都市原住民族語教學之研究：以桃園縣國民小學為例

A Study on Aboriginal Language Teaching in Cities:Taking Elementary Schools in Taoyuan County as An Example

李俊昱(Chun-Yu Li)

指導教授 ： 洪泉湖

元智大學/人文社會學院/社會暨政策科學學系/碩士(2012年)

摘要

居住在台灣的原住民，屬於古南島語系(Austroasiatic) 民族，在血統上、文化上與漢民族有很大的區別。原住民長期與漢人共同生活或競爭資源，土地與文化嚴重流失，許多原住民為謀求生存，離開原鄉定居都市。囿於環境條件的劣勢，原住民的語言在都會環境中難與強勢語言競爭，致使族語面臨死亡的危機。
族語教學之起源，乃是來自地方政府對本土意識的覺醒與推展。1996 年 8月起，國小三年級開始逐年增設每週一節的鄉土教學活動。2001年「九年一貫課程綱要」規定：國小一至六年級學生，必須就閩南語、客家語、原住民語等三種鄉土語言任選一種修習。2008年將「鄉土語言」，正名為「本土語言」。
桃園地區都市原住民學生人數為全國之最。因此，針對桃園都會地區國小原住民族語教學進行研究，訪談對象包含族語教師、學生、學生家長、學校行政人員、專家等。分別就為師資與教學、課程與教材、環境等三個面向，探討桃園縣都市原住民族語教學實施現況、困境與改善策略。
研究結果如下：ㄧ、桃園縣原住民族語教學投注龐大資源，有利學生學習。二、師資面臨最大困境為教育專業素養不足。三、教學多以直接教學法為主，原住民文化為範疇。四、族語課程授課形式、時段不同，學習成效、面臨困境亦有不同。五、除了在九階教材外，族語老師常使用補充教材。六、學校提供行政資源無法滿足族語老師需求。七、家長態度影響學生語言能力。八、社區族語資源少，且分配不平均。

關鍵字

原住民族 ； 都市原住民 ； 族語教學 ； 原住民族語教學 ； 本土語言 ； 本土語言教學

並列摘要

Aborigines living in Taiwan belong to the ancient Austroasiatic tribe, whose ancestry and culture are quite different from those of the Han tribe. The aborigines have longed lived together with the Han people, wherein they competed with each other in resources, and caused the aborigines to lose land and culture seriously. To make a living, many aborigines moved to cities. Confined by the disadvantage in environmental conditions, the aboriginal languages face extinction in that they cannot rival the powerful languages.
Because of the awakening of local consciousness, the local government promoted aboriginal language teaching. Since August 1996, the third-grade students have been required to increasingly participate in the one- class- per week- based- local teaching activities year by year. The Grade 1-9 Curriculum Guidelines stipulates that, from 2001, the first to sixth grade students have to learn any of the following native languages (renamed as local languages in 2008): fukienese, Hakka and the aboriginal language.
This research aims to investigate the status, difficulty and improvement strategy of aboriginal language teaching at elementary schools in Metropolitan area of Taoyuan County, which has the largest number of aboriginal students nationwide, by exploring the aspects of faculty and teaching, curriculum and teaching material, and environment. The interviewees include teachers, students’ parents, school administrators, experts, etc.
The research results are as follows: 1. A large amount of resource put in the aboriginal language teaching favors students’ learning, 2. The greatest difficulty in faculty is that teachers do not have sufficient professional knowledge, 3. The teaching is mainly centered on the direct method, wherein aboriginal culture is the scope, 4. Difficulties encountered are influenced by course format and class time, 5. In addition to the nine stage teaching material, teachers usually use supplementary material, 6. The administrative resource provided by schools cannot satisfy teachers’ needs, 7. Parents’ attitude affects students’ language ability, 8. Resource for the community aboriginal language is little and is not evenly distributed.

並列關鍵字

teaching of aboriginal tribes language ； native language ； native language teaching ； aboriginal tribe ； urban aborigine ； aboriginal language teaching

參考文獻

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