| 摘要: | 「台北縣（全球）第一所客語魔法學院開課囉！」
2009年新北市客語魔法學院以如此自豪的語氣，宣告它正式運作了。當時新北市客家事務局局長何培才，有鑑於客家話及客家文化的流失，便積極催生此學院，希望透過它，讓學子有機會學習客家文化、認識客家飲食、手工藝、童玩、戲劇、歌謠……等，並透過一系列的體驗課程及全客語的沈浸式教學方式，培養學童對客家語言、民俗等的深入認識，而對客家文化、客家話有保存、復甦與傳承之目的，因此於2009年5月23日在三峽區五寮國小成立一座號稱全球第一的「客語魔法學院」。
相較於當年的風光，客語魔法學院幾年辦理下來，成效不若預期，不僅曾中斷兩年，承辦學校也屢屢更換。於新北市服務近16年的研究者與大多數同仁，甚至他校友人，幾乎不知道它的存在，身為第一線教育工作者且為客家子弟的研究者不免對它產生好奇，希望透過研究，瞭解新北市客語魔法學院，並給予它建議與協助。
研究者透過實地的造訪，經由與主、協辦單位及家長等相關人員的訪談，得以明白客語魔法學院運作現況及成效，並透過學習環境、課程、教學、師資與教材的探討，清楚它所面臨的挑戰與難題，最後綜合歸納得到結論，研究者再從第一線教育工作者的角度，給予新北市客語魔法學院建議，以期這深具意義的政策及活動，得以延續，以達其提升學生客語學習興趣、傳承客家文化之目的。
;“The first Hakka Magic College in New Taipei City (in the world) begins!”
The Hakka Magic College opened officially in 2009 and the director of department of Hakka Affairs, He Pei Cai, established positively this college in the light of the flowing away of Hakka and its culture. He hoped that students have the opportunity to learn Hakka culture and to know the foods, handicrafts, toys, drama, songs, and etc. through the series of experimental courses and immersion programs to cultivate students to know deeply about the language and the folklore of Hakka and to conserve, arouse and pass down Hakka. Therefore, the first Hakka Magic College in the world was established at Wu Lao Elementary school in the Sanxia District, New Taipei City in May 23th, 2009.
Compared to the good time of beginning, the effects of the Hakka Magic College have been not good as expected since it worked many years; the Hakka Magic College has stopped for two years and the schools in charge have changed frequently. The researcher working for 16 years in New Taipei City, the most colleagues and even friends in other schools seldom knew the exist of the Hakka Magic College. As an elementary teacher and also a Hakka, the researcher was curious and wanted to understand the Hakka Magic College based on this study and then gave some suggestions and assistance.
The researcher knew the present situations and effects of the Hakka Magic College through the field visits and interviews of the organizers, coorganizers and parents in schools.
The researcher knew clearly the challenges and difficulties through the probes of learning environment, courses, teachings, faculty and materials and then synthesizes and generalizes conclusions eventually. As an educator, the researcher gave suggestions and expected this meaningful policy and activities can be continued and can improve students’ learning motivation of Hakka and then students can pass down the culture of Hakka. |
