客家文化體驗課程之研究

A Research of Hakka Culture Experiential Learning Lessons

劉國裕(Kuo-Yu Liu)

指導教授 ： 鍾鳳嬌

國立屏東科技大學/人文暨社會科學院/客家文化產業研究所/碩士(2008年)

https://doi.org/10.6346/NPUST.2008.00022

摘要

論文摘要：
本研究之目的為透過參與觀察的方式討論幼教師發展客家文化體驗課程裡的文化傳承內涵、幼教師實施客家文化體驗課程之歷程、幼教師規劃與實施客家文化體驗課程之困境。
研究場域是位於六堆地區的五所幼稚園，參與成員是七位幼教師及其班級學生。研究者以「焦點團體、參與觀察、個別訪談、教師自我省思、學習單分析」等方式作為資料蒐集方法，本研究採取文件分析法，根據所上述所蒐集資料進行歸納、統整及分析，研究結果顯示：
一、以體驗方式進行客家文化課程確實有其必要性。
二、教師是客家文化體驗課程中的領航員。
三、多元學習方式有助客家文化體驗課程之進行。
四、行前教育在客家文化體驗課程中扮演重要角色。
五、課後複習是客家文化體驗課程不可或缺的重要元素。
六、教師臨機應變能力是教學成功的重要關鍵。
七、客家文化體驗課程不易進行教學觀察及記錄。
八、客家文化體驗課程設計與執行不易。
九、配合地方資源設計有助於客家文化體驗課程的推行。
最後，根據研究結果，針對實施客家文化體驗課程提出數點建議。

關鍵詞：客家文化、體驗課程、幼教師

關鍵字

客家文化 ； 體驗課程 ； 幼教師

並列摘要

Abstract:
The purposes of this study were to discuss “the culture-spreading contents in Hakka culture experiential learning lessons”, “the process of carrying out Hakka culture experiential learning lessons” and “the predicaments on planning and carrying out Hakka culture teaching process” by means of the participant observation method.
The fieldwork was conducted in five kindergartens of Liu Dui area. Teachers and children in these five kindergartens were recruited to participate in the present study. “Focus group, participant observation, personal interview, teachers’ self-reflection, working sheets-analyzing” was adopted to collect the research data. This study was based on the document analysis method. The researcher generalized, arranged and analyzed according to these data. The conclusions of this study were described as follows.
1. It is necessary to carry out the Hakka culture experiential learning lessons by means of experiential ways.
2. Teacher was a navigator in Hakka culture experiential learning lessons.
3. Multi-Cultural education was beneficial for Hakka culture experiential learning lessons.
4. Preview for Hakka culture experiential learning lessons played an important role.
5. Review for Hakka culture experiential learning lessons was indispensable.
6. Teacher’s act corresponding with the circumstance needs was the crucial factor for Hakka culture experiential learning lessons.
7. It’s difficult to make observation and record for Hakka culture experiential learning lessons.
8. It’s difficult to design and to carry out Hakka culture experiential learning lessons.
9. To design curriculums according to local resource contexts was beneficial for Hakka culture experiential learning lessons.
Finally, some suggestions of Hakka culture experiential learning lessons were provided based on research results.

Keywords: Hakka culture, experiential learning lessons, kindergarten teachers

並列關鍵字

Hakka culture ； experiential learning lessons ； kindergarten teachers

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