摘要 本研究主要透過行動研究探討客語沉浸式教學融入幼兒園主題活動實施情形，幼教師進行客語沉浸式教學面臨之困境與壓力，以及相對應的策略，分析不同背景的家長對客語沉浸式教學的認同。 本研究經由三學期的教學活動設計，以桃園市某幼兒園為對象，實施客語沉浸式教學活動，透過主題活動設計、教學紀實、觀察記錄、學習單、幼兒作品與成長檔案、教學省思、家長回饋單等研究資料進行分析討論。本研究主要之研究結果與建議： 一、 在幼兒園實施客語沉浸式教學方面：幼教師將客語融入幼兒園主題活動，透過教 學策略與遊戲方式進行客語沉浸式教學活動，同時引導幼兒參與例行性活動，提高幼兒使用客語的頻率。 二、 教師實施客語沉浸式教學的困境與壓力方面：未具備客語能力或客家文化背景之 幼教師，在實施客語沉浸式教學時，會因語言溝通產生困擾，造成教師教學上之壓力。 三、 在家長認同方面：透過家長的協助，經由家庭互動方式，增加幼兒使用客語的機 會，幼兒園與家庭互相配合下，能將客語傳承到下一代。家長對客語沉浸式教學的認同，影響幼兒聽與說客語的能力。 根據研究結果，提出之建議： ㄧ、在幼教師方面：對於未具備客語能力、客家文化背景之幼教師，除加強本身相關 能力與知識外，建議運用社區資源與家長支援，豐富客語沉浸之教學內容。 二、在政府及相關單位方面：(一)舉辦客語沉浸式教學師資培訓相關課程，並將幼兒園 教保活動課程大綱融入研習活動中，強化幼教師課程設計的能力。(二)鼓勵幼教師 取得客語認證及培訓客語幼教師資格，讓有熱忱幼教師可以取得合格客語教師 證。 關鍵詞：幼兒園、客語沉浸式教學、 母語教學 ;Abstract This study mainly investigates the implementation process of Hakka immersive education when it integrates into kindergarteners′ theme activities, as well as the strategies for teachers when they face the pressure to overcome the challenge of providing the Hakka immersive education. This study also evaluates the different backgrounds of parents for their consideration of Hakka immersive education.
In this study, a kindergarten in Taoyuan City was used as an object to implement Hakka immersive education through the designed teaching activities for three-semester. The investigator analyzes and discusses the research findings following by the design of theme activities, collection/observation of teaching feedback, project studies, record children′s accomplishments, self-review logs, and parental feedback forms. The study found that: 1. The progress of Hakka immersive education in kindergarten. In order to attract the attention of students, teachers apply Hakka learning on playing fun games during the themed activities. Meanwhile, the teachers also encourage students to speak Hakka during the activities. It can increase the frequency for kids to speak Hakka. 2. The challenge for kindergarten teachers to implement Hakka immersive education. The kindergarten teachers who do not speak the Hakka language or have no Hakka cultural background will be difficult to use the Hakka language to communicate with students. It will also be troublesome when they provide the Hakka immersive education. 3. Parents′ recognition of Hakka immersive education. Regarding the cooperation of parents to use the Hakka language during the family interaction can increase the frequency of children to speak the Hakka language. It will be easier to carry over the mother Hakka language to the next generation. Parents′ recognition of Hakka immersive education affects children′s ability to listen and speak Hakka. Based on the results, the investigator raises some concerns as below: 1.In terms of kindergarten teachers In addition to strengthening their abilities and knowledge, it is recommended to use community resources and family support to enrich the teaching content of Hakka language for kindergarten teachers who do not have Hakka language skills and Hakka cultural background. 2.In terms of the government and related units (1) Organize courses related to Hakka immersive education as teacher training, and integrate the summary of kindergarten educational activities into the study activities to strengthen the ability of curriculum design for preschool teachers. (2) Encourage kindergarten teachers to obtain Hakka language certification and receive the training to be Hakka kindergarten teachers. The goal is to let enthusiastic kindergarten teachers can receive qualified Hakka teacher certification.
Keywords: Kindergarten, Hakka immersive education, Mother language
