在學術界對於母語教學的相關研究十分豐富,但將母語教學與文化認同相結合的研究,則以客家與原住民為多數,至於以閩南族群母語教學文化認同為主軸之論文,則相當少。因此,本研究即以閩南母語教學為例,探討文化認同與母語教學的相關性,主要是從國民小學的母語教學的觀點來看文化認同。 語言是文化的載體,是傳承文化的工具,固此對母語的學習,即有傳承與保存文化的目的。教育部在2000年將鄉土語言納入九年一貫課程,其教學目標即包含鄉土語言與文化的傳承。 本研究希望透過母語教學的學習過程,探討母語教學與學童文化認同之間的關聯性。因此,本研究的研究方法主要採訪談法,訪談對象以國小教務主任、母語教學的教師、家長、學童,藉以了解閩南語教師運用何種的教學方式讓學童對於閩南文化產生認同,以及在傳承閩南文化方面的困境。此外,藉由訪談學童與家長,以瞭解他們對母語教學的支持與否,以及如何改善母語教學之道。 關鍵字:社會變遷、閩南語、閩南母語教學、文化認同
The many of studies about mother tongue teaching in academia, that the research subject combines Hakka, Aborigine mother-tongue teaching with cultural identity are majority. However the research subject combines Taiwanese Minnan Dialect mother-tongue teaching with cultural identity is minority. Accordingly, the study is probing into combine mother tongue teaching with cultural identity, and the topic is Taiwanese Minnan Dialect mother tongue teaching. Language is the carrier of culture. Language is an instrument for cultural heritage. So learning mother tongue is the purpose of the heritage and preservation of cultural. Thus in 2000, Ministry of Education add mother tongue to the Grade 1-9 Curriculum policy . They are teaching objectives includes mother tongue and cultural heritage. This study is mainly research method to using interviewing. And interview subjects has director of academic affairs, student and Taiwanese Minnan Dialect mother tongue teacher on elementary School. Keywords: Social Change, Taiwanese Minnan Dialect, Taiwanese Minnan Dialect Mother Tongue Teaching, Cultural Identity