客語兒歌融入幼兒園語言學習之行動研究

The Action Research of Hakka Nursery Rhymes into Preschool Language Learning

張肇真(Chao-Chen. Chang)

指導教授 ： 楊佈光

國立清華大學/藝術學院/音樂學系音樂碩士在職專班/碩士(2020年)

摘要

摘要
在園內舉辦幼幼客語闖通關活動時，發現孩子們對於活動感到緊張與害怕，每次活動進行都會有幼兒哭，於是思考為什麼語言學習會變成一種壓力呢?為什麼孩子不願意主動開口說客語?為什麼孩子總是記不住客語的字詞?是不是我們應該要改變教學方式來做活動，而音樂正是世界共通的語言，因此將客語兒歌融入幼兒園活動，透過實際的教學分析行動研究，以及配合客語沉浸式教學計畫的實施，進行音樂教育以提升幼兒主動學習語言的動機。
茲將本研究結果歸納如下:
1.客語兒歌融入教學的途徑非常多元:主要運用歌詞節奏朗讀韻腳、意境圖畫、情
境遊戲、歌曲律動、歌曲律動遊戲、抽換歌詞遊戲、頑固節奏練習、模仿遊戲
等，將客語兒歌融入幼兒園教學之中，讓幼兒能開口唱客語。
2.客語兒歌融入幼兒園時可搭配主題或例行性活動：符合幼兒的生活經驗與
環境情境相連結，讓幼兒在自然的情境下主動學習，知道生活環境中有各
種不同的語言，這樣的方式對於幼兒來說是有趣的，也增進了語言學習的動
機。
3.幼兒的學習是學校與家庭必須共同努力的:提供家長教學資源，藉由家長的參
與可以增近親子間的互動學習，對於課程的實施更能獲得家長的認同與支持。

關鍵字:客語兒歌、主題教學、行動研究、客語、沉浸式教學

關鍵字

客語兒歌 ； 主題教學 ； 行動研究 ； 客語 ； 沉浸式教學

並列摘要

Abstract
In this study, we found that preschoolers would feel nervous and scared when we conducted challenge-based Hakka language activities; some would cry in every activity. Hence, we investigated the reasons as to why language learning waspressurizing and remembering Hakka words and phrases was difficult and examined factors related to children’s unwillingness to actively speak Hakka. Moreover, to change our teaching methods for activity designs and implementation, we integrated Hakka nursery rhymes with preschool activities.
The action research was conducted through actual teaching and analysis with the implementation of Hakka language immersion programs through music education to encourage active language learning among preschoolers.
1.Integrate Hakka nursery rythms with Hakka language teaching：reading rhymes along with lyrics and rhythms, conceptual pictures, contextual games, rhythmic singing games, lyrics-changing games, rhythmic ostinato exercises, and imitation games were conducted, enabling kindergarteners learn Hakka songs.
2.Conducting thematic or routine activities with Hakka nursery rhyme teaching can provide preschoolers with age-appropriate life experiences and offer better associations with their environment such learning method will develop interests and strengthens children’s motivation for language learning, particularly in diverse
language-learning environments.
3.Children’s learning involves the joint efforts of schools and families: they are more likely to actively learn in a natural environment,we were able to enhance parent–child interactive learning and receive parents’ identification and support for course implementation by providing parents with learning resources and inviting them to participate in their children’s learning.

Keywords: Hakka Nursery Rhymes, Thematic Teaching, Action Research, Hakka， Immersion Model

並列關鍵字

Hakka Nursery Rhymes ； Thematic Teaching ； Action Research ； Hakka ； Immersion Model

參考文獻

參考文獻

中文部分

一、專書

王珮玲(2011)。幼兒發展評量與輔導。台北市:心理。

列維廷 (Levitin, Daniel J.)( 2013)。迷戀音樂的腦。新北市 : 大家。