The Hakka language and culture were embedded into students’ daily learning, with the combination and utilization of the local community resources. The curriculum design emphasized the inspiration of students’ individual talents; therefore, students’ diversity in personal learnings were ll encouraged and expected. Additionally, by implementing the Hakka life school project, the Rei--Yuan Junior High School fulfilled the concepts of “education is life”. Students learned the native land stories in Hakka language, and attended a great variety of Hakka life school specialty courses. Furthermore, students were encouraged to participate in the Hakka language certification exams. As a result, learning Hakka culture and language has become an internalized experience in students in the Rei--Yuan Junior High School. Key words: Hakka life school, Hakka art and cultural competition, Hakka language certification, Hakka instruction, community involvement
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