幼兒園母語沉浸式教學計畫政策之研究－以南投縣埔里鎮一所國小附設幼兒園為例

本研究旨在探討國民小學附設幼兒園如何有效地推動母語教育，並深入瞭解實施過程中遇到的困難、因應策略與實施的成效。依據《國家語言發展法》訂定學校應保障學齡前階段之母語權利教育機會，而個案學校為109學年度第一次申請「幼兒園閩南語沉浸式教學計畫」，並且於眾多族群人口交會之地區，因其埔里是觀光地區，外來人口很多，其研究有其必要性，因此以個案研究法為取徑，採用半結構訪談法進行資料蒐集，研究對象為個案學校之主任、教師與校內人員。綜合研究發現，本研究之結論如下：第一，中央地方政府鼓勵、學校管理者自主察覺現行情形需要策略來革新與所在地區資源與人員組成之需求皆影響其母語教育推動的契機面向。第二，完整的課程架構、結合情境營造體驗與實踐以及在地家長資源等有利於母語教育的推動。第三，在母語教育推動的策略面向分為以下五點：一、成立母語教育相關社群能促進母語沉浸式教學的推動。二、建立共同願景與分享資源能使執行學校對於母語教育的推動更具凝聚力。三、推動教師專業成長為提升教師母語教育相關知能與素養的重要機制。四、推動者與管理者提供正面支持性環境可提升教師推動母語教育的意願。五、推動者與管理者透過以身作則能帶動校內人員一同投入母語教育。第四，母語教育推動的實施成效與挑戰面向：一、母語教育的推動促進參與人員對母語教育有更深的認識、探索與學習。二、母語教育的推動激發教師聯想母語教育與課程的串聯。三、較難評估幼兒階段母語讀寫能力，在聽與說方面較適宜提升且評估。最後根據本研究結論，對中央政府機關、地方學校與執行人員，以及後續研究提出相關建議。

關鍵字

母語教育；幼兒園母語教育政策；幼兒園母語沉浸式教學；幼兒園閩南語沉浸式教學計畫

並列摘要

The purpose of this article is to explore how the staff of a preschool affiliated to the elementary school in Puli Town, Nantou County can effectively promote the education of native language, and to gain an in-depth understanding of the difficulties encountered in the implementation process and the coping methods, as well as the effectiveness of implementation. According to " Development of National Languages Act ", the staff in the school should guarantee the educating opportunities of rights that are the native language in the preschool stage, and the case school is the first time to apply for the " Hokkien Immersion Teaching Program of kindergarten education " in the 109 academic year, and the place where many ethnic groups live. Because Puli is a tourist area with a large number of migrants, its research is necessary. The research method is based on the case study method, and the semi-structured interview method is used to collect data. The qualitative data were collected from interviews and documents. The research participants were directors, teachers, and the staff in the case school. Based on the findings, the conclusions of this research are as follows: objects are the director and teachers of the case school. with on-campus personnel. Based on the comprehensive research findings, the conclusions of this research are as follows: First, the opportunities for the promotion of the education of native language could be affected by three parts﹕the encouragement of the central and local governments, the self-awareness of school administrators that requires new strategy to change the current condition, and the needs of local resources and personnel composition. Secondly, the curriculum structure that promoting the education of native language could be divided into the parts﹕the complete curriculums that combined with the situation to create experience and practice, and local parent resources. The third, the leadership that promotes the education of native language could be divided into five parts﹕ (1) Establishing organizations for the education of native language. (2) Shaping a common vision and sharing the resources can make the team more cohesive in promoting the education of native language. (3) Promoting teachers' professional growth is important for improving teachers' knowledge and ability to implementing the education of native language. (4) Providing supportive environments can increase the staff willingness to promote the education of native language. (5) Leaders lead teachers by example. The fourth, the effect and challenge of implementing the education of native language could be divided into three parts﹕ (1)The promotion of the education of native language facilitate teachers to have a deeper learning of the education of native language. (2)The promotion of the education of native language inspires teachers to associate the education of native language with the curriculum. (3)The improvement of students' literacy of native language is not easy to observe, but it is suitable for listening and speaking ability of native language to observe. Finally, based on the conclusions, recommandations are made for the educational administration authorities, elementary Schools, the staff related to the policy, and future researches.