桃園縣國民小學實施客語教學執行成效之研究－以學校支持系統觀點

A research on result of Hakka language teaching for elementary school in Taoyuan - from the school support program viewpoint

張淑美(Shu-mei Chang)

指導教授 ： 陳定銘

國立中央大學/客家學院/客家政治經濟與政策研究所在職碩士專班/碩士(2008年)

摘要

本研究旨在探討國小實施客語教學之學校支持系統現況和滿意程度在背景變項的差異情形，並探討其現況和滿意程度之間的關係，從中找尋強化學校客語教學支持系統的建議，以提供桃園地區國小推展客語教學之參考。
在研究方法上主要以問卷調查法為主，文獻分析法、深度訪談法為輔。在問卷調查法中，研究工具以自編「桃園縣國小實施客語教學學校支持系統之研究調查問卷」，施測對象為桃園縣內有實施客語教學的學校中之各國小學校行政人員、學校教師以及學生家長為範圍，共發出410份問卷，回收可用問卷有355份，問卷可用率達86.59﹪。調查所得資料經編碼登錄後，應用SPSS/12.0版統計套裝軟體進行分析。在深度訪談法中，以桃園縣國小負責推動客語教學之學校行政人員、實際擔任客家語教學之教師（包括現職教師與客家語支援教師）、教育局客語教學鄉土語言指導員、國小客語國教輔導團召集人以及民間協助學校推行客語教學之非營利組織理事長為對象，分別進行深度訪談。
本研究之結論歸納如下：
一、桃園縣國小實施客語教學學校支持系統之現況：客語教學時數次數最多的是「1節」；客語教學課程之主要時間為「鄉土語言課程」佔最多；客語師資來源最多數為「現職教師」；客語教材採用最多種類為「合格民間版本」；面臨到的困難與限制最多數為「教學時數太少」；客語教學研習最重要的課程是「教學活動設計觀摩」。
二、桃園縣國小實施客語教學學校支持系統之滿意程度
（一）政策層面：偏遠地區的滿意程度顯著高於城市（縣轄市以上）和鄉鎮地區。學校歷史在10年以下的滿意程度顯著高於21年以上。
（二）行政層面：鄉鎮地區的滿意程度顯著高於城市（縣轄市以上）。學校規模13－48班的滿意程度顯著高於49班以上。學校歷史在11－20年的滿意程度顯著高於21年以上。
（三）課程與教學層面：客語教學年資在3年以下者的滿意程度顯著高於無客語教學年資和客語教學年資在3年以上者。學校規模49班以上的滿意程度顯著高於13－48班。
（四）家長與社區層面：鄉鎮地區和偏遠地區的滿意程度顯著高於城市（縣轄市以上）。學校規模在12班以下的滿意程度顯著高於13－48班和49班以上者。學校歷史在11－20年的滿意程度顯著高於21年以上。
依據文獻探討和本研究之分析結果，本研究提出具體建議，供教育行政機關、學校行政單位、國小教師參考，以期提昇整體客語教學效能，並藉以提昇對學校支持系統的滿意度。

關鍵字

鄉土語言教學 ； 客語教學 ； 學校支持系統

並列摘要

This research is for the purpose of discussing the elementary school implementing the Hakka language teaching support program present situation and satisfaction according to the different background variables. That explores the relations between its present situation and satisfaction, pursues the suggestions of strengthening the school Hakka language teaching support program, also provides the promotion reference of the Hakka language teaching for Taoyuan county.
The method of this research adopts survey procedure primarily, literature analytic method, face to face depth interview as auxiliary. In the survey procedure, the questionnaire is based on the elementary school in Taoyuan implementing the Hakka language teaching support program questionnaire. The measured objects include administrative personnel, teachers and students’ parents of elementary school implementing the Hakka language teaching support program. This survey sends out 410 questionnaires totally, the recycling available questionnaires are 355 copies; the questionnaire availability factor reaches 86.59%. The results of survey have coded and import into SPSS 12 to perform necessary analysis. In the interview procedure, the following people from different categories carries on the depth interview separately: administrative personnel, Hakka dialect teachers and supporting teachers of elementary schools assigned to promote Hakka language in Taoyuan; Hakka language promotion instructor from Bureau of Education, the conveners of elementary school’s Hakka language counseling group as well as the chairman of non-profit organization assisting Hakka language promotion.
The conclusions of this research are as follows:
First, the present situation of elementary school implementing the Hakka language teaching support program in Taoyuan: Most schools’ Hakka language teaching classes are only one class; the class on the curriculum is “the local language”; there are no dedicated Hakka language teachers in most schools. The Hakka language teaching material uses most types is “the qualified folk edition”; the difficulty and the limit are “the teaching hours are too few”; the most important study activity of Hakka language teaching thoroughly is “the observations and discussion of class teaching activity.”
Second, the satisfaction of elementary school implementing Hakka language teaching support program in Taoyuan County:
(a) Policy satisfaction plane: Rural area’s satisfactions are obviously higher than the urban, the towns’ area and suburbs. The satisfactions of schools which histories are under 10 years obviously are higher than above 21 years.
(b) Administrative satisfaction plane: Suburb''s satisfaction obviously is higher than the urban. The satisfactions of schools which scale is between 13-48 classes obviously are higher than above 49 classes. The satisfactions of schools which histories are between 11 years and 20 years obviously are higher than above 21 years.
(c) Curriculum and teaching stratification plane: The satisfactions of teachers who teaching period of service are below 3 years obviously are higher than teachers who have no Hakka language teaching experience or period of service is above 3 years. The satisfactions of Schools which scale are above 49 classes obviously are higher than 13-48 class.
(d) The guardian and the community stratification plane: The satisfactions of suburb and rural areas obviously are higher than the urban. The satisfactions of Schools which scale are under 12 classes obviously are higher than 13-48 class and above 49 classes. The satisfactions of schools which histories are between 11 years and 20 years obviously are higher than above 21 years.
Based on the literature discussion and the result of this research analysis, this research proposes the concrete proposal for the educational administration institution, the school Administrative unit and the elementary teachers, so as to increase overall Hakka language teaching potency, and promotes to the school support program''s degree of satisfaction.

並列關鍵字

School Support System ； Hakka Language Teaching ； Local Language Teaching

參考文獻

范文芳，2002，＜客語教學的困境與展望＞，《客語教學的困境與突破論

林素琴，2004，《客語政策執行之研究─以台北縣國民小學客語教學為例》，臺北市：淡江大學教育政策與領導研究所碩士論文，未出版。

范文芳，2005，＜行出識字教學个牢籠，開拓現代化个客語教學＞，《國立新竹教育大學語文學報》，第12期，頁25-34。

頁191-210，中華民國特殊教育學會主編。

謝紫菱，2007，＜臺灣國民小學階段鄉土語言教育之意義、困境與未來＞，《國教新知》，第54卷第1期，頁1-8。