客華雙語教學之行動研究：以國小低年級生活領域為例

NCU Institutional Repository > 客家學院 > 客家研究碩士在職專班 > 博碩士論文 > Item 987654321/97796

請使用永久網址來引用或連結此文件: https://ir.lib.ncu.edu.tw/handle/987654321/97796

題名:	客華雙語教學之行動研究：以國小低年級生活領域為例
作者:	梁詠晴;Liang, Yung-Ching
貢獻者:	客家語文暨社會科學學系客家研究碩士在職專班
關鍵詞:	客華雙語教學;雙語教學;行動研究;國小低年級生活領域;Hakka-Chinese bilingual instruction;bilingual education;action research;elementary school lower grades Living Curriculum
日期:	2025-07-24
上傳時間:	2025-10-17 11:54:44 (UTC+8)
出版者:	國立中央大學
摘要:	本研究旨在探討國小教師於非客家文化重點發展區中，如何於低年級生活課程中實施「客華雙語」教學，並分析學生語言學習成效、學習動機變化及教師教學信念的轉化歷程。研究採行動研究法，研究對象為桃園市地區某國小之低年級學生，學生人數共32人，歷時一學年，分三階段設課程，融合語碼轉換策略與客語支援教師協同教學模式，並結合前後測、動機量表、語料分析與訪談資料，進行多元資料分析。研究結果顯示，學生在客語聽說能力上皆有顯著進步，尤其是口語表現由前測近乎零基礎，提升至後測平均7.5分，展現語言產出能力的萌芽。學習動機方面，65%學生屬高動機組，顯示結合多模態教學與互動活動的課程能有效提升參與意願。實驗組（有修習本土語言者）雖具語言基礎優勢，對照組亦展現進步，突顯客華雙語教學的普適性與適應力。此外，語料分析發現，師生語碼運用逐步趨向策略性與靈活，學生亦能在語境支持與獎勵激勵下自然地進行客語輸出。教學歷程中，教師身兼導師與教學實施者角色，能掌握學生全人學習脈絡並即時調整教學策略。在與客語支援教師協同備課、觀課與修課的歷程中，教師逐步建構出以學生為中心、重視語言實用性與文化傳承的教學信念。透過師徒制專業支持、校內外教學研習及專業社群參與，教師從語言教學初學者成長為具策略性與文化敏感度的教學實踐者。研究亦發現，家長的正向支持與家庭回饋能有效延續學習動機並擴展語言實踐場域。綜上所述，本研究顯示客華雙語行動教學不僅促進語言學習與動機提升，也促進教師專業省思與課程實踐轉化，提供非語言優勢區域推動本土語言教育之可行模式。惟本研究為單一班級案例，未來建議擴大樣本與進行長期追蹤，以提升研究推廣與政策應用的參考價值。 ;This study aims to explore how elementary school teachers in non-Hakka cultural key development areas implement "Hakka-Chinese bilingual" instruction in lower-grade Living Curriculum courses, and to analyze students′ language learning effectiveness, changes in learning motivation, and the transformation process of teachers′ pedagogical beliefs. The study adopted an action research methodology, with participants being 32 lower-grade elementary school students from a school in Taoyuan City, spanning one academic year. The curriculum was designed in three stages, integrating code-switching strategies with a collaborative teaching model involving Hakka language support teachers. Multiple data analysis was conducted using pre- and post-tests, motivation scales, corpus analysis, and interview data. The research results show significant improvement in students′ Hakka listening and speaking abilities. Notably, their oral performance, which was almost zero at the pre-test, improved to an average of 7.5 points at the post-test, demonstrating the budding of language production ability. Regarding learning motivation, 65% of students were categorized in the high-motivation group, indicating that courses combining multimodal instruction and interactive activities effectively boosted participation willingness. While the experimental group (those who had previously studied native languages) had an advantage in language foundation, the control group also showed progress, highlighting the universality and adaptability of Hakka-Chinese bilingual instruction. Furthermore, corpus analysis revealed that teachers′ and students′ use of code-switching gradually became more strategic and flexible, and students were able to naturally produce Hakka speech with contextual support and reward incentives. Throughout the teaching process, the teacher, acting as both homeroom teacher and implementer, was able to grasp the students′ holistic learning context and adjust teaching strategies in real-time. Through collaborative lesson preparation, observation, and revision with Hakka language support teachers, the teacher gradually developed pedagogical beliefs that were student-centered, emphasized language practicality, and valued cultural heritage. Through mentorship professional support, in-school and external teaching workshops, and participation in professional communities, the teacher grew from a novice language instructor to a strategic and culturally sensitive teaching practitioner. The study also found that positive parental support and family feedback effectively sustained learning motivation and expanded the domain of language practice. In summary, this study demonstrates that Hakka-Chinese bilingual action teaching not only promotes language learning and increased motivation but also fosters teacher professional reflection and the transformation of curriculum practices, offering a feasible model for promoting native language education in non-language-advantaged regions. However, this study is a single-class case; future research is recommended to expand the sample size and conduct long-term follow-up to enhance the reference value for research promotion and policy application.
顯示於類別:	[客家研究碩士在職專班] 博碩士論文

文件中的檔案:

檔案	描述	大小	格式	瀏覽次數
index.html		0Kb	HTML	2	檢視/開啟

在NCUIR中所有的資料項目都受到原著作權保護.

社群 sharing

資料載入中.....