台語融入國語文教學模式探究~以小一為例

A Study on the Model for Integrating Taiwanese into Mandarin Teaching: A Case of First Grade School Students

陳素年(SU-NIAN CHEN)

指導教授 ： 李勤岸 博士

國立臺灣師範大學/文學院/台灣文化及語言文學研究所在職進修碩士班/碩士(2010年)

摘要

語言會因人、事、時、地、物的不同而呈現其差異性與變動性，故而其學習也應該橫跨、統整在所有的學習領域中。然而，目前的台語教學，卻停留在以教材為核心的「定時教學」方式，更因每週只有一節而無法精熟學習（mastery learning），因而學習成效不佳。
就母語教學理論建構和語言規劃而言，學習語言最重要的是營造一個有利的學習環境。因此，學校在推展本土語言教學時，若能配合一般課程的教學進度，採「融入教學」方式，應相當具有可行性。
在一個教學語言是華語的教育體制之下，本研究以小一級任老師的立場
，提供學童華、台語雙語並行的教學系統，除善加利用學童原已知、已有的知識經驗外，並將以此為起點，再從中一點一滴將台語文的課程予以轉化、對照後融入教學，以逐步建構小一學童台語文的知識和能力。
本研究旨在探討如何利用台北縣小一學童國語文教學的相關課程實施台
語教學，以拓展台語的學習範疇。研究者在設計國語文課程時，將有規劃、有系統地提供完整、真實、功能性與多元的台語文材料，並給予學習者充分的時間、機會，實際去聽、說、讀、寫，以協助小一學童發展、建構台語口頭語言和書面語言的功能知覺與學習。

關鍵字

台語 ； 母語教學 ； 融入教學 ； 雙語教育 ； 語言教學 ； 國語文教學

並列摘要

A language changes and varies with persons, things, times, places, and objects, so language learning should be included in all of the learning areas. However, Taiwanese language teaching has not only stayed at the Timing Teaching, which is centered on teaching materials, but also limited to one lesson per week. As a result, it fails to achieve mastery learning and decreases learning efficiency.
According to the theory and design of Mother Tongue Teaching, it is important to create a favorable environment for language learning. Therefore, when promoting vernacular education, it could be feasible to combine it with general curriculums on the one hand, and to adopt Integrated Teaching on the other.
As a teacher in an education system using Chinese to teach, I provide the first-grade school students with a bilingual instruction and take advantage of their own experiences or knowledge. In doing so, I try to transform the Taiwanese language curriculum and compare it with my teaching so as to gradually build their capacity and knowledge of Taiwanese.
The thesis studies how to practice Taiwanese teaching by making use of the Mandarin related curriculums for the first-grade school students in Taipei County and to expand its scope. As organizing the Mandarin curriculum, I systematically offer complete, real, various, and versatile materials of Taiwanese to it. Also, I give students sufficient time and opportunities to listen, to speak, to read, and to write, helping to develop and construct their perceptional function and learning capacity of the spoken and written Taiwanese.

並列關鍵字

Taiwanese ； Mother Tongue Teaching ； Integrated Teaching ； Bilingual Instruction ； Language Teaching ； Mandarin Teaching

參考文獻

Tioh趙家誌（2008）。〈運用合作學習進行補救教學之行動研究〉。載於

Ng黃嘉政（2001）。《戰後以來台灣台語教育發展之研究（1945-

Lîm林玉環（2001）。《桃園縣國民小學河洛語教學之研究》。台北市立

Lîm林育志（2004）。《台北縣國小教師閩南語教學態度與學生對教師教學

Tân陳惠萍（2003）。《高雄市國小教師閩南語教學態度與教師自我效能感