本研究主要在探討幼兒園實施客語沉浸式教學課程、教學、家長的態度的行動研究，以桃園市公立幼兒園參加客語沉浸式教學計畫的幼兒為研究對象。 研究結果如下： 一、在課程部分 從單元教學課程，到主題教學教案課程，以幼兒周遭環境人事物為課程主題，增加幼兒學習客語的機會和興趣。課程配合幼兒實際的生活情境，讓幼兒更方便隨時學習客語。 二、在教學部分 利用具體的教學活動、教材教具來引導幼兒學習新的客語詞彙和句型。教學活動有趣好玩且互動性強，讓幼兒能夠積極參與並運用新的語言內容。持續的增強並豐富幼兒的客語詞彙和句型能力，讓幼兒能夠在生活中互動用客語溝通。 三、家長的態度 家長支持幼兒學習客語，積極參與幼兒的學習過程，促進幼兒的學習動機和成就感。家長的肯定會增強幼兒對客語的學習。 四、幼兒學習客語的成果 這個時期幼兒的語言發展階段是最豐富的階段，可同時接收兩三種語言是沒問題的。幼兒在學習客語過程能夠自然而然表現出學習成果。客語沉浸教學對提升幼兒客語聽、說能力有顯著的正向成效。 ;This research primarily investigates the implementation of Hakka immersion teaching curriculum, instructional methods, and parental attitudes in kindergarten through an action research approach. The study focuses on children participating in the Hakka immersion teaching program in public kindergartens in Taoyuan City. The research findings are as follows： 1. Curriculum: From unit-based instructional curriculum to thematic teaching lesson plans, the curriculum revolves around the people and objects in the children′s surrounding environment to increase their opportunities and interest in learning Hakka. The curriculum is designed to align with the practical life situations of the children, making it convenient for them to learn Hakka anytime. 2. Instruction: Concrete teaching activities, teaching materials, and teaching aids are used to guide children in learning new Hakka vocabulary and sentence patterns. The instructional activities are enjoyable, interactive, and encourage active participation and application of the new language content. Continuous reinforcement and enrichment of the children′s Hakka vocabulary and sentence structure abilities enable them to communicate in Hakka in their daily lives. 3. Parental attitudes: Parents support their children′s learning of Hakka and actively participate in their learning process, which promotes the children′s motivation and sense of achievement. Parental affirmation strengthens children′s commitment to learning Hakka. 4. Children′s learning outcomes: The early childhood stage is the most receptive period for language development, and children are capable of simultaneously acquiring two or three languages. Children naturally demonstrate learning outcomes while acquiring Hakka. Hakka immersion teaching significantly enhances children′s listening and speaking abilities in Hakka.
