數位學習融入客語教學之行動研究 --以桃園縣田心國小五年級學生為例 ; An Action Research on Integrating E-learning into Hakka Teaching --- with illustration from teaching fifth grade students in the Tao-yuan County Tien-hsin Primary School
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Abstract[[abstract]]語言為文化的主要象徵，語言一旦消逝，文化也隨之殞落，有鑑於此，政府正透過各項政策，搶救瀕危的本土語言，而處於凋零中的客語，更是不容忽視，本研究緣起研究者於客語教學現場中，遇到客語教學困境後，力求解決策略之過程。數位學習具備可隨時、隨地、反覆練習等優勢，成為現代學習新趨勢，為了提升客語教學效能、引發學生學習興趣及營造客語學習環境，本研究擬善用數位學習的優勢將之融入客語課程與教學上，期許找出解決客語教學困境的方法，並且以行動研究後的成果，提供客語教師在教學上可供參考與運用的數位學習教學模式。本研究的成果如下： 一、客語教學的困境，包括客語課程開課比例與客家人口比例懸殊，不易達成客語課程目標，客語課程教材明顯不足，缺乏客語學習環境等。二、建立客語課程教學模式： N M R P I田心模式，透過五大主題活動：新介名仔（N）、MV客家情（M）、讀書厓盡會（R）、拼音厓也會（P）、共下遶網路（I），進行傳統課室與數位學習混合教學。三、數位學習融入客語教學，在教學目標的達成、學生學習效能、延伸學習效能等，均有顯著的成效。四、教師藉由行動研究，可實現傳承的使命、並解決教學困境，還從行動歷程中，讓教師的專業與服務熱誠更加提升。Language is one of the main characteristics of culture. If languages become functionally extinct, culture will vanish as a consequence. For this reason, the Government is trying to rescue critically endangered native languages (dialects) through a variety of policies. Among these neglected languages (dialects), Hakka is one of the most concerned. This research is initiated from the solution process to the difficulties encountered by the author in teaching Hakka. E-learning possesses the capabilities of being applied at any time, at any place and being repeatedly practised. It becomes the new trend of contemporary learning methodology. To improve the situation in teaching Hakka, in arousing interests of students’ and in establishing a suitable learning environment, this research proposes a solution to integrate the advantages of e-learning into the course of teaching Hakka. The expected results are to resolve the difficulties in teaching Hakka and hence to provide teachers with a model in e-learning for reference. The results of this research are as follows. 1. The adversity in teaching Hakka indicates that there is a great discrepancy between the Hakka speaking population and the number of courses offered. It is difficult to achieve the goals of the courses. There is an obvious lack in the teaching materials and in the learning environment. 2. Establishing a model in teaching Hakka: the NMRPI model integrates e-learning with conventional teaching methods through five main activities, namely, nomenclature (N), music video (M), reading (R), phonetic symbols (P), and the Internet (I). 3. As a result of integrating e-learning into Hakka teaching, there are prominent improvements in accomplishing teaching goals, students’ learning and extended learning performance. 4. Through action research, teachers can accomplish the inherited mission of teaching and resolve the difficulties encountered in teaching. Furthermore, the course of action enables teachers to improve themselves through professional development as well as enhancing their devotion in services.