Action Research on Little Min Nan Interpreter Training Curriculum -A Case Study of Jhuwan Elementary School, Penghu

• Main Authors: Der-shiaw Ou, 歐德孝
• Other Authors: Jui-Jung Lin
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/03591142572959116336

碩士 === 國立臺南大學 === 教育學系課程與教學（澎湖）碩士班 === 95 === This action research aims to explore the whole construction process of the Little Min Nan Interpreter Training Curriculum put together by Jhuwan Elementary School, Penghu, as a part of its school-based curriculum development, digging deep into both the design and the practice of the program. The design of the program began with a thorough historic study on the school-based curriculum development, and then wide varieties of interpreter-training-course-design-related researches were referenced before the school completed its own little interpreter training program design. On the other hand, since the first day the program was put into practice, the teachers as well as the students have come through a series of struggles trying hard to work out the problems that popped out. In spite of all the perspirations, everyone involved in the program has been contributing a great deal with a view to preserving the local culture and the unique tones in the dialect, cultivating new bloods for local tourism advancement, establishing a value system shared among all the school members, as well as pushing forward the school local culture curriculum development. In addition, of course, the research himself also wishes to broaden his views in curriculum development both theoretically and empirically. The following are some concluding remarks: 1.Tracing back along the history of Jhuwan Elementary School’s school-based curriculum development, “native plants” and “community life” can be found as the two major focuses, and the flexible classes have been taken for such teaching courses three times a semester on average. This action research has served as a thorough document file holder that keeps track of the whole process. 2.The Little Min Nan Interpreter Training Program proves to be a reasonable curriculum framework design with a good training course mechanism and good contents. 3.In the program design process, the school teachers faced such problems as unfamiliarity with some specific Min Nan terms, hardships in choosing suitable songs, skepticism about the VEE-MAP theory, and difficulties getting learned senior citizens involved to help solve problems. 4.In real practice, obstacles the teachers and students have come across include acquisition problems of the unique Min Nan tones to Jhuwan Village, the heavy load on the lower graders the program causes, and the middle and higher graders’ lack of time to practice. 5.Both the teachers and students have reported that the student-centered type of learning is quite creative and that the group learning design is very effective. 6.At the end of this thesis, some practical suggestions will be offered respectively to Jhuwan Elementary School itself, to other schools interested in developing such training courses, and to the bureau of education.