dc.description.abstract | This research is for the purpose of discussing the elementary school implementing the Hakka language teaching support program present situation and satisfaction according to the different background variables. That explores the relations between its present situation and satisfaction, pursues the suggestions of strengthening the school Hakka language teaching support program, also provides the promotion reference of the Hakka language teaching for Taoyuan county.
The method of this research adopts survey procedure primarily, literature analytic method, face to face depth interview as auxiliary. In the survey procedure, the questionnaire is based on the elementary school in Taoyuan implementing the Hakka language teaching support program questionnaire. The measured objects include administrative personnel, teachers and students’ parents of elementary school implementing the Hakka language teaching support program. This survey sends out 410 questionnaires totally, the recycling available questionnaires are 355 copies; the questionnaire availability factor reaches 86.59%. The results of survey have coded and import into SPSS 12 to perform necessary analysis. In the interview procedure, the following people from different categories carries on the depth interview separately: administrative personnel, Hakka dialect teachers and supporting teachers of elementary schools assigned to promote Hakka language in Taoyuan; Hakka language promotion instructor from Bureau of Education, the conveners of elementary school’s Hakka language counseling group as well as the chairman of non-profit organization assisting Hakka language promotion.
The conclusions of this research are as follows:
First, the present situation of elementary school implementing the Hakka language teaching support program in Taoyuan: Most schools’ Hakka language teaching classes are only one class; the class on the curriculum is “the local language”; there are no dedicated Hakka language teachers in most schools. The Hakka language teaching material uses most types is “the qualified folk edition”; the difficulty and the limit are “the teaching hours are too few”; the most important study activity of Hakka language teaching thoroughly is “the observations and discussion of class teaching activity.”
Second, the satisfaction of elementary school implementing Hakka language teaching support program in Taoyuan County:
(a) Policy satisfaction plane: Rural area’s satisfactions are obviously higher than the urban, the towns’ area and suburbs. The satisfactions of schools which histories are under 10 years obviously are higher than above 21 years.
(b) Administrative satisfaction plane: Suburb’’s satisfaction obviously is higher than the urban. The satisfactions of schools which scale is between 13-48 classes obviously are higher than above 49 classes. The satisfactions of schools which histories are between 11 years and 20 years obviously are higher than above 21 years.
(c) Curriculum and teaching stratification plane: The satisfactions of teachers who teaching period of service are below 3 years obviously are higher than teachers who have no Hakka language teaching experience or period of service is above 3 years. The satisfactions of Schools which scale are above 49 classes obviously are higher than 13-48 class.
(d) The guardian and the community stratification plane: The satisfactions of suburb and rural areas obviously are higher than the urban. The satisfactions of Schools which scale are under 12 classes obviously are higher than 13-48 class and above 49 classes. The satisfactions of schools which histories are between 11 years and 20 years obviously are higher than above 21 years.
Based on the literature discussion and the result of this research analysis, this research proposes the concrete proposal for the educational administration institution, the school Administrative unit and the elementary teachers, so as to increase overall Hakka language teaching potency, and promotes to the school support program’’s degree of satisfaction. | en_US |