- 學位論文
礁溪褒歌研究及其教學應用 ──以《扒龍船》歌在國小教學之應用為例
A Study of Po-kua, Taiwanese Praise Songs, in Ta-khe Area-Its Application of the Native Language Education in the Elementary School
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摘要
「相褒歌」是在生活場景中藉由一來一往的唱和，表達出富有情節及吸引力 的故事，透過情歌式的句型及修辭詮釋，讓聽者在活潑生動的口語中體驗當時的情境。「相褒歌」立足於人情世故的真實寫照，傳遞俗文學之美；簡潔有力的通俗口語，展現音義之藝術性；實為樸質、自然清新說唱藝術之文本，也是促進文化學習的極佳教材。地方上還有少數有心人士正在積極努力的推動，想要讓這麼美好的聲音傳承下去，不但在學校實地教學、社區、社大開設課程、甚至積極的與地方電台接洽聯繫。期待讓這些國寶有表演的舞台，更希望孩子、一般大眾、所有有心人士，均能方便的有欣賞、觀摩、學習的機會，祈願更多同好、有心人士也能積極加入這保存、深耕、播種的行列。 本論文分為五章。第一章為緒論，說明本論文以田野調查為主要的研究方 法，在採錄16 位宜蘭縣礁溪鄉的耆老們所吟唱的褒歌之後進行分析。第二章討論礁溪褒歌的特色：礁溪的褒歌與製茶產業有很大的關係。透過語言分析可得知：礁溪褒歌的用詞充滿地方特色，在吟唱時常常使用宜蘭的地方音，用韻當中有74.52%是單一韻母，所得到的結果，印證了民間歌者不約而同的天生用韻習慣。本論文還採錄到一位耆老（阿美姨）將褒歌以圖畫的形式記錄下來，不論就俗文學或文字學而言，都有極高的研究價值。第三章介紹《扒龍船》歌的內容並進行語言分析。本論文認為：《扒龍船》歌的內容強調運動精神與團結合作，適合於國小本土語言教育課程中教學，除了可增進學生的學習動機與興趣之外，亦可培養熱愛鄉土的情懷。第四章說明褒歌融入本土語言教育課程的教學過程。這次的褒歌教學在中年級實施，選定三年級一個班級、四年級一個班做實驗。在短短的五周當中，每節加入母音、雙母音、鼻化音、子音的教學，為找韻腳、褒歌創作做準備。第五章結論：本論文經由田野調查的結果，瞭解到宜蘭是漳州音保存較完整的地方。透過褒歌的創作文字可看出當地的特有風俗民情。而在教學過程中筆者深深感受到孩子的學習與創作能力是無窮的。台語保留特別多的古音、古調及雅言、俗諺，內容包羅萬象，體裁亦多富變化。為求在教學上能更容易引起學生的興趣，可將一些如諺語、歇後語、俚語甚至童謠、繞口令、猜謎語等在課堂上教學。從此次的教學實驗的成果，筆者認為褒歌也是一項很好的選擇，只要有心推展，相信會有很不錯的成果。
並列摘要
“Praise/banter songs” deliver fascinating stories with rich plots, through duets in scenes of daily life. Through sentence pattern, rhetoric and interpretation of love song styles, the audience experience lively scenarios. “Praise/banter” are based on realistic descriptions on ways of the world and delivers the beauty of popular literature. Their concise spoken language expresses artistic quality of sound and sense. They are not only text of singing and telling, but excellent teaching material for promoting cultural learning. There are few devotees still actively pushing for preservation of the heritage. They not only open course and teach in schools and communities, but even contact local radio networks. They hope to find a stage for these national treasures and children as well as adults will be actively involved in the development and preservation of the heritage. This thesis is divided into five chapters. Chapter 1 includes the introduction, research methods, and literature review. I interviewed 16 praise/banter song singers in Jiaoxi, Yilan, and then did some linguistic analyses of the recorded songs. Chapter 2 first explores the relationship between praise/banter songs and tea-making industry. Through linguistic analyses, many praise/banter songs recorded in Jiaoxi are full of pronunciation and diction of local color. Also, of all the types of rhyme schemes, 74.52% are monorhyme (AAAA), which proves that praise/banter singers rhyme their songs in the similar way naturally. During the fieldwork, a lady singer was found to have recorded the songs in pictures, which is similar to the Dongba symbols, a system of pictographic glyphs, and worthy of studying both in the aspects of folk literature and writing system. Chapter 3 introduces the song of "dragon boat racing." I consider that this song is suitable to being used as teaching materials in elementary school, for it emphasizes the sportsmanship and teamwork and can motivate more enthusiasm from students and make them love their homeland more. Chapter 4 describes the process of teaching the song of "dragon boat racing" in the class of the elementary school native language education. This praise/banter song teaching is conducted at one class from the third grade and another class from the fourth grade. During the five weeks, each session was incorporated with lessons on vowels, diphthongs, nasal tones, and consonants, as a preparation for rhymes and praise/banter songs. Chapter 5 is the conclusion of this thesis: through the fieldwork, it is found that the Tsiang-tsiu (Zhangzhou) accent is preserved well by the native speakers in Yilan. Besides, special local custom and tradition can be seen via the content of these praise/banter songs. Moreover, during the process of teaching the praise/banter songs to the children, I am surprised at their unlimited potentials both in learning and creating. Taiwanese preserves in particular a lot of ancient pronunciations and tunes, as well as classical phrases and colloquial proverbs. It is all-inclusive and full of diversity. To motivate more enthusiasm from students, it is productive and effective to incorporate in to teachings with proverbs, slangs, riddles, nursery rhymes, tongue twisters and riddles. From the result of my teaching experiment, I think praise/banter songs are also a good material. As long as they are promoted properly, I believe that the achievement will also be promising.
參考文獻
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