| DC 欄位 |
值 |
語言 |
| DC.contributor | 客家語文暨社會科學學系客家研究碩士在職專班 | zh_TW |
| DC.creator | 陳栗芳 | zh_TW |
| DC.creator | Li-Fang Chen | en_US |
| dc.date.accessioned | 2020-7-24T07:39:07Z | |
| dc.date.available | 2020-7-24T07:39:07Z | |
| dc.date.issued | 2020 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=107757003 | |
| dc.contributor.department | 客家語文暨社會科學學系客家研究碩士在職專班 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 復興日漸流失的客家文化，延續客家傳統文化命脈，桃園市政府客家事務局特別重點推動幼兒客語教學，落實客語向下扎根，桃園市是全台客家人口數最多的城市，但客語流失情形存在，北部從桃園市做起，幼兒園開始推動客語沉浸式教學。
本研究透過深度訪談法，訪談15位家長，期望了解家長們對幼兒園開始推動客語沉浸式教學的認知、實際行動、情感認同為何，家長的態度是否會對孩子的學習有明顯影響。
研究結果如下：一、家長對幼兒園客語沉浸式教學具有普遍性認知：包括：以客語授課、有客語專門老師協同教學、客語教材、情境教學…等；因此，研究結果發現，不同年齡和職業的家長，在對幼兒園客語沉浸式教學的認知皆具有普遍性理解，並無顯著差異。二、家長對客語沉浸式教學的實際行動較不踴躍：家長大多是願意提供學校所需的物品資源、抽空參與學校舉辦的相關活動，對於實際進班協助的意願相對較低。三、家長對客語沉浸式教學的情感認同程度會依自身語言能力而有所差異。四、學習客語的意義從族群認同逐漸轉化為多一種語言能力。五、家長的態度、協助和認同，對孩子的客語學習的確有明顯影響。
基於研究結果，提出相關建議，希望有助於客語的保存與客語沉浸式教學實施的提升。 | zh_TW |
| dc.description.abstract | In order to revive and continue Hakka traditional culture, the Department of Hakka Affairs Taoyuan City Government focuses on promoting the Hakka language teaching in preschool for rooting down Hakka language. Fewer and fewer people can speak Hakka language, even in Taoyuan City with the largest population of Hakka in Taiwan. Therefore, preschools start to promote Hakka language immersion teaching in Taoyuan City.
The purpose of this study is to understand the parents’ cognition, actions, and emotional identification in Hakka language immersion teaching, and to understand the influence the parents’ attitude toward children’s learning. The 15 parents were in-depth interviewed for collecting information.
The results of the study are as follows: 1. there was no significant difference in parents’ ages or occupations in Hakka language immersive teaching understanding in preschools; 2. the majority of parents were willing to provide the materials for preschool, and attended the activities in preschool, and less willing to assist in classes; 3. the emotional identification of Hakka language immersion teaching from parents will be different by Hakka language abilities; 4. the meaning of learning Hakka language had gradually transformed from racial identify into enhance one more language ability; and 5. there was a significant impact on children’s Hakka language learning from parents’ attitude, assistance, and recognition. Besides, the researcher also provided suggestions on Hakka language preservation and promoting Hakka language immersion teaching. | en_US |
| DC.subject | 幼兒園客語沉浸式教學 | zh_TW |
| DC.subject | 家長態度 | zh_TW |
| DC.subject | 家庭與母語 | zh_TW |
| DC.subject | Hakka language immersion teaching in preschools | en_US |
| DC.subject | parents’ attitude | en_US |
| DC.subject | mother language and family | en_US |
| DC.title | 家長對幼兒園客語沉浸式教學之態度探討： 以桃園市為例 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |