| dc.description.abstract | The purpose of the research was to investigate the implementation of Hakka teaching in junior high schools in Taoyuan County, discuss students’ Hakka consciousness and cultural identify, and anticipate promoting the effectiveness of Hakka teaching. Questionnaire surveys, field study, and interviews were adopted to collect and analyze the empirical data from the principals, deans, chiefs, teachers, teaching support staff, and parents and students, a total of fifteen. Questionnaire “Effectiveness of Hakka Teaching in Junior High Schools in Taoyuan County,＂ is filled out by the junior high schools students who have been taught Hakka. The collected data are analyzed by the software spss12.0.
The results of this study are as follows: Teaching Status that they facing difficulties and restrictions are without teaching hours by being not related to entrance exam; thus, the most parts of Hakka curriculum are to design teaching materials, instructions, and classroom management. The performance of Hakka teaching: (a)Curriculum and teaching materials: There are no significant differences in performance between male and female students, Hakka and non-Hakka identity, or father of Hakka and other ethnic groups. (b)Administration plan and cognition: Girls obviously shows higher agreement on administration plan and cognition than boys; students who think that they themselves are Hakkas are significantly higher than those of non-Hakka tribes. (c)Community support and feedback: Hakka students show significantly higher than non-Hakka students in community support and feedback performance. Those whose fathers are Hakkas are obviously higher than those of non-Hakka groups from the view of community support and feedback performance. (d)Learning: Students who think they themselves are from Hakka show significantly higher than those of non-Hakkas. Students whose fathers are from Hakka are significantly higher than those of non-Hakka in learning performance. (e)Teaching: Significant differences in teachers’Hakka teaching performance are found higher on non-Hakka students than Hakka. Non-Hakka students show significantly higher than those whose fathers are Hakkas in teachers’ Hakka teaching performance. Finally, this research put forward proposals for educational administration institutions, school administrative units, teachers, parents to promote the effectiveness of Hakka teaching in junior high schools.
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