| dc.description.abstract | Language is not only a tool for communication, but also a medium for the transmission of cultural values. ＂Zuo Zhuan＂: ＂If the skin does not exist, will hairs be saved?＂ If the Hakka language disappears, and the Hakka culture is like duckweeds floating in the ocean, where will they go? This research originates from the researcher who finds out the crisis of the fading of Hakka language. Through listening to the voices of the students from the education field, the researcher discovered the dilemma of Hakka language learning and tried to solve it. This research intends to create a lifelike Hakka language learning environment, try to find out a method that allows students to learn Hakka language naturally, and then use Hakka language to communicate. Finally, the results of the research are provided for the educationalists.
This study adopts the action research method. The research object is a normal class of third graders, who are from multi-ethnic groups in a primary school in Yangmei District, Taoyuan City. There are 25 students in total, and the researcher is the homeroom teacher of the class. According to students’ works and worksheets, activity photos, activity videos, observation records, teaching reflections, and other materials, the researcher analyzes the growth and changes of students’ Hakka listening and speaking skills, understands students’ willingness of participation and interest in learning. Finally, the teacher establishes a set of Hakka language life-oriented teaching mode. The research results are as the following:
1. Establish a teaching mode of Hakka life-oriented teaching that is feasible for the teacher.
2. Students are generally interested in Hakka life-oriented teaching, which are able to effectively improve students′ listening and speaking skills.
3. Through the conduct of action research, the teacher′s teaching theories, curriculum design, teaching methods, and the knowledge of Hakka language and culture have been improved. | en_US |