| 摘要: | 本研究旨在探討繪本融入客語主題教學的過程中，運用華客雙語說演繪本故事，結合客家生活及文化主題進行教學活動，所面臨的教學桃戰與因應策略。主要的研究目的為：（一）了解以『繪本』為媒介，引起學生學習客語動機之實施情形。（二）探討運用『繪本』進行主題教學時，教師在客語教學上面臨的問題。（三）分析實施『繪本』主題教學後，學生在該主題客語學習成效之差異比較。
本文利用行動研究的方式，運用教學省思、觀察紀錄、學生學習單、訪談資料及回饋問卷等，進行資料整理和分析。研究發現，教師在國小低年級利用繪本圖像的引導與刺激，可連結學生自身經驗並與生活連結產生共鳴。運用繪本的特性，搭配延伸教學與串連活動方式，可建構出學生完整的客語情境對話內容。運用多元的教學策略和多媒體輔助，使得學生在聆聽、說話及興趣等外顯表現上，均有明顯向上提升趨勢。
經由繪本融入客語主題教學研究成果顯示，對本土語言教師建議可：（一）綜合運用多種教學策略，提升學生專注力。（二）建立團隊合作，共備主題課程分享教案。（三）多參與各項研習，吸收新教材教法及資源等，將有助於活化本土語言教學方式。此外，對於未來的研究建議可：（一）增加主題課程時間，加深加廣並實際操作。（二）評估學生程度後，運用資訊系統輔助教學。（三）盤點學校週邊資源，納入教學課程規劃等方向，實施後續研究。;The purpose of this study is to discuss teaching challenges and coping strategies while adopting stories of Chinese-Hakka bilingual picture books to integrate Hakka daily life and cultural themes into teaching activities. The primary research objectives are: (1) to figure out the progress of motivating students to learn Hakka while applying “picture books” as mediums. (2) to understand issues for teachers’ Hakka teachings while using “picture books” to conduct thematic instruction. (3) to analyze achievement of the students’ learning while executing Hakka thematic instruction.
The study, through the method of action research, applies teaching reflection, observation recording, students’ worksheets, interview references, and, feedback questionnaires to facilitate data arrangement and analyses. This study finds that teachers, in application of guidance & stimulation of picture books’ graphics for the second graders, are able to bridge students’ own experiences and relate to students’ life connections. Deploying features of picture books, combining extended teaching, and, establishing tie with activities can construct intact content of Hakka situational dialogues. Using multi-teaching approaches and multi-media allows students to have clear improvement in their explicit performance of concentrations, speeches, and, interests.
Regarding to the result of integrating picture books into Hakka thematic instruction, there are suggestions for indigenous language teachers as followings: (1) combining a variety of teaching strategies in order to increase students’ concentrations. (2) establishing teamworks and jointly preparing for curriculums and sharing lesson plans. (3) actively participating workshops to acquire new lesson plans, teaching methods, and resources. These methods will be helpful to activate indigenous teachings. Moreover, there are recommendations for future researchers: (1) deepening & widening thematic lessons and increasing the time, also implementing practically. (2) after evaluating students’ level, using information system to shore up teaching. (3) accessing available resources in the vicinity of the school, adding them to curriculum mapping so as to implement further studies. |
