| 摘要: | 隨著解嚴後多元文化主義的發展，國家語言意識形態逐漸從同化、多元走向本土、國際，語言政策也從單語走向雙語、多語，對於各族群的文化也透過上至下以公權力介入，開始立法予以保障各族群的語言與文化，其中，客委會的成立代表著客家族群首度被國家體制承認，《客家基本法》則是客家事務制度化、法制化的開始。自客委會成立後，推動各項客家語言、客家文化政策，將客語導入學校教育，也使得客家繪本與如後春筍般的蓬勃發展。本研究以客家繪本為主體，並採用文本分析法作為本研究之分析手法，透過繪本創作背景與理念、題材與主題、客家文化元素、客家精神與意義四層次的分析，瞭解客家繪本的發展背景脈絡及出版趨勢變化，與繪本中所想傳達的客家文化題材與元素，期待能夠幫助現場教師更瞭解客家繪本所傳達的意義與內涵，提升其對客家文化的認識與認同，並有效選擇適切的繪本運用於教學之中。
經過研究與探討後，可獲得以下發現與結論：一、客家繪本出版者呈現有官方、民間、官學合作、官民合作四種模式，且逐步從官方獨資主導走向由官方提供補助鼓勵民間出版。二、隨著與客家政策與教育主軸的變化，客家繪本呈現生活客語、在地客家文化、自我認同、沉浸式客語及國際化客家之五種歷程，繪本主要語言亦從單語（客語）走向多語。三、客家繪本分別從傳統文化、日常生活、在地景色為題材來呈現客家族群傳統特色、多元性、價值觀與在地客家特色。四、從客家繪本之文化元素可總和歸納出客家族群具有萬物有靈、重茶、重粄食、重教育、重宗族、高凝聚力、因地制宜、隨地取材、樂天刻苦等客家形象。
;With the development of multiculturalism after the lifting of martial law, the national language ideology has gradually moved from assimilation and pluralism to vernacularization and internationalization, and language policy has also moved from monolingualism to bilingualism/multilingualism. The government has also intervened from top to bottom to legislate the protection of the languages and cultures of various ethnic groups. The establishment of the Hakka Affairs Council represents the first time that the Hakka ethnic group has been recognized by the state system, and the《Hakka Basic Act》marks the beginning of the institutionalization and legalization of Hakka affairs. Since the establishment of the Hakka Affairs Council, various policies on Hakka dialect and culture have been promoted, and the Hakka dialect has been introduced into school education, which has also led to the vigorous development of Hakka picture books. This study focuses on Hakka picture books and uses text analysis as the analysis method. Through the analysis of the creation background and ideology, themes and topics, Hakka cultural elements, and Hakka spirit and meaning of the picture books, the development context and publishing trend changes of Hakka picture books as well as the cultural themes and elements conveyed in the picture books are understood. The study hopes to help on-site teachers better understand the meanings and connotations conveyed by Hakka picture books, enhance their understanding and identification of Hakka culture, and effectively select appropriate picture books for use in teaching.
After the study and discussion, the following findings and conclusions can be obtained:
1、Hakka picture book publishers present four modes: official, private, official-academic cooperation, and official-private cooperation, and gradually move from official sole financing to official subsidizing and encouraging private publishing.
2、Along with the changes in the main Hakka policies and education, Hakka picture books present five processes: daily Hakka dialect, local Hakka culture, self-identification, immersive Hakka dialect, and internationalized Hakka. The main language of picture books has also moved from monolingual (Hakka) to multilingual.
3、Hakka picture books present traditional culture, daily life, and local scenery as themes to show the traditional characteristics, diversity, values, and local characteristics of the Hakka group.
4、From the cultural elements of Hakka picture books, it can be concluded that the Hakka group has the image of believing all things with spirit, valuing tea and rice as part of their traditional cuisine, valuing education, valuing clans, high cohesiveness, adapting to local conditions, making use of materials from local places, happy-go-lucky and working hard. |
